Students learn to recognize key events in fiction and literary texts. At the end of the lesson, students will be able to:
- Identify the qualities of the literary or fiction piece while focusing on the main themes. 
- Select the story whose main points are. 
- Narrate a story's main events in the proper sequence.

- How do factual and literary writings make sense to readers who are on the lookout for patterns?
- What is this text's actual purpose?

- Literary/Fiction Text: Stories about people or events that are made up by an author.
- Events: The things that happen in a story. 
- Sequence: The order in which thin

- Viorst, J. (1987). Alexander and the terrible, horrible, no good, very bad day. Atheneum Books for Young Readers. 
Alternative books:
- McCourt, L; Moore, C. (2004). I miss you, Stinky Face. Scholastic Inc. 
- Mayer, G. & Mayer, M. (2001). Just me in the tub. Turtleback Books. 
- Brown, M. T. (2003). Arthur’s back-to-school surprise. Random House Books for Young Readers. 
- Henkes, K. (2004). Kitten’s first full moon. Greenwillow Books. 
Teachers may substitute other books to provide a range of reading and level of text complexity. 
- chart paper 
- the nursery rhymes “Jack and Jill” and “Humpty Dumpty” written on chart paper (keep for Lesson 3 also) 
- picture sequence cards for nursery rhymes (L-K-1-2_Nursery Rhyme Sequence Cards) 
- sheet of paper for each student folded into thirds with the thirds labeled First, Next, Last from left to right or a flip chart for each student created by folding a sheet of paper in half the long way and then cutting the top flap into 3 sections labeled as indicated above 
- story of your choice that has a clear sequence of events (beginning, middle, end)
- pencils and crayons

This lesson aims to strengthen students' comprehension of recognizing a story's main events and recounting those events in order.
- Utilize the ensuing checklist to evaluate each student's advancement toward the objectives.
- Students are able to recognize a story's major plot points.
- Students are able to order events accurately.
- Pupils are able to recount a story's major events in the right order.
- "What is one event that makes Alexander have a horrible day?" poses the question to each student separately. For instance, he wakes up with gum stuck in his hair. Note student replies and anecdotal information on the checklist.
- "Why do the events in a story need to be in sequence?" poses a question to each student separately. (For the plot to make sense)
- Assign each pupil a nursery rhyme to recount using sequence cards.

Explicit instruction, modeling, scaffolding, and active engagement
W: After students hear a tale, ask them to summarize it by recounting the key details in chronological order. 
H: Use picture cards to help kids arrange them so they can recognize the key phrases in well-known nursery rhymes. 
E: After reading the tale Alexander and the Terrible, Horrible, No Good, Very Bad Day to the class, ask them to enumerate the key moments in chronological order. 
R: Sequence the major events in your drawing using numbered paper. Give pupils the chance to recount stories aloud if they feel they need further practice. 
E: Watch pupils as they put what they've learned into practice to see if they can recognize and recount a story's major events in order. 
T: To assist students in articulating key concepts at the conceptual level, pose guided questions. 
O: This lesson's exercises offer both individual and large-group instruction, discussion, and idea application.

Focus Question: What process do readers use to determine which events are crucial to the plot?

"Listen as I read this story," teachers say. Read the children's classic "Jack and Jill." Put the children's favorite rhyme on a chart paper so they can follow along. There will be more usage of nursery rhymes in Lesson 3. 
"Jack and Jill ascended the slope to retrieve a bucket of water." Jack suffered a broken crown from his fall, and Jill followed him, falling. 
Question: "Who is the story about?" (Both Jack and Jill ). "In what setting is the story set?"(atop a hill). “What do we call the people in a story?” (characters). "What do we name the setting where a narrative takes place? asks the characters." (scene) 
Then inquire, "What transpires in the story?" They proceed up the slope. Jack cannons off. Jill then collapses. 

Part 1

Say this: "We now know that two crucial components of any literary or fiction work are its setting and its characters. Today we will study occurrences, which make up another portion of literary and fiction texts. An event is something that takes place in a story." Talk about a typical scenario, like your morning routine, to help pupils understand the occurrences if they require additional explanation.
Ask pupils to examine the "Jack and Jill" sequence cards (L-K-1-2 Nursery Rhyme Sequence Cards). After that, show the cards on the board or with an overhead projector out of order.
Say, "I'm going to read you the Jack and Jill nursery rhyme again right now." Look at the photos from the events as I read. After reading the children's rhyme, ask them if the illustrations are in the correct sequence. Students should arrange the photos so that they correspond with the nursery rhyme events. As an extra hint to the series, you might write the relevant lines from the nursery rhyme underneath each picture.
Declare, "We refer to this sequence when we arrange events in the order that they occur." To help you remember the idea, use the following tactile or visual aids: Using your right index finger, tap your left arm at the shoulder, saying "one"; tap your elbow, saying "two"; tap your wrist, saying "three." Say "sequence" as you move your index finger from your shoulder to your wrist.
Say, "We can retell a story by using its sequence of events."  As an example, use the sequence cards for "Jack and Jill" in the right order and retell the children's classic in your own words. Jack and Jill started up the hill first. Jack then lost his balance. Finally, Jill also lost her balance."Did you notice that I used special words that act as a signal to let you know that I am arranging the events in the correct order?" To make the sequence of events easier to understand, I used the terms first, next, and last. Because they enable us to explain the sequence of events, these terms are known as temporal words.
Do the same exercise using "Humpty Dumpty" (L-K-1-2_Nursery Rhyme Sequence Cards) if pupils require extra training.
Students should explain the significance of the events and their order to a partner in order to demonstrate understanding. As you watch the kids, annotate them for formative evaluation.

Part 2

What are events, you ask? (Events that Take Place in Stories) Ask volunteers to recount each incident in the sequence by pointing to the "Jack and Jill" sequence cards.
State, "I'm going to read a story about Alexander, a youngster who is having a terrible day. Listen to the things that happen to make it a really horrible day as I read the story."The story Alexander and the Terrible, Horrible, No Good, Very Bad Day should be read aloud.
Tell all students, "Let's compile a list of everything that happens to Alexander. We'll recount the narrative again using the list."The list will assist us in explaining the events that happened to Alexander in chronological order. On the board or interactive whiteboard, write "Alexander's Bad Day." Track the words as you read the title aloud and out loud.
Ask, "What is Alexander's first unfortunate event?" (His hair has gum in it when he wakes up.) In the upper right corner, draw a picture of Alexander with gum in his hair. Declare, "This is a story event."
Recall the other unfortunate events that Alexander has experienced. Use questions like these to lead students through the narrative: "What transpires while traveling to school?" (He is required to sit in the center of the vehicle.) "What occurs in the classroom?" (During the counting phase, he omits the number 16. His lunch is without dessert.) "After school, what happens?" (At the dentist, he has a cavity. His sneakers are simply white). "What occurs before going to bed?"(His train jammies are required to be worn to bed.)
For every tale or event, illustrate a symbol. Next, have your students assist you with numbering the story's key events so that they appear in the right order. Once the list is finished, have students follow the numbers to see how the events are retold in order. Ask students to recount the key moments in turn, supporting the order using the temporal phrases "first, next, last."

Part 3

Use a piece of paper folded into thirds and labeled First, Next, and Last from left to right to demonstrate the next exercise. Alternatively, make a flip chart by folding a sheet of paper in half lengthwise and cutting the top flap into three parts, each labeled as mentioned above. Tell a short narrative to the class, like this one:
"I walked my dog to the park yesterday. He snarled at the ducks at first. (Draw a picture of a duck in the designated area or beneath the flap that says First.) I then threw a ball for him to retrieve. (Draw an image of a ball in the space provided or beneath the flap that says "Next.") He once pursued a squirrel up a tree. (Put a drawing of a squirrel in the last section or behind the flap.)" Assign each pupil a flip chart or a sheet of paper folded in thirds. Point to the words first, next, and last as you read them. Students should be reminded that these temporal words denote a series of events.
Say, "Let me read you a story." You will sketch what occurs first beneath the flap (or in the area) labeled "First" when you have finished listening to the story. What occurs in the midst of the story will be shown to you beneath the flap, or in the section marked "Next." Lastly, you will illustrate what occurs last in the narrative in the area or beneath the flap that says "Last."   
Give the class a narrative of your choosing to read, then give them time to finish their charts. After that, have the students turn to their partners and use the illustrations they produced for their charts to retell the story. Make sure students are retelling the narrative in the correct order by watching them while they do so.
By hearing students recount the tale you read aloud, you may assess their comprehension of the key details. Make notes and observations about anecdotes.

Extension:

Provide guided inquiries like "What happened after _______?" to children who require help articulating their tales to accommodate their varied skill levels.
Students can get more practice by drawing the major points of well-known stories, like Goldilocks and the Three Bears or The Three Little Pigs. Students should recount the events using the drawings they made.
If a listening center is available, it might be utilized to give students more chances to practice sequencing on their own.
Pupils who are prepared to go above and beyond the requirements can create a made-up tale called Alexander and the Wonderful, Excellent, Happy, Very Good Day with a companion. Ask your partners to illustrate the events with pen and paper, adding a statement to each drawing. After that, ask the pupils to tell the tale again to you or the class.