Abbreviated Lesson Plan

Elizabeth Sanchez
EDE 4301
Differentiated Unit Plan
Sequencing
Abbreviated Lesson Plan
Topic: Sequencing/Cause and Effect

Grades: 3rd
Date: February 1st, 2016
Standard(s): LAFS.3.W.2.4 With guidance and support from adults,
Time: Writing Block (9:3010:45, everyday)
produce writing in which the development and organization are appropriate to

task and purpose. (Grade-specific expectations for writing types are defined in
standards 13 above.)
LAFS.3.W.1.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences. A. establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally. B. Use dialogue and
descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations. C. Use temporal
words and phrases to signal event order. D. Provide a sense of closure.
LAFS.3.W.2.6 With guidance and support from adults, use technology to
produce and publish writing (using keyboarding skills) as well as to interact
and collaborate with others.
HOT Questions:
1.
What are synonyms to our
key words?
How do sequence of
events help us understand
the story?
LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or

feelings) and explain how their actions contribute to the sequence of events.
LAFS.3.RI.1.3 Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.
LAFS.3.RI.3.8 Describe the logical connection between particular sentences
and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence).
LAFS.3.SL.1.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics
and texts, building on others ideas and expressing their own clearly. a.Come
to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to
explore ideas under discussion. b.Follow agreed-upon rules for discussions
(e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion). c.Ask
questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. d.Explain their own ideas and
understanding in light of the discussion
LAFS.3.L.2.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening. a.Choose words and phrases for effect.
b.Recognize and observe differences between the conventions of spoken and
written standard English.
Essential Question: What clues in a story help you figure

out the sequence of events?
Objective: Students will be able to identify main events in
sequential order after a read aloud and be able to create their
own sequence of events based off a wordless book.
Vocabulary:
Sequencing, effect vs. affect, transition
ELL students can focus on these beginning/easy words first to help build the
prior knowledge: Beginning, Middle, End, Before, After, During, Finally, Next,
First, Second, Third, Then
Materials:
Read Aloud Book:
*Can be done with most books*
Assessment:
How will this assessment

show you that students have
mastered the objective?
The use of the key words in
their writing piece, identifying
the correct events in the
beginning, middle and end of
the story.
Exit Question:
Exit Slip: Were you an active

learner?
Were you able to focus on the
lesson?
What did you enjoy most
about the lesson?
Self-Assessment: What was
your favorite thing that you
learned? What was confusing
to you and would like to go
Wordless Book: Wave By: Suzy Lee

Sequencing Event Poster
Students will need paper and pencil to write
Opening (Engage)
Time
Task
9:30
Prompt the question:

Can someone describe to me the order that
they do something, whether it is how you get
ready for school, making lemonade, or
setting up their game system?
*wait for students answers*
If they are struggling to understand what the
teacher means, give them an example: When
I make lemonade FIRST I slice and squeeze
the lemons. NEXT I pour the water into the
pitcher THEN I add the lemon juice and sugar
FINALLY I pour it in a cup and drink!
Ask students if anyone would like to share a
routine that they do.
Building Understanding (Whole Group Exploration /

Core):
Time
Task
9:40
Display the Sequencing Poster in front of the

class
***
The poser will only have the top half (The questions and a
blank cloud) and below the cloud bubble I will write our
vocabulary words to focus on so that students are aware of
what they are
Ask students what they think a sequence is?

Pick on a few students to open up the
over again with the teacher?
9:45
discussion.
Tell students Sequence is the order of events
in a story or the order in which things
happen.
Then write in the bubble
The students can copy if they feel the need
to.
Poster will be posted on the writing wall when finished.
9:50
Next, ask students if they know any words

that would help us identify the sequence of a
story or transition.
ELL: go over what transition means to the
class
Students answers should include: Beginning,
Middle, End, Before, After, During, Finally,
Next, First, Second, Third, Then
9:55
Write these words down on the poster.

Encourage students to write them on their
personal word wall in their writing binder.
Teacher will say Now that we have reviewed
our key words, lets read a book and as you
are paying attention to the story see if you
can spot any transitional words/sequencing
words that can help us. If you hear one
quietly touch your ears.
Students will know to gather in the class

library for a read aloud of the book.
Allow very minimal time. Students should be used to
classroom management and transitioning expectations.
10:00
Once students are ready read the book

As the teacher reads the book try to take a mental note of who
is touching their ears and who is not. Any patterns that might
help you identify students who may need help later in the
lesson.
Once the book is finished the students will

then transition to their seats.
Give each student a post it.
There are three colors (Pink, Yellow, Green)
Then post on the board directions as follows:
On the pink post its write what happened in the beginning of

the story
10:10
On the yellow post it write what happened in the middle of the

story
On the green post it write what happened at the end of the
story
Allow time for the students to be able to

think about what they want to write and
answer on the post it
10:15
Once the class is finished ask students if

there is anyone that would like to share what
they wrote.
Choose one students from each color.
Students can also discuss why they chose
that event.
How did they know that was the beginning,
middle, and end? What words helped them
identify the sequence of events that the
students just discussed.
After all students can post their post it on
the writing wall to display their work if they
would like.
Lesson Closure
Time
Task
10:15
Next, introduce the wordless book, Wave.

Let the students know that this book has no
words.
Instruct them to take out a piece of paper
and pencil.
10:20
Tell the students that it is their turn to create

a story using the images from the book.
Once students are ready show all students
each page. Give time for students to write as
each page is turned.
Remind students to use the key words from
our lesson.
10:45
If they would like they can also underline

where they used the word.
After book is finished collect student work so
it can used to formally assess for the next
day.
Differentiation:
The teacher will differentiate support based on:
The students needs considering the students who are ELL,
ESE, ADHD, behavioral issues.
and provide support in the following ways:
Reteach (Greatest Support): ELL and ESE students along with
the students who will most likely be off task will be able to meet
with the teacher or the ELL and ESE Resource teachers at their
own U Table during the Wave book to go over the vocabulary
and receive support in writing their stories
Core low
For Core low students make sure these students write the key
words to be able to easily refer back to them in their writing.
Core high
Students such as Sara and Emily will enjoy writing and creating
their own story. They should be expected to use several key
words.
Enrich (Least Support)
These students once they grasp the concept, if they grasp it well
enough in the Building Understanding part of the lesson, will be
asked to use transitional words that are synonyms to the key
words. Instead of using before students can use previously. They
can use a thesaurus. This will expand their vocabulary.
**** Students can also add illustrations WITH their writing. This
will help students who like showing their understanding through
drawing have an equal chance to show their true understanding
of the content. (Juan)
Goal:
Students become more familiar to transitional words and understanding the sequence of events
in a story.
Notes for Teaching:

Grades: 3rd
Standard(s):
LAFS.3.W.2.4 With guidance and support from adults, produce writing in

which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 13 above.)
LAFS.3.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences. A. establish a situation
and introduce a narrator and/or characters; organize an event sequence that unfolds
naturally. B. Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations. C. Use temporal
LAFS.3.W.2.6 With guidance and support from adults, use technology to produce and
publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Date: February 2nd,

2016
Time: 9:30-10:45
HOT Questions:
2. How does
sequencing
relate to cause
and effect?
LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.
LAFS.3.RI.1.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause/effect.
LAFS.3.RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
LAFS.3.SL.1.1 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. a.Come to discussions prepared, having
read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion. b.Follow agreed-upon
rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion). c.Ask questions
to check understanding of information presented, stay on topic, and link their comments to
the remarks of others. d.Explain their own ideas and understanding in light of the
discussion
LAFS.3.L.2.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening. a.Choose words and phrases for effect. b.Recognize and observe
differences between the conventions of spoken and written standard English.
Essential Question: Using our mystery story (one given or one

created), how can we show the sequence of events and their
effects to prove (show) our claim (the solution)?
Objective: Students will be able to figure out the sequence of events in a
story to help solve the mystery of what happened.
Vocabulary: Sequencing, effect vs. affect, transition
Assessment:
How will this

assessment show
you that students
have mastered the
objective?
Students will be
able to create their
own story and will
show mastery by
using the
transitional words
correctly and in a
sensible way.
ELL students can focus on these beginning/easy words first to

help build the prior knowledge as well as all students learning
their meaning and the use of them in text and writing: Beginning,
Middle, End, Before, After, During, Finally, Next, First, Second,
Third, Then
Exit Question:
Materials:
Exit Slip: Were you
cut outs of the story scenes in a Ziploc bag
an active learner?
Paper and pencil
Were you able to

focus on the
lesson?
Opening (Engage)
Time
Task
9:30
As a class we will review what we learned about

sequence of events and our key words in any of these
three videos (play any of the first two with the last video
link on cause and effect)
https://www.brainpop.com/english/writing/writinginsequence/
https://jr.brainpop.com/readingandwriting/comprehension/sequence/sequenceo
rder/
https://jr.brainpop.com/readingandwriting/comprehension/causeandeffect/previ
ew.weml
Building Understanding (Whole Group Exploration / Core):

Time
Task
9:40
Ask students to discuss with their shoulder partner what

they learned
9:45
Teacher will then say So we know our key words to help

us figure out the sequence of events in a story. So if I say
First, the ball went flying towards the house. Then, it hit
the window and it shattered. How does that sequence of
events show cause and effect?
** Students will already know what cause and effect is from previous lessons in
the year
As students think about call on a student to answer.

Next incorporate a TPR activity for ELL students. Have
two ELL students demonstrate what happens when they
kick a ball towards a stack of bowling pins
This strategy allows students to participate in a sequence
of events and cause and effect themselves giving them a
better understanding of the concept
Lesson Closure
Time
Task
After this activity introduce the writing activities for the
day
The Mystery Unsolved or Creating your comic strip
Pair off students in pairs.
Certain students will want to work alone, allow them to
What did you enjoy

most about the
lesson?
Self-Assessment:
What was your
favorite thing that
you learned? What
was confusing to
you and would like
to go over again
with the teacher?
do so.
MYSTERY UNSOLVED
10:45
Hand out one Ziploc bag to each group/students if they

are working independently
Teacher will explain There are several pieces of a
mystery in this bag. Our first step is to figure out in what
order they go.
Once you put them in the order you and your partner
believe that they go in you will write out what happened
in our mystery and how it was solved. Each student
should have their own writing piece even though it was a
group effort to put the story together because they might
have tiny differences in how they want to write the story.
Students will turn in their pieces.

COMIC STRIP
Students will be able to create their own comic strip and
write out their story using the transitional key words.
Students can choose from a blank comic or a prompted
one.
Preferably core low students work with a prompted comic
(Garfield, Homework Comic Strip)
Core High work with a blank comic strip
ELLs can use the one in Spanish (Juan)
Enrich can work on the computers to create their comic
online
*** Giving students the options to show what they know

will allow them to keep engagement and give an accurate
outcome of their understanding of the content
Differentiation:
Students ability to work in groups or independently. Students like Felix
enjoy group or collaboration. I think he will enjoy the mystery type of
story.
Students such as Juan should not be put in a group unless HE decides
to work with a partner he is comfortable with (possibly Alexis or his
other ELL peers) ELL resource teacher and Teacher will be there for
support.
Josefine really thrives with one on one so making sure to work closely
with her if she decides not to be in a group will benefit her.
and provide support in the following ways: SEE HIGHLIGHTED ABOVE

Reteach (Greatest Support)
Core low
Core high
Goal:
Students will be comfortable writing pieces with transitional words and learning that the
sequence of events that happen is similar to the concept of cause and effect.
Notes for Teaching:

Grades: 3rd
Date: February 3rd, 2016
Standard(s):
Time:
LAFS.3.W.2.4 With guidance and support from adults,

produce writing in which the development and organization are appropriate to
task and purpose. (Grade-specific expectations for writing types are defined in
standards 13 above.)
LAFS.3.W.1.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences. A. establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally. B. Use dialogue and
descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations. C. Use temporal
HOT Questions:
3.
LAFS.3.W.2.6 With guidance and support from adults, use technology to

produce and publish writing (using keyboarding skills) as well as to interact
and collaborate with others.
LAFS.3.RI.3.8 Describe the logical connection between particular sentences
and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence).
LAFS.3.SL.1.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics
and texts, building on others ideas and expressing their own clearly. a.Come
to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to
explore ideas under discussion. b.Follow agreed-upon rules for discussions
(e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion). c.Ask
questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. d.Explain their own ideas and
understanding in light of the discussion
speaking, reading, or listening. a.Choose words and phrases for effect.
b.Recognize and observe differences between the conventions of spoken and
written standard English.
Essential Question: Using what we know about

transitioning words and sequencing events how can write
Assessment:
How will this assessment

show you that students have
mastered the objective?
Exit Question:
Exit Slip: Were you an active
learner?
Were you able to focus on the
lesson?
What did you enjoy most
a Do It Yourself of our interest to our readers?
about the lesson?
Objective: Students will be able to act as an Editor in Chief and

create their individual writing pieces on Alpha Smart and publish
them on our classroom website.
Self-Assessment: What was

your favorite thing that you
learned? What was confusing
to you and would like to go
over again with the teacher?
Vocabulary: Sequencing, effect vs. affect, transition

ELL students can focus on these beginning/easy words
first to help build the prior knowledge as well as all
students learning their meaning and the use of them in
text and writing: Beginning, Middle, End, Before, After,
During, Finally, Next, First, Second, Third, Then
Materials: Alpha Smart, Computers in the
classroom/library
Opening (Engage)
Time
Task
9:30
https://youtu.be/3qy1YxgbIbA
Students will watch a Do It Yourself video on
how to make paper planes
This video will show transitional words when
explaining the steps
This will introduce our activity of writing our
own Do It Yourself
Building Understanding (Whole Group Exploration /

Core):
Time
Task
Do-It-Yourself
9:40
10:30
Have students write a do-it-yourself guide to

completing an activity. (How to cook
something, build something, or even do a
dance) Encourage children to be creative!
Remind them to use transitions key words as
they write their guides.
Once students are finished have students
start typing on the Alpha Smart or Computer.
Once that is complete they are able to
connect to the computer and publish it on the
classroom site.
Lesson Closure
Time
Task
10:3010:45
Students are then able to read the Do It

Yourself passages from home or in class.
Students can then grab tablets or an open
computer and respond to a peer.
When responding to a peer students should
recognize what transitions words their peer
used.
They can then follow the guide to learn
something new!
Afterward, have students talk about how the
transition words helped them determine the
order of events
Differentiation:
This lesson will be good for my students who like to be on the
computer and students like Dionte, who does not like writing
and write to light. Typing will get him engaged and make his
writing legible.
This lesson is differentiated for everyone because they all
can write about something they know and of their interest.
and provide support in the following ways:
Reteach (Greatest Support): While students create their own DIY
and publish it. Teacher can pull the students who need to be
retaught and create a piece together as a group. That way they
all contribute and learn from the small group.
Core low
Core high
This group will be able to create their own piece and respond to
others about their pieces. If necessary, students such as Sara,
Emily, Keniya, and Samantha who will most likely excel in this
lesson can peer feedback on each others pieces before
submitting. They will be able to challenge one another in making
their pieces better. They can also become a Student Teacher but
mainly help students like Ameer who WANT and BENEFIT from
the help in writing.
Goal:
Create a short writing piece using transitional words.

Reviewing a peers writing piece, writing back to the piece, and being able to identify the
transitions being used.
Notes for Teaching:
Arrrrgh mateys!
Congratulations on becoming Head
Pirate of the S.S. Neverland!
Your first order of business here is
roundin up the Lost Boys of the Island
and getting them old kiddlings to get ye
treasure for ya!
The best way to do this is write them a
letter with steps of how to find the
hidden treasure but you know that is no
easy task! Because we pirates must make
it a challenge you need to take them
through the trenches, Alligator alley,
volcano eruptions and make sure they get
the chance to dabble in the swingin
vines that will throw right into the Bone
Bridge Crossings. But dont disappoint!

These letters must be detailed in what
challenges we are makin these young
boys face!
Just like ye old maps show how to get
from one place to other your letter should
get the Lost Boys from their home to the
Treasure and then to us here on the ship.
Remember to include typically five
transitional words and you can even be
courteous and warn them about at least
two cause and effect situations for them
boys! We might not like Peter Pan but we
do like our treasure! Right, mateys?
Now get to goin
Ms./Captain
Sanchez
Stage 1:
Standards and Subject Area Content
Name:_____________________________________
Standards:
LAFS.3.W.2.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose. (Grade-specific
expectations for writing types are defined in standards 13 above.)
LAFS.3.W.1.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences. A.
establish a situation and introduce a narrator and/or characters; organize an event
sequence that unfolds naturally. B. Use dialogue and descriptions of actions,
thoughts, and feelings to develop experiences and events or show the response of
characters to situations. C. Use temporal words and phrases to signal event order.
D. Provide a sense of closure.
LAFS.3.W.2.6 With guidance and support from adults, use technology to produce and
publish writing (using keyboarding skills) as well as to interact and collaborate with
others.
LAFS.3.RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence).
LAFS.3.SL.1.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others ideas and expressing their own clearly. a.Come to discussions
prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under
discussion. b.Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion). c.Ask questions to check understanding of
information presented, stay on topic, and link their comments to the remarks of
others. d.Explain their own ideas and understanding in light of the discussion
speaking, reading, or listening. a.Choose words and phrases for effect. b.Recognize
and observe differences between the conventions of spoken and written standard
English.
Overall Unit Objective (What is your
unit theme? What do you want
students to learn across content
areas?)
Creating a written piece using story
elements
What do students need to KNOW
about your content area standards?
Overall Content Objective (What do

you want students to learn within
your content area?)
Within creating a written piece we will
show connection between actions in a
story
What do students need to BE ABLE
TO DO related to your content area
standards?
Name: _________________________________
Stage 2- Determine Acceptable Evidence
Objective:
Standard:
Part 1: What summative, performance-based evidence will show that students can
show understanding of your objective? Remember, this should be an authentic task, as
close to real-world as possible. Refer to PDF p. 17-35 of the handout labeled UBD
Workbook on Canvas (Course Materials Unit Stages).
Goal: As a head pirate students task is to create a written piece (letter) that lists steps
to take the audience (Lost Boys of Neverland) to the hidden treasure and back.
Role:
Audience:
Situation: The challenge involves dealing with the dangerous courses on the island. You
have to write to help them get through those courses. You can only send this one letter
to them to help find the curried treasure.
Product, Performance, and Purpose: You will create your letter in order for your lost boy
sto retrieve your treasure. You must give them detailed steps to follow so hat they find
it in time.
Standards and Criteria for success:
Must include 5 transitional words/phrases
Correct Spelling and grammar
Be Detailed in exactly what they will be dealing dangerous courses such as Alligator
Alley, Bone Bridge Crossings, Volcano eruptions etc.
Include at least two cause and effect along with transitions.
Part 2: What other formative evidence will be collected in light of the desired results
described in Stage 1? This should include assessment tasks such as tests, quizzes,
worksheets, morning work, journal entries, etc. Describe all forms of formative
assessment. For example, if you are giving a test, what information will be students be
tested on? If students are writing a journal entry, what will they write about? NOTE:
Refer to your Stage 1 sections, what students will know and be able to do.
Comic Strips
Journal/Writing Entries
Post it Answers from the Read Aloud
Published Piece on Class Website
End of the Unit test
Performance Task
Part 3: Students Self-Assessment (What did you learn today?) and Reflection (How
did you do as a learner todayeffort, paying attention, etc.?) These are questions you
will ask each day during the unit. This is a two-part question. Be sure to include selfassessment AND reflection.
Exit Slips after each lesson: Exit Slip will be a reflection on how they did as a learner
and also address what students enjoyed most
- Were you an active learner?
- Were you able to focus?
- What did you enjoy most about the lesson?
Self-Assessment after each lesson: will ask students what their favorite thing was that
they learned and what they struggled with.
This will help me assess how to move on and what we need to revisit before moving on
- What was your favorite thing that you learned today?
- What would you like to go over again with the teacher?
Stage 3 Draft
Activities for the Unit:

Read Aloud: to show sequencing; either read a book that has the transitional words OR give
them transitional words they have to use and show them a wordless book and they write the
story
Technology: Alpha Smart and Classroom Website for Publishing
Comic Strips: Students will create their own comic strip and write a description to show
sequencing
Write a sequencing piece (Performance Task)

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Elizabeth Sanchez