Vivian Tang

EDDN 637
Professor Jasmin Cowin
Spring 2023

Section 1: Lesson Plan Template

Subject, Content Area or Topic

Grade: 2nd
Content Area/ Topic- REqaWriting

Content Objective

Students will be able to use temporal/sequence words to describe the order of events.

2W3: Write narratives which recount real or imagined experiences or a short sequence of
events, including details to describe actions, thoughts, and feelings; use temporal words to
signal event order, and provide a sense of closure.

2SL2: Recount or describe key ideas or details of diverse texts and formats.

Language Objective

Students will be able to/ SWBAT:

● match a series, orally, of pictures with sequence words to retell stories using simple
pictures.
● select images, orally, that retell a story using a sequence of pictures.
● will sequence orally, an activity in discussion with a partner.
● sequence, in writing a series of sentences from a story using related pictures.

Student Population

The class consists of about 20 second grade students. Students are heterogeneously grouped by
achievement levels to help struggling learners. Students also come from a wide range of native
speaking languages- Spanish speaking, Chinese speaking, Middle Eastern speaking and
Russian speaking backgrounds.
Learning Community

The school is located in an urban community. It is a Public Elementary school in District 21 in

South Brooklyn. The demographics of the school consists of 36% Hispanic, 31% White, 26%
Asian or Pacific Islander, 4% Native American, 2% African American, 1% unspecified. There
are about 24% of students who are identified as language learners. The school offers General
Education classes, Special Education ICT and Self Contained classes for all grades. The
students currently are in a general education classroom setting.

Materials/ Resources

● Smartboard
● Sequence of Events Anchor Chart
● Worksheet
● Pencil

SIOP Components and Explanation

1. Preparation

I will gather students in the meeting area. Then, I will begin by asking students to describe
their morning routine. I will give students a few minutes to turn and talk to their partners to
share. Then I will call on one or two groups to share what their partners shared.

2. Build Background

To begin the lesson, I had students describe their morning routine to make a connection to their
personal life to introduce the sequence of events. Then, I will introduce the word “sequence”. I
will continue to say, “Today, readers, I want to teach you about sequencing. Can we say the
word sequencing? Sequencing is the order something happens in a story. We are going to learn
how to put events in sequential order. Good readers and writers need to know about sequence
to help them understand the story they are reading or writing better. This way they can make
sure what they are reading makes sense.”

I will proceed to share her morning routine with pictures (see pictures below) and “accidentally
drop it” on the floor. I will display the pictures on the board out of order. I will
then ask the students to help her put the pictures back into order. When guiding students, I will
use phrases such as “What happened first?.. What happened next? What happened then?...”

When the cards are put into the correct order, I will explain that I heard some special phrases
we used to put them back into order. I will say “First, next, last, then, finally are sequencing
words and these words help tell us the order in which things happened.”
Pictures of teacher morning routine that she will “drop”

Academic Language and vocabulary:

- Sequence
- First
- Next
- Last
- Then
- Finally

Sequence of Events Anchor Chart

 3. Comprehensible Input

Due to the diverse student population and learning levels, I will enunciate and simplify
sentences throughout the lesson. I will also speak at a slower rate and repeat phrases and words
as needed. I will also use techniques such as visuals and gestures for my students, this will
especially be beneficial to ELL students. Throughout the lesson, visuals were provided during
the building background knowledge and anchor chart.

During independent work, I will also differentiate for my different leveled learners.

Above Average Students: Students will complete an activity where they will have to label each
picture from 1-6 in order. Then, they must describe the order of each picture on the lines. They
must use the terms “First, Then, Next, and Last” when describing each picture.

Average and Below Average Students: Students will complete a worksheet in which they will
need to cut-out the sequence numbers and words on the bottom of the page. Then they must
place the cut outs in sequential order under each picture provided. Lastly, once they have
determined the order, they will glue the cut-out pieces under each picture.

4. Strategies

This lesson is an introductory lesson to the strategy of summarizing. Students will be

introduced to the sequence of events and temporal/transition words and as the week progresses
they will be expected to write a short summary using temporal/sequence of events.

The overall lesson is structured following the workshop model. “I do, We do, You do” to
scaffold students step by step.

5. Interactions

In the overall lesson, I will provide many opportunities for students to “Turn and Talk”.
Students “Turn and Talk throughout the whole lesson. To make sure I give sufficient time for
students to interact, I will listen in on at least 2-3 groups of students during “Turn and Talk.
During the independent work, I will also work with a small group of students who are
struggling with concepts. Interactions between students will be centered around discussion for
students to listen to each other, speak, orally, to retell the sequence of events.

6. Practice/Application

I will model a worksheet example using the SmartBoard. The worksheet will be similar to my
morning routine. I will ask students to help me label which picture comes first, second, third,
fourth, fifth and sixth (see picture below). Together, we will label the images in the correct
sequence 1-6. Then, as a whole we will write a sentence to describe what is happening under
each picture. Students will be given a worksheet similar to the one we completed as a class. I
will direct students back to their seats to complete a worksheet based on their level.

Model worksheet done as a class

(Above grade level)

(On grade or below, language learners)

Throughout the lesson, hand-on materials have been integrated as practice for students.
Students will stay engaged through participating in language skills as they are listening,
speaking, reading, and writing throughout the entire lesson.

7. Lesson Delivery

To conclude the lesson, students will gather back in the meeting area. Then we will go over
what a sequence of events mean. Students will have a few minutes to “Turn and Talk” with
their partners to share their worksheets. Then, students will be asked to share their response
based on their worksheet they were given. Finally, I will review that a sequence is the order in
which things happen. I will also emphasize the importance by saying, “Good readers and
writers need to know about sequence to help them understand the story they are reading or
writing better. This way they can make sure what they are reading makes sense.”

The lesson is delivered by using a sequence of events to retell/recount stories.

During instruction, students also participate in various opportunities to talk to a partner to

express orally, their thinking and ideas.

Students will also get opportunities to use new vocabulary words (temporal/sequence words)
throughout discussion.
 8. Review/Assessment

Informal: To informally assess the students, walk around the classroom to assist the students
that are struggling. Also, make sure each student stays on task by having individual
conferences. I will also keep a chart with the students’ names and write notes based on what
the student has discussed with me.

Formal: To formally assess the students, I will collect their worksheets. I will record on a
separate data sheet which students were able to understand the concept by writing down which
students answered each section correctly to their assigned worksheets.

9. Extension/Homework

For homework, students will continue to practice listing sequence of events. Learners will be
given different level of worksheets.

Above grade level On grade and language learners

Source: Short, D., Hudec, J., & Echevarria, J. (2002). Using the SIOP Model: Professional
Development Manual for Sheltered Instruction. Washington DC: Center for Applied
Linguistics.
 Section II: Lesson Plan Commentary Reflection

All in all, this lesson was an introductory lesson to teaching students the strategy of
summarizing using the skill of sequence of events. The use of having students describe their
morning routine as a common link was effective, since students all have a morning routine.To
improve my lesson, I would incorporate more peer interaction and group work with students.
For instance, during the “We do” I would give students a set of pictures to put into a sequence.
My strengths at lesson planning is thinking of a motivation activity when beginning the lesson.
I consider students’ experiences and backgrounds when thinking of an activity to begin my
lesson. While I differentiate for my students, I want to incorporate more opportunities for
students to work together in pairs or groups. More specifically, grouping or pairing students off
based on their reading proficiency levels. This will allow students to stay more engaged
throughout the whole lesson and give them a chance to learn from and with their peers.