Language Arts

Materials/Equipment: elmo device,

whiteboard, dry erase markers, poster, paper,

pencil, pen

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

(4.11)CDescriberelationshipsamongideasintexts
organizedbysequence.

Visual/Spatial
Musical
Interpersonal

Curriculum Integration:
Science

TEKS Achieved:

ELPSc4.K:Employanalyticalskillssuchasevaluating
writteninformation

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

Classroom Strategies:
Cooperative Groups
Technology
Independent Activities
Charts/Graphs/Maps
Problem Solving
Peer tutoring

Hands-On
Centers
Simulation
Lecture
Whole-group
Pairing

Reading
Art

Writing

Submitted by: Kai Ritter

Grade Level: 3rd

Subject: Language Arts

Rationale: The students will understand the purpose of sequencing a story and using their
reasoning skills to come up with an original writing.
Objectives:
TSW describe the sequence of events in a story.
TSW create a brainstorming web and a piece of writing that relates to the topic of If I
were an astronaut.
Lesson Plan:
Introduction: (Anticipatory Set/Motivation):
When the students enter the classroom, I will instruct them to turn to the appropriate page in
their reading textbook (pg. 120). I will ask table leaders to help me pass out sequencing sheets.
I will talk about how yesterday we summarized the important ideas or main events of the text,
but today we will be working on sequencing. Sequence is the time order in which events happen.
Often authors use signal words, such as first, after, and last to help readers figure out
sequence. We will write on our sequence sheets two events that happened from the reading
yesterday. I will ask the students to pay special attention to the signal words that are used in
the following paragraphs so we can complete our sequencing.
Process:

Information Giving: I will ask the students to follow along with their reader fingers as
the story is read over the computer. I will ask them about the details that they read on
pg. 122. I will ask them what problems did the robotic arms solve for the astronauts on

pg. 123. We will finish reading the story. After the story, we will go back and identify
sequencing words and fill in our last two lines of our sequencing sheet. I will ask the
students how identifying the sequence of events in Ellen Ochoas journal to become an
astronaut helped them understand the selection. I will introduce the writing activity and
show them an example of the astronaut that they will be making. I will explain that first
we will brainstorm ideas about, If I were an astronaut.

Modeling: I will call the students down by table to the floor. They will sit boy girl. I will
have my pre-made poster with organizer up. We would brainstorm different ideas for
where? How? Why? With who? Purpose? I would give my own ideas and take ideas from
the students. The students will go back to their seats to begin working on their own webs
in their writing journals. If they finish brainstorming, they will begin working on their
double-spaced rough draft and skipping lines. I will call back group one to come back to
the table to brainstorm and begin their rough drafts.
Check for Understanding: The students will be sitting at their respective tables, (blue,
green, purple, and red) and working on their grammar sheets, irregular verbs, or
brainstorming web. I will walk around the room and observe the webs to make sure that
the students are coming up with ideas to write about. I will check their irregular verbs
and grammar sheets for apparent errors and employ them to take another look.
Guided Practice: At teacher table, the students will have their writing journals and begin
to brainstorm ideas for their If I were an astronaut writing piece. I will guide them
along in creating their webs and help them begin their rough drafts. I will check for
punctuation and grammar errors, and they will begin their final drafts after I have looked
over their rough drafts a final time.
Independent Practice: The students will be working on their grammar sheets, irregular
verbs, or brainstorming web at seatwork. During the other rotation, they will be on LA
skills on the computer and completing grammar exercises.
Closure/Culminating Activity: I will call the students back to their tables. I will ask them
if they know how to sequence ideas in a story. I will wait for their response. I will ask if
they now know how to use analytical skills to come up with written information. I will wait
for their response. I will then ask then dismiss them to math stations.
Enrichment/Extension: I will ask the students to begin their final copy of the If I were an
astronaut writing to be used for the astronaut craft.
Accommodations:
1. For a deaf student, the teacher can find the story with American Sign Language included.

2.

For a student that is ELL, I can help them identify the signal words first and then that
identify the sequence of events in the story. The students can draw pictures that
represent the events in the story.

Assessment/Evaluation:

1. We assess through observations during the brainstorming activity and small group.
2. Through the brainstorming webs and writing pieces, I will be able to determine if the
students understand sequence of events and using proper grammar.