UMU Lesson Plan Template

Name: Karis Nagel Date: Wednesday, November 11, 2020

Grade Level: 5 Class Period: 10:45-11:30
Subject: Reading Lesson # & Title: Sequencing
Function of the Lesson (check all that apply):
□ Introduce New Skill or Content
✓ Practice
□ Review
□ Remediation/Re-teaching

Context for Learning and Planning Rationale:

● This classroom is at Minerva Elementary, located in Minerva, a rural area. Students begin to arrive at school for
provided breakfast at 8:00 am. Breakfast and snack are provided for all students. There are 6 fifth graders, 4 girls
and 2 boys, in this Special Education class during this time. Overall, the class is well behaved and are both attentive
and willing to participate in class. The special education teacher and myself are able to work one-on-one with these
students to catch up, as well as continue practice with math, reading, science, and social studies. The students are not
in this classroom the whole day, as they are pulled from the general education class for this additional help. Students
seem excited to come to the special education class, in order for that individual practice and learning.

● The classroom is a good size and plenty of room for social distancing, especially with 6 students in the class.
Students sit at every other desk for distance purposes and overall safety. Each student has a name tag on their desk,
in order to keep students in their own desk each time they are in the classroom. Students bring their basket of books
and writing utensils from the general education class into this classroom.
● Student IEPs
1. Kayla
● Behavior
○ Speech
● Goals
○ Reading- comprehension, main idea, fluency
○ Writing- spelling
○ Math- subtraction with regrouping
2. Maddy
● Goals
○ Reading- fluency, comprehension, main idea
○ Writing- spelling
○ Math- multiplying fractions
3. Olivia
● Behavior
○ Needs listed but no goal, work speed/completion
● Goals
○ Reading- fluency, comprehension, main idea, l, i, e questions ⅘ trials
○ Math- subtracting and multiplying fractions
4. Autumn
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 ● Goals
○ Reading- fluency, comprehension, main idea
○ Math- multiplying fractions
5. Joey
● Behavior
○ Speech
● Goals
○ Reading- fluency, comprehension, main idea
○ Writing- spelling
6. Eric
● Behavior
○ Maintain self-control in class setting with 3 or less prompts
● Goals
○ Reading- fluency, comprehension, main idea, l, i, e questions ⅘ trials
○ Writing- spelling

Content Standards:
● SL.5.4
○ Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Learning Objectives:
● Students will complete and create the sequencing activity with 80% accuracy.

Academic Language:
● Sequencing
● Chronological order

Assessment Plan, Formative Assessment:

● Guided Practice
○ Discussion
■ Asking questions to the class
● Students learning from one another
● Activating students’ prior knowledge or schema
■ Can anyone explain sequencing?
● Arranging a story, events, ideas, objects, and other things
● Putting information in chronological order
■ What are some things you can sequence?
● Lab or experiment, a timeline of historical events, events in a book, etc
● I will observe student work during the partner recipe sequencing check

Assessment Plan, Summative Assessment:

● Independent Practice
○ Sushi Sequencing Activity
■ Once students have independently completed the activity, prior to the Crazy Creative Challenge, I
will check student work and draw a star on completed and correct work

Procedures, Lesson Introduction: (1 minute)

● Sequencing is an important aspect of reading
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 ○ Does anyone know why?

Procedures, Lesson Body:

● Guided Practice: (5 minutes)
○ Discussion
■ Asking questions to the class
● Students learning from one another
● Activating students prior knowledge or schema
■ Can anyone explain sequencing?
● Arranging a story, events, ideas, objects, and other things
● Putting information in chronological order
■ What are some things you can sequence?
● Lab or experiment, a timeline of historical events, events in a book, etc
■ Is there anything you would like me to write on the Whiteboard for reference while you complete
the activity?

● Independent Practice: (10 minutes)

○ Sequencing Sushi Activity

■ I will have students read the ingredients and method aloud to their peers in the class
● While reading, I will help pronounce words that students are not familiar with
■ Students will complete and create the sequencing activity with 80% accuracy.
■ Students will answer questions 1-4 independently and place it in their reading composition book
● For number 4, students will draw five pictures that illustrate how to make sushi rolls

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 ○ Students will use their coloring materials to draw the steps to making a sushi roll
■ Once students are ready, and have independently completed the activity, prior to the Crazy
Creative Challenge, I will check student work and draw a star on completed and correct work
● Using notecards, students will draw about 5 steps to making their food or drink of choice
→ Smoothie, pizza, ice cream sundae, tacos, spaghetti, sandwich, etc (I will show my
pork chop example)

○ On the blank side of the notecard, students will draw

Revised January 2018
 ○ On the lined side of the notecard, students will number and write the steps to
their recipe
■ This will allows for self sequencing check
● If time allows, students will trade their recipe cards with a
partner and sequence their recipe
○ I will observe student work during this time

Procedures, Lesson Closure: (1minute)

● Today, we practiced sequencing
● What is something important to take away from sequencing?

Differentiation, Individualized Instruction, and Assessment:

● Students are in this Special Education Class for differentiation purposes
● Clarifying specific student needs when needed throughout the lesson
○ Walking around to gage student understanding
○ Clarifying confusion or misunderstanding one-on-one
● While reading, I will help pronounce words that students are not familiar with

Instructional Materials and Support:

● White board
● Pencils
● Sushi Roll Sequencing Activity Sheet
● Students’ reading composition book
● Note Cards
● Coloring materials

Research and Theory Commentary:

● Vygotsky:
○ Zone of Proximal Development (ZPD)- The ranges of skills that are a little bit more difficult than what a
student can do independently
■ Knowing the students’ ability, the guided practice discussion will help students reflect on their
prior knowledge of sequencing and share their knowledge with their peers
○ Scaffolding- Changing the level of support to meet the ability of the child
■ Throughout the lesson, I will independently clarify with any student that needs one-on-one help
● Skinner:
○ Behaviorism- Positive reinforcement/ praise strengths behavior or increases the likelihood that the
behavior will be repeated while negative reinforcement pushes a child away from a behavior
■ During the lesson, I will praise students that are focused on completing their work and avoiding
distractions

Cultural Responsiveness, Equity, and Inclusion Commentary:

● Discussing sequencing and sushi
○ Learning students’ understanding of sequencing and sushi

Use of Technology Commentary (if applicable):

Reflection and Instructional Commentary (if applicable):

Today, three out of the six students were here for my lesson. My supervisor, mentor, and I believe that the lesson went really
well. The students were interested in the lesson, were willing to share, and proved their understanding of the material. The
hands-on sequencing activity allowed students to practice sequencing while also having fun. It was exciting to hear and see
students complete the activity based on their own interests. The students’ sequencing food or drink of choice was strawberry
milk, pumpkin iced coffee, and cake. During this lesson, I believe I was able to make student connections and practice 5th
grade sequencing successfully.
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