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This lesson provided by:
Author: Charlotte Blakely
System:Cullman County
School:Fairview Elementary School
Lesson Plan ID: 4149
Title:

Funny Sequence

Overview/Annotation:

After a discussion and work on sequence, students will apply this knowledge to sequencing comic strips through group work.

Content Standard(s):
ELA(2) 4. Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials.
ELA(3) 3. Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of genres.
ELA2013(2) 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]
ELA2013(3) 17. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]
Local/National Standards:  
Primary Learning Objective(s):

Students will apply knowledge of sequence to appropriate reading material.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 0 to 30 Minutes
Materials and Equipment:

Comic strips from the newspaper (color), scissors, laminating materials, envelopes with directions on the outside, overhead projector, transparency of sequence words, and reading material.

Technology Resources Needed:

None

Background/Preparation:

The teacher must have introduced sequence in a lesson using discussion and modeling of sequence. This lesson requires minimal preparation by the teacher. Cutting, laminating, and providing envelopes for pieces of comic strips are the main preparation for the activity.

Procedures/Activities:
1.)The teacher will initiate a discussion on sequence to foster background knowledge of the students.

2.)Using an overhead projector, the teacher will model sequence as used in reading. S/he will provide clues to use when finding sequencing in reading material.

3.)The teacher will then discuss the activity the students are about to do. S/he will give directions and review the objectives for the activity.

4.)The teacher will then divide the students into groups of 4 or 5. S/he will give each group 4 envelopes of cut and laminated comic strips.

5.)As the teacher observes the students in groups, s/he can gain information about group cooperation, the students' ability to sequence, and monitor peer coaching in each group.

6.)As each group masters all four of its envelopes, it will pass them on to the group on its right. This will continue until all groups have completed all of the envelopes.

7.)After returning to their seats, the teacher will reinforce the objective by providing additional material to check for understanding. Review as necessary.

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Assessment Strategies:

Assessment is accomplished by watching each group as they proceed to place comic strips in order. Also, the teacher may use reading material that uses sequence to further assess students' understanding of sequence.

Extension:

This lesson can be modified for those students with an understanding of sequence by taking reading material from the basal reader and making strips from sequence patterns, then cutting those apart for reassembly.

Remediation:
 
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
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