Put Events in Order

Overview

Lesson 5 of 8 in Little Stories, Big Laughs. Students learn that stories are easier to follow when events are arranged in a clear sequence, using first, next, then and finally. They move from teacher modelling, to shared sequencing, to writing or dictating four events for their own humorous story.

Learning intentions

• WALT identify the order of events in a story.
• WALT use first, next, then and finally to connect events.
• WALT plan and communicate four ordered events for our own story.
• WALT listen to others and explain why an event belongs in a particular place.

Success criteria

• I can put four story events in the correct order.
• I can use first, next, then and finally.
• I can write or dictate four events that make sense together.
• I can add a small problem and a solution if I am ready.

Curriculum links

• Creating texts: plan and craft a short narrative for a familiar audience and purpose.
• Oral language: listen, take turns, discuss ideas and retell events clearly.
• Reading and viewing: identify key events and understand how they are organised in a story.
• Key competencies: thinking; using language, symbols and texts; managing self; participating and contributing.

Lesson structure (40 minutes)

1. 0–5 minutes – Hook and retell

Open with the story-order hook slide. Show a simple funny situation, such as a child wearing a bucket as a hat, and ask: “What might have happened first?” Invite two or three possible answers. Briefly explain that today we will make stories easy to follow by putting events in order.

2. 5–12 minutes – I do: teacher modelling

Use the modelling slides to show a four-part plan about a character who wants to make a giant sandwich. Think aloud as you turn the plan into ordered events: “First, Mia gathers the ingredients. Next, she stacks the bread. Then, the sandwich wobbles. Finally, it lands on the dog’s head.”

Point to the transition words as you speak. Deliberately show one mixed-up event and explain why it cannot come first. Model writing one short sentence in each of four numbered boxes on the four-event story planner. Emphasise that events should be clear, brief and connected.

3. 12–20 minutes – We do: shared sequencing

Tell or read a short, familiar class story with four events. Display the mixed-up event pictures or sentences on the shared sequencing slides. Read each event aloud and ask: “Which event must happen first? What clue helped us?”

Invite four students to help place the events in order. The class says the sequence together using first, next, then and finally. If students disagree, encourage them to retell the events and check whether the story makes sense.

4. 20–24 minutes – Joint rehearsal

Revisit the shared story using the transition-word practice slide. Students rehearse the sequence with a partner, pointing to imaginary numbered boxes as they speak. Then ask pairs to suggest one detail that could make the story funnier without changing its order.

Support students who need it by saying the sentence opening and inviting them to finish: “First, the character…”. Remind students that an event tells something that happens, rather than just naming an object.

5. 24–35 minutes – You do: create four events

Distribute the four-event story planner. Students choose a character and a funny situation from their current story plan, then write or dictate one event in each numbered box. They may use the transition-word cards shown on the independent writing instructions as prompts.

Confer with individuals and check that each event follows logically. Students who need support can draw first, use shared writing with an adult or peer, and dictate their sentences. Ready writers add a small complication before the solution, such as a missing shoe, a wobbly tower or an unexpected visitor.

6. 35–40 minutes – Share and assess

Use the sharing and reflection slide. Invite three students to read or retell their four events. The class listens for the transition words and gives one specific positive response, such as “I could follow the order because…”

Students reread their own plan and circle the part they are most proud of. Collect worksheets for formative assessment and briefly preview that the next lesson will develop these events into a complete story.

Resources

• the complete story-sequencing slide deck
• the four-event story planner
• Whiteboard and marker
• Pencils, crayons or colouring pencils
• Optional sticky notes for rearranging events
• Prepared example of a four-event story plan

Assessment

• During shared sequencing, listen for students’ explanations of why an event belongs in a particular position.
• Check each worksheet for four understandable events in a logical order and appropriate use of transition words.
• Note whether students can write independently, draw and dictate, or require shared writing. Record students ready to add a complication and solution.

Differentiation

• Support: provide numbered boxes, read all instructions aloud, offer oral rehearsal and sentence starters such as “First…” and “Finally…”. Accept drawings with oral dictation.
• Support: work with a small group to co-construct one event at a time, using the class example before students complete their own plan.
• EAL learners: pair each transition word with a gesture, repeat the sequence chorally and allow students to rehearse in their strongest language before sharing in English.
• Extension: ask students to add a small complication before the solution and explain how it changes the character’s actions without disrupting the sequence.