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RLL 6700- Lesson Plan #1

Dr. Assi

Sequence Story Dictation Lesson

Teachers Name: Fatemh Reslan

Date: 6/1/2014

Grade: Third Grade Reading

Objective:
Students will be able to recite their written and illustrated story in English language.
Students will be able to provide a text, through dictation.
English Language Proficiency Standards:
S.4.1.a Recite rhymes, songs and simple stories
W.7.1.a Record or dictate knowledge of a topic in a variety of ways, such as by drawing pictures,
making lists, or using graphic organizers to show connections among ideas
Materials Needed:
Brown Bear, Brown Bear, What Do You See Book by Bill Martin Jr.
Construction Paper
Crayons/markers
Introduction:
Begin the lesson with an introduction of stories and sequencing. Remind students of
previous stories that were read in class and how they remind them of their own experiences and
stories. Brief ten minutes of recapping the previous lesson that was done with sentence stems of the
sequencing story The Hungry Caterpillar then back to the days lesson. Ask student to remember a
time that they had something happen in consequence of something else. Did something ever
happen because of another factor? Continue to ask students and engage them in this grand
discussion. Ask students to tell their elbow buddy about a time that this has occurred to them. Have
them ask themselves.. What happened? Was it positive or negative (Good or bad also can be said;
accommodate to third grade direction). This introduction will be no more than fifteen minutes.
Follow this instruction by reading Brown Bear, Brown Bear, What Do You See. After reading, pair
students up by common factors such as birthdays. Find someone in the class who has a close
birthday to yours.
Methods/ Procedures:
Once theyre in pairs, begin instructions for the activity. Address the concept once more that
things happen in consequence to other things happening. Refer back to the previous activity done.
Now, have the material students for that week pass out the construction paper (one per a pair) and
have them listen to the instructions. They are to fold the construction paper in a hamburger fold.
The left side will have a narrative from one student that is a factor and the right side will be the
consequence to the factor. State examples so that students know what is expected of them. An
example could be I was late to school today, so I was not able to have breakfast Identify the words
that are used in the sentence or statement that would be appropriate. Remind students that they is
a list of these words on the word wall from the previous lesson/activity and that they can use the
words that they posted if needed. In the center, they are to illustrate their sequence story. When

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Dr. Assi
students are done and ready they will present the illustration and sequence story to the teacher and
receive an okay for later presentations at the end of reading and writing block.
Safety precautions are addressed.
Students will state which of the pair is doing what part before beginning.
Students are reminded that we share the tools in the classroom and that they are for
everyone.
When students are done they will raise their hands to indicate that they are ready
for presentation approval or need some time to finish.
The closure of this lesson is having students present their sequence story illustrations to the
class. They will have to read their part of the story and this will give students leisure in decoding
their own story and words especially for the ELL students. The final activity will be done as a
whole; students will read the same book with the teacher and on an exit slip tally or write down
every time they hear a sequence word. (Students can either tally or actually write down the word
that observe throughout the story.)
Assessment:
The assessment is informal and will occur during and after the activity. The teacher is looking for
specific things that are addressed in the instructions and throughout the activity. The story must
include:
Appropriate sequence words in the sequence story and illustration.
Clarity within story and illustrations.
Directions are followed and good teamwork.
Oral presentation.
Tally exit slip.
Participation in discussions throughout lesson.
Rationale:
While creating this lesson many factors were incorporating into leading to the final product.
The textbook used in class suggests endless strategies that could be addressed and successful for
any ELL atmosphere or classroom which was convenient for this lessons benchmark and object. In
the textbook Reading, Writing, and learning in ESL by Peregoy and Boyle, the language-experience
approach caught my attention and completely intertwined with the sequence lesson that I had in
mind. Page 330, there is Figure 8.5 which shows a dictated narrative created by a ELL student. This
concept is very similar to the activity that I created in this lesson and is the root to my activity.
This strategy addresses the standards that are mentioned very well. Students will connect the
sequencing concept from the previous lesson and apply it to the activity. They record or dictate
knowledge of a topic in a variety of ways, such as drawing pictures and connecting ideas with one
another. This is seen quite evident in the objective of the lesson.
The assessment is connected to the standards that are stated. Students are being assessed
on their oral presentation of their pieces and their connections of the content that is presented from
the sequencing introduction and the story that they create in pairs. They will also be addressed on

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Dr. Assi
their participation as well as their teamwork because these are very important concepts that ELL
students will need to acquire to continue their steps through learning English or any language for
that matter. Also, I believe having students work in pairs and create a dictation that intertwines
with one another helps the make connections between concepts. All the assessments that were
chosen for this lesson/activity demonstrate students ability in regards to the standards and
objectives that are mentioned.