Lesson topic: Sequence of Events
(Writing)
Grade level: 1st
Duration: 50 Minutes
Aim questions:
1. What learning objectives/main
ideas do students need to know (maximum of 3)?
Students will learn the sequence of
events through a chart.
Students will be able to utilize the
chart to develop a fictional story.
Students will learn new vocabulary
words.
2. What common core skills will be
introduced or reinforced during this lesson?
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.
W.2.8. Recall information from
experiences or gather information from provided sources to answer a question.
3. Which content area standards are
addressed in this lesson?
Students’ ability to write a clear
sequence of events that includes details and transitional words.
4. What academic and content
specific vocabulary is introduced in this lesson?
Sequencing
First
Last
Next
Finally
After
that
5. What materials (e.g. activity
sheet, map, song) will I present to students?
Brain Pop Video
Pencil
Writing Paper
Activity Sheet- Chart
Construction Paper
Crayons
A Visit to the Beach Passage
6. What activity, if any, will I use
to settle students and establish a context (DO NOW)?
Students will receive a number of
words and identify transitional words from the word
bank.
7. How will I open the lesson
(MOTIVATION) and capture student interest?
Students will view a video on
sequence of events on the brainpopjr site.
8. What additional Full
class/group/individual activities will I use to help students discover what
they need to learn (suggest three)? If there are group activities, how will
student groups be organized?
Students will read a passage as a
group and identify transitional words in the passage.
Students will discuss the sequence
of events in the passage as a class.
Students will individually write a
short story of a visit to the park or zoo.
9. How will I differentiate
instruction with multiple entry points for diverse learners?
By reading the passage as a group
and individually, students from various learning levels have the opportunity to
practice on their reading and discuss the story to increase critical thinking.
10. What HOT (High Order Thinking)
questions will I ask to encourage students in analysis and discussion?
o
Who are the characters in the story?
o
During what season does the story
take place?
o
How do you know the visit has ended?
o
Where does the story take place?
11. How will I assess student
mastery of the skills, content, and concepts taught in this lesson?
Students will individually write a
short story of a visit to the beach or park.
Students will also receive a
homework assignment that allows them to fill in the blanks using words from a
word bank.
12. How will I bring the lesson to
closure (Summary Questions)?
What is a key word used to end a
story?
What are words that signal the
middle of the story?
13. How will I reinforce and extend
student learning?
• CLASS APPLICTION/FOLLOW-UP: Students
will discuss activities that are not done at the park to stress the importance
of routines and sequences.
• ENRICHMENT ACTIVITIES: Students
will work with flash cards to practice transitional words.
• HOMEWORK: Students will write a
short paragraph about how they get ready for school in the morning.
14. What topics come next?
TOMORROW: Students will read an independent
story and answer a series of questions related to the passage.
DAY AFTER: Students will fill in the
blanks for the Do-Now.
15. How do I evaluate this lesson?
(It is about to what extent your lesson successful is, which is different from
student assessment itself. You can use student assessment results as one
evidence for your lesson’ success though.)
• STRENGTHS: Lesson allows students
to become familiar with typical visits and experience while practice writing
and learning new words.
• WEAKNESSES: Lesson plan will
highlight student’s reading and comprehension in addition to ability to form
clear and complete sentences.
• AREAS to WORK: Breaking up the
lesson plan into stations in order for students to focus intently on the
lesson.
• THINGS TO CHANGE: A visual guide
prepared on the board before we start the Do Now to ease the introduction of
sequences.
