USF Elementary Education Lesson Plan Template (S 2014)

Liu___________________________________
Grade Level Being Taught: Subject/Content:
3rd
ELA/Sequencing

Name: _Nicole
Group
Size:small

Date of Lesson: 2/16/2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

LAFS.3.RI.3.8

Describe the logical connection between particular sentences and paragraphs in a

text (e.g., comparison, cause/effect, first/second/third in a sequence).
LAFS.3.RI.1.3

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.

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.).
Note: Degree of mastery does
not need to be a percentage.)

Students will be able to look at pictures and place them in order in the event they
happened.

Students will be able to pick out of events in the story and put it in order that it
happened.

Students will be able to use words such as first, last, and next.

USF Elementary Education Lesson Plan Template (S 2014)

Liu___________________________________
Grade Level Being Taught: Subject/Content:
3rd
ELA/Sequencing
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Name: _Nicole
Group
Size:small

Date of Lesson: 2/16/2016

Formative
After working on the beginning sequencing activity students will read and pull out
information and events from a 3rd grade level story. They will write the events on
sticky notes and place them in the order they happened in the story.
Summative
Students will be evaluated on their own writing of their sequence of event paper,
along with reading articles and pulling out the sequence of events that happened
in the article and
completing the questions that go along with the article.

Time

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

9:45
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the

Teacher

9:55
Teacher

10:00
Student

Give students sequencing picture chart that has 6 pictures

cut up. As a whole group, talk about first, next, then and last
and have them put the schedule in order.
After talking about the sequencing of the story, distribute the
Journey book and about 5-6 sticky notes and have students
flip to page 153 to the anchor text called Boom Town
Each student takes turn reading a page from the story, and

USF Elementary Education Lesson Plan Template (S 2014)

Liu___________________________________
Grade Level Being Taught: Subject/Content:
3rd
ELA/Sequencing
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

10:25
Student

Name: _Nicole
Group
Size:small

Date of Lesson: 2/16/2016

other students are following along with their finger.

As they come across a piece of sequencing they write the
information on a sticky note.
Read to page 160 and then have the students talk about their
events they pulled out from the story and place he sticky
notes in the order they occurred.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
I picked an opening activity that show a student getting ready for school that they had to
put in the order of when it took place. I picked the topic of getting ready for school
because I thought each student could relate themselves to getting ready for school.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

My beginning activity had 6 steps to put in order and if they were struggling I would give
them only 3 steps to put in order. My next activity is reading a third grade level anchor
text called Boom Town and I would pull my low readers to read the story with them and
guide them with the events in the story.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

I had to really get to know my students and take their abilities into consideration because
I knew that the group I had didnt really grasp the concept of sequencing. Because I had
the understanding of my students, I was able to find an introduction activity that
pertained to them so they could grasp the understanding of sequencing.