Lesson Plan

Name Tolisa Khelawan

Lesson #, Lesson Title #1
Let’s Get Sequencing!
Date and Day of the Week 10/16/17 - Monday
Grade Level and Class Grade 3
Period and Length 3rd Period, 55 minutes
Materials Needed Smart Board, ELMO projector, white board, Power Point slides, sequence
cards, worksheets, handouts, short stories, paper, pencils

Standards and Objectives

Standards:

CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the
sequence of events

CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures
in a text, using language that pertains to time, sequence, and cause/effect.

CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing.

CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Learning Objectives:
1. Students will identify and describe sequencing in a text.
2. Students will use transition words to describe the order of events in a story.
3. Students will work in groups to determine the order of events in a given text.
Central Focus: To define what sequencing is and explain how it is used in a text. To build upon this, students will
identify transition words to retell the order of events in a story. To extend upon this skill, students will construct their own
short stories, applying transition words to display sequencing.
Academic Language Demands:
Students will be able to use the appropriate vocabulary when explaining what sequencing is and how to explain the use of
it in a text. Some of the vocabulary words used will be: sequencing, transition.

Students will be able to describe the order of events in the story by understanding transition words: first, next, after, then,
finally.

Students will be able to determine the order of events in a story while working in groups.
Students will be able to use a visual chart to organize the details of the story in order, demonstrating their understanding
of sequencing.
Assessments
Assessment Type Purpose/Objective
(Formal/Informal)

Discussions Informal Students will discuss what sequencing

Instructional Strategy is. They will be able to identify the
transition words. As a class, there will
be an engaging discussion where
students apply the skill of sequencing
in the beginning of the lesson.
Learning Objectives 1 and 2 will be
assessed.
Observations Informal During group work, the teacher will
Structured Practice observe the students and record notes
on student progress. The teacher will
provide support when needed.
Learning Objective 3 will be assessed.

Sequence Chart Formal Students will use the chart to organize

Structured Practice the sequence of the given story. He or
she will write each detail according to
the transition word listed in the chart.
Instructional Strategies and Learning Tasks that Support Student Needs
Time Action Rationale

Launch (Motivation)

5 A student will read the learning target to the class: “I can understand and As an introduction to the lesson
minutes describe the sequence of a story by using transition words.” The students and to activate prior knowledge,
will then work with a partner to decide what they think sequencing is, students will discuss what they
and what they already know about it. already know about sequencing.
They will be able to understand the
use of sequence in texts.

Instructional Procedure (Explore)

The students will see a series of slides explaining sequencing and

transition words and how it is used. The slides will be printed to give
15 students so they can follow along easily. For presentation, students will
minutes follow the slides displayed on the
The slides will include: Smart Board while having a whole
class discussion. Through
What is sequence? modeling, the students will have
Sequence is the order in which events happen. visuals to understand the sequence
of the morning routine example.
How does an author show sequence? By using the transition words,
students will have guided practice
An author may use transition words such as first, next, then, after, and
in retelling the story correctly.
finally to show sequence.
 Why do readers and writers use transition words?

Transition words take the writer and the reader from one place to
another. They provide a signal to the reader or listener about what is
coming next in the writing.

Share a sequence of my morning routine. Have images for each routine

and hold them up to the cards. Emphasize transition words: first, next,
after, then, and finally. Mix cards up, hang them out of order on the
white board. Ask the students to put the cards in order based on the
story. (Students must explain placement of the card). Prompt students,
“What happened first, next….” A student will retell the story once cards
are in order. Place transition words under the cards – emphasize that the
transition words tell the sequence.

[Assessment during Instructional Procedure]

During Instructional Procedure, an informal assessment of whole class

discussion will take place. Students will answer teacher prompts to show
their understanding. Student responses will reflect their comprehension
of sequencing.

Structured Practice and Application

Students will be put into groups based on their abilities. Each group will In groups, students will determine
receive a picture book and a worksheet. They will read the story together the sequence of a given story. They
30 and write down the sequence of events using transition words. Each will practice the skill of
minutes group will then share to the class. sequencing by using the transition
words. Completing this in groups
The following books will be used during group work: gives students the opportunity to
The Doorbell Rang by. Pat Hutchins have peer support while
completing the task.
The Snowy Day by. Ezra Jack Keats
Students who are struggling will
Five Minutes’ Peace by. Jill Murphy work with the teacher. All students
will receive visuals and handouts
Peter’s Chair by. Ezra Jack Keats in order to assist those with
processing delays. Additional time
The More the Merrier by. Sonya Trevaley
will be given as well.
I Just Forgot by. Mercer Mayer

[Assessment during and/or after Structured Practice]

During Structured Practice, an informal assessment of observations will

take place. During group work, the teacher will record notes to measure
student progress with sequencing. After Structured Practice, the
completed sequence chart will serve as a formal assessment to show
student comprehension.

Closure
 Ask the students to identify the transition words learned.

5 Discuss why readers and writers use these words. Students will review the main
minutes points of the lesson.
Ask the students how they knew how to order the events in their story.
 Lesson Plan
Name Tolisa Khelawan
Lesson #, Lesson Title #2
Retell time!
Date and Day of the Week 10/17/17 - Tuesday
Grade Level and Class Grade 3
Period and Length 3rd Period, 55 minutes
Materials Needed Smart Board, ELMO projector, white board, Strega Nona Takes a
Vacation book, laptops, worksheets, handouts, paper, pencils

Standards and Objectives

Standards:

CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the
sequence of events

CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures
in a text, using language that pertains to time, sequence, and cause/effect.

CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing.

CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Learning Objectives:
1. Students will listen to a story and identify the order of events.
2. Students will work in groups to use transition words to retell the order of events in the story.
3. Students will practice the skill of sequencing on Kahoot!
Central Focus: To define what sequencing is and explain how it is used in a text. To build upon this, students will
identify transition words to retell the order of events in a story. To extend upon this skill, students will construct their own
short story, applying transition words to display sequencing.
Academic Language Demands:
Students will be able to use the appropriate vocabulary when explaining what sequencing is and how to explain the use of
it in a text. Some of the vocabulary words used will be: sequencing, transition.

Students will be able to retell the dictated story by using the transition words: first, next, after, then, finally

Students will be able to determine the order of events in a story while working in groups.
Students will show their understanding of sequencing by an interactive game on Kahoot!

Assessments
Assessment Type Purpose/Objective
(Formal/Informal)

Questions Informal While reading the story, the teacher

Instructional Procedure will pose specific questions based on
the text to support student
understanding of the text.
Observations/Flip-Flap books Informal During group work, the teacher will
Structured Practice use a checklist to record student
progress. Students will create flip-flap
books to retell the story. Each flap will
have the transition word written on it.
Under each flap, students will write
the correct detail that corresponds with
each transition word. Learning
Objective 2 will be assessed.
Kahoot! Game Formal Students will take a short, interactive
Independent Practice quiz on Kahoot! to show their
understanding of the lesson thus far.
Student scores will be used to measure
student comprehension.
Instructional Strategies and Learning Tasks that Support Student Needs
Time Action Rationale

Launch (Motivation)

5 A student will read the learning target to the class: “I can retell a story In order to activate prior
minutes by using transition words.” Based on the previous lessons, students will knowledge, students will recall the
receive post its and will explain the meaning of sequencing and the definition of sequence and how it
transition words used and why they are important. They will stick it onto is used in a story. They will review
chart paper and then the class as a whole will discuss the different main points from the previous
reasons they wrote. lesson.

Instructional Procedure (Explore)

Read Strega Nona Takes a Vacation by Tomie dePaola to the class. Students will use their auditory
Students will be reminded to pay close attention to the order of the story. skills to visualize the order of the
15 Students will be given a graphic organizer where they can take notes if story. Taking notes will help the
minutes needed. Emphasize the order when reading the story to the class. students during the group work
assignment.

[Assessment during Instructional Procedure]

During Instructional Procedure, an informal assessment of questions will

take place. While reading the story, the teacher will pose specific
questions about the events and characters in the story. Student responses
will show student understanding of the text.
 Structured Practice and Application

Students will be put into groups based on their abilities. Each group will In groups, students will retell the
use their graphic organizers with notes to retell the story. Students will story. They will practice the skill
30 create flip-flap books that illustrate each transition word. Students will of sequencing by using the
minutes share their flip-flap books with the class. transition words to retell a story.
The use of the flip-flap books
Students will have independent practice on Kahoot! (A game is created provides a hands-on opportunity
based on sequencing and transition words) Each student will receive a for students to have a visual while
laptop and will use the interactive game to practice sequencing. retelling the story.

Kahoot! will provide additional

practice to students who may be
struggling with the topic of
sequencing.

[Assessment during and/or after Structured Practice]

During Structured Practice, an informal assessment of observations and

the flip-flap books will take place. During group work, the teacher will
record notes to measure student progress as they create the flip-flap
books to retell the story. After Structured Practice, the Kahoot! game
will serve as a formal assessment to show student comprehension thus
far.

Closure

5 Students will be given new post its to write one thing that has stuck with Students will review the main
minutes them from the lesson. They will post it on the chart paper and then points of the lesson.
discuss with the class.
 Lesson Plan
Name Tolisa Khelawan
Lesson #, Lesson Title #3
Let’s create our own sequences!
Date and Day of the Week 10/18/17 - Wednesday
Grade Level and Class Grade 3
Period and Length 1st Period, 55 minutes
Materials Needed Smart Board, ELMO projector, white board, laptops, worksheets,
handouts, paper, pencils

Standards and Objectives

Standards:

CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the
sequence of events

CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures
in a text, using language that pertains to time, sequence, and cause/effect.

CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing.

CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Learning Objectives:
1. Students will review their understanding of sequence and transition words.
2. Students will create a plan for their short story, using sequence and transition words, while working
collaboratively to support each other.
3. Students will work in pairs to provide student feedback to support their writing of short stories.
Central Focus: To define what sequencing is and explain how it is used in a text. To build upon this, students will
identify transition words to retell the order of events in a story. To extend upon this skill, students will construct their own
short story, applying transition words to display sequencing.
Academic Language Demands:
Students will be able to use the appropriate vocabulary when explaining what sequencing is and how to explain the use of
it in a text. Some of the vocabulary words used will be: sequencing, transition.

Students will be able to provide feedback to each other to support their writing.

Students will illustrate sequencing and the use of transition words by constructing his or her own short story based on a
given list of topics.

Assessments
Assessment Type Purpose/Objective
(Formal/Informal)

Peer Feedback Informal Students will work in pairs to provide

Instructional Procedure feedback to each other. Students will
have the opportunity to read their
feedback and apply it to their short
stories.

Short Story Formal Students will chose a topic to create a

Independent Practice short story. Students will use transition
words to show sequence in their
stories.

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale

Launch (Motivation)

5 A student will read the learning target to the class: “I can construct my Students will activate prior
minutes own short story by applying the skill of sequencing.” Based on the knowledge by recalling the
previous lessons, students will discuss these two questions: “What is definition of sequence and the
sequence? & Why are transitions words used in sequence?” transition words.

Instructional Procedure (Explore)

Students will choose a topic from the following: Fall, Halloween, Students will review their
Morning Routine, Making a Snowman, Cooking, Fairytales. Once a understanding of sequencing
25 topic is chosen, students will be given a graphic organizer to plan their independently.
minutes writing for their short story. They will complete the graphic organizer
independently. Then, student will work in pairs to provide student Students will work in pairs to have
feedback. They will work together to organize their short stories. support to construct their short
Students will use their peer feedback to make changes to their stories. story.
During this time, the struggling students will work closely with the
teacher by providing additional graphic organizers.

[Assessment during Instructional Procedure]

During Instructional Procedure, an informal assessment of peer feedback

will take place. Students will have peer support to review and edit their
stories before submission.

Structured Practice and Application

Students will construct the final draft of their short story on loose leaf. It Students will apply the skill of
must be at least 5-7 sentences and have transition words used to support sequence to show their
20 their understanding of sequence. They can look back at their notes to understanding of all lessons.
minutes support their writing. They will then submit for grading.

Students will be given a checklist. Once they have finished writing, they
 will use the checklist to make sure they have all points in their story. The
checklist relates to the rubric that will be used for grading.

[Assessment during and/or after Structured Practice]

After Structured Practice, the short story will serve as a formal

assessment to show student comprehension of all lessons.

Closure

5 As a whole class, students will summarize what they learned from the Students will review the lessons.
minutes lessons.

They will complete an exit ticket:

2 things they learned

1 way they can use this in their writing

1 question they still have