SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D
Bloom's Taxonomy

DETAILS
Miss Sydney Geyer
English Language Arts
Third Grade
October 13, 2014

CK

Standard - CC.1.2.3.C: Explain how a series of events,

concepts, or steps in a procedure is connected within a text,
using language that pertains to time, sequence, and
cause/effect.

Informal Evaluation
Review the accuracy of the steps as a large group.
Check the punctuation and capitalization of the
students work as they leave the room; inaccurate work
will need to be accurately altered before the student is
permitted to leave the class. (exit slip)
Third grade students will be able to list the sequence of
a given piece of text in four parts (First, Next, Then,
Finally) with 100% accuracy.

Webb's Depth of
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
We have a class discussion about time order words,
students listing words such as: later, finally, next, last,
before, now, etc.
Hook/Lead-In/Anticipatory Set
Today we will learn about time order words, known as
sequencing, that help us to understand the flow of a
piece of written text.
Explicit
Instructions
Big Ideas

Big Idea Statement

Sequencing is an important part of a story that helps us
to understand the meaning.

Essential

Essential Questions

CK

Questions

What is sequencing?
What happens first? Next? Then? And finally? In Meet
Jane Goodall.

Key Vocabulary
Sequencing
Time order words
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Pre-Assessment of Students
The students provide a definition of sequencing on the
board (order) and highlight the time order words in
Meet Jane Goodall.
Modeling of the Concept
I explain the lesson to the students using sequencing
words.
Transition
Students choose partners as I distribute the handouts of
the reading so that the students seek partners one at a
time.
Guiding the Practice
I guide the discussion while listing the sequencing words
on the board.
Providing the Independent Practice
The students work with one another to complete the
Story Puzzle sequencing the reading that they are to
complete independently.
Lesson Sequence
1. I write the word sequencing on the board and a
student volunteers to come up and write a definition.
2. As a large group, we list sequencing words on the
board.
3. I distribute Meet Jane Goodall and Story Puzzle
handouts and as I do each student that receives the text
is to find a partner and a place in the room to read the
piece.
4. The instructions for this piece are to read, highlight all
sequencing words (6 or 7) and put the sequence of the
story in the Story Puzzle.
5. I set the timer for 12 minutes to complete this
assignment.
6. We regroup and share the sequence words one
paragraph at a time.
7. I then write the 4 sequence events in the story on the

board out of order and we reorder them.

8. As the students leave the room to go to their next
class, I check their Story Puzzle for spelling,
capitalization and punctuation accuracy. (If it is
incorrect, they most fix it before they are permitted to
leave.)

Adaptations/Accommodations for Students with Special Needs

The Story Puzzle is modified to make the instructions
concise, pre-dividing the sequence words into separate
spaces and listing the words first, next, then and finally.
Student with ADHD will be responsible for an interactive
transitions timeline to help keep a schedule, have a
responsibility that requires the child to move to
complete a task and helps the flow of the class.
Student with severe hearing impairment will have the
direct instruction streamed into sound enhancement
headphones.
Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Meet Jane Goodall (provided from the curriculum by

Ms. Brazill, my co-op teacher)
Story Puzzle handout

Summary & Review of the Learning

The students get back into a large group to redisuss and
order the sequence of events that I write on the board
out of order.
Homework/Assignments
The completion of the Story Puzzle and teacher checks
for correct completion and punctuation/capitalization as
an exit slip is the assignment for the lesson.

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would

you
change?