Beacon Lesson Plan Library

Sandwich Sequencing

Audrey Gay

Description

These activities are an exciting and tasty way to introduce sequencing and sequential writing.

Objectives

The student drafts and revises simple sentences and passages, stories, letters, and simple explanations that-express ideas clearly-show an awareness of topic and audience-have a beginning, middle, and ending-effectively use common words-have supporting detail; and-are in legible printing.

The student composes simple sets of instructions for simple tasks using logical sequencing of steps.

The student retells specific details of information heard, including sequence of events.

Materials

-Bread (one loaf for the demonstration and enough for each student to make a sandwich)
-4 jars peanut butter (depends on how activities are organized)
-4 jars jelly (depends on how activities are organized)
-Paper plate
-Plastic knives/spoons
-Chart paper
-Lord,John Vernon.[The Giant Jam Sandwich].
New York, New York: Houghton Mifflin Company. 1972.
-Sentence strips
-Pocket chart
-Pencils
-Cut-outs to represent a variety of sandwich ingredients (ex. green squares for lettuce, round circles for tomatoes, brown squares for meat)
-Ziplock baggies
-Handwriting paper
-Scissors
-Crayons
-Markers
-Copy of the rubric (found at http://bard.huensd.k12.ca.us/html/writingrubrics.html).

Preparations

1. Gather materials for activities.
2. Make sentence strips for sequencing activity.
3. Make a copy of a rubric for teacherís use.

Procedures

Day 1
1. Ask students how many have ever made a peanut butter and jelly sandwich, or how many have watched their parents make one.

2. Tell students that you are going to make them a peanut butter and jelly sandwich as they tell you each step.

3. Make a sandwich following the exact steps the students dictate. (They will be omitting simple steps such as opening the loaf of bread.) Do exactly what they say.

4. Discuss the importance of using specific details when sequencing events. Discuss the importance of putting steps in the correct sequential order.

5. Using chart paper, as a group, write the steps in making a peanut butter and jelly sandwich.

6. Read the steps together as a group, making sure students agree on the sequential order.

7. Place students in small groups giving each group the necessary ingredients for making a sandwich.

8. Observe each group as they are making the sandwiches to see if they are following the proper sequence.

Day 2
1. Introduce the book, [The Giant Jam Sandwich], by asking questions like, ďDo you think they will follow the same steps we did when they make a sandwich?

2. Encourage students to listen carefully for specific details of how the sandwich is made as you read the story to them.

3. After reading the book, have students orally list the steps that were followed to make the sandwich in the story.

4. Read over the steps as a class and discuss the sequence and time order words that were used. Discuss why the sequence of events makes sense in this order.

5. Mix the order of the sentence strips up on the pocket chart.

6. Pass out handwriting paper.

7. Students will write the events in the correct order.

8. Use the rubric found at this address,http://bard.huensd.k12.ca.us/html/writingrubrics.html, as the criteria for successful performance.

Day 3(Optional Lesson)
1. Give papers from the previous lesson back to the students with formative feedback.

2. Use this day if several students need to revise and rewrite. Otherwise go to Day 4.

3. This revision can be done one on one with the teacher or students can be paired up with a peer.

4. Use the rubric found at this address,http://bard.huensd.k12.ca.us/html/writingrubrics.html, as the criteria for successful performance.

Day 4
1. If Day 3 was omitted, give papers from Day 2 back with formative feedback.

2. Tell students they will now get to create their favorite sandwich and sequence the specific steps they used.

3. Brainstorm ideas for a main idea sentence and put these on chart paper.

4. Brainstorm ideas for time order words and put these on chart paper.

5. Display sandwich items previously made from paper. Students select their favorite items to place on their sandwiches.

6. Students put their sandwiches together in the order they desire. Then they are to place it in a baggie.

7. Students get a piece of handwriting paper and write a main idea sentence and the steps they took in making their sandwich using time order words.

8. Use the rubric found at this address,http://bard.huensd.k12.ca.us/html/writingrubrics.html, as the criteria for successful performance.

Day 5
1. Return the studentís paper from the previous day with formative feedback.

2. Pair students with a partner so they can share their sandwiches with each other.

3. Each pair will follow the directions written by the partner to see if the sequence of events will correctly make the sandwich.

4. Student makes needed revisions with the help of his partner.

5. Use the rubric found at this address,http://bard.huensd.k12.ca.us/html/writingrubrics.html, as the criteria for successful performance.

Assessments

The students orally retell the steps in making a peanut butter and jelly sandwich. Assess the written work with a rubric found at this web site: activities.http://bard.huensd.k12.ca.us/html/writingrubrics.html (be sure to choose the one appropriateto your grade level), will be used to assess the studentís performance in the writing activities.

Web Links

Web supplement for Sandwich Sequencing
Writing Rubrics

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