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2013-2014

UMU Lesson Plan Template

Name: Alyssa Suffron


Date: 11/11/15
Grade Level: 1st
Class Period: Eagle Time
Subject: Language Arts: Reading
Lesson # & Title: Doctor Sequence
Big Idea/Lesson Focus: Community Helpers/Sequencing
Essential Question: How can we recall main ideas and events from the text to put
them in order?
Context for Learning:
Suburban school district, small group of 7 first grade students identified for needing reading
comprehension practice, 2 girls 5 boys, building-wide targeted intervention period
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice

Content Standards:

Review
Remediation/Reteaching

W.1. 3. Write narratives in which they recount two or more appropriately sequenced

events, include some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.
Learning Objective:
Students will write 3 events from the story in the correct order out of 4.
Academic Language (or A.L. Demands, A.L. Objectives):
Community helpers, neighborhood, doctor, waiting room, exam, order, first, next, then, last,
second, third

Instructional Materials and Support:


Going to the Doctor, Reading A-Z
Picture box page
Writing prompt page
Smart board
Pencils
Crayons

Prior Knowledge:
In the prior lesson, students learned about community helpers and identified the main idea
from stories.
This lesson uses that skill to identify main events under the same topic of community
helpers but scaffolds in the new concept of sequencing.

Assessments:

Assessment before the lesson: iReady data


Assessment(s) during the lesson: Student picture samples on coloring page
Assessment(s) at the end of the lesson: Writing Sample ordering key events from the
story
Assessment after the lesson: iReady midyear exam

Strategies & Learning Tasks

Introduction:
Remind students of our work with community helpers. Ask them to recall what kinds of
community members help us.

Presentation/Explicit Instruction: Explain that we know enough about community


helpers that today we are going to focus on our next I can statement, I can sequence
events from a story. Present and define the terms first, next, then, last.

Structured Practice/Exploration:
Read the story Going to the Doctor with students aloud on the smartboard. Reinforce
events as they happen, retell and recall the story as each new event happens.

Guided Practice/Specific Feedback :


Pass out the coloring block sheet to students. As a group, have students illustrate a picture
to describe events that came first, second, third, and last in the story.

Independent Practice/Application:
Pass out writing prompts page. Have students each write in a full sentence the events that
came first, next, then, last from the story. They can use their coloring page for reference.

Closure:
Share as a group the event from the story we liked the most.

Differentiation, Individualized Instruction, and Assessment:


This lesson is differentiated because it is specifically targeted small group instruction. This
group is identified as needed practice with comprehension skills which directly relates to
sequencing of events and key ideas in a story. Having the students draw as well as write
matches their attention span by changing activities in a short period of time to continue
learning by keeping the students actively engaged.

Research and Theory:

Allowing the students to draw the events as well as write them out allows them to use
multiple senses and process the sequence through multiple mediums. This is a best teaching
practice because it supports the connection between images and words to help the students
connect with the content. According to Comenius idea of Pansophism, visual aids aid
connection to material and deepen learning.

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