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Sequencelessonplan Edtpa
Sequencelessonplan Edtpa
After a discussion about the nonfiction text structure sequence and modeling how to organize
information from using a graphic organizer, students will apply these strategies by analyzing
information from a text and sequencing events as demonstrated by filling out a graphic organizer
led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing
Indicator: This will be evident when the students are working together on the carpet
Recall information from experiences or gather information from print and digital sources; take
Indicator: This will be evident when the students are reading an informational text and
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
organizing the information from the text in sequential order. Students will be writing what they
Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
Indicator: This will be evident the teacher is explaining to the students about the
keywords and phrases that can be seen in an informational text to represent sequence. Also this
will be evident when the students are filling out the graphic organizers.
INSTRUCTIONAL MATERIALS
Teacher will have pictures on the board from a trip to Disney World. Teacher will put pictures in
sequential order.
DEVELOPMENTAL PROCEDURES
Teacher will pictures in sequential order using keywords and phrases that
Teacher will tell the students that Informational Readers pay attention to the way
in which the text they are reading is organized to help them understand the information
Teacher will tell students that they are going to learn that readers recognize
Teacher will say that sequence tells the order in which something happens.
Some words that might help you determine that this text was written in a sequence
Also you can look for use of dates, numbers, ordinal words (first, second, third),
Teacher will ask students to turn and talk with their carpet partner about
something they did in a sequence, using keywords and phrases used in the model. For
example, how did you get ready for school this morning?
Teacher will bring the class back and will listen to a few volunteers share
something they did in sequence, using words that are often used for sequencing.
Teacher will show the students a nonfiction text that represents sequence. Teacher
will show the students the nonfiction text titled The Life Cycle of a Butterfly by Margaret
McNamara.
Teacher will show students some examples from the text. Teacher will use a
Students will then be broken up into groups or partners and will be given an
Teacher will hand out bookmarks to help students with determining if sequence is
Students will have to fill out a graphic organizer to help them organize
Teacher and students will come together and discuss what they found in their
informational text.
Teacher will hand out and explain homework. Teacher will model an example.
Direct Instruction
Indicator: This will be indicated when the teacher is teaching the students what sequence
is.
Cooperative Learning.
Indicator: Students will work together when working with informational to fill out a
Modeling
ADAPTATIONS (Exceptionality*)
The students who are struggling readers will be partnered with a student at a higher reading
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
level.
DIFFERENTIATION OF INSTRUCTION
Average Students: Students will be required to fill out the graphic organizer and find the
Advanced Students: Students will be required to read the passage to the group members and find
Students will apply strategies that they learned by reading informational texts and filling out a
INDEPENDENT PRACTICE
Following the lesson, students will have to use a graphic organizer to create their own story using
ENRICHMENT
The student, under direct intervention with the teacher, will complete a handout where the
student has to look at pictures with words and phrases that correspond with sequence and put
them in order.
Academic Enrichment
Students will have to use a graphic organizer to write a sequence of events from morning to night
The Buzz About Honey . (2006). Retrieved February 28, 2017, from
http://www.readworks.org/passages/buzz-about-honey
Colorful Crayons: Inside a Crayon Factory. (2004). Retrieved February 28, 2017, from
http://www.readworks.org/passages/colorful-crayons
English Language Arts (New York State P-12 Common Core Learning Standards for English
Language Arts and Literacy). (n.d.). Retrieved February 09, 2017, from
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_st
andards_ela.pdf
Kalman, B., Smithyman, K., & Bedell, B. (2002). The life cycle of a tree. New York, NY:
McNamara, M. (2009). The life cycle of a butterfly. Pelham, NY: Benchmark Education
Company.
http://www.readworks.org/passages/snow-science
The Life Cycle of a Frog . (2006). Retrieved February 28, 2017, from
http://www.readworks.org/passages/life-cycle-frog