Subject: Reading Skills Lesson Topic: Making Connections

with the Text

Grade: 7 Length of Class: 71 minutes (sequence lesson

will spill into two days)

Learning Objective (performance, conditions, criterion):

I can write a sequence and a sequence paragraph with 80% accuracy
Student Friendly Objective:
I can write a sequence paragraph
State Core Standard Alignment:
CCSS.ELA-LITERACY.RI.7.5
Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content
CCSS.ELA-LITERACY.W.7.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
CCSS.ELA-LITERACY.W.7.2.C
Use appropriate transitions to create cohesion and clarify the relationships among ideas
and concepts.
CCSS.ELA-LITERACY.W.7.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic.
CCSS.ELA-LITERACY.W.7.2.F
Provide a concluding statement or section that follows from and supports the
information or explanation presented.

Core and Supplemental materials

Teacher materials: Student materials:

Text Structure Power point Prompt Paper

Loaf of white bread
Peanut butter
Grape Jelly
Plastic Knife
Plastic spoon
Plate
Napkins
Prompt Paper
Context for Learning:
Organization of the
students (small Whole Group-With Sequence lesson
group, whole Partners for Fluency
group, partners) Whole group Rewards

Pre-lesson (this is a pre-loading activity for their English classes

Assessment Data so as to help them to be able to succeed in the
English classes.)

IEP Goal Links Reading and Writing:

This will teach a comprehension skill that will help
students to be able to decode text and help them to
be able to attack text in a way that allows for them to
gain deeper understanding.

Pre-Instructional Set: (Approximately 3 Minutes)

# of Minutes
Gain
Student Good Morning- How are all of you.
s I want to review our schedule today. 3 Minutes
Attentio Silent reading
n Fluency
(activity Rewards
and Review Previous Test Structure: Cause
Script) and effect, Problem and solution, and
compare and contrast
Sequence Lesson

Inform
student I can identify sequence text structure. 1 minute
s of I write a sequence list
learning I can write a sequence paragraph.
objectiv
e(s)
This is This will help you to be able to decode 1 minute
importa text better. Use a text structure strategy
nt that will help students to understand
because sequence and to be able to write a
. sequence that will produce a solid
(inform paragraph
ed
Instructi
on)

Preparing students for instructional Content (Approximately 6-15

minutes)
Pre- Review previously learned text # of minutes
requisite structures:
sills to Compare and contrast 2 minutes
review Cause and effect
(if Problem and solution
applicab
le)

Review Review previously Learned Text

of Prior Structures
Knowled
ge (if
applicab
le)
Vocabul Sequence: a series of steps, events, or
ary to follow an order.
pre- Following a recipe
teach (if Telling a story
applicab Over-seeding a lawn
le)

Instruction (Approximately 20-40 minutes)

Explicit
Modeling of Silent Reading 10 Minutes
Skill (what
cognitive Rewards 15 Minutes
steps
should the Power point- Sequence
students be Signal Words
using to 1. Introduce Topic- We are going to 5 minutes
perform the make the perfect Peanut Butter
skill?) and Jelly Sandwich. I want you to
(I DO IT) write down the steps to making
your perfect PB and J. 15 minutes
2. Ask for a volunteer to read their
step. While I follow them, and
will make a sandwich according
to their instructions.
3. Repeat for two more times.

Guided
Practice Now go back to your sequences and 5 minutes
(WE DO IT) revise them
8 minutes
Repeat #3

Strategies
to Check Formative assessment with their 1 minutes
understandi sequences look for the correct order.
ng
Independen Now that we have the correct order 15 minutes
t Practice for our sequence, we are going to
(YOU DO IT) write a paragraph based on our
sequence of order for making the
perfect PB and J.

IF needed, Review the sequence text structure, (3 minutes)

how will review the signal words.
you address
re-teaching
of specific
skills?

Assessment:
Concrete Formative: series of steps of a sequence for making
and the perfect PB and J
tangible
assessment Summative: paragraph of the perfect sandwich.
to know Topic Sentence
whether Series of steps for a sandwich
students Conclusion
have met
learning
objectives

Closure: (1-5 minutes)

Organization Remind them that reading logs are 2 minutes
s/ transition due Friday
routines
(put
assignments
in folders,
prepare for
the bell,
transition to
next lesson/
activity