Students learn about the significance of events in literary texts in this lesson. At the end of the lesson, students are able to:
- determine the story's pivotal moments.
- elucidate the significance of the events' order to the plot.

- How can literary and factual texts become meaningful to strategic readers?
- What is the true purpose of this text?
- How does interaction with text provoke thinking and response?

- Events: The things that happen in a story.
- Sequence: The order in which events happen.

- Don Freeman. (2008). Corduroy. Viking Juvenile.
- Patricia Lee Gauch. (2012). Christina Katerina and the Box. Boyds Mills Press.
Alternative books:
- Jane Hissey. (2012). Little Bear’s Trousers. Scribblers.
- Peggy Rathmann.(2006). Ruby the Copycat. Scholastic, Inc..
- Mercer Mayer. (2000). I Was So Mad. Random House Books for Young Readers.
- Alyssa Satin Capucilli. (2005). Biscuit Wins a Prize. HarperCollins.
Teachers may substitute other books to provide a range of reading and level of text complexity.
- various literary books with simple plots for students to work on with partners 
- Main Events worksheet (L-1-3-3 _Main Events)
- chart paper or paper strips for writing events (Note: you may wish to prepare event strips in advance of reading.)
- paper for drawing illustrations of key events
- pencils, colored pencils, crayons, markers

Make sure that students can recognize a tale's main events and explain why the order in which they occur is significant to the story throughout the whole session. Assess the pupils' capacity for expression of their thoughts and their eagerness to engage in group conversations.
Utilize the subsequent checklist to evaluate every learner's advancement toward the lesson's objectives:
- Literary texts' significant events can be recognized by students.
- Students can describe that a tale is told by an author using a flow of events.
- Learners can discuss the events in other literary texts using the knowledge they acquired in this session.

Explicit instruction, modeling, scaffolding, and active engagement
W: Assist students in realizing that a tale consists of a series of connected events and assist them in identifying the primary plot points. 
H: Introduce a well-known nursery rhyme to the class and have them identify its key points. 
E: Show how to recognize the key moments in two literary works. 
R: Show students how to create a four-square storyboard by listing the key plot points in chronological order. 
E: Ask pupils to complete a worksheet on main events to apply what they have learned about events. 
T: Give pupils the chance to collaborate in big groups and with partners. 
O: This lesson's learning activities include pair work, large-group instruction and discussion, and individual application of the material. 

Principal Inquiry: What makes events significant in a narrative?

Say, "We've been studying topics that are crucial to every literary work. Characters are something we now know. Why do the characters matter? (The characters enable the plot.) We now know how to set it. What's the setting? (The setting, or when and where a tale takes place.) We shall learn about occurrences today. What takes place in a story is called an event. Sequence refers to the chronological order of the events."

Play the children's song "Hickory, Dickory, Dock" using an overhead projector or a board. "Hickory, Dickory, Dock" is a nursery rhyme. Ask, "Do you know it? Recite it with me if you are familiar with it."

Hickory, Dickory, Dock,

The mouse ran up the clock.

The clock struck one,

The mouse ran down.

Hickory, Dickory, Dock.

Say, "Let's consider the incidents that take place in the children's song. What occurs as soon as possible? (The mouse is used to turn the clock.) "What happens after that?" (The hourglass reaches zero.) "What took place last?" (The mouse drags the timer down.)

What term should we use to describe the events described in this children's rhyme? Ask the class to react as a whole. (events) What term do we use to describe the sequence in which events occur? Ask the class to react as a whole. (Order)

Students could retell "Little Miss Muffet" or another previously read story in the proper order to help you teach the concept of sequence.

Part 1

Say, "Let's see if we can locate the significant events in a literary book."Listen for the important events of this story as I read it to you," holding out the book Corduroy.

Read the book Corduroy out loud. Then proceed to state, "Let's consider the most significant events that occur in this narrative."

List the significant events that students have identified under the heading "Important Events in Corduroy" on chart paper, the board, or the interactive whiteboard. Pose questions to your pupils, like, "What happens in the story at the beginning? What takes place next? What takes place next? What occurs after the narrative?" As you compose each occurrence, assign a number.

After the list is finished, go over it with the students. The following occurrences could be present:

Significant occurrences in Corduroy
Although Corduroy is missing a button, a girl wants to purchase him.
Corduroy searches for his button.
After using the escalator, Corduroy arrives at the furniture department.
Corduroy discovers a button on a mattress and removes it.
Corduroy is located by a policeman, who takes him back to the toy department.
Returning, the girl purchases Corduroy.
Once home, the girl sews on a new button for Corduroy.
Corduroy and the girl decide to be buddies.

Declare, "These are the pivotal moments in the Corduroy story. The events are enumerated in the narrative's chronological order, or sequence."

You might wish to consider how the scenario might have changed if the policeman had not brought Corduroy back to the toy department to highlight how important certain events were.

Help pupils repeat Corduroy's story by ordering four key events. Use the four-square storyboard (L-1-3-3 Main Events) as an example. Collaborate with the students to complete the story's event sequence. After that, have the pupils illustrate the events and tell a companion what happened. Make your way around the classroom to watch the kids and gauge their comprehension.

Part 2

Say, "Alright, let's try to pinpoint the key moments in a different narrative. Christina Katerina and the Box is the title of this book. Keep an ear out for the significant moments while I deliver the story to you."

Proceed similarly to how you would with corduroy. Ask students to recall incidents, then record their answers on chart paper, the board, or the interactive whiteboard. Don't list the events chronologically. Alternatively, either before reading the narrative aloud or to document the kids' reactions, write each occurrence on a separate strip of paper. After going over the events with the class, have them assign numbers to the events or arrange them in the proper order. The following occurrences could be present:

Significant Occurrences in Christina Katerina and the Box

With a refrigerator box to play with, Christina is thrilled.
She uses the box to build a castle, which she plays in until Fats destroys it.
She turns the box into a clubhouse and plays there until Fats destroys it.
She uses the box to create a racing car, which she plays in until Fats destroys it.
She turns the box into a mansion and plays in it until Fats destroys it.
She makes the decision that she is done playing with the box.
Fats brings over a dryer and a washer box, which they use to create two boats.

"These are the key moments in the story Christina Katerina and the Box," you say. "The events have been arranged according to their chronological order in the narrative."

Put pupils in groups of two or three. Select well-known novels that fit your pupils' reading levels on their own. (A list of recommended titles can be found under Materials at the start of this lesson.) Write the events from the stories on different strips of paper in advance of the activity.

Give a book and a set of event strips to every group. Remark, "You will now have the opportunity to arrange significant scenes in a different narrative. The key plot points are enumerated in the paper strips. Along with your group, you will read your book. After that, you'll arrange the paper strips according to the order in which the story's events occur."

Stroll the room, offering assistance to groups as they work. Examine the pupils' ability to order events. After that, assign the event strips to each group so they can recount the tale. Talk about the significance of the right order.

Extension:

Assign students who require more practice to identify the key events in stories by having them work in pairs. A copy of the Main Events worksheet (L-1-3-3 Main Events) and a book appropriate for the student's independent reading level should be given to each pair. As the class reads the book aloud, have them identify the key moments on the worksheet. As needed, offer support.
If students are willing to go above and beyond the requirements, they can narrate or write a story with four key points. Ask them to write and illustrate the events of their tale on a four-square storyboard.
Give children more practice by having them read a four-square storyboard that another student has completed. After that, ask them to summarize the story's major points.