Lesson Plan Template for Student Teaching and the CalTPA

Grade 5th Grade Subject English Language Lesson Sandwich

Level Area: Arts Title: Sequencing

Preparation to Teach
Unit Theme Sequencing- This lesson would be taught after sequencing has been introduced and
(Where within students have had a chance to work with sequence writing. This will elaborate on their
the unit is your sequence writing, having them go more into detail for each event and focus on using
lesson?) transition words for each event.

Content CCSS.ELA-Literacy.W.5.3
Standard(s): Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.3.c
Use a variety of transitional words, phrases, and clauses to manage the sequence
of events.
ELD A. Structuring Cohesive Texts
Standards: 1. Understanding Cohension
b. Apply growing understanding of how ideas, events, or reasons are linked throughout a
text using a variety of connecting words or phrases (e.g., for example, in the first place, as
a result) to comprehending texts and writing texts with increasing cohesion.
Learning The student will be able to analyze illustrations to interpret the events occurring in a story.
Goal(s) or The student will be able to verbally describe the sequential events of a story.
Objective(s):
The student will be able to compose a written piece sequencing how to make a peanut
butter and jelly sandwich.
Materials, Lights Out book
Resources, or Google Slides
Tools:
Google Docs
Bread
Peanut Butter
Jelly
Knife
Plate
Napkin
Chromebooks
ViewSonic
Technology Teacher: Use the ViewSonic to model sequencing the book in Google Slides
Integration: Student: Google Slides to sequence the book and Google Docs for their sequence writing

Adaptations/ Accommodations
Three Focus Students
Focus Student 1: English This student is an EL who will be provided with picture cards to assist with the
Learner sequence writing assessment. The picture cards will help to guide them in their
writing without necessarily providing them the words but eliciting them in their
thought process and aiding with visual thinking.
Focus Student 2: IEP, This is a GATE student who will have his writing adapted so that he must use a
504, GATE, or other different transition word for every sentence and is not allowed to repeat any
identified need transition words throughout his essay.
Focus Student 3: A This student has some personal situations at home that make her very quiet
student who has had life and timid to ask for support or help when she needs it. I will provide her with
experience(s) either extra monitoring and scaffolding during independent writing to ensure she
inside or outside of understands the task and does not get stuck and stops working.
school, that may result in
a need for additional
social- emotional and/or
academic support

Instructional Plan
Activating Background Knowledge

Instructional Think-Pair-Share: “What is sequencing? Why do we sequence events?”

Strategies Transition Words Anchor Chart: Each student will be given a post-it and told to
come up with a transition word to write on it. The teacher will give the example of
“Next” and post it up on the whiteboard. Students will be instructed to come up with
different words not yet mentioned and try to think of some more unique or less used
transition words. Once they write down their word, they will go post it on the
whiteboard. Each unique word will be written on an anchor chart of transition words.
Informal Monitoring discussions throughout the think-pair-share
Assessment
Student Pairs and then whole group for the discussions
Grouping
Time Estimate 10 minutes

Instructional Input
Instructional Small Group Read: Students will read the wordless picture book and take turns
Strategies creating the sequence of events for this story. Group members will look at page one.
Student A will then explain the event happening one page one, beginning with a
transition word such as “First”. They will then look at page two and Student B will
explain the next event using a different transition word. Students will continue this
pattern with their group members, cycling through the members until they finish the
story.
Informal Group work collaborating to verbalize the sequencing of the story
Assessment
Student Small Groups of three or four for sequencing the book
Grouping
Time Estimate 15 minutes

Closure
Instructional Sequencing Essay: Each student will write an essay explaining how to make a
Strategies peanut butter and jelly sandwich. For each event they describe, they must use a
transitional word. Their sequence writing must be detailed enough for the teacher to be
able to follow their instruction step by step and successfully create a peanut butter and
jelly sandwich.
Whole Class Discussion: The teacher will randomly select students to read their
writing pieces as the teacher brings to life their writing and does what they say. If the
student is unsuccessful, they will go back to their writing and revise as another student
is selected to try.
Formal Written piece chronologically explaining the sequence of events for making a peanut
Assessment butter and jelly sandwich while using transitional words for each new event described.
They must also demonstrate proper grammar throughout their writing.
Student Individual for writing and then whole group for sharing pieces and discussion.
Grouping
Time Estimate 20 minutes