Students will learn the following during this lesson: 
- learn how crucial it is to tell a story with the events occurring in the right sequence. 
- recollect and arrange the events of a story.

- How do literary and informational texts become meaningful to strategic readers?
- How does text interaction elicit thought and response?
- What exactly is the topic of this text?
- What makes writing clear and effective?

- Beginning: A point where everything starts. 
- End: The last part. 
- Middle: The point in between the beginning and the end. 
- Sequence: The order in which things are or should be connected, related, or dated.

- Michael Rosen. (1997). We’re Going on a Bear Hunt. Little Simon.
- sentence strips and pocket chart
- copies for each student and a class copy of Story Map by Irene C. Fountas and Gay Su Pinnell. Heinemann (LW-K-1-2_Story Map).
http://books.heinemann.com/comprehending/pdfs/tsStoryMap.pdf 

- It's important to ensure that students understand the narrative structure of a story, including the beginning, middle, and end. To do this, pay attention to their understanding and ask them to recall what happens next in the story. 
- It's also helpful to review their story-map graphic organizers to ensure they comprehend the text's structure thoroughly. For an assignment, ask each student to identify the start, middle, and finish of a story they enjoy, either by drawing pictures or writing in capital letters. 
- Collect and keep these assignments in each student's writing portfolio for the final unit assessment. - Use the Formative Assessment Scoring Rubric for this lesson to assess each student's performance on this assignment.

Explicit instruction, Modeling, Scaffolding, and Active engagement. 
W: students will be instructed to draw a story map graphic organizer demonstrating the beginning, middle, and end of a story from Lesson 1 or another well-known story. This will serve as a visual aid to help students understand how to use text structure.
H: The teacher will tell a story (either from a previous lesson or a well-known story) out of sequence, and students will be asked to identify the plot hole. This activity is intended to help students understand the importance of following the correct sequence when retelling a story.
E: Students will listen to Michael Rosen's story, We're Going on a Bear Hunt, and be encouraged to discuss the beginning, middle, and end of the story. 
R: Students will arrange the sentence fragments of the story in the correct order, which will provide them with an opportunity to practice their understanding of text structure.
E: Watch the students as they collaborate to arrange the story's beginning, middle, and end to see if they grasp the idea of telling a story in the right order. 
T: Students who do well in this can help other students who require additional assistance. When a student is struggling to understand sequence, ask guided questions. 
O: Students use a graphic organizer for both individual and whole-group learning in this activity. 

Focus Question: Why is it crucial to narrate a story in chronological order?

Part 1

Begin by reading a well-known story with a sequential structure, such as Lesson 1, out of order to the students gathered in the gathering area. Observe if they notice that the story is nonsensical.

Afterward, ask students if they noticed any changes since they heard the story previously. Give them time to respond. They should recognize that the sequence in which the events occurred is illogical. Next, express your appreciation that they understand that the narrative is nonsensical. Prompt them to explain why telling a story in the proper order is important. Give pupils some time to react.

Ask students if they recall what occurs at the start, in the middle, and after the story. As students answer, provide an example by using a graphic organizer to illustrate the beginning, middle, and end of the story on a class copy (LW-K-1-2_Story Map). Reread the narrative in the proper order after students believe they have it figured out, and have them double-check the story map to make sure they have it right.

"I'm going to read you another story. Pay close attention to what happens." Read Michael Rosen's book, We're Going on a Bear Hunt. (Alternatively, you could select to display one of the two YouTube videos found under Related Resources.) "Everything the characters did on their walk is told in that story. Ask students to summarize the story's events. Jot down their answers on sentence strips. Ascertain that each pair or small group has one sentence strip. To make it easier for the students to distinguish between the beginning, middle, and end of each section, restrict the number of sentence strips to two per part."

Part 2

Assign one sentence strip from Part 1 to each student. Inform the students that you need their assistance to arrange the sentence strips in the chronological order that they occur in the story. "As I read, pay attention to the words on your sentence strip that come before and after." Reread, "We're going on a bear hunt."

After that, ask each student to stand up and describe what is on their strip. Ask your students to explain the events in the story that come before or after that. Ask students to hold up the strips so that others can see them and attempt to arrange themselves so that the story's events occur in the correct order. When necessary, ask the other students for assistance with the sequencing.

Once the class has decided on the order, have each student arrange their strip on the pocket chart according to the proper sequence.

Assign students to write or draw the events that occurred at the start, middle, and end of the story using the story map graphic organizer.

Extension:

This center activity allows students to illustrate their sentence strips.

Students can share the sounds and/or hand motions associated with the story's event (swishing and swashing through the grass, splishing and splashing through the river, etc.) as they come forward to place their sentence strips in the pocket chart.