ASSURE Model Instructional Plan

Sequence of Events
Ms. Steele
3rd Grade
English Language
90 Minutes
Analyze Learners
The lesson is designed for 3rd Grade students, who are about 8 and 9 years old. This class is
comprised of 14 males and 11 females students, which 3 students have IEP
accommodations, 4 students receive English Language services, and 7 receive Tier 2 and 3
reading services. With this information and the knowledge of my students, learning styles
vary. This is the first time students will be introduced to sequence of events this year. The
students come from moderate to low-income socioeconomic environments. The dynamic of
the class is very diverse. Students are well behaved but some lack interest in school and
show little effort. About 75% of the students are kinesthetic, hands-on learning. Students work
well with manipulatives and they enjoy showing their learning through technology. I have
learned that my students learn best during hands-on activities and incorporating technology.
Students learn best when they have the opportunity to create their own products. About 10%
of the students are visual learners and learn using pictures and graphics. About 15% of the
learners are able to express themselves through writing. Some students enjoy writing and
some students enjoy expressing through pictures and visuals.
The students in general are able to do the following:
-Utilize computers, chrome books and iPads
-Log in computers, chrome books and iPads with given usernames and passwords
-Navigate the Internet
-Take pictures using the iPad camera
State Objectives
Common Core State Standards:
RL.3.3: Describe characters in a story and explain how their actions contribute to the
sequence of events.
NETS Standards:
1. Creative Innovation:
A. Apply existing knowledge to generate new ideas, products or processes
B. Create original works as a means of group expression
2. Communication and Collaboration:
A. Interact, collaborate, and publish with peers
D. Contribute to project teams to produce original works
6. Technology Operations and Concepts:
A. Understand and use technology systems
C. Troubleshoot systems and applications
D. Transfer knowledge to learning of new technologies

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ABCD Objectives:
Third grade students will be demonstrating their knowledge of sequence of events by putting
events in order with no mistakes.
Given time to discuss and plan with classmates, 3rd grade students will be able to work
cooperatively with others with only one reminder per student, which will be observed by the
teacher.
Third grade students will learn about story structure and demonstrate comprehension by
identifying the beginning, middle and end of a fairytale.
Select Methods, Media, , and Materials
1. There will be whole class instruction, teacher-centered strategies and student-centered
strategies. The teacher centered-strategies include discussing different sequence of events
that happen in the students lives (getting ready for school, school day, taking a shower,
making a peanut butter and jelly sandwich, etc.). Discussing sequence of events that students
know will help them understand the concept. The teacher will model the idea of sequence of
events using the story The Three Little Pigs. The teacher will do a think-aloud to show how
students should approach the idea of sequencing events in a story. The students will then
work with a partner and read a fairytale that they chose. The students will read the story
together and create a sequence of events including the beginning, middle and end of the
story. The sequence of events should cover the whole story; it should include the important
events to summarize the story. The students will write the sequence of events on a graphic
organizer that will be given to them by the teacher.
2. The students will then have a choice to produce a video or audio of their sequence of
events. Students will login to the classs SeeSaw class feed. The pair of students will choose
to create a video to show the sequence of events. They can draw pictures and record the
pictures to show the sequence of events or they can act out the sequence of events. They
can also choose the option of taking a picture and adding audio to the picture to explain the
sequence of events. They can also draw a series of pictures and add audio to explain the
sequence of events from the fairytale the pair had read. This allows for students to choose if
they want to produce a final project using audio, video or even both.
3. The students will have access to the fairytale they chose to read and to summarize the
sequence of events. The class can choose from a variety of fairytales: Snow White and the
Seven Dwarfs, Little Red Riding Hood, Jack and the Beanstalk, Thumbelina, The Princess
and the Pea, The Boy Who Cried Wolf, Goldilocks and the Three Bears, The Ugly Duckling,
Hansel and Gretel, and The Tortoise and the Hare. The pairs will work together to read the
story and then sequence the events including the beginning, middle, and end of the story and
using the key words to order events (First, then, next, after that, last, etc).
After the story has been read, the students will listen to a recording of the story. They will
scan a code to gain access to the YouTube video of someone reading the fairytale. Allowing
for the story to be read twice will help the students correctly sequence the events of the story.

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Utilize Media, Materials, and Methods

For each listed above, details of how they will be implemented into the lesson to enhance
learning with using 5Ps.
1. Preview the materials: The teacher needs to preview to make sure the iPads are charged
and are able to be used. The iPads need to have the correct apps to be used for the
SeeSaw activity. The iPads need to have the QR scanner app so students can scan a
given code to get to the SeeSaw main site and then scan a new code that is given to
access the class feed.
2. Prepare the materials: Technology and Media: Students will be accessing iPads during
this lesson. The iPad cart will need to be checked out prior to the lesson and in the
classroom ready for student use. Students will scan a QR code to access the fairytale
recording. They will listen to the story after reading it with their partner. Students will be
using SeeSaw to finalize their sequence of events they have created. The SeeSaw will be
then shared with the teacher to provide feedback and support. The teacher has already
created the QR codes the students will need to scan in order to access the SeeSaw home
page and to enter the class. The teacher will create a set of directions on how to log in to
SeeSaw, how to create a new project, how to share the project with the class and how to
make sure to select both students names.
3. Prepare the environment: The lesson will take place in the classroom. The students will be
sitting with their partners around the room. The students will be sitting knee-to-knee,
elbow-to-elbow when reading the story. They will then sit next to each other to create the
sequence of events using the fairytale they just read. They will then use an iPad to create
an audio and/or video project. To prepare the environment, the teacher will have the iPad
for each group along with the directions on how to get to SeeSaw and the QR codes that
the students need to scan in order to get to the SeeSaw website.
4. Prepare the learners: To prepare the learners, the teacher will introduce the topic and
preview the objectives with the students. During the beginning of the lesson, the teacher
will share examples of different events that show sequence of events in the students every
day events. The teacher will then do a teacher think-aloud to the story The Three Little
Pigs to show how to successfully sequence events in a story including the beginning,
middle and end of a story. The students will receive QR codes to log on to SeeSaw and
into the class feed.

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Require Learner Participation

During whole group instruction, the teacher will discuss different sequence of events that
pertain to the students. For example getting ready for school. (First, you wake up. Then you
get dressed. Next you eat breakfast. After that, you brush your teeth. Finally, you get on a bus
to come to school.) Using examples that pertain to students puts the comprehension strategy
on their level. Using different examples allows for students to see the pattern and to
understand that you have to start at the beginning, include the middle and end at the very last
event. After the discussion, the teacher will read the story The Three Little Pigs. The teacher
will read the story allowed. After the story, the teacher will fill out a graphic organizer to
successfully sequence the events from the story. The teacher will perform a think-aloud for
students so they know what is expected of them before they break off into their pairs. The
teacher will create a document showing the beginning, middle, and ending events from the
story. Then the students will break off into pairs that have been pre-selected by the teacher.
The pair will then choose a fairytale to read. After they read the fairytale together, they will
then listen to someone read the story to them. They will scan the QR code so they are
directed to the correct video. They will listen to the story allowing for the students to
understand the story. After listening to the story, the students will fill out a graphic organizer
that has been given to them by the teacher. The pair will sequence the events making sure to
include the beginning, middle and ending events, just as the teacher showed them in the
beginning of the lesson. After the students have shown the teacher their sequenced events,
they will get access to an iPad. They will scan the QR code to access the SeeSaw
homepage. They will press sign in and then I am a Student. They will scan the next code
that has been given to them to access to the class that the teacher has set up. The pair of
students will then create an audio and/or video showing the sequence of events from their
story. The pair can create a video and act out the sequence of events from their story. They
can draw pictures and then videotape the drawings and add audio explaining the different
pictures. They can write out the sequence of events and then add audio explaining what they
wrote. They can take a picture of the book cover and then add audio explaining the sequence
of events. The possibilities are endless. The only restriction is that their final project must
include audio and/or video. After their project is done, they will add the project to the class
feed. Then, once all pairs have added their final project, the class will take time to view what
others have posted.

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Evaluate & Revise

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Evaluation methods for each of the following are included:

1. Student Performance
Sequence of
Events

Audio an/or Video

5
The students
correctly sequence
the events of the
fairytale the read
including the
beginning, middle
and ending of the
story.
The students used
audio and video to
finalize the
sequence of events.

Creativity

Very creative and

the sequence of
events are included
in the final project.

Conventions

Strong grade-level
grammar (1-2
grammar mistakes).

3
The students
sequenced the events
of the fairytale but are
missing the
beginning, middle or
ending of the story.

1
The students did
not sequence the
events of the story
and are missing
important events.

The students use

audio or video to
finalize the sequence
of events.

The students do
not include either
audio or video to
show the sequence
of events from the
fairytale that they
read.
Have creative ideas
Little or no
and the beginning,
creativity and the
middle or ending is
sequence of events
missing from the
are missing from
sequence of events
the final project.
Some grammar errors Many grammar
(3-8 grammar
errors (9+ grammar
mistakes).
mistakes).

2. Media Effectiveness
Student Survey:

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Lesson as a whole

Reading fairytales and

writing the sequence of
events
Listening to someone
reading the fairytale

Creating a video and/or

audio of the events

SeeSaw app use in class

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3. Instructor Performance
Students will assess the lesson as a whole using a Google form survey. This
feedback will guide instruction for the lesson for the next year. The student
feedback will also guide re-teaching if needed. The mastery of the objectives
listed above will also be used to show effectiveness of the lesson and the
effectiveness of my teaching.

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Last Revised: December 11, 2005