SIOP Lesson Plan
Subject: English Language Arts.
Unit Focus: Sequencing
Lesson# 1 Length of Lesson 1 day
STANDARD: Standard - CC.1.4.K.P
● Recount a single event or several loosely linked events, tell about the events in the order
in which they occurred, and provide a reaction to what happened.
LESSON TOPIC: Sequencing Events
OBJECTIVES:
Language Students will
● Use and understand the academic language used in the text.
● Define new vocabulary.
Content Students will
● Identify and recall key events in a story.
● Arrange a series of events in the correct order of how they happened in the story.
KEY VOCABULARY:
● Sequencing words:
○ First
○ Then
○ Next
○ Last
MATERIALS: Paper, peanut butter, and jelly supplies, Turkey Trouble by Wendi Silvano and
Lee Harper, the sequence of events worksheet, crayons, markers, matching worksheet.
PREPARATION:
1. Have a big sheet of paper in the front of the room with the sequencing words,
first, then, next, and last written on it.
2. Write the objectives on the board where the students can clearly see them.
MOTIVATION:
● Explain the objectives to the students.
● Introduce the book the students are going to read.
Warm-Up/ Building Background (15 minutes)
● Gather the students on the carpet in a circle. Refer to the written objectives on the
board and have the class choral read them.
● Have the big sheet of paper with the sequencing words in front of them. Give the
students definitions of the sequencing words and examples of them in a made-up
short story.
● Then, ask the students to explain, using the sequencing words, how to make a
peanut butter and jelly sandwich.
● Using the exact order the students explained, physically follow their sequence of
events, and make a peanut butter and jelly sandwich. The students will follow
along with the teacher and make their own peanut butter and jelly sandwich.
PRESENTATION: (10 minutes)
● Read through the story Turkey Trouble by Wendi Silvano and Lee Harper,
stopping frequently to ask students questions about what they just read and talking
about the illustrations.
● During the conversation about the book, allow for shoulder partner discussion
about what they are observing.
● Identify any unknown words.
PRACTICE/APPLICATION (10 minutes)
● Students will be given a sequencing worksheet and they will be asked to illustrate
certain events that took place in the story in the correct order.
● They will begin in the first row titled “first” and draw what took place, they will
then continue this process in the “then”, “next” and “last” row.
● Once they have completed their worksheet, they will share with the class what
events they chose, and in what order they occurred.
REVIEW/ASSESSMENT (5 minutes)
● Students will be given a matching worksheet where they match the animals to the
number in which they appeared in the story.
● Comprehensible Input- step by step directions
○ “Before we go to recess, we are going to do one more activity to recap
what we just read and talked about today. Get your pencils out of your
pencil case and when you get the worksheet I am handing out, write your
name on the top.”
○ “Now that you have your worksheet with your name written at the top,
let’s read the directions altogether. *As a class* “Draw a line connecting
the picture of the animal with the number it appeared in the story.”
○ “Let’s do the first one together. What animal did we see first in the story?
Think back to the pictures we saw and talked about.”
Three Strategies Used
1. Close Reading Questions
○ I achieved this in my lesson by asking the students a variety of questions during
the story. It is important to ask close-reading questions since they invite personal
engagement and give students a reason to care about what they are reading. In
addition, close-reading questions typically require students to find evidence from
the text to support their answers which is a skill emphasized within the Common
Core standards. This is a great way for teachers to see if the child comprehended
and retained the information read in the text fully.
2. Think Pair Share
○ In my lesson, I incorporated think, pair, share during the sequencing worksheet
activity, and during the questions asked while reading the book. I allowed the
students to first think on their own, then discuss with their shoulder partners, and
then share with the rest of the class the answers to the questions asked. In
addition, during the sequencing worksheet activity, the students were able to share
with the class their work once they finished independently. By implementing
think, pair, share, children are able to articulate their own ideas while gaining
more knowledge from their peers. Creating an open dialogue between students
where they are able to share their ideas while strengthening their communication
skills is essential in the classroom and think, pair, share does exactly that. Think,
pair, share is beneficial for all students, but it is also very helpful for ELL and
struggling students.
3. Choral reading
○ I did choral reading in this lessonwhen reading the objectives. Choral reading is a
great strategy to include in the classroom. It allows students to listen and speak
which can help strengthen their comprehension skills. Since some students may
be nervous to read out loud by themselves, choral reading can eliminate that fear
since the whole class is reading together. There is also no embarrassment when a
student doesn’t know a word since once again, the whole class is reading, and no
one will notice them not saying one word.
