LESSON PLANNING TEMPLATE

Teacher Candidate Name: Alexa Iandolo School: Roosevelt School #7 - Garfield

Grade: 2
Topic: Sequencing - Writing Workshop Essential Question: Why is the order of events in
a story important? Date of Lesson: 11-15-16
Concept (to be developed and explored by students): Sequencing Days:
1
Standard(s): Learning objective(s): Assessment:
RL.2.5. Describe the overall structure of a
Students will be able Formative:
story, including describing how the beginning to distinguish Observation,
introduces the story and the ending different steps to Discussion,
concludes the action identifying how each sequence a story. Questioning,
successive part builds on earlier sections. Sharing
Students will be able
to establish a written Summative:
RI.2.3. Describe the connection between a story in a sequence. Story Writing
series of historical events, scientific ideas or Project
concepts, or steps in technical procedures in Writing Workshop
a text. Tiered: Students will Rubric Attached
be able to identify a
beginning, middle,
NJSLSA.W3. Write narratives to develop real
and end of a story.
or imagined experiences or events using
effective technique, well-chosen details, and Tiered: Students will
be able to utilize
well-structured event sequences.
beginning, middle,
and end in written
form of a story.

Planning:
Materials (e.g. Props/Manipulatives): anchor chart [definition, velcro words (first, next, then,
last), clue words], modern day soup booklets, Stone Soup By: Marcia Brown book
Technology / Visuals: Smart Board: interactive notebooks (cheeseburger pieces unordered with
 boxes to put the images in order and daily routine images out of order with boxes to put the
images in order in), story images (five pictures from the story copied onto large paper)

Teaching and Learning

Process Teacher
Steps: What questions will you ask? What will
you do, say, and/or write? What tools students use? Where in the classroom are the
will you use?
Engage I will ask the students if they have
(3 minutes) ever made a
sandwich/cheeseburger or if they
have ever seen someone make a
sandwich/cheeseburger (UDL). I
will ask them what they may
notice. I will ask if there is a
particular order to making a
sandwich/cheeseburger. I will then
do an interactive notebook activity
with them. I will have four boxes
with arrows going down on the
Smartboard (UDL). I will call on
different students to put the
cheeseburger in order based on
what they have seen or
experienced.
Teach I will explain to the students that
(10 putting things in order is called a
minutes) sequence. I will introduce that we
are going to be working on
sequence in the lesson today. I will Students will mirror the teacher saying the
use my anchor chart to define
sequencing. I will have the
students mirror me saying the
definition (UDL). They will turn and
tell the student sitting next to
them the definition. I will explain
that there are four major words
that we should look for when
sequencing. These words are first,
Students
What will students do? What tools will
students? How will students be grouped?
The students will be called to their floor
spots.
The students will recall a time when they
have made a sandwich or watched
someone make a sandwich. The students
will be participating in the discussion.
If a student is called to the board, they will
come up and drag a piece of the
cheeseburger into a box, in the order of
making a cheeseburger. The student will
return to their floor spot.
The students will be sitting in their floor
spots actively listening and participating.
definition then turn and tell the student
sitting next to them.
I will call on four different students to
come velcro the sequencing words onto
the anchor chart. They will return to their
floor spots if they come up.
 next, then, and last. I will then ask
different students to come up to
the anchor chart and velcro the
four different words in the order
that they think they go on the Students will participate in the discussion.
anchor chart (SLO #1, Formative,
in Teach after the students order
the sequencing words) (UDL). We The students will come up to the board to
will review the words after they are order the daily routine if they are called on
all put onto the board. I will explain and then return to their floor spot.
that a sequence can go down like
our cheeseburger activity or across
like a daily routine. I will ask the
students if they know what the
word routine means. I will then do
another interactive notebook
activity with the students on a
daily routine. There will be boxes
and arrows, like the cheeseburger,
except the boxes will be going
across not down. I will call on
different students to come up and
drag the pictures into the right
order of a daily routine on the
SmartBoard (UDL). We will review
it when they are finished.
Read I will then introduce a book called
Aloud/Guide Stone Soup By: Marcia Brown. I will The students will be sitting at their floor
d Practice explain that I will be reading this spot carefully listening to the sequence of
(15 book to them and while I am the story as well as listening for clue
minutes) reading I want them to try to follow words to indicate sequencing as I read the
the sequence of the story. I will book.
then show them a bunch of clue
words from my anchor chart that After the reading, the students will raise
they can listen carefully for their had to participate in the discussion.
throughout the story which may
indicate a sequence.
After I finish the story, I will ask the
students if they heard any of the
clue words. I will then ask them if Students will work together to create a
they think there was order or a human sequence line to place the images
sequence in the story. I will then from the story in the correct order. They
show the students 5 different will return to their floor spot when we are
pictures that are copied from the finished discussing.
story. They will do an activity to
put the story images in sequence. I
will ask the students How would
you organize these pictures to
show the correct sequence?. I will
allow them to discuss as a class
while I observe how they order
them first, next, then and last (SLO
#1, Formative, in Guided
Practice after the students listen
to the story). Students will come
up and stand in a line to show the
order (UDL). While the students
are standing in a line, I may ask
the class, How could you
determine that this is the right
order?. We will discuss and then
the students will return to their
seats. (Evidence-Based Practice*)
Independent I will then introduce and explain
Practice the activity that the students will
(10-13 be completing. I will explain that
minutes) they will be writing their own
version of stone soup (SLO #2,
Summative, in Independent
Practice after the read aloud). I
will be giving them a booklet to
write their story. I will go over the
booklet with them showing each
page and describing what may go
on each page with an example. I
will explain that if they are having
difficulty spelling some words, they Students may ask questions.
can raise their hand and ask and I
can write it on the Smart Board for
them to refer too (Differentiated Students will head back to their seats and
Instruction). After they are finished begin writing.
writing, they can raise their hand
and either me or Mrs. Marsh will Students will use their creativity and
come over and make sure you critical thinking skills to construct their
have all the pages completed. own individual story. (Cross-Disciplinary
Once a teacher has approved their Skills)
writing, they can go back to each
page to draw and color a picture
(UDL). I will also explain that when
everyone is finished, we can have
some students share their book to
the class (UDL).

I will ask if there are any questions.

Then, I will call the students up to
me, row by row, to get a writing
soup booklet and return to their
desk and start writing. I may The students will ask for approval to begin
remind them to think about their drawing/coloring their pages.
writing such as capital letters and
punctuation.
Me and Mrs. Marsh will be walking
 around to assist the students and
approve their writing when they
are finished so they can
draw/color.

Share When almost all of the students Students will volunteer to read their
(5-10 are finished, I will ask if there are writing to the class.
minutes) any volunteers to read their writing
 to the class. I will comment on
their work when they are finished Students will answer wrap up and review
presenting (feedback). I will end questions about sequencing.
the lesson by reviewing and asking
the students questions about
sequencing such as What was the
most important thing you learned
today? or How would you define
the word sequence?. (SLO #1,
Formative, in Share after
students present to the class).
Differentiated Instruction: How will you differentiate for process, product, and content? The
students will be given a copy of the story to read along as I read Stone Soup. For students who
struggle with the writing, will receive sentence starters to provide a structure to their
beginning sentences or graphic organizers. Students who are auditory learners will orally
participate in the discussion and sharing of ideas as well as write and draw their stories.
Students who are kinesthetic learners will participate in the guided practice of human
sequencing with the pictures from the story. Students will be able to refer to the board for
clarification of word spelling. An FM system will be worn by the teacher at all times for a
student with hearing impairments or language processing impairments so that the teachers
voice is amplified (Assistive Technology).
*******Analysis of Student Learning ********
Students were able to (achieve, partially achieve, not achieve) the following objectives:
Students were able to achieve distinguishing different steps to sequence a story. Students were
able to achieve establishing a written story in a sequence. Students were able to achieve identify a
beginning, middle, and end of a story. Students were able to utilize beginning, middle, and end in
written form of a story.

Evidence (what is the assessment data): In the share section of the lesson, the students
presented their stories to the class. As the students finished presenting, I provided comments and
feedback on how their story was. As I was grading their stories, I left feedback on each of their
grading sheets (feedback). After reading all the students stories, I was able to grade them based
on the writing workshop rubric. The students all scored between 85-100%. As the teacher and I
calculated these grades, we were able to tell that just about every student understood the
objectives for the lesson (Assessment).

Explanation (What does the data and other information tell you about the planning and
teaching of the lesson; make the connection between the results if the lesson and your
instruction): After gathering data from the lesson through the grades on the stories, I was able to
understand that the students grasped onto the concept skill that I was teaching. As I was teaching,
Element In what Part of the Description of how you included this
Lesson is this done? element

Tiered Learning Learningunderstood

I felt that the students objectives better through
After looking at thedifferent
the many learningways
objectives,
that theI skill was being
taught. simplified it from specific terms to more
Objective general terms (vocabulary).

Cross Disciplinary Independent Practice As the students work to write their own
story of stone soup, they are using their
Skills critical thinking skills as well as creativity
to determine what the main idea and
details of their story will be.

Higher Order Guided Practice, Share Within the guided practice section, the
students are creating a picture sequence
Questions represented by a line of students in an
order. As the students are working, I will
start by asking How would you organize
these pictures to show the correct
* Evidence-Based Practice: Peer-Assistedsequence?. After they
Learning Strategies claim they are
(PALS)
finished with the sequence,
(http://www.bestevidence.org/reading/begin_read/top.htm) This is a Itechnique
will ask themin which
children work in pairs or groups, taking turns as teacher and learner, to
How could you determine that this is thelearn a structured
sequence of literacy skills, such as phonemic awareness,
right order?. Thisphonics, sound blending,
uses Blooms Taxonomypassage
reading, and story retelling. This technique is proven to have strong evidence of
to keep the cognitive demand high. In the
effectiveness. According to the research, Strong Evidence of Effectiveness shows at least two
share section, I ask the students, How
studies, one of which is a large randomized or randomized quasi-experimental study, or
would you define
multiple smaller studies, with a sample size-weighted thesize
effect word sequence?
of at least +0.20, to and a
collective sample size across all studies of wrap
500up the lesson
students allowing
or 20 classes.them to retell
( Slavin,R.E.,Lake,C.,
the moral of the lesson to me.
Chambers,B.,Cheung,A.,&Davis,S.Effectivebeginningreadingprograms:Abestevidencesynthesis.Baltimore,MD:
JohnsHopkinsUniversity,CenterforDataDrivenReforminEducation.
Evidence-Based Guided Practice I used Peer-Assisted Learning
http://www.bestevidence.org/reading/begin_read/begin_read.htm) Strategies
(PALS). This is a technique in which
Practices children work together to teach and learn
with each other on a specific skill. This
technique is proven to have strong
evidence of effectiveness. In the guided
practice section, I have the students
create a human sequence line while I
observe them. I have the students work
together to figure out and practice the
BY: