English lesson plan · 1st grade (Year 2 in England) · 60 minutes
Time order words: first, next, then, finally
Writing & Editing
CCSS W.1.3CCSS W.1.2England: Y1 Writing (sequencing sentences)England: Y2 Writing
Objective and success criteria
Students will: Time order words: first, next, then, finally.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Retell a story: first, next, last; Putting sentences in order
Leads to: Give reasons with because, also and so
Materials: A model text, Planning frame, Checklists for editing, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Retell a story: first, next, last; Putting sentences in order). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Sara dug a hole. Then she put a seed in it. Then she watered it. What did Sara do after she dug a hole? (dug another hole / picked a flower / put a seed in it / watered it) → put a seed in itPrompt: Look for the words first, next, then and last.
- The rocket counted down: three, two, one. It blasted off. Then it flew up to the moon. What happened just before the rocket blasted off? (it landed / it flew to the moon / it counted down / it fell over) → it counted downPrompt: Look for the words first, next, then and last.
- First, the hen sat on her eggs. Next, the eggs began to crack. Last, out came three chicks. What happened FIRST? (the chicks ran away / the hen sat on her eggs / the eggs cracked / out came three chicks) → the hen sat on her eggsPrompt: Look for the words first, next, then and last.
Hook · 6 min
- Show two openings to the same piece of writing and ask which makes them want to read on.
- Share the objective: Time order words: first, next, then, finally. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Choose the time word that fits. ___, get two slices of bread. Next, spread on the butter.
- Step 1: Time words help the reader follow the order of events or steps.
- Step 2: Put it back into the sentence and read it aloud: "First, get two slices of bread. Next, spread on the butter."
- Step 3: So the answer is: First
- Answer: First
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Choose the time word that fits. ___, put on your socks. Then put on your shoes. (After that / Finally / Last / First) → FirstPrompt: Is this step at the start, in the middle or at the end?
- Choose the time word that fits. First we warmed up. Then we ran the race. ___ we got our medals. (Before / Next week / Finally / First) → FinallyPrompt: Is this step at the start, in the middle or at the end?
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Choose the time word that fits. ___ the film ended, we clapped. (Before / When / Next / First) → WhenPrompt: Is this step at the start, in the middle or at the end?
- Choose the time word that fits. ___ you cross the road, look both ways. (Before / After / Then / Finally) → BeforePrompt: Is this step at the start, in the middle or at the end?
Watch out for
- Writing everything at once without planning.
- Editing only spelling and not whether the writing makes sense.
Support and stretch
Support
- Review first: Retell a story: first, next, last.
- Use concrete materials: a model text.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Give reasons with because, also and so.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder