Sharing Our Sequences

Overview

In this final lesson of First, Then, Next, students present their completed three-step texts to a small group or the class. They practise speaking clearly, use sequencing words to guide their audience, and reflect on how planning and ordering ideas make writing easier to understand.

Learning intentions

• WALT present a short sequence clearly to an audience.
• WALT use first, then, and next to show the order of events.
• WALT listen respectfully and respond to a speaker.
• WALT reflect on how planning helped us create an understandable text.

Success criteria

• I can read or tell my three steps in the correct order.
• I can use first, then, and next.
• I can speak loudly enough for my group to hear.
• I can explain how sequencing words help my audience understand.

Curriculum links

• English — Writing Processes: planning a short series of sentences through talk and careful thinking before writing.
• English — Writing Processes: using a simple organiser to plan ideas and structure a short text.
• English — Writing Processes: working towards a specific writing goal to improve the quality of writing.
• Oral language, listening and interaction: presenting ideas and responding appropriately to others.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and model. Display the opening and model presentation slides and remind students that today they are sharing their completed three-step texts. Read a short example aloud, deliberately leaving out the sequencing words, then read it again with first, then, and next; students identify which version was easier to follow and explain why.

2. 4–7 min · Prepare to present. Revisit the success criteria on the presentation success-criteria slide and model presentation behaviours: face the audience, hold the writing where it can be seen, use a clear voice, and pause between steps. Students quietly practise saying their three sequencing words and check that their text is ready.

3. 7–18 min · Small-group presentations. Arrange students in five groups of four and display the group presentation instructions. Each student presents their three-step text while group members listen without interrupting; after each presentation, listeners give one specific positive comment, such as “I understood the order because you said ‘then’.”

4. 18–24 min · Second sharing round. Invite selected students, or one volunteer from each group, to present to the class using the whole-class sharing prompt. Before each presentation, ask the audience to listen for the three sequencing words; pause afterwards and ask, “What happened first, then, and next?”

5. 24–28 min · Reflect and record. Distribute the sequence presentation reflection sheet. Students draw or write which sequencing word helped their audience most, complete the sentence “Planning helped me because…”, and circle one presentation goal they achieved.

6. 28–30 min · Plenary and exit share. Use the closing reflection slide to ask, “How do first, then, and next help a reader or listener?” Students turn to a partner and complete the oral sentence frame: “Sequencing words help people understand ____.” Invite two or three responses and collect the reflection sheets.

Resources

• the complete Sharing Our Sequences slide deck
• the sequence presentation reflection sheet
• Students’ completed three-step texts
• Writing books or presentation copies
• Pencils and crayons
• Five clearly labelled group spaces
• Timer

Assessment

• Listen during group presentations for correct order, use of first, then, and next, and an audible, understandable voice.
• Note students who can explain how sequencing words support the audience, using their comments during the model, audience questions and plenary.
• Review the reflection sheet for evidence that students can identify a writing goal and describe how planning or sequencing helped.

Differentiation

• Provide a small prompt card or display the sentence frame: “First ____. Then ____. Next ____.” Students may point to each step while speaking.
• Allow students who are anxious about presenting to share with a partner, rehearse with the teacher, or present from their seat.
• Support developing speakers and English language learners with gestures, picture cues from their own text, extra rehearsal time and a trusted peer model.
• Extend confident students by asking them to add a concluding sentence, explain a reason for one step, or answer one audience question using a complete sentence.
• Pair students carefully so each group includes supportive listeners; explicitly model respectful attention and feedback.