LESSON PLAN

Name: Samuel Bishop Date: Wednesday, Lesson Start and End Time:10:27-11:18
2/1/2023 1:45-2:35

Academic Area: Reading Grade Level: 4th Co-op initials with date:

Pre-Instruction Planning
Topic Text structures-Order and Sequence
PA Anchor/Standard or Standard - CC.1.2.4.E
Eligible Content Use text structure to interpret information (e.g., chronology,
comparison, cause/effect, problem/ solution).
Eligible Content - E04.B-C.2.1.2 Describe the overall
structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information and
text features in a text or part of a text.
Lesson Objectives After teacher guided instruction, students will be able to
accurately put events on a timeline to show the order of events.
Materials Student Teacher
Blue order/sequence sheet Blue order/sequence sheets
Chronological Order sheet (packets) Extra packets to pass out
Pencils Timeline activity sheets
Large timelines
Smartboard (videos)
Planning for Learners Differentiation: Mrs. McKay will push in. She will help the
small group of students while in the room.
Students could use highlighters to highlight the clue words.
Modifications/Accommodations: Students will only need to look
for the selected six words (Shown on blue sheet) (Mod).
Given extra dates and information on packet worksheet (Mod.)
Extra help from a teacher (accom.)
Larger boxes to write in for the info on the blue sheet (accom.)
Lesson Presentation
Introduction Ask-what have we been working on in this class (text
structures).
Can anyone remember what the five text structures are
without looking at your papers? (order and sequence, problem
and solution, cause and effect, compare and contrast,
description)
Let’s watch this video to review the text structures
https://youtu.be/XqwAi5Gg1eI -shortened text structure rap
Sequence of activities Now I have a short video to show you about the text
including assessments structure we will be learning about today-Order and
Sequence!
Play video

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 https://www.youtube.com/watch?v=FjOxt9bnXnY
Now we will look at the blue sheet in front of you. Look at
the clue words. We will read these words together. Show me
that you are with me. Track along with your finger.

Lets go to the bottom of the blue sheet. Find the numbers at

the bottom. Can someone read number 1 for the class?
Can someone read number 2 for the class?
Now do what the instructions tell you to. When you are
done, check with your partner to make sure you found
everything you needed to.
Review timeline with the students
To review, I have some cards that I gave to some students. I
want you to come to the front and stand where you think
you should.
Lesson Wrap-up At this point, you know what to do for this type of text
structure. Get out your packets and flip to the page that says
Chronological Order. It looks like this. (hold it up) Do it by
yourself, and you can, again, check with a partner.
Self-Evaluation The lesson started off well for the students. They knew
generally what clue words to look for when I was using the
smartboard for the video. As students watched the video, I was
able to pass out the blue sheets necessary for the remainder of
the lesson. Most students were able to fill in these blue sheets
without a problem. I did not need to do the review game because
students understood what the text structure was discussing.
One student did have difficulty organizing the
information into the proper order. Because I was not using them
for the review activity that I had thought would be necessary, I
used them with her individually. She had been able to underline
the dates within the text, and with the manipulative, was able to
put the dates in order with some extra help. I needed to cover up
the last two numbers on the years and ask her, “Which number
comes first, 18 or 19?” which prompted her to switch the dates
properly.
Students were overall well-behaved during their work
time. They transitioned well from watching the video to doing
their work. Students did seem out of touch when asked to put
their fingers on the clue words that were boxed as suggestions to
look for in the text. Because of this, I made it a point to not have
students read until EVERYBODY had their finger on it.
Afterwards, they read the clue words, the directions, and then
began working on their own.

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