What Happened Next? (Grades K-4)
In this lesson, students will explore the idea of "sequencing" as related to stories the class has read and in the routine of daily life.
Use creative tools to turn a sequence of events into a cohesive narrative.
- Super Storyboards Student Printable (PDF)
- Expo® Low Odor Dry Erase Markers
- Grade-appropriate short story
Background Discussion (30 minutes)
1. Introduce the concept of a storyboard by inviting the class to use colorful Expo® Low Odor Dry Erase Markers on a whiteboard to illustrate the sequence of events in a story you read aloud. Begin by selecting a storybook that contains multiple significant events in the plot. Prepare the whiteboard by drawing a series of large boxes to create a framework for the storyboard. Be sure the number of boxes corresponds to the number of important events in the story selected. As the class reads the story, invite teams of students to come up to the board and add a scene to the storyboard reflecting each important event. For each scene, ask students to think of a short sentence describing the event and write it just below the drawing.
2. Draw students' attention to how the storyboard shows the sequence of events through pictures by briefly retelling the story scene by scene. Ask students to consider how an author uses words to let the reader know what happened first and what happened next. Are there certain words in particular that clue us in to the order of a sequence of events? As a group, create a word bank of temporal words on the board. These words could include: after, before, between, by, during, following, for, from, on, next, since, until, and while. As each word is added, ask students to think of an example sentence.
Using the Student Printable (30 minutes)
3. Distribute colored pens and copies of the Super Storyboards Student Printable. Review the writing directions and story starter on the printable, then encourage students to create their own colorful and action-packed creative storyboards!
4. Invite students to pair up with a classmate and take turns sharing the story from their storyboards. Remind students to connect actions together using words that indicate the order in which the events took place.
Lesson Wrap-Up (20 minutes)
5. Have students compose a short narrative based on the storyboards they created. Encourage students to recount two or more appropriately sequenced events, use temporal words to signal event order, and provide details appropriate to their grade levels.
Create a large-scale storyboard in your classroom highlighting the important events of each day of the school year. Using a note card or a square sticky note for each day, invite a different student daily to record an event from his or her day using a combination of drawing and writing. These events could be a story the class read, an aha moment, something funny that happened at recess, or a special visitor to the class. Watch the storyboard grow throughout the year as each new scene is added!
COMMON CORE STANDARDS
CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.