Chelsea Kahle

Lesson #3

Topic: Sequential Text Structure

Standards: SOL 6.6

Instructional Objectives:
Students will understand that text features help readers to figure out what the author of a non-
fiction text wants us to know.
Students will be able to identify sequential structure in sample texts.
Students will be able to create short pieces of writing adhering to the elements of sequential
structure.
Students will know signal words typically found in sequential structure.
Students will know the situations in which an author might use sequential structure.

Materials: Nonfiction ToolKit packet, cut-up paragraph sort activity, interview sheets, recipe
handout, exit slip

Technology Used: PowerPoint/Smart Board, hook Watch Me music video

Assessment:
Informal: Asking students questions during hook/guided note taking, talking to students as they
complete their interviews, reading/listening to students biographies on one another.
Formal: Exit tickets, recipe handout (homework)

Hook: Groups of students will be given a paragraph that has been cut up into individual words
and phrases. Students will have a given amount of time to put the paragraph back together.
After each group thinks they have it sorted correctly, they will share their paragraphs with the
class. We will briefly discuss who got it right and which groups ordered phrases differently
than others. What was this paragraph trying to do? What do you think the author wanted us to
walk away with? Are these steps important? Why does it need to be in a specific order?

Questions: What was this paragraph trying to do? What do you think the author wanted us to
walk away with? Are these steps important? Why does it need to be in a specific order? Does
sequential order make it easier for us to understand the point of Xs biography? How?

Lesson Body and Sequence:

Time Teacher Does Students Do
10 min Teacher passes out mixed up paragraph sorts and In groups, students work
give students instructions. together to try to put the
words and phrases in the
correct order.
3 min Teacher reconvenes the class as a whole, and Students participate in
allows students to share the order that they have discussion, and offer to share
put the paragraphs back together in. What was their paragraphs with the
 this paragraph trying to do? What do you think class if theirs turn out to be
the author wanted us to walk away with? Are in a different order.
these steps important? Why does it need to be in a
specific order?
15 min Teacher asks students to take out their Toolkits Students will follow along in
and goes through guided notes/read along their packets, taking guided
passages about sequential structure. notes and participating in
discussion when appropriate.
Teacher instructs students to glue example texts Students glue in example
into corresponding page in Toolkit. text.
15 min Teacher introduces writing prompt and passes out Students interview each
interview sheet. Your goal is to complete a mini other, asking 7-10 questions
interview about your partner, which you will then about each person, and
use to create a mini-biography for him/her. You filling out their interview
will ask 7-10 questions about your partners life sheets.
(when were they born? Where? What was their
childhood like? Whos their favorite musician?
What was their most successful moment? What
are their plans for the future? Etc.).
12 min Teacher instructs students to go back to their seats Students independently write
and begin working on the back of the interview their biographies about their
sheet, which will be where they write their partners.
biographies. From this information, you will
create a short biography keeping in mind proper
sequential text structure. Remember, things
should be chronological! Be sure to use proper
signal words.
5 min Teacher prompts students to share with the class Students offer to share their
as they are finishing up. Does sequential order biographies with the class.
make it easier for us to understand the point of
Xs biography? How?

6 min Teacher plays Watch Me video and passes out Students watch video and
exit slips. complete answers on exit
slip accordingly. Students
turn in before leaving class.
 Teacher assigns Recipe handout for
homework.

Plans for Differentiation and Accommodations:

Struggling Readers Struggling Writers Different Learning Styles

-For second and third block,
students will take notes in
their Toolkits normally, but I
will adapt to first blocks
very low reading/writing
levels by printing out guided
notes so that they are only
responsible for filling in
blanks.
-Students have the chance to
walk through sample texts
together.
-Signal words act as clues.
-For second and third block, -Guided notes caters to visual
students will take notes in and auditory.
their Toolkits normally, but I -Hook caters to kinesthetic.
will adapt to first blocks very -Interviewing process allows
low reading/writing levels by students to be social.
printing out guided notes so
that they are only responsible
for filling in blanks.
-Signal words are given and
accessible for students to use
while writing.

Inter-Logic: This lesson introduces sequential text structure. We have just finished going over
descriptive structure, and we are moving along in our packets. This lesson introduces the next
type of structure students need to know, and allows them to see multiple different ways that an
author might use sequence. On the next day, we will go over the homework in order to clarify
any misunderstanding before beginning with that days warm upwhich will begin to bring in
cause & effect and problem & solution.