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CALLA Lesson Plan Format

Lesson Title: Step by Step


Subject: Language Arts
Grade Level: First Grade
Language Proficiency Level: 2
Standards:
Illinois Learning Standards
STATE GOAL 4: Listen and speak effectively in a variety of situations
A. Listen effectively in formal and informal situations.
4.A.1b Ask questions and respond to questions from the teacher and from group
members to improve comprehension.
4.A.1c Follow oral instructions accurately
B. Speak effectively using language appropriate to the situation and audience.
4.B.1a Present brief oral reports, using language and vocabulary appropriate to the
message and audience (e.g., show and tell).
4.B.1b Participate in discussions around a common topic.
WIDA standards
Reading: Sequence a series of sentences to organize task/activity with a partner.
Listening: Order sentences read aloud that use sequential vocabulary (e.g. first,
second, next, then and last).
Content Objectives:
Students will organize various tasks/activities using sequential order.
Students will use sequence vocabulary (first, second, next, then, and last) in order to
organize tasks in sequential order.
Language Objectives:
Students will read information on note cards in order to determine sequential order.
Students will listen to and discuss sequencing with partner.
Students will orally present their task/activity in sequential order using sequence
vocabulary.
Strategy Objectives:
Using the strategy of sequencing, students will use organizational skills in order to
accomplish various tasks using sequential order.

Materials:
Rabbits Pajama Party by Stuart J. Murphy
Note cards containing steps and illustrations for the following tasks/activities:
baking cookies, brushing your teeth, washing a car, making pizza, a birthday party,
a baseball game, and making microwave popcorn.
Procedures:
Preparation: The day before the lesson students will complete a homework
assignment in which they will journal how they get ready for school every morning
step by step. We will share and discuss the journal entries as a group.
Presentation:
1. I will read the book Rabbits Pajama Party to the students. We will list the
events in the story in the order in which they occurred. I will retell the story
using sequential pattern and sequence language (first, second, next, then,
last).
2. I will share my own personal timeline on doing a load of laundry. I will use
sequencing language as I share my timeline with the students.
3. I will tell the students, What you did for homework and my timeline about
doing laundry is called sequencing. Sequencing is when you list events in the
order in which they happened.
4. I will re-visit the story from Rabbits Pajama party. I will explain that this
story is told in sequential order, from the time the first guest arrived until
the time that everyone had fallen asleep.
5. We will discuss other events, activities, tasks, that usually take place or are
completed in sequential order.
Practice:
1. Students will work with a partner to practice this strategy.
2. Each pair of students will be given a set of note cards. Each note card will
contain a sentence describing a step related to a task or activity.
3. The students will work cooperatively to arrange the note cards in the correct
order for their task or activity.
4. Each group will present their task or activity in sequential order while using
sequence language.
Self-Evaluation:
Using the note cards on baking cookies as an example I will ask the students,

1. When we bake cookies do you think sequence is important? What do you


think would happen if we did not follow the recipe in order?
2. Does washing a car, planning a party, or playing a game make more sense
when you put the events in order, why or why not?
3. Are you able to sequence an activity, event, or task without help?
Students will respond to these questions in their journal.
Expansion:
The students will create a 3 page book with a picture/drawing of themselves as a
baby, one of themselves now, and one of how they think they may look in the future.
Children will understand that sequencing can be used in many situations.
We will continue to practice this skill throughout the year in our science and math
lessons.
Assessment:
I will know that students understood the strategy by observing the sequence of the
note cards and viewing the sequence displayed in their 3-page books.