Dana Woods

ELL Methods
December 8, 2017
SIOP Lesson Plan

Sequence of Events
English Language Arts
3rd Grade
Materials: Book- Amazing Grace, Timeline, Transition Words Graphic organizer, pencils.

Common Core:
Writing Standard 3: Write Narratives to develop real or imagined Experiences or events
using effective technique, descriptive details, and clear event sequences.

c. Use temporal words and phrases to signal event order

Content Objective: We will identify phrases that signal sequence in a story by reading Amazing
Grace.

Language Objective: We will demonstrate transition words for sequence of events by

completing a graphic organizer.

Key Vocabulary: First, next, last, then.

Supplementary Materials: Picture graphic organizer.

Engage:

As a whole class, review Content Objective and Language Objective.

Have an image on board representing a sequence of events and the words: first, next, then and
last. Bring students together to sit on the carpet in front of board.

 An example sequence is waking up in the morning, having breakfast, and getting dressed.
 Put the sequence images in order, but put the words out of order.
  Ask: “in the morning, do you last wake up, next eat breakfast, first get dressed.
Emphasize transition words by pointing to, and verbally emphasizing.
 Ask students why this is not correct. Think-pair-share then share answers, with elbow-
buddies.
 Have a volunteer put the words in the correct order.
 Ask students: “how do we know that this order is correct?” Discuss.
 Explain that transition words help us to signal the order of events. They let you know
what happens first, second, third, fourth and last.
 There are many different transition words. Go over some alternative ones.
 Write other transition words in a word bank on the board, where everyone can see. This is
to reinforce vocabulary.
 Use numbers also to represent the word order and meaning.
 Remind them to add a comma after each transition word, by drawing one after each word
in the bank.

Explore:

Read-aloud of Amazing Grace

 Indicate that we will be watching for words that help us tell the order of how things
happen, step by step.
 Instruct students to raise their hand if they hear one of these special words.
 Read book, while projecting its image onto the smart-board.
 During reading as students raise their hands, have them come up and highlight on the
board the transition words they have recognized.
 Discuss after reading, how these words helped show the sequence of events in the story.

Sequence of Events Graphic Organizer

Introduce Graphic Organizer on Smart Board

Ask students to think-pair-share with a partner at their desk units-- an idea of a story they could
tell about their lives (personal narrative) using a sequence of events. Circulate to listen for ideas,
share a few ideas.

Say:

 We are going to write our own sequence of events using a graphic organizer.
 The first step is to write a transition word in the box. Remember, they need to go in order
for the story to make sense.
 Refer to the word bank, still displayed.
 Next, you will write one sentence in your sequence of events.
 Give an example of a word and sentence.
 You will follow these steps for each sentence.

Explain

When students are finished with their graphic organizers, allocate a time for them to
share their stories at their table groups (of four and 5 students).

 If anyone would like to share with the whole class, they may do so.
 Students may also share a friend’s sequence of events with the whole class if they
would prefer.
 After everyone who would like to share has done so.
 Review lesson and content language objectives and give a big check-mark after
each.

Modification:

For students who may struggle with the whole sentence, allow to write the transition word and
draw a picture.

Extend
For students who finish early, or may need an added challenge, ask them to write 3 transition
words for each step and more than one sentence.

Evaluate

Throughout the graphic organizer activity, I will be circulating and using observations for
formative assessment and clarifying any confusion with vocabulary or concepts with individual
students. I will assess student’s completion of the graphic organizer and their accuracy for
understanding. My assessment will allow me to determine if students need further explicit
instruction on the concept or if they are ready to apply it further.