Backward Design Planning

Student Name: Shannon Butler School: Colebrookdale Elementary School Date (to be taught): 2/3/17

Grade: 3rd Group Size: 4

Subject: English Language Arts

Title: Sequencing

PA Core Standard(s):

Standard - CC.1.2.3.C

Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that
pertains to time, sequence and cause/effect.

Boyertown School District Pacing Guide Standard(s):

ELA.3.CC.RI.8- Describe the logical connection between particular sentences and paragraphs in a text.

Learning Target- I can explain the connections between sentences and paragraphs in a text using comparison,
cause/effect, or sequencing.

Stage 1: Desired Results

Understanding(s):

In stories there is a sequence of events and a relationship between and among events in the sequence.
Words can be used to sequence and order time.
Sequencing a text is putting important times and events in order to tell a story.
Sequencing can also be known as ordering events

Essential Question(s):

Do the students understand order of events from first to last, and past to present?
Do students understand that sequencing is reading and writing in an order of events?
Can students sequence a story from what happened first to last?

Established Objective(s):

The students can explain the connections between sentences and paragraphs in a text using sequencing.
The students can pick out sequencing words to help them determine the order of sequence.
The students can order a given text into the correct sequence.
The students can write a short story in correct sequence.
The students can use sequencing words to help them write a story or steps in a sequence.
Foundational Knowledge:
Students need to be able to order events in order from the first event or step, to the last.
Students need to understand and be able to apply sequence words such as first, next, after, then, lastly,
etc.
Students need to be able to pick of main events, key details, and steps to include to sequence.
Students need to be able to write a short story staying with one main idea.

Key Knowledge/Competencies/Skills:

The students need to be able to recognize and understand what the main idea is in a text.
The student needs to be able to recognize and be able to point out supporting details to support a main
idea or topic.
The students need to understand order of events.
The students need to be taught sequencing words and their meaning.
The students need to be taught how to order a given text into correct sequence by using sequencing
words.

Key Vocabulary, Concepts, and/or Symbols:

Before starting the lesson, ask the students if they ever heard of the word sequencing, have any ideas of what it
means, or know what it means. Allow the students to share their ideas or knowledge on the word. Add on to
student response by explaining if they are correct or incorrect. Then share the definition of the word. Once the
definition of the word is shared from the term card, place the term card on the board for the students to refer to
throughout the lesson.
Sequence- a particular order in which related events or steps follow each other (following in order)
After reading the definition explain an easy way to remember what sequencing means is to remember it as
putting information or steps into the order of which they occur or occurred, or simply by order of events.

Duration: 1 hour

Stage 2: Assessment Evidence

Performance Task(s):

The students will be evaluated on their sequencing independent activity. The students will get a check if they
get the sequence in correct order with little or no guidance. The students will not receive a check if they
needed heavy guidance or did not get the sequence correct at all.

Other Evidence:

The students will also be evaluated on participation during the guided practice activity. (participation in
determining which sequence words to use and what steps to write next)
Stage 3: Learning Plan

Learning Activities:

Materials:
Ready Common Core worksheet packet
Pencils
White board
White board marker
Paper sentence strips
Definition card
Ready Common Core Teacher Resource Book
Large bowl
Box of pudding
Whisk
Milk
Serving bowls
Spoons
Measuring cups
Sequencing strips (4 sets)

Suggested Instructional Strategies:

Use of academic vocabulary and language
Activating prior knowledge
Modeling
Cooperative learning
Hands-on learning

Instructional Procedures

Anticipatory Set:
1. Ask the students if anyone knows or has any ideas about what the word sequencing means
2. Allow the students a couple of minutes to share their ideas or knowledge on what the word
means.
3. Add on to each student response explaining if they have the correct idea or not.
4. After all students got a chance to share read the definition for sequence on the term card.
5. After reading the definition explain a simple way to remember the meaning of sequencing is to
think about it as putting a story or steps in order of events.
6. Place the term card on the board for students to refer back to throughout the lesson.

Model:
1. Turn to page 38 in the ready common core book and give each student their copy of the
worksheet.
2. Explain to the students that I am going to show them an example of how sequencing is used in a
text.
 3. Show the students the three pictures provided and read each caption for the picture.
4. Explain how this is set up in order of events from what happened first, what happened second,
and what happened last and this represents a sequence.
5. Explain to the students that often when we read there are important words that are used to help
the reader understand the sequence and order of events or steps.
6. Tell the students to listen again closely as I read and listen for words provided for each step that
give us a hint of the order.
7. Read the first caption and explain that the word first shows us this event was the first thing in
this story that happened.
8. Read the second caption for the second picture explains that the word next is used to show us
what happened second.
9. Read the last caption for the last picture and explain that the word after shows us that is the last
thing that happened.

Guided Practice:
1. Explain to the students that sequencing words are a huge part in writing and reading sequencing
and understanding the order of events.
2. Refer back to the story they just read and how we understood the order of events based on the
words first, next, and after.
3. Tell the students that we are going to brainstorm words that can be used in sequencing.
4. Start with the words they just saw in the passage, first, next and after and write them on the
board.
5. Call on students to share more words and continue writing them on the board in a list.
6. Guide the students and use the list provided to add words to the list.
7. Once the students have come up with a list of words used in sequencing tell them we are now
going to get some practice sequencing using the words we have just come up with.
8. Tell the students that today we are going to be making pudding.
9. Explain that for each step complete to make the pudding, we are going to come up with a
sentence to explain it using our sequencing words and putting the steps in order.
10. Explain that we are going to include every step for making the pudding.
11. Give each student a graphic organizer to write down the steps.
12. Get all the materials needed to make the pudding from the bag and place it on the table.
13. Model for the students what the first step will be and how to write it in a complete sentence by
writing First, get a large bowl, 2 cups of milk, a whisk, and the pudding mix. Write this on the
board and ask the students what sequencing word I wrote. Underline the word first.
14. After writing the first step have one of the students open the box of pudding and get out the
pudding mix.
15. Guide the students in putting this step into a sentence and write the sentence on the board.
16. Refer students to the sequencing word list.
17. Use the example of steps provided to guide students in a sentence.
18. Underline the sequence word and have the students copy the step in the second rectangle of
their graphic organizer.
19. Brainstorm with the students the next step to do and write. (Next, open the pudding mix and
pour the mix into the large owl.)
20. Have a student come up and carefully open the mix then pour it into the bowl
21. Copy the sentence on the board underlining the sequence word and have the students copy.
22. Brainstorm with the students what we need to do next.
23. (After the pudding mix id added, measure the milk)
24. Call on a student to measure the milk and dump it in.
25. Write the sentence on the board and underline the sequence word. Continue to refer to the
sequencing word list.
 26. Call on 2 more students to measure and add two more cups of milk.
27. Brainstorm with the students the next step to write on the board (Next, pour the milk into the
bowl with the pudding mix and stir them together)
28. Give each student a chance to stir the mix and the milk together using the whisk.
29. Write the sentence on the board having the students copy it into their graphic organizer.
30. Underline the sequencing word.
31. Once the pudding is stirred together, tell the students it is ready to eat.
32. Get out the serving bowls and spoons and ask the students now what?
33. Guide them in coming up with a sentence to describe serving the pudding.(last, scoop the
pudding into the serving bowls.
34. Write it on the board and have the students copy it on their graphic organizer. Underline the
sequencing words.
35. Tell the students it is ready to eat and say Finally eat the pudding.
36. Add this to the list underlining the sequence word finally.
37. Give each student a bowl of pudding and allow him or her a few minutes to eat it.

Independent Practice:
1. Once the students are finished their pudding have them throw their trash away.
2. Give each student a set of sequence strips.
3. Explain to the students that each of them is getting a story or directions.
4. Explain to the students they will need to read each strip and look for sequencing words to help
them sort the sequence in correct order.
5. Allow the students time to work on sorting their sequence.
6. Conference with each child during this time. Read what they have aloud so far for them and ask
them questions to determine if the steps are in the correct order such as what words are you
using in this step to help you determine it goes there. And lets read this and see if it makes
sense.
7. Once the student completes the sequence tell them to raise their hand so you can check it.
8. If the student gets the sequence correct have them try another one.
9. If they got it incorrect have them try again and guide them this time.

Closing:
Once the lesson is over, ask the students to tell me in their own words what sequencing means. Allow
all students to share. Guide the students by asking, what did we do to the steps in making pudding? (put them
in order. Read the definition for sequence from the term on the board again.

Supports and Scaffolds:

Students will have definitions provided
Students will have a list of sequencing words
Students will have sequences read aloud to them
Teacher will be guiding students during independent work and guided practice

Related Materials/Resources:

https://www.pdesas.org/ContentWeb/Content/Content/17672/Web-based%20Content
Sequencing words and phrases

First
To Start
Secondly
After
Next
Then
Later on
As soon as
As a result
After this
At the beginning
Finally
In the end
At last
Right after
Meanwhile
Soon
Once
Last of all
Now
Continue

Sample sequence for making pudding

First, get a large bowl.

Secondly, open the box of pudding and take out the bag of pudding mix.
Once you have the bag of pudding mix, open it carefully at the top.
After you have opened the bag, dump the pudding mix into the large bowl.
Next, get a 1-cup measuring cup and milk.
As soon as you have your measuring cup and the milk, measure 1 cup of milk.
After the milk is measured, dump it in the same bowl as the pudding mix.
Continue to add milk until you have added 3 cups all together.
Once all 3 cups are added to the bowl get a whisk.
Start to whisk the contents in the bowl together.
Continue to whisk until the pudding becomes smooth.
When you have finished whisking get a spoon and a bowl.
Next, scoop the pudding into the serving bowl.
Finally, you are ready to eat your pudding.
How to Make Pudding