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EDR 523/538 Lesson Planning Sheet

Name_________Michelle Cable__________________
Date____07/21/15______________________________
Lesson Title:

Sequencing

Grade Level:

1st

Methodology
Objectives
Clearly stated, easy to understand,
and reflects the teachers
knowledge of literacy instruction
and development.
Active (includes what & how),
specific, and appropriate.
Formative & Summative Assessment
Explains how teacher will
determine whether objectives are
met.
What evidence do you have that the
objectives were met? What,
specifically, are you looking for?

By the end of the lesson, students will be able to:

Standards
Includes appropriate Common Core
State Standards

CC.1.3.1.A: Retell stories, including key details, and


demonstrate understanding of their central message.
CC.1.3.1.B: Ask and answer questions about key details in
a text.
Show the class the book, Two Little Ducks Get Lost, and
tell them that we are going to practice reading it again. Ask
the class, Have you ever been somewhere with your mom
or dad and gotten separated from them? Were you ever
lost? If so, how did you feel? After some thought, ask for
volunteers to share their experiences. Say to students, Who
remembers that important word that weve been talking
about for the past few days? Its a fancy word for putting
things in order.
After students have answered, say to them, raise a quiet
hand when you remember one of the words that we use
when sequencing. As students are giving answers, put the
sentence strips that say first, next, then, and last on the
board.

Introduction
Activates/builds, assesses
background knowledge
Sets a purpose
(Includes modeling/think alouds as
needed)

Understand and identify sequence words: first,


next, then, and last.
Read, recall, and sequence events in a story in the
correct order.

Formative: Teacher will be assessing the students


knowledge on sequencing when observing them going
through the lesson discussing first, next, then, and last.
Summative: Students will work on their sequencing
worksheet by pasting the details in the correct order.
Feedback and guidance will be provided when needed.

Comments/Point
s

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/1

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Sets a purpose: Remind students to think about the order of


events that happen in the story as we read. Tell them to
think about what is happening first, next, then, and last.
Model and Guided Practice
Actively engages children during
the lesson and elicits higher level
thinking
Include stopping points & provide
opp. for students to respond to story

Modeling: Tell students that were going to do an I


read, we read, you read, and that I will start. After
reading the first 2 pages, stop and use a think aloud by
saying, Hmmmafter reading the first two pages, I
know what is happening so far. That magic word that
1

(if appropriate)
Includes modeling /think alouds
(Write exactly what you will

say.)

Includes guided practice


(students try strategy or skill w/
support)
Includes closure (teacher asks
students to summarize what they
learned)

describes something happening at the beginning of a


story is first! Ask them what the first thing to happen is.
Remind them that I already have the events written down,
and their sentence might not be exactly like mine, but I
want to hear what they have to say, and if it matches mine.
The teacher will use her sentences for the board. Take out
the sentence strip that says, Dilly and Dally Duck run
down the hill to play in the puddles and put it next to
first on the board. After reading the next couple of pages,
say so what happened next? Next to the word, next on
the board, put the sentence strip that says Little green frog
asks Dilly and Dally Duck to be his friend. Point out that
friend is one of our site words.

/6

Guided: Say to the students, Now I want us to read a few


pages together. I want everyone to use their pointer fingers
and follow along. On the count of 3, start reading with me.
Read the next two pages together. Say to students, So now
what is happening? First Dilly and Dally run down the hill
to play in the puddles, next Little green frog asks Dilly and
Dally to be his friend. Then. Wait for answers. Put the
strip that says Dilly and Dally Duck get lost in the long
grass on the board next to then. Continue reading the
next couple of pages as a group. Lastly, ask different
students to volunteer reading the last few pages out loud,
reminding them to think about what is happening last in
our story. Say to students, So how did our story end? What
happened last? After taking some responses, put the strip
that says Mother Duck finds Dilly and Dally Duck in the
long grass on the board next to last.
Have students stand up and pass the sentence strips out to
them. Tell students you are now going to put our main
points of the story in sequence. Teacher will say who has
the beginning of the story? What happened first? Teacher
will continue on with next, then, and last until the students
are lined up correctly. Teacher will then mix the students
up and have them tell the story out of sequence to help
them understand how important the order of a story is.
Closure: Ask students What did we work on today? Why is
sequencing important?
Students will get sent back to their seats to work
independently on a sequencing worksheet. They will paste
the events in the story in the correct order.

Reflection on Planning and


Instruction
Reflections are clearly,
thoughtfully, and thoroughly
written, while referring to class
discussions and at least 1 reading.
Provides a rationale for selected
strategies, activities and materials.
Were the objectives met? What evidence
do you have that learning occurred?
What went well? What would you
change? How could this lesson be
improved?
All parts of the lesson are
adequately described and easy to
follow with no punctuation or
grammatical errors.

While observing and thinking to myself, hmm what


should I focus on for my lesson, I had a discussion with
my co-op teaching about concepts that the students should
be practicing. After observing the first grade class
practicing sequencing, and having a little trouble with it,
we both agreed that was a great topic! She helped me
choose an appropriate book for them. Its a level F book
which is right around the instructional level that the
students are at. I originally had every sentence beginning
with Dilly and Dally Duck. I thought this was too
repetitive and may be too easy, so I decided to only keep
two sentences that started like that and re-word the other
two. Although, according to page 92 of our text, repetition
is a valuable teaching step and can help students
immensely and successfully learn. Because of this, I
decided to keep Dilly and Dally Duck in every sentence.
My co-op encouraged me to keep the word friend in the
second sentence because that is one of their site words and
sometimes they have trouble with it. I feel thats a great
idea because not only are they practicing sequencing, they
are also seeing important, site words that they can practice
as well. Lastly, during the worksheet at the end, I was
debating between having them cut out the sentences or me
already having them cut out and paper clipped to the
worksheet. Ive seen their cutting skills, and it takes a long
time. For times sake, I decided to already have them cut
out. This way, they can get started right away and cutting
doesnt interfere with their learning!

/3

I thought my lesson went very smoothly and well. The


objectives were met. The students were able to tell me the
signal words when sequencing. They recalled these
words throughout the lesson as well. They also
successfully sequenced the story in the correct order. The
evidence that learning occurred was that they displayed
understanding of why sequencing is important by grasping
how silly a story sounds when its out of order. The
children were interested, engaged, and seemed to have fun
and learn at the same time. Although, there were students
that needed some prompting to stay on task. I wasnt sure
if they were bored with the story book, testing me since
Im new, or frustrated. They are both struggling readers
and writers, so they did need guidance and some 1:1
assistance during the worksheet. I called on each of them
several times to keep them engaged. I thought having the
sentences pre-written was a good idea. It kept the lesson
flowing. They enjoyed seeing how their answers compared
to mine. They were all on it! I would change the way that I
set up the line where they held up the strips to put in order.
A few of them held the strips straight out from their chests
and ended up trying to read the strips upside down. I would
improve this lesson two ways. First, I would introduce the
term signal words and explain how they help good
readers. Second, I would pass out the books from the
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beginning and have students follow along as I read out


loud.

Observation of the Lesson:


Teacher demonstrated enthusiasm
and interest while teaching!
Student was prepared and
provisioned with necessary
materials at hand.
Lesson was carried out in a clear
and logical manner.
Students were engaged throughout
and were aware of what to do and
what was expected of them.

Total

/5
Not Observed

/15

Observed

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