Title - Sequence Story Quilt
By – Maria Espinoza
Primary Subject - Language Arts
Secondary Subjects - Art
Grade Level – 3rd grade
Allotted Time: 45 minutes
Sequencing Story Quilt
Objectives
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After reading the story The Tiny Seed by Eric Carle, third grade students
will be able to recognize the sequence of events within the story by
summarizing what happened with 100% accuracy.
The child will use vocabulary that signals sequencing, i.e., words such as
first, next, then, before, after, finally in their sequence story quilt.
The child will understand that plants have a life cycle that includes
sprouting; developing roots, stems, leaves, and flowers; reproducing; and
eventually dying.
The child will be able to label the different parts of a plant on a worksheet
with 100% accuracy
TEKS
English Language Arts and Reading, Grade 3.
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TEKS 3.1(E) listen responsively to stories and other texts read aloud,
including selections from classic and contemporary works (K-3)
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TEKS 3.8(A) The student is expected to discuss meanings of words and
develop vocabulary through meaningful/concrete experiences (K-2);
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TEKS 3.9 The student is expected to retell or act out the order of important
events in stories (K-3).
Anticipatory Set 7 min
I will show students a seed and a live flower in a pot. I will ask students what they
know about the Life Cycle of a Plant. I will discuss the different stages a plant goes
through (seed, seed sprouts, roots, stem and leaves, flower. Write their responses on
a board.
Lesson Instructional Input/Teacher Explanation and Modeling
Whole class activity 20 min
1. The teacher will do a short mini-lesson about sequence or order of events.
Tell the students that while they are reading (or listening) to the story to pay
very special attention to the order that thing happen in the story.
2. The teacher will read the story The Tiny Seed by Eric Carle.
3. After reading, the teacher will discuss the story with the students and ask
them some questions using the vocabulary words that signal sequencing such
as first, next, then, before, after, finally. Can you tell me what happened first
in the story? Can you tell me what happened next, finally?
4. The teacher then tells the students that they will be making a quilt that
illustrates the events in the story. The students will have to summarize the
story in their own words and tell the main points. They will also have to
write a sentence with a picture on each square that tells what happened in
the story.
5. The teacher will then show students how to put the squares together and tie
the quit squares together.
6. The teacher will then give each student 6 paper squares and some pieces of
yarn and provide crayons and markers and ask the students to start
working on their sequencing story quilt.
Guided Practice 8min
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The teacher will tell the students that they will be making a quilt that
illustrates the events in the story.
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The teacher will tell students to summarize the story in their own words and
tell the main points. They will have to write a sentence with a picture on each
square that tells what happened in the story.
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Teacher will continuously monitor students as they work independently on
their sequencing story quilt.
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Teacher will continuously monitor students as they tie their quilt squares
together.
Reteaching 5min
Small group of students.
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Teacher will review and ask students in which order the actions from the story
occurred and provide sentence strips and have them go on the board and place
them in order.
-The wind blows flower seeds. (1)
-The mouse ate a seed. (2)
-The seed received rain and
sunshine. (3)
-The boy picked the flower. (4)
-The seedpod opened. (5)
Closure 5 min
The teacher will review the concept of sequence of events and then ask each student
to tell the class something that they learned about plant life cycle sequence. The
teacher will ask students to share their sequencing story quilt with the class. This
will add closure to the lesson.
Assessment
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Teacher will check to see if the students wrote their summary of the story in
the order in which it happened (which would signify that they recognized the
sequence of events) and used the sequencing words in a meaningful order to
help order their summary. (First, second, next, then, and finally).
Through observation and questioning
Materials
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Book: The Tiny Seed by Eric Carle
6 small squares of different colored
construction paper per learner with
holes punched in the middle of each side.
 Pieces of yarn or string (2 inch pieces work well)
 Crayons or markers
Plant and a seed