The Sequencing Story Analysis

How to help children follow the chain of ideas by clarifying words and concepts and rereading favorite stories Techniques that get children actively involved so they have a deeper level of understanding and enjoyment

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

Students will listen to a simple story (such as The Three Little Pigs or Goldilocks and the Three Bears), and then will re-enact that story using puppets to reflect the timeline of events and characters of the story. Sequencing also develops listening, observation, and memory skills, which are necessary for all areas of learning. “Sequencing is an important part of problem solving across subjects” (Reading Rockets).

Popular culture is often a reflection of society; both literature and the media have the capacity to cement ideas in the minds of readers and viewers. In many cases, the notions and stories glorified by the media refrain from sharing a true depiction of society and are narrow-minded in their focus. Recently, the feminist movement has denounced popular culture for its ignorance, fighting for a more realistic portrait to be painted by those with the power to reach millions. Specifically, both Roxane Gay’s Bad Feminist and Chimamanda Ngozi Adichie’s “The Danger of a Single Story” share how the classic gender stereotypes seen in popular culture are unable to capture the full spectrum of stories that define society, and are limiting in their portrayals of women. Moreover, both authors share personal stories, reference prominent world figures, and cite relevant statistics in their works. Therefore, in both Bad Feminist and “The Danger of a Single Story”, Roxane Gay and Chimamanda Ngozi Adichie appeal to readers pathos, logos, and ethos in order to construct the argument that the single story of women in popular culture is stereotypical and restrictive.

Ever since Hunter Jordan died, Ruth and James were heavily affected. In order to combat this, they both use different ways to grieve over his death. To begin, Ruth, James’ mother, rides her bike to grieve for her husbands death. To show proof, James says, “She would ride in slow motion across our street… It was her way of grieving,” (7). As one can see James believes his mother rides her bicycle to grieve for her deceased husband. In addition, James also notes, “it was something [the bike] my stepfather found on the street in Brooklyn and hauled home a few months before he died.” (5). To explain, James says that his stepfather found the bike and brought it to Ruth a few months before he died, so Ruth uses it to remind her of her husband. Furthermore, another way Ruth grieves is in church. James says, “she would occasionally do something in church that I never saw her do at home… she would bow down her head and weep.” (50). As one can see, Ruth cries in church to grieve for her husband because if her kids see her, they would think she is crying because God makes her happy.

While you're working at the rescue station, the phone rings of a missing father who hasn't been seen in 5 months after going to Mount. Everest. You think to yourself, "Why should I save them? They risked their life, so now you are going to risk ours?" Well, this is what you have been training for, for half your life. Training for this long will finally pay off. The man's life matters too and it is in danger, so he needs to be saved. People do have the right to rescue services when they put themselves at risk.

How does the writer use language and structure to convey her opinions about The Danger of a Single Story?

First of all, I want to state my interest in this single-story issue, because I has been exposed to it from the History course I took last semester. Single-story is basically information or story we trust because the information had been taught for years. So, when it comes to single-story, the truth is not about the real events or history, but more to the common information we share and believe for years. I believe single-story is a pretty common issue in our live and since we are very accustomed with them, we do not realize the effect of believing solely in single-story. However, I find that single-story is not the only problem we have when we try to deal with history or events in the past. I also think that perspective have great influence in creating the story. As an event usually involve more than one side, there are more than one perspective can be built upon the event. Nevertheless, we usually only stick on one side of the perspective and believing it 100 percent, so it is indirectly limiting our information about the event. That’s why I believe single-story and single-perspective is very related and both bring the same disadvantages.

Lesson 1 will start off with a brief vocabulary lesson for the students that builds on cardinal vocabulary words previously taught in math class (1, 2, 3, 4). This brief vocabulary lesson will help students link these vocabulary words to sequencing events by teaching them the corresponding ordinal number words (first, second, third, fourth). Students will have the opportunity to demonstrate their understanding of sequential language and their ability recall a sequence of events from a story in order in a meaningful way through the use of The Very Hungry Caterpillar by Eric Carle. Students will have the chance to independently exercise the skill of sequencing when they are asked to recall the events that take place in the story in the order that they happened in the story. Students will show their ability to recall the events of the story and their ability to sequence

I am 5 ft 7 inches tall. Long brown hair pulled back in a high ponytail. My war paint today consists of metallic green eye shadow, ultra black mascara and pink sparkly M.A.C lipglass (yes, lipglass). My undies are La Senza, my skirt is Guess, my top is SallyAnn and my leggings are Blackmilk Clothing. And when I walk outside, in the snow, I will wear my Hunter Douglas boots.

Am retelling the story from the present to past, when june star sat down with her mother as bobby lee was killing her brother and father, she is tweeting back to when her grandmother told her father they should go to tennessee.

This whole serious thing—I’m not very good at it. It’s not like I don’t care what I’m writing about. It’s just hard to write about something that is often hidden behind the screen that we call comfort. I too live in comfort, comfort chronically careening us away from the truth. This problem embedded deep within our minds. Minds of teens that think there is no other way to escape than to take their own life. Seeking to keeps ourselves sheltered in comfort we pretend not to see the real root to the problem, Us all. You can't say that we aren’t because even though we say things get better and there are people they can talk to the numbers don’t lie and they say that it’s only getting worse. I’m not saying I have the solution to make everyone's

Encourages children to read familiar stories independently by relating illustrations to the text. (Vukelich & Christie, 2004, p.8)

The materials needed for these interventions were simple. All five interventions required a storybook, which needed to be carefully chosen, so the book was grade level appropriate and contained vocabulary words. The adult needed to be familiar with the story, in order to summarize the story and facilitate questions with the students. The vocabulary intervention required additional