Lesson plan

Easter Bunny Sequencing

Young children's imaginations can run wild! In this lesson, they'll get to put their creativity to good use (and test their sequencing skills!) as they think about all the things the Easter Bunny might do during his day.
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Students will be able to put a series of actions/events in order from beginning to end.

(10 minutes)
  • Gather students together.
  • Ask students who has dyed an Easter egg before.
  • Ask students to think about all of the things they remember doing to dye an Easter egg. Write these on sticky notes.
  • Give a sticky note to each student or small group of students and have the class work together to arrange everyone in a line from the beginning of the process to the end.
  • Read down the line: Is anything out of order? Does anything need to be added? (It can be fun to actually try to dye an Easter egg following this list to make sure everything is in the right order and nothing has been left out.)
(5 minutes)
  • Ask students to think about a creature that might be known to deliver Easter eggs. (Students should say: The Easter Bunny.)
  • Show students a stuffed animal rabbit and explain that this bunny has been asked to step in for the Easter Bunny, but he doesn’t know what the Easter Bunny does every day.
  • Ask students for suggestions for how the Easter Bunny might spend his time during the day.
  • Then, put some of these suggestions in a ridiculous order. (ex. The bunny got dressed in his fancy Easter clothing and then went to take his shower before he woke up and ate supper.)
  • Have students reflect on this story; what parts seem wrong? (Students should say that the order is off.)
  • Ask for student volunteers to try to switch the order around so that the story makes sense. Inform or remind students that another word for what they are doing is sequencing.
(10 minutes)
  • Divide the class into 2 or 3 groups.
  • Have each group think about a task the Easter Bunny might need to perform (ex. delivering eggs, cooking carrots).
  • Have each group write/draw the different steps involved in this task. (Adults can help with transcribing for groups.)
  • These should then be given to another group to put in the right order.
  • Then, everyone should come back together as a whole class to make sure no important steps are missing and the steps are in the right order.
(20 minutes)
  • Explain to students that they will be working in partners or small groups to sequence the Easter Bunny’s night before Easter and Easter Day.
  • Explain that one person should draw, write, or dictate on sticky notes some things that the Easter Bunny might do the night before Easter. The other person should draw, write, or dictate some things that the Easter Bunny might do on Easter day. Then, partners should switch sticky notes. Each partner should spread out the new sticky notes and use a stuffed animal bunny to act out this random order of events. Then, each partner should organize the sticky notes into an order they believe to be reasonable and act it out to see if their partner agrees.
  • Before sending students off to work, take a second to review any expectations for partner/small group work (i.e. talking in low voices, no running).
  • While students are working, any adults should be circulating, addressing questions, taking anecdotal notes, and assisting groups.


  • For students that would benefit from a little extra help, working in small groups with partners is a great way to scaffold this activity. Having a list of prepared suggestions to put in order can also be helpful. Additionally, preteaching about the Easter Bunny for students culturally unfamiliar can be very supportive.


  • For students in need of a greater challenge, encourage them to create a puppet show or skit that shows the Easter Bunny’s day in order and not in order. This can be performed for parents, the rest of the class, or students in other classes.
(5 minutes)
  • Anecdotal notes about student performance during group time and while working with partners/small groups can be used to access students engagement and ability to meet the lesson objective.
  • Peer feedback in the form of oral observations about their partner can also be used to determine whether the objective has been met.
(10 minutes)
  • Call students back together.
  • Encourage students to take turns sharing about their experiences:
    • What things did they do to help determine the order of events? Is there anything else they could have done to make it easier to figure out the order of events?
    • What were some of the funniest things that people had the Easter Bunny do?
    • Would students want to go home and play this game with their siblings and parents?
  • If time allows, consider telling one last Easter Bunny story as a group.
  • Conclude by reminding students that when they tell stories, it’s important to put things in the proper order, so the listener/reader does not get confused. One way to do this is to act it out, so that they are sure they don’t miss anything.

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