First, Next, Last

Overview

In this third lesson of “Hello, Changes Over Time,” students learn that events happen in an order. They will connect a familiar school routine to picture sequencing, use the words “first,” “next,” and “last,” and draw a three-step event.

Learning intentions

Students will be able to:

• Identify the order of three familiar events.
• Use “first,” “next,” and “last” to describe what happens.
• Work with a partner to sequence and act out picture cards.
• Draw and explain a three-step event.

Success criteria

• I can put three events in the correct order.
• I can explain my order using “first,” “next,” or “last.”
• I can draw three parts of something that happens.
• I can listen, take turns, and work safely with a partner.

Curriculum links

• Reading history/social studies: Identify key steps in a process related to social studies.
• Reading history/social studies: Determine the meaning of sequence words as they are used in context.
• Reading history/social studies: Integrate visual information from pictures with spoken and written information.
• Reading history/social studies: Summarize how key events develop over the course of a short sequence.

Lesson structure (30 minutes)

1. 0–4 min · Carpet routine and hook. Teacher welcomes students at the carpet, models “sit safely, eyes watching, ears listening,” and displays the opening picture sequence alongside the visual timetable cards; ask, “What happens at school first?” Students practice the listening posture, observe the routine pictures, and turn to a partner to name one event they recognize.

2. 4–9 min · Explicit modeling. Teacher models a familiar routine such as arriving at school: “First, I hang up my backpack. Next, I sit on the carpet. Last, I listen to the teacher,” while showing the matching teacher-prepared picture cards and the sequence slide in the sequence-word modeling slides. Students repeat the three sequence words with actions: point forward for “first,” tap hands together for “next,” and place hands down for “last.”

3. 9–16 min · Partner sequencing. Teacher gives each pair three picture cards showing a simple event sequence, such as planting a seed, washing hands, or making a sandwich; provide color-coded borders and ask, “Which card belongs first? How do you know?” Students place the cards in order, point to each card, and rehearse: “First…, next…, last….”

4. 16–21 min · Act it out and explain. Teacher invites pairs to quietly act out their sequence at their desks or in a designated space, then uses the partner activity instruction slide to prompt listening and turn-taking. Students act out all three steps and explain at least one step to their partner using a sequence word; selected pairs share with the class.

5. 21–27 min · Independent drawing. Teacher distributes the three-step sequence drawing sheet and models drawing three boxes from left to right, labeling or orally rehearsing “first, next, last.” Students draw one familiar three-step event, such as getting ready for school, washing hands, or feeding a pet, and dictate or write a word or short phrase for each part.

6. 27–30 min · Share and exit check. Teacher displays the closing review slide, asks students to hold up or point to the part that happened first, and invites two students to explain their drawings. Students complete the oral exit response: “First I ___, next I ___, and last I ___,” or point to the correct order while the teacher records evidence.

Resources

• the First, Next, Last slide deck
• the three-step sequence drawing sheet
• the visual timetable cards
• Teacher-prepared sets of three picture sequence cards
• Crayons or colored pencils
• Pencils
• Carpet space and partner seating areas
• Timer

Assessment

• Observe whether each pair places three cards in chronological order and listens during partner work.
• Ask individual students to explain one picture using “first,” “next,” or “last.” Note students who confuse order or need repeated modeling.
• Review the drawing sheet and oral exit response for three ordered events and at least one correctly used sequence word.

Differentiation

• For students who need support, begin with two cards rather than three, then add the third card when they are successful.
• Use color-coded card borders and worksheet boxes to show the order from left to right. Keep the same colors throughout the lesson.
• Provide repeated oral modeling, gestures, and sentence frames: “First I ___.” “Next I ___.” “Last I ___.” Allow students to point, act, or dictate instead of writing.
• Pair students thoughtfully; give English learners picture cues, partner rehearsal, and clear demonstrations. Provide movement breaks, a defined workspace, and shortened directions for students with attention, language, or sensory needs.
• Challenge confident learners to explain what happened “before” or “after” a step and to create a different three-step sequence for a partner.