Nicole Infantino Ann Pry

English Language Arts Kathleen Sokolowski

Grade 3 Lesson# 1 Topic: Nonfiction Text Structures- Sequence March 2nd, 2017
Farmingdale School District Saltzman East Memorial

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

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

by correctly getting at least 4 out of 5 on a checklist.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

ELA-Literacy Standard (NYS-CCLS)

Speaking and Listening: Comprehension and Collaboration- (SL. 3.1d)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing

their own clearly.

d. Explain their own ideas and understanding in light of the discussion.

Indicator: This will be evident when the students are working together on the carpet

answering questions and explaining their own ideas and understanding.

ELA-Literacy Standard (NYS-CCLS)

Writing: Research to Build and Present Knowledge- (W. 3. 8)

Recall information from experiences or gather information from print and digital sources; take

brief notes on sources and sort evidence into provided categories.

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

analyzed from the informational text on a sequence graphic organizer.

ELA- Literacy Standard (NYS- CCLS)

Reading for Informational Text: Integration of Knowledge and Ideas- (R. 3. 7)

Describe the logical connection between particular sentences and paragraphs in a text (e.g.,

comparison, cause/effect, first/second/third in a sequence).

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

The Life Cycle of a Butterfly by Margaret McNamara.

Smart board
PowerPoint Presentation
Graphic organizers
Pencils
Informational Texts
Sequence Bookmarks
Homework Sheet- Sequencing

MOTIVATION (Engaging the learner(s)*)

Teacher will have pictures on the board from a trip to Disney World. Teacher will put pictures in

sequential order.

DEVELOPMENTAL PROCEDURES

(including Key Questions)

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Teacher will have pictures on the board from a trip to Disney World.

Teacher will pictures in sequential order using keywords and phrases that

correspond to the nonfiction text structure sequence.

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

and to help share this information with others.

Teacher will tell students that they are going to learn that readers recognize

sequential structures and use them to organize thinking.

Teacher will say that sequence tells the order in which something happens.

Teacher will keep a list of words and phrases on an anchor chart.

Some words that might help you determine that this text was written in a sequence

are: Once, When, By the time, As the, Then, After

Also you can look for use of dates, numbers, ordinal words (first, second, third),

and phrases signaling sequence (Before, Next, and Following).

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

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 graphic organizer to put the events in the text in sequential order.

Students will then be broken up into groups or partners and will be given an

informational text, whether it is a book or an article.

Teacher will hand out bookmarks to help students with determining if sequence is

in a informational text. Teacher will use a padlet to gather student responses.

Students will have to fill out a graphic organizer to help them organize

information from the text.

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.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

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

sequence graphic organizer.

Modeling

Indicator: Teacher will model how to use a sequence graphic organizer.

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

Struggling Students: Students will be required to be the word detectives.

Average Students: Students will be required to fill out the graphic organizer and find the

keywords that deal with the correct nonfiction text structure.

Advanced Students: Students will be required to read the passage to the group members and find

the main idea of the passage.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will apply strategies that they learned by reading informational texts and filling out a

sequence graphic organizer by correctly getting at least 4 out of 5 on a checklist.

INDEPENDENT PRACTICE

Following the lesson, students will have to use a graphic organizer to create their own story using

the terms they learned about sequence.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention

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

using keywords and phrases.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

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:

Crabtree Pub. Co.

McNamara, M. (2009). The life cycle of a butterfly. Pelham, NY: Benchmark Education

Company.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Snow Science . (2007). Retrieved February 28, 2017, from

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

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language