edTPA Lesson Plan

Name Alexandria Chirico

Lesson #, Lesson Title Lesson 3, Sequencing
Date and Day of the Week 2/7/17, Thursday
Grade Level and Class 3rd Grade, Class 303
Period and Length Period 4, 45 minutes
Materials Needed Wonders textbook, Wonders notebook, Promethean Board,
computer, worksheet, and Wonder’s website
Standards and Objectives
Standards: CCSS.ELA-LITERACY.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).
Learning Objectives: Students will be able to sequence events in the correct order in order and summarize
the text to understand and develop the main idea of the passage.

Central Focus: How was the Transcontinental railroad a unique time in history?

Academic Language Demands:

Students will have to identify the genre of the text; therefore, they need to know and understand an “expository
text.” Students will also need to know what “summarize” means in order to complete this lesson. Students will
learn the following vocabulary words in order to understand the text, “agreeable,” “appreciate,” “boomed,”
“descendants,” “emigration,” “pioneers,” “transportation,” and “vehicles.” The vocabulary words will appear in
the text therefore students need to understand the meaning of each word. Students will also need to identify
sequence words such as “first,” “then,” “next,” and “finally.”

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale

5 Launch (Motivation) Students will use their prior

knowledge of everyday skills
“Have you ever cooked or baked something in your home? What such as, making a sandwich, to
did you bake or cook?” Students will respond to different foods connect to today’s sequencing
they make at home. “Does order matter when you bake or lesson. Students will be asked
cook?” Students will answer and agree that order does matter how to make a sandwich, and
when cooking and baking. What word has to do with order in a the teacher will highlight
text? Students will answer with the word sequencing, which they sequencing words such as,
will recall from past lessons. The teacher will then say, “Turn and “first, then, next, and finally.”
talk to your partner and tell me what are examples of This correlates to Jerome
sequencing words?” Students talk to their partners while I walk Bruner’s Constructivist Theory
around to hear sequencing words. The teacher will then ask the on how individuals actively gain
class, “What sequencing words did you and your partner come knowledge by comparing new
up with?” Students will recall the sequencing words, “first, ideas or concepts with their
second, third, last, then, next, and finally.” The teacher will then current knowledge.
say “today we are going to read “Riding the Rails West!”

20 Instructional Procedure (Explore) The teacher will ask the

students to read the essential
As a class we will read the title of the story. The teacher will then question and to keep it in mind
ask the class, “What is the genre of this text?” Students will then
as we read and examining the
answer expository text. The teacher will then ask “How do you
 know that this is an expository text? What are characteristics of story, “Riding the Rails West!”
an expository text?” Students will then explain how they know The teacher will ask students
this is an expository text. The teacher will then ask the class, to summarize the text to
“What picture is shown on the title page? Why would that picture connect it to yesterday’s
be here?” Students will answer that it is a train. The teacher will
then ask “What are trains used for?” Students will answer that it lesson. Students will be
was used for transportation of people from one place to another. presented with the question,
We will read the text, “Riding the Rails West!” While reading the “What was the sequence of
story “Riding the Rails West!” we will stop when seeing a new events leading up to an east-
vocabulary word and the teacher will ask the class, “What does west railroad being built?” In
this sentence mean with the new word we learned ____?” The their graphic organizer they will
teacher will ask the class to summarize why it was important to
sequence events leading up to
build a railroad across the United States? Students will then
reply with their summaries. Students will then get a worksheet an east-west railroad being
with a graphic organizer on it. Students will have to answer the built. The teacher will show the
question on the worksheet, “What was the sequence of events class how to find the first event
leading up to an east-west railroad being built?” The teacher will in the sequence and where I
model the first event by looking back in the text to find the first found the event. The teacher
event leading up to an east-west railroad being built. The will then identify what
teacher will say “Look at the dates this will help you decide what
sequence words are to look for
events led up to the transcontinental railroad being built.” The
first date I see is “In 1825, the first railroad came to the United in a text. Sequence words are
States. “first, then, next, and finally.
The teacher will also tell my
students that dates are also a
good sign of a showing a
particular order in a text. The
teacher will model the first
event in the graphic organizer
based on the first date in the
text, 1825.

15 Structured Practice and Application As a whole class we will

complete the graphic organizer
What other event involves a date that comes after the first by pointing out dates in the
event?” As a class we will fill in the second event on the graphic story that came after the first
organizer. The teacher will ask, “What other event comes after event in the story. When
the year 1825 that led up to the transcontinental railroad being students fill in the graphic
built?” When a student gives the correct answer The teacher will organizer the teacher will walk
ask “How did you know that event came after the event we around the room to see what
wrote on the graphic organizer?” Once the student responds we students are writing in the
will do together the third event on the graphic organizer. The graphic organizer, as well as,
teacher will ask “What is the last event that comes after the year assessing the responses
1841 that led up to the transcontinental railroad being built?” students are sharing with the
Student will then say the correct answer and I will ask “How did class when completing the
you know that event came after the event we wrote on the graphic organizer. Students will
graphic organizer?” The student will then explain how he or she then be given a separate
understood and knew what event to put last in the graphic worksheet with a story and
organizer. The class will then work on a worksheet another graphic organizer to
 independently which reinforces the lesson of the day, sequence the events in the
sequencing. correct order. The students
with IEP’s will have the
answers filled in and precut.
They will glue the correct order
of the events in the correct
order based on the story and
the sequence words. The
students on grade level will be
given the worksheet just with
the sequence words on them
as a guide to the answer. The
answer will not be on the
worksheets. The gifted
students will not have any
sequencing words on their
paper and will have to write
down the correct answer based
on the text. Students will have
to identify the sequence words
written in the text. Both the
gifted and average students
will be working on the
worksheet independently. The
teacher will conduct a small
group to complete the
worksheet with the students
with an IEP.

5 Closure Students will identify

sequencing words that
Students will then identify and share aloud what sequencing correlate with the story.
words are in the story, on the worksheet (first, then, next, finally).
Students will check their
Students will then read their answers aloud to the class.
Students will check their work as students share their answers answers when students share
with the class. Once we check the worksheet as a class, the aloud the answers to the
teacher will then ask, “How was the Transcontinental railroad a worksheet. The teacher will
unique time in history?” Students will then answer the question then tie in this week’s essential
and this will show if students understood this week’s lessons. question, “How was the
The teacher will also collect students worksheets as assessment Transcontinental railroad a
of this lesson.
unique time in history?”
Students will respond with the
texts and historical events in
history that we covered this
week.