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ED 345 Calvin College Lesson Planning Form

Lauren Newhuis
Theme: Owen - Sequencing

Date: 10/12/15

Subject/ Topic/

I. Objectives
What is the main focus of this lesson?
Owen sequencing a story
How does this lesson tie in to a unit plan? (If applicable.)
Continuation of author study
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
- Answer what questions in the book Owen (RL.2.1)
- Looking at the overall structure of the story Owen by sequencing (RL.2.5)
- Use information gained from the illustrations and words in a print text to demonstrate
understanding of its plot (RL.2.7
- Working toward reading and comprehending literature (R.L.2.10)
- Describing how the characters of Owen responded to major events and challenges. (RL.2.3)
- Build on others talk in conversation by linking their comments to the remarks of others (2.SL.1b)
agree/disagree and why
- Students should be able to sequence a story.
II. Before you start
Prerequisite knowledge
and skills.

(formative and

Students have seen books by the same author

Fiction and non fiction

Questioning, agree and disagree

Summative: How they order their sentences

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Multiple Means of
Options for recruiting interest

Reading, listening, pictures

Multiple Means of Expression
Options for action/interaction
- Holding their paper up
- Agree and disagree

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort &


Define sequencing
First, next, then, and last

Cutting, ordering, reading,

numbering, gluing, writing

Options for Comprehension

- Same author
- Fiction or non-fiction
- Big picture, the steps of the book
- Doing the first and last steps
together with the students

Options for Executive Function

Presenting a new step and

challenge along the way
Options for Self Regulation

Doing the activity step by step

with the students.

Students checking their answers

with mine.

Multiple Means of Representation
Options for Perception

Letting the students try and order

it themselves

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Sequencing work sheet

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan


The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Students should be sitting on the carpet area
Introduce the book Owen to the students. You may have read this book before.
have we seen a mouse like this before
Look at the cover of the book
Look at the author of the book
Ask students if the book is fiction (real) or non-fiction (real)
- How do we know this?
- Do mice wear clothes?
Do a picture walk with the students on the document screen
Read the story Owen without interruptions or stopping

Discuss with the students what happened during the story.

Open to the beginning of the story. Ask students, what happened in this part of the
- Owen had a fuzzy blanket when he was a baby
Next : Blanket fairy
Then: Putting the blanket in vinegar
Last: Making the blanket into handkerchiefs
What problem did Owen have? Couldnt bring his blanket to school
How did Owens mom fix the problem? By making the blanket so that Owen can
bring it to school (in handkerchiefs)
Talking about what happened in this story is called sequencing
Sequencing is putting things in order.
Show students the sequencing paper of Owen.
I have taken the steps of the book and put them on this piece of paper
Read each of the things on the paper, ask the students if the sentences on the paper
are in order.
Probe, Is this the last/first thing that happened? students should recognize that
the sentences are out of order. Confirm this.
Tell students that at their desks, you are going to have them put the parts of the
story in order. Tell them that they can use the pictures to help them put them in
order. This will help ELL students.
We are going to be cutting and gluing these in the correct order. Before you cut I
first I want you to number your sentences. Do the first and last ones while students
are still sitting at the carpet. Explain: I want you to number these middle two. When
you think you have it numbered correctly, I want you to put your head down and
your thumb up. We will then go through it all together.
Do this with the students ^^
Go ask students to give what they think is number 2, If you agree with ----, do this.
(Agree hand motion) if you disagree do this (disagree hand motion)
Ask one or two students why they agree or disagree.
Give students the correct answer and show on the document camera.
Listen to my directions before you do anything.
The next thing I want you to do is write our sentence starters on a large piece of
construction paper.
Show students your paper. Ask a student to read each of the words:
First, Next, Then, Last.
Ask if anyone has a question about these words.
When you write it, make sure it is written small in the top left corner of each box.
Prompt students to do this on there papers, When you finish, hold your paper in the
air so that I can see it.
We will be cutting these papers into strips and gluing them on construction paper. If
you do this correctly, you will not have any scraps at your desk. Do you need to cut
circles around the words? No, just into strips.
After this you will glue your answers on your construction paper. What number
should go in the first box? #1
Tell students that when they finish, they should write their name on the back of the
paper and leave it at their desk


Close by having the students read what is on their paper. (including the first, next,
then, and last)
Tell them that they just sequenced the story of Owen!

Your reflection on the lesson including ideas for improvement for next time: