I. Purpose of the Lesson What will the students learn?

How does this learning fit within broader

unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning?

Standard Literature Standards 5 and 7 for grade 2. Describe overall structure of a story, using sequence of events to describe the beginning, the middle, and the end. Use information gained from text to demonstrate understanding of sequence of events within the story. Foundational Skill Standards 4a, 4b, and 4c. Read on level text with the purpose of understanding sequence of events. Practice reading on level text orally for accuracy and expression. Use context of story to confirm or self correct word recognition and understanding. Writing Standard 8 for grade 2. Gather information from text to answer a question. Lesson Objective The students will be able to place the events of the story in the correct sequence. Students will understand that this sequence of events helps the story flow and make sense. Students will recognize certain words that help to describe the order of events. Students will be able to identify the most important events within a story to place in the sequence of events. Students will answer an in depth question about the sequence of events within the story. Formative Assessment (planned for use in this lesson) At end of lesson students will place events from story in order according to sequence of events within story. Students will place events in sequence with the Active Inspire board prior to the end of the lesson assessment. A calendar displaying the days of the week will be shown on the white board. The students will say what the caterpillar ate each day and pull pictures of the fruit eaten by the caterpillar up into appropriate days of the week using Active Inspire.
II. Instructional Decision-Making What knowledge of students influences my instructional
decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths? Knowledge of Learners Instructional Decisions based on this knowledge

Knowledge of Age-Level Characteristics Learns best when he can be active in the learning. Each child will participate by interacting with the plot of the story. Each child will contribute to the sequence of events within story by using Active Inspire. The students will use their reasoning skills to logically place events in order and deduce order of events from the story.

The first grader is becoming a reasoning person.

The first grader has a high level of creativity.

Each student will participate with Active Inspire to recreate the sequence from the story.

Knowledge of Academic Readiness (based on pre-assessment) During previous weeks, students have analyzed various stories for particular elements to assist with comprehension skills and fluency. Although students have identified many elements within stories, they have not worked on sequence of events yet. We will recall past knowledge about identifying the main idea and work to place important events related to this main idea in order. The story will be read aloud using ELMO to project pictures onto white board to model fluent reading while students read along from their own copy of the text.

It has been observed during choral reading that students are still developing fluency in their reading. Many students still struggle with automaticity and expression.

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs)

One English Language Learner and

To accommodate ELLs, the story will be read aloud while children each have a copy of the story at their desk. Pictures accompanying the story will be projected on the white board. Students can follow along while text is being read. In addition, I will repeat instructions and use visual cues. To accommodate student with ADHD, I have incorporated interactive story activities. I will also ask this particular student to help by passing out worksheets or supplies, allowing him to stand up and move around. Students will use Active Inspire to sequence events.

One student with Attention Deficit Hyperactivity Disorder.

Knowledge of Interests and other Motivational Factors Students enjoy caterpillars and butterflies and learning about the process. Students enjoy read alouds. Students enjoy using technology to learn.

We will connect comprehension skill of sequence of events caterpillars and butterflies. We will use Active Inspire through the lesson to teach sequence.

Multicultural Considerations / Equity Measures Lesson Students routinely brush teeth and are familiar with the steps involved.

Implications for this

A video will be shown on the white board and a discussion talking about the logical order of events that must happen in the routine process of brushing our teeth introduces the concept of sequence of events. Scaffolds to support language development in this lesson

Academic Language Demands

Academic Language Demands Sequence of events Sequence words

Before reading our stories, we will discuss and view a video about the sequence of events or the order we must follow to complete daily routines, such as brushing our teeth. I will also point out that certain clue words give us hints as to the order in which the steps must be followed.

III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
every child is a successful learner?

Instructional Materials and Technologies Active Inspire, ELMO, video clip, The Very Hungry Caterpillar by Eric Carle book Books: Carle, E. (1969). The Very Hungry Caterpillar.

Management Considerations (Procedures, Transitions, Materials, Behavior) Students will participate in reading activity by arranging events for the story using Active Inspire. Observe English Language Learner to ensure he understand directions and storyline. Call on student with ADHD to participate and pass out papers allowing him to get out of his seat. Walk amongst students during reading and activity to ensure students stay on task and follow stories.

Instructional Sequence Planned Beginning Warm-up Motivation Bridge

Approximate Time 1 minute

Procedure Warm Up: Familiar routines we do everyday follow a sequence of events or a certain order. For instance brushing our teeth must follow a sequence to be done correctly. Sequence words, such as first, next, then, last, and finally can help to describe the order in which the events occur. The sequence of events can also follow a logical order. Motivation: Share examples of processes we go through every day. How would we sequence the events? Show video and discuss. Example 1: Brushing our teeth. Would we put the toothpaste on the toothbrush after we put the toothbrush in our mouth and wiggle and move the brush around? What do we do first? What do we do after that? 1. First, we take out our toothbrush and toothpaste. 2. Next, we squeeze toothpaste onto the toothbrush. 3. Then we wet the toothbrush and toothpaste with water. 4. Then, we move the toothbrush around in our mouth. 5. Next, we spit out the toothpaste. 6. Then we rinse our toothbrush with water. 7. Last, we put the toothbrush and toothpaste away. What if we did any of these steps out of order? What would happen if we missed a step? Sequence of steps is important to this process. Certain events need to be included to correctly complete the process.

5-10 minutes

5-10 minutes Development of the New Learning (Clearly explain instructional activities in sequence.)

Students will join the teacher on the carpeted area to read story. Introduce story: The Very Hungry Caterpillar by Eric Carle. Teacher will read story aloud while showing the book on the ELMO. Reinforce sequence of events while reading story. What did the caterpillar just eat? What did he eat before that? Encourage students to follow along with the story by tracking with finger. Students will participate by arranging events from the story in sequence on the Active Inspire.

Enrichment or Remediation (As appropriate to lesson)

Allow students to sequence events from one of their favorite stories. For students that require some assistance- Walk around classroom and suggest underlining events within the story. Once the events are underlined, students can number them. Walk around classroom to ensure students stay on task. Encourage any students beginning to lose focus to stand up to stretch.

5 -10 minutes Planned Ending (Closure)

Assessment: 1. Ask students what they have learned about sequence of events within a story and within processes we complete every day. 2. Ask how certain sequence words can help us to reason out what step goes before another step. 3. Ask students how logic and making sense out of a story helps us to reason out in which order the events occur. 4. Students will arrange events from the story in sequence on the Active Inspire.