Stage 3 Sapp Kristin

8/3/2019 Stage 3 Sapp Kristin

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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 Grad

Content Standards:

ELA4R1: The student demonstrates comprehension and showsevidence 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 anappropriate organizational structure, sets a context and engages thereader, maintains a coherent focus throughout, and signals a satisfyingclosure. 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 enhancereader’s 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 theirparagraphs by including transitional words and elements thelp their stories flow, so readers can identify order of events and understand their writing.

6. correct sequencing/chronological order is a crucial elemenin fictional stories, informational text, and self written



passages.

Related Misconceptions:

• Chronological order is achieved by simply using transitio

words.• Chronological order is only a skill taught during reading

classes.

• Reading passages/stories only include one chronologicaprocess.

• There is only one correct arrangement of sentences todevelop 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 usechronological order?

3. How can the order of events change the context of a storor text?

4. Why is sequencing important in a story?

5. How do readers identify the order in which events occur a fiction or fantasy story?6. How is the information organized in expository nonfiction7. 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 theflow of writing?

9. How can writers use sequencing and chronological order shape how-to-paragraphs



Overarching Questions:

How do you use chronologicalorder or sequencing of events in

your everyday life?

What is chronological order? Howdo authors use chronologicalorder?

How can the order of eventschange the context of a story or

text?

Why is it important for writers touse sequencing/chronologicalorder?

Why is sequencing important in astory?

Topical Questions:

How do readers identifythe order in which event

occur in a fiction orfantasy story?

How is the informationorganized in expositorynonfiction?

What are some

appropriate time-order otransitionalwords/phrases? How canthese signal wordsenhance the flow of writing?

How can writers use

sequencing andchronological order toshape how-to-paragraphs?



Stage 3: Plan Learning ExperiencesWeek 1

1. Begin with an entry journal. Students will be instructed to write a short journal (What do youwhen you get ready for school in the morning?) to hook students into considering how they uchronological 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 through

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 ch

using students’ ideas on smart board. W, H, E (EQ 1) (U 1) (Standards: ELA4R1 b. and ELA4W1 c.)

4. Introduce the Essential Questions 1-6 for the first week of the unit. Introduce sequencing usin

mini-lesson and power point. W, H, E (EQ 1-6) (U 1-3 and 6) (Standards: ELA4R1 b. and. ) 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 sequencin

signal words such as first, next, finally, etc. Students will be instructed to keep the list of worfor 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 an

http://www.rcs.k12.va.us/pfes/third%20grade/reading%20sem%201%20theme%203/julian/sequence.ppt


http://www.brainpopjr.com/readingandwriting/comprehension/sequence/preview.weml



http://www.brainpopjr.com/readingandwriting/comprehension/sequence/preview.weml



(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 instory 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 w

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

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 group’s flow charts.

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, stud

will fill in story map/graphic organizer listing events in sequencing and providing illustrationthe 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 thatreview 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 provo

provide examples of sequencing aloud, and write some of their own examples on the bottom othe story map. E (EQ 2-4) (U 2-3 and 6) (standards: ELA4R1)

13. Students will be given a copy of Aesop’s Fable “The Bear and the Bees” and a sheet of pictur

that illustrate the story. Cut and paste activity will be completed by pasting the pictures in theorder in which they take place in the story. E (EQ 2-4) (U 2-3 and 6) (Standards: ELA4R

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

http://www.quia.com/

http://www.oas.org/

http://www.oas.org/

http://www.exchange.smarttech.com/

http://www.quia.com/

http://www.oas.org/




Week 2

1. Everyday students will answer 2-6 warm-up questions using classroom performance systemremotes (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 suc

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

topic sentences, signal words, and sequencing comprehension will be used to evaluate the cororder 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 chronolog

order and signal words. Students will cut the sentences in their stories and give them tanother student in the same level group. The students will work to put their classmate’

story into the correct chorological order. If time allows, students will be allowed to dr

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 astory. 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 pacrafts. Groups of students will choose a set of instructions that they wish to follow. Each grou

will use the non-fiction/instructional story to create a craft. (Crafts may include creating uniqu

paper: boats, planes, animals, and/or snowflakes.) Each student will create their own paper crand 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

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”


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 g

examples of How-To-Paragraph processes that could be used by their classmates. W, H, E (E

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-To-

Paragraphs. 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 recipeonline. 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

(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 we

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 a

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

followed completely using my paragraph? Did I use sequencing signal words? Is my paragrafocused 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

6) (standards: ELA4W1 c.)7. Revising- sentence fluency (students will add different types of sentences to their drafts. The

reword any confusing sentences to ensure that others can follow their chronological order step

R (EQ 3,6-9) (U 1,4-6)

8. (standards: ELA4W1 c.)9. Peer-Review- in partners, students will evaluate another student’s 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.

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 (E

http://www.readwritethink.org/files/resources/interactives/timeline/

http://www.readwritethink.org/files/resources/interactives/timeline/



1) (U 1) (Standards: ELA4R1 b. and d. ; ELA4W1 c.)

13. Students will take sequencing post-test to show what they have learnedthroughout the three week unit. W (EQ 1-9) (U 1-6) (standards: ELA4R1 andELA4W1

14. Students will use http://crafts.kaboose.com/ice-cream-in-a-bag.html and materials provided b

teacher to practice following directions by making homemade ice cream in a bag. H, E, R (E1,6,9) (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 isthe 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.)

http://crafts.kaboose.com/ice-cream-in-a-bag.html

http://crafts.kaboose.com/ice-cream-in-a-bag.html



Stage 3 Scoring Rubric

(0 Points) (3 Points) (5 Points) YourScore

1.

Does not clearlycommunicateWHERETO forlearning activities

Fails to provide apretest for learners.

Codes some learningactivities withWHERETO

Clearly codes eachactivity with WHERETO

Includes a pretest to checkfor prerequisite skills andknowledge.

2

.

Alignment is not

demonstratedbetweeninstructionalstrategies,standards, andunderstandings of the unit.

There is evidence of

alignment betweensome of theinstructionalstrategies, standards,and understandingsof the unit.

Alignment is clearly

demonstrated betweeninstructional strategies,standards, andunderstandings of theunit.

Matches all essentialquestions,understandings, skills,and knowledge with a

correspondinginstructional strategy.

3.

Instruction has oneglobal starting pointfor all learners.

No evidence of anattempt atdifferentiation

Utilizes Gardner’sstrategy to providedifferent “EntryPoints.”

Evidence of anattempt at

differentiation exists

Utilizes Gardner’sstrategy to providedifferent “Entry Points” tomeet the needs of alltypes of intelligences.

Clear plan for

differentiation

4.

Fails to provideopportunities forstudents to RETHINK ideas, REFLECT, andto REVISE work.

Providesopportunities forstudents to RETHINK big ideas, REFLECTon progress, and

Provides numerousopportunities for studentsto RETHINK big ideas,REFLECT on progress,and to REVISE work.



REVISE their work.5.

Does not indicatethe use of technology in ameaningful way

Includes the use of technology

Includes the use of technology in ameaningful way.

“Off the shelf” resourcesare properly referenced

6.

Assignment is notorganized

AssignmentInstructions notfollowed

Several errors ingrammar and form,

which distracted thereader

Assignmentsomewhat organized

Most assignmentinstructions followed

A few errors ingrammar and formwhich distracted the

reader

Assignment is organized

Assignment Instructionsfollowed

No errors in grammar orform that distracted thereader.

Your Total Score /30

Stage 3 Sapp Kristin

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