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I. Purpose of the Lesson What will the students learn?

How does this learning fit within broader


unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning?

Standard Literature Standards 5 and 7 for grade 2. Describe overall structure of a story, using sequence of events to describe the beginning, the middle, and the end. Use information gained from text to demonstrate understanding of sequence of events within the story. Foundational Skill Standards 4a, 4b, and 4c. Read on level text with the purpose of understanding sequence of events. Practice reading on level text orally for accuracy and expression. Use context of story to confirm or self correct word recognition and understanding. Writing Standard 8 for grade 2. Gather information from text to answer a question. Lesson Objective The students will be able to place the events of the story in the correct sequence. Students will understand that this sequence of events helps the story flow and make sense. Students will recognize certain words that help to describe the order of events. Students will be able to identify the most important events within a story to place in the sequence of events. Students will answer an in depth question about the sequence of events within the story. Formative Assessment (planned for use in this lesson) Students will place a set of directions in sequence to complete a craft. Students will be able to refer to a story to place events written out on sentence strips in order of the events in the story. At end of lesson students will place events from story in order according to sequence of events within story. Students will place events in sequence with the Active Inspire board prior to the end of the lesson assessment.
II. Instructional Decision-Making What knowledge of students influences my instructional
decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths? Knowledge of Learners Instructional Decisions based on this knowledge

Knowledge of Age-Level Characteristics Learns best when he can be active in the learning. Each child will participate by interacting with the plot of the story. Each child will contribute to the sequence of events within story by using tactile objects, Active Inspire, voice recording, and picture cards. The students will use their reasoning

The second grader is becoming a

reasoning person. The second grader has a high level of creativity.

The second grader decreases dependence on adults.

skills to logically place events in order and deduce order of events from the story. Each student will participate in a handson craft to emphasize sequence of events in the craft directions. Each student can creatively use voice intonation and accents when recording story reading. Each student will complete a portion of the work individually, referring to story to find answers. Groups of students will rotate through centers to complete students led activities.

Knowledge of Academic Readiness (based on pre-assessment) During previous weeks, students have analyzed various stories for particular elements to assist with comprehension skills. Although students have identified many elements within stories, they have not worked on sequence of events yet. We will recall past knowledge about identifying the main idea and work to place important events related to this main idea in order. The first story will be read aloud through audacity and using ELMO to project pictures onto white board to model fluent reading while students read along from their own copy of the text. At one of the centers, students will be recording their voices while reading the story.

It has been observed during choral reading that students are fluent in their reading and can decode most words automatically. Some students still struggle with automaticity and expression.

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs) While I am not authorized to review students personal files, I believe the class includes: One English Language Learner and

To accommodate ELLs, the story will be read aloud through audacity while children each have a copy of the story at their desk. Pictures accompanying the story will be projected on the white board. PREZI display will have new vocabulary with pictures to help explain meaning. Students can follow along while text is being read. In addition, I will repeat instructions and

One student with Attention Deficit Hyperactivity Disorder.

In addition certain students finish work much more quickly than others.

display supplies needed for activity and worksheets so that students can use visual clues to grasp instructions. To accommodate student with ADHD, I have incorporated interactive story activities. I will also ask this particular student to help by passing out worksheets or supplies, allowing him to stand up and move around. Student will be moving through centers and using hands to sequence on Active Inspire. For students that finish early, I will provide another activity in which they list a sequence of events from a favorite story or favorite activity. To accommodate those students that require more time to complete work, I will walk around to assist with work and point out additional strategies to help them finish work. For instance, these students could underline the important parts of the story and then number each underlined section.

Knowledge of Interests and other Motivational Factors Students have been participating in fun fall activities and enjoy playing outside in autumn weather. Students enjoy using technology to learn.

We will connect comprehension skill of sequence of events to autumn stories and a fun fall activity. We will use various forms of technology through the lesson.

Multicultural Considerations / Equity Measures Lesson One child within this classroom does not celebrate Halloween and cannot participate in Halloween activities. Students are familiar with the process of putting on socks and shoes. Many of them have just recently learned how to tie shoes. Students routinely brush teeth and are familiar with the steps involved.

Implications for this

The stories selected relate to autumn but not to any Halloween festivities. A video showing the process of tying shoes will be used to model sequence of events. A video and a discussion talking about the logical order of events that must happen in the routine process of

brushing our teeth introduces the concept of sequence of events. Academic Language Demands Scaffolds to support language development in this lesson

Academic Language Demands Sequence of events Sequence words Leaf rubbing Sentence strips

Before reading our stories, we will discuss and view a video about the sequence of events or the order we must follow to complete daily routines, such as brushing our teeth. Using PREZI, we will introduce new vocabulary words. I will also point out that certain clue words give us hints as to the order in which the steps must be followed. At the center where students participate in leaf rubbing activity, I will show an example of the craft so students may visualize what the completed craft looks like and understand what a leaf rubbing is.

III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
every child is a successful learner?

Instructional Materials and Technologies Active Inspire, ELMO, Audacity voice recording, video clips, crayons, trace paper, leaves, The Little Old Lady that Swallowed Some Leaves book, sentence strips for putting on socks and shoes, sentence strips for making a leaf rubbing, sentence strips for The Little Old Lady that Swallowed Some Leaves, sentence strips for Were Going on a Leaf Hunt, copies of Were Going on a Leaf Hunt, worksheets, pencils, Little Old Lady paper doll, paper cut outs of leaves, shirt, pumpkin, pole, pants, rope, hay, scarecrow Craft Activities: For leaf rubbing, instructions and pictures come from: http://www.firstpalette.com/Craft_themes/Nature/Leaf_Rubbings/Leaf_Rubbings.html Books: Colandro, L. (2010). The Little Old Lady That Swallowed Some Leaves. New York, NY: Scholastic. Metzger, S. (2005) Were Going on a Leaf Hunt. New York, NY: Scholastic.

Management Considerations (Procedures, Transitions, Materials, Behavior) Involve students with set up by allowing them to pass out worksheets. Students will participate in reading activity by arranging events for the story using Active Inspire. Observe English Language Learner to ensure he understand directions and storyline. Call on student with ADHD to participate and pass out papers allowing him to get out of his seat. Student with ADHD will be moving through centers and using hands to sequence on Active Inspire. Walk amongst students during reading and activity to ensure students stay on task and follow stories.

Instructional Sequence Planned Beginning Warm-up Motivation Bridge

Approximate Time 1 minute

Procedure Warm Up: Familiar routines we do everyday follow a sequence of events or a certain order. For instance brushing our teeth must follow a sequence to be done correctly. Sequence words, such as first, next, then, last, and finally can help to describe the order in which the events occur. The sequence of events can also follow a logical order. Motivation: Share examples of processes we go through every day. How would we sequence the events? Show video and discuss. Example 1: Brushing our teeth. Would we put the toothpaste on the toothbrush after we put the toothbrush in our mouth and wiggle and move the brush around? What do we do first? What do we do after that? 1. First, we take out our toothbrush and toothpaste. 2. Next, we squeeze toothpaste onto the toothbrush. 3. Then we wet the toothbrush and toothpaste with water. 4. Then, we move the toothbrush around in our mouth. 5. Next, we spit out the toothpaste. 6. Then we rinse our toothbrush with water. 7. Last, we put the toothbrush and toothpaste away. What if we did any of these steps out of order? What would happen if we missed a step? Sequence of steps is important to this process. Certain events need to be included to correctly complete the process. Putting on shoes and socks. Can we put on socks before we put on our shoes? Do we have to sit down before we put on our socks and shoes? Do we tie our shoes first and then put

5-10 minutes

5 minutes

them on our feet? Show video. Transition: With the process of putting on shoes and socks or making a leaf rubbing, things need to be done in order to make sense and complete your project. All stories are told in a certain order, which is the series of events. The order of these events is important. Some events need to happen before other events. The flow of events, or sequencing, helps the story to make sense. The order in which things happen is called the sequence of events.

5-10 minutes Development of the New Learning (Clearly explain instructional activities in sequence.)

Show students the various centers and model activities students will complete in the centers. Centers: Leaf rubbing activity, record voice while reading story, and PREZI display showing new vocabulary. For leaf rubbing center: o Emphasize Sequence of order in a process. o Leaf rubbing example will be on display at center. A bag with sentence strips in the

bag, containing directions for making a leaf rubbing. Notice the clue words that give hints to the sequence or order of the steps that must be completed to make a leaf rubbing. o First, place a leaf bottom side facing up on your desk. o Next, put the thin sheet of paper on top of the leaf. o Then, rub the side of a crayon gently on the area over the leaf. Watch as part of the leaf shape starts to appear. o Continue until you've rubbed over the entire leaf. o Finally, remove the leaf from under the paper. o Students must place strips in correct order. Once they have the directions in order, each student will receive a bag containing the supplies to make a leaf rubbing. If students have difficulties, perform the leaf rubbing in front of them, exaggerating the steps. Organize students into smaller groups to rotate through centers. One group will join the teacher on the carpeted area to read story. Introduce story: The Little Old Lady that Swallowed Some Leaves by: Lucille Colandro. 1. Audacity will play a voice recording of the story while students follow along on their own copy of the story. Stop play when new vocabulary word appears in the story. Review the vocabulary word with students. a. Encourage students to follow along with the story by tracking with finger. b. Students will participate by arranging events from the story in sequence on the Active Inspire. Enrichment or Remediation (As appropriate to lesson) For students that finish early- They may select a favorite activity or a favorite story and list the sequence of events for that particular activity or story. For students that require some assistance- Walk around classroom and suggest underlining events within the story. Once the events are underlined, students can number them. Walk around classroom to ensure students stay on

task. Encourage any students beginning to lose focus to stand up to stretch.

5 -10 minutes Planned Ending (Closure)

Assessment: 1. Ask students what they have learned about sequence of events within a story and within processes we complete every day. 2. Ask how certain sequence words can help us to reason out what step goes before another step. 3. Ask students how logic and making sense out of a story helps us to reason out in which order the events occur. 4. Students will arrange events from the story in sequence on the Active Inspire.

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