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Kristin Sapp FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2010

Title of Unit

Chronological Order (Sequencing)

Grade Level

4th Grade

Content Standards: ELA4R1: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary informational texts. For Literary text, b. Identifies and analyzes the element of plot For informational texts, d. Identifies and uses knowledge of common organizational structures (e.g. chronological order) ELA4W1: The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student: c. Uses traditional structures for conveying information (e.g. chronological order)

Understandings: 1. chronological order is evident throughout all subject areas, everyday life activities, and the world. 2. authors use sequencing to spark interest and enhance readers comprehension of the story. 3. the order of individual events in a story affects the plot. 4. facts and events can determine the organization of information in expository nonfiction. 5. effective writers use sequencing throughout their paragraphs by including transitional words and elements to help their stories flow, so readers can identify order of events and understand their writing. 6. correct sequencing/chronological order is a crucial element in fictional stories, informational text, and self written

passages. Related Misconceptions: Chronological order is achieved by simply using transition words. Chronological order is only a skill taught during reading classes. Reading passages/stories only include one chronological process. There is only one correct arrangement of sentences to develop a plot. Essential Questions: 1. How do you use chronological order or sequencing of events in your everyday life? 2. What is chronological order? How do authors use chronological order? 3. How can the order of events change the context of a story or text? 4. Why is sequencing important in a story? 5. How do readers identify the order in which events occur in a fiction or fantasy story? 6. How is the information organized in expository nonfiction? 7. Why is it important for writers to use sequencing/chronological order? 8. What are some appropriate time-order or transitional words/phrases? How can these signal words enhance the flow of writing? 9. How can writers use sequencing and chronological order to shape how-to-paragraphs

Overarching Questions: How do you use chronological order or sequencing of events in your everyday life? What is chronological order? How do authors use chronological order? How can the order of events change the context of a story or text? Why is it important for writers to use sequencing/chronological order? Why is sequencing important in a story?

Topical Questions: How do readers identify the order in which events occur in a fiction or fantasy story? How is the information organized in expository nonfiction? What are some appropriate time-order or transitional words/phrases? How can these signal words enhance the flow of writing? How can writers use sequencing and chronological order to shape how-toparagraphs?

Stage 3: Plan Learning Experiences


Week 1 1. Begin with an entry journal. Students will be instructed to write a short journal (What do you do when you get ready for school in the morning?) to hook students into considering how they use chronological order/sequencing in their everyday life. H (EQ 1) (Understanding-1) (standards: ELA4R1 b. and d. ) 2. Students will participate in chronological order pre-test. This will assess students prior knowledge of the subject, and give students an idea of the type of questions to expect throughout the unit. W (EQ 1-9) (Understanding 1-6) (standards: ELA4R1 and ELA4W1 3. Students will fill complete a KWL chart throughout the unit. Students will fill out the K-know and W-want to know sections at the beginning of the unit. Teacher will fill in a class KWL chart using students ideas on smart board. W, H, E (EQ 1) (U 1) (Standards: ELA4R1 b. and d. ; ELA4W1 c.) 4. Introduce the Essential Questions 1-6 for the first week of the unit. Introduce sequencing using mini-lesson and power point. W, H, E (EQ 1-6) (U 1-3 and 6) (Standards: ELA4R1 b. and d. ) http://www.rcs.k12.va.us/pfes/third%20grade/reading%20sem%201%20theme %203/julian/sequence.ppt

5. Key vocabulary words will be introduced. Students will be given a notes page over sequencing signal words such as first, next, finally, etc. Students will be instructed to keep the list of words for the next three weeks. W, H (EQ 8) (U 2-3) (Standards: ELA4R1) 6. Students will watch brain pop video Sequence http://www.brainpopjr.com/readingandwriting/comprehension/sequence/preview.weml H, E (EQ 1-9) (U 1-6) (Standards: ELA4R1 b. and d. ; ELA4W1 c.) 7. Review sequencing using teacher created power point presentation. H, E (EQ 2-4) (U 2-3 and 6)

(standards: ELA4R1). (EQ 2-5,8) (U 3,4) (standards: ELA4R1 b. ) 8. Teacher will read The Sweetest Fig by Chris Van Allsburg to the class. Students will fill in a story board as a class after reading the short fictional story. Teacher. E, E2 (EQ 2-4) (U 2-3 and 6) (standards: ELA4R1 b.)

Students will rotate through the following small group centers throughout the week. Center groups will be determined by students reading skill and abilities level. Teacher will remediate with lower level students 4-5 times throughout the week. Teacher will meet with all groups 2-3 times per week 9. In small groups, on student laptops or smart board, students and teacher will work together to fill in a sequencing flow chart. Each group will present their flowchart to the other students in the class. This will allow students to see several examples and points of view on sequencing. Students will evaluate their groups project and add information to their groups flow charts. R, E2, T (EQ 2-5,8) (U 3,4) (standards: ELA4R1 b. ) 10. Students will read teacher selected leveled reading stories with a partner. While reading, students will fill in story map/graphic organizer listing events in sequencing and providing illustrations of the events in the story. E, T, O (EQ 2-5) (U 2-3, 5-6) (standards: ELA4R1 b. ) 11. During center/small group instruction time, students will make power points that review sequencing terms and signal terms, sequencing skills, and sequencing examples and/or stories based on leveled group. R, E, T (EQ 2-5,8) (U 3,4) (standards: ELA4R1 b. ) 12. Teacher and students will read the common nursery rhyme Humpty Dumpty as a class. The class will fill out a sequencing map using the common nursery rhyme. Students will be provoked provide examples of sequencing aloud, and write some of their own examples on the bottom of the story map. E (EQ 2-4) (U 2-3 and 6) (standards: ELA4R1) 13. Students will be given a copy of Aesops Fable The Bear and the Bees and a sheet of pictures that illustrate the story. Cut and paste activity will be completed by pasting the pictures in the order in which they take place in the story. E (EQ 2-4) (U 2-3 and 6) (Standards: ELA4R1) 14. Students will take online sequencing quizzes by completing teacher assigned tests on www.quia.com and www.oas.org 15. Teacher and students will review over Chronological Order smartboard lesson. www.exchange.smarttech.com

Week 2 1. Everyday students will answer 2-6 warm-up questions using classroom performance system remotes (CPS). These warm-ups will include CRCT practice questions geared toward the sequencing skill. Teacher will use the CPS technology unit reports to assess each students understand of the Chronological Order standards and skills. W, E, R, E2(EQ 1-9) (U 1-6) (Standards: ELA4R1 b. and d. ; ELA4W1 c.) 2. Review key sequencing terms: Teacher created Smart board lesson: www.exchange.smarttech.com --Students will drag sequencing/signal words into their correct places in paragraphs. (Words such as first, next, then, finally, after that, etc) H, E (EQ 2-5,8) (U 3,4) (standards: ELA4R1 b. ) 3. In groups, students will cut and paste sentences into the correct paragraph order. Knowledge of topic sentences, signal words, and sequencing comprehension will be used to evaluate the correct order of the sentences. Students will check their order to make sure that it is logical before pasting their sentence strips. H, E, R (EQ 2-5,8) (U 3,4) (standards: ELA4R1 b. ) 4. Students will read The Very Hungry Caterpillar during life science class. The story will be used to illustrate how sequencing is used in non-fiction and other subject areas. W, H, E (EQ 1,6) (U 1, 4) (standards: ELA4R1 b. ) 5. Reword The Very Hungry Caterpillar to explain the steps in the sequence of a caterpillar becoming a butterfly. E, R (EQ 1,6) (U 1, 4) (standards: ELA4R1 b. ) 6. Tiered Activities for Differentiated instruction: a. Advanced students- These students will create their own short story using chronological order and signal words. Students will cut the sentences in their stories and give them to another student in the same level group. The students will work to put their classmates story into the correct chorological order. If time allows, students will be allowed to draw pictures or cut pictures from magazines to illustrate the story that they have created. b. On level students- Students will be given several pictures that can be used to create a story. The students will cut and paste the pictures into a logical order. They will then right sentences that correspond with the pictures to make a story. c. Below level students- These student will be given a story with sentences and pictures.

Students will cut and paste the pictures with sentences into the correct order. E, R, T, O (EQ 2-5,8) (U 3,4) (standards: ELA4R1 b. )

7. Teacher will provide several non-fiction stories that will give instructions on how to make paper crafts. Groups of students will choose a set of instructions that they wish to follow. Each group will use the non-fiction/instructional story to create a craft. (Crafts may include creating unique paper: boats, planes, animals, and/or snowflakes.) Each student will create their own paper craft and compare their crafts to other students crafts in their groups. Although each student is creating their own paper craft, they will use the group members to help with following steps correctly. E, R, E2, T (EQ 1,6,9) (U 1,4-6) (standards: ELA4R1 d. ) 8. Teacher will introduce the cumulative unit performance task and essential questions for week 3 of the chronological order unit. Teacher will review and explain the writing rubric used for grading their projects. W (EQ 6-9) (U 4-6) (standards: ELA4R1 d. ; ELA4W1 c.) 9. Students will watch brain pop video Writing in Sequence. http://www.brainpop.com/english/writing/writinginsequence/preview.weml H (EQ 1-9) (U 1-6) (Standards: ELA4R1 b. and d. ; ELA4W1 c.) 10. Students will watch brain pop video Writing in Sequence http://www.brainpop.com/english/writing/writinginsequence/preview.weml H (EQ 1-9) (U 1-6) (Standards: ELA4R1 b. and d. ; ELA4W1 c.) 11. Teacher will display several examples of How-To-Paragraphs for the students. Students will give examples of How-To-Paragraph processes that could be used by their classmates. W, H, E (EQ 1,4,6-9) (U 1,2,46) (standards: ELA4R1 d. ; ELA4W1 c.) 12. Pre-writing activity for How-To-Paragraph. Students will create a sequencing chart demonstrating each step of the selected process. E (EQ 1,3,6-9) (U 1,3-6) (standards: ELA4W1 c.) 13. Students will use the prewriting/ sequencing chart to write a first draft of their How-ToParagraphs. E, R (EQ 1,3,6-9) (U 1,3-6) (standards: ELA4W1 c.) 14. When students have finishing writing their rough drafts, students will look up and print recipes online. The students will get an adult or parent to help them cook their recipes. Students will bring in cooked items to share with classmates during the next week. E, R (EQ 1) (U 1) (Standards: ELA4R1 d. )

15. During Social Studies class, students will use Chronological Order to create a timeline of explorations to America. Students will use the following website to create timeline. http://www.readwritethink.org/files/resources/interactives/timeline/. H, E, E2 (EQ 1,6) (U 1, 4) (standards: ELA4R1 b. )

Week 3 1. Teacher created Smart board lesson: Students will drag and arrange sentences into the correct sequencing order. H, E (EQ 2-4) (U 2-3 and 6) (standards: ELA4R1). 2. Teacher will review over the cumulative unit performance task and essential questions for week 3 of the chronological order unit. Teacher will review and explain the writing rubric used for grading their projects. W, H (EQ 6-9) (U 4-6) (standards: ELA4R1 d. ; ELA4W1 c.) --Teacher will explain to students that they will be working to make their writing more effective and to improve the chronological order in their writing. 3. Revising- mini lesson on writing element (ideas). Students will view a power point illustrating ideas, a brain pop video reviewing revising and ideas writing element, and complete an ideas review worksheet. R (EQ 1,3,6-9) (U 1,3-6) (standards: ELA4W1 c.) 4. Revising- self-evaluation of steps in the how-to-process. Answer revising questions (Did I include are steps in the process? Are there any steps left out of the process? Can the process be followed completely using my paragraph? Did I use sequencing signal words? Is my paragraph focused on one idea? ) R, E2 (EQ 3,6-9) (U 1,4-6) (standards: ELA4W1 c.) 5. Revising- ideas (students will take out ideas that do not belong in their paragraphs and add strong ideas to their paragraph) R, E2 (EQ 3,6-9) (U 1,4-6) (standards: ELA4W1 c.) 6. Revising-organization (students will check to make sure that their how-to-instructions can be followed. Students will rearrange any sentences that are out of place.) R, E2 (EQ 3,6-9) (U 1,46) (standards: ELA4W1 c.) 7. Revising- sentence fluency (students will add different types of sentences to their drafts. The will reword any confusing sentences to ensure that others can follow their chronological order steps.) R (EQ 3,6-9) (U 1,4-6) 8. (standards: ELA4W1 c.) 9. Peer-Review- in partners, students will evaluate another students rough draft using revising checklist. E, R (EQ 3,6-9) (U 1,4-6) (standards: ELA4W1 c.) 10. Editing- An editing checklist will be used to fix common errors in grammar and punctuation. E, R, E2 (EQ 3,6-9) (U 1,4-6) (standards: ELA4W1 c.) 11. Publishing- A final draft will be written for the How-To-Paragraph that is ready to be graded using the writing rubric. E, R (EQ 3,6-9) (U 1,4-6) (standards: ELA4W1 c.) 12. As a class, students and teacher will fill in the L-Learned portion of the KWL Chart. R, E2 (EQ

1) (U 1) (Standards: ELA4R1 b. and d. ; ELA4W1 c.) 13. Students will take sequencing post-test to show what they have learned throughout the three week unit. W (EQ 1-9) (U 1-6) (standards: ELA4R1 and ELA4W1 14. Students will use http://crafts.kaboose.com/ice-cream-in-a-bag.html and materials provided by teacher to practice following directions by making homemade ice cream in a bag. H, E, R (EQ 1,6,9) (U 1,4-6) (standards: ELA4R1 d. )

Notes to the Instructor After each activity in the unit, there is a code for the activities which is in the following sequencing. 1st letters= WHERETO strategies used 2nd (EQ= Essential Questions covered during activity. ) 3rd (U= Understandings covered during activity.) 4th (Standards and strands of standards that are covered during the activity.)

Stage 3 Scoring Rubric


(0 Points) 1 Does not clearly . communicate WHERETO for learning activities Fails to provide a pretest for learners. 2 Alignment is not . demonstrated between instructional strategies, standards, and understandings of the unit. There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit. (3 Points) Codes some learning activities with WHERETO (5 Points) Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge. Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy. 3 Instruction has one . global starting point for all learners. No evidence of an attempt at differentiation Utilizes Gardners strategy to provide different Entry Points. Evidence of an attempt at differentiation exists Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and Utilizes Gardners strategy to provide different Entry Points to meet the needs of all types of intelligences. Clear plan for differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work.
Your Scor e

4 Fails to provide . opportunities for students to RETHINK ideas, REFLECT, and to REVISE work.

5 Does not indicate . the use of technology in a meaningful way 6 Assignment is not . organized Assignment Instructions not followed Several errors in grammar and form, which distracted the reader

REVISE their work. Includes the use of technology

Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced Assignment is organized Assignment Instructions followed No errors in grammar or form that distracted the reader.

Assignment somewhat organized Most assignment instructions followed A few errors in grammar and form which distracted the reader

Your Total Score

/30

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