ELA Lesson

Simmons Student: Nick Averill Date: 2/1/17

Learners: MJ, KS, BM Name of Lesson: Transitions in
Writing
Grade: 12

1. Curriculum Frameworks/Common Core Addressed

Area: English Language Arts

Strand: Writing-Literacy in History/Social Studies, Science, and
Technical Subjects
Standard: WHST.11-12.2 (p. 203) Write informative/explanatory
texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.
Entry point: The student will provide an explanation of historical
events, scientific procedures/experiments, or technical process
with precise details, using transitional words and phrases (e.g.
now, first, next, finally, therefore).

SPED Objectives for Learners:

MJ: Student will orally narrate a previously read story (identifying
characters, settings, and what happened in beginning, middle,
end) in 100% of opportunities for at least 8 novel passages.

BM: Across 2 people and 1 setting, student will indicate and/or

name objects/pictures in the environment in 80% of opportunities
for 2 consecutive sessions with at least 4 items.

KS: Across 2 people and 2 settings, student will indicate and name
objects/pictures in the environment in 80% of opportunities for 2
consecutive sessions with 8 items.

2. Lesson Objective/ Purpose

Given a set of items, the student will create a procedure and write a
paragraph detailing the steps using transition words for each step (e.g.
first, next, then, last) in 100% of opportunities with at least 4 steps.
3. Teacher Actions/ Pacing

Parts of the lesson

a. Introduction (4 minutes)

The teacher will scaffold to help the students create rules for
the lesson to be followed.
o Quiet voices
o Calm body
o Listen to the teacher
Teacher will tell the students that we are going to
discuss sequencing today and that they will get to make some
yummy food.

b. Body of Lesson (18 minutes)

Direct Instruction (5 minutes)

o The teacher will ask the students what they know about
sequencing (stories, following steps, etc.)
o Teacher will discuss the types of words that are used to
describe steps in a sequence (e.g. first, second, next, after
that, last). The words will be written on the board.
o Definition will be written out for sequencing (Sequencing is
putting things in the order that they happened)
Activity 1 (5 minutes)
The teacher will pass out the individualized SB&J Cards and
sequence boards
MODEL: The teacher will make a sun-butter and jelly sandwich
step by step while verbalizing and using the sequencing cards at
each step (e.g. FIRST, I take 2 pieces of bread out of the bag.
Teacher then takes 2 pieces of bread out of the bag and then
puts the bread sequence card on the board. The students will
follow along on their own boards.
o First, take 2 slices of bread out of the bag
o Next, spread sunbutter on one slice of bread
o Then, spread jelly on the other slice of bread
o After that, put the slices together
o Finally, cut the sandwich in half
PRACTICE: The students will then be told that they should
sequence the procedure themselves a second time. The teacher
will make another sandwich, but the steps will be in a different
order (i.e. jelly before sun-butter).
 REVIEW: Teacher will then review the words that they should be
using to tell about the sequence (first, next, last, etc.)

Activity 2 (8 minutes)
MODEL: The teacher will hand out the snowman activity sheets.
The teacher will show the students how to put the snowman
pictures in order (one snowball, 2nd snowball, 3rd snowball, then
his arms, hat, fact and buttons)
PRACTICE: The students will then either write or match words
(individualized, see attached data sheet) to the pictures in their
sequence. The teacher will use least to most prompting to help
them accomplish this. They will glue the pictures to their
sequence boards.
REVIEW: The teacher will give the students an opportunity to
read their storyboards.

c. Review key concepts from lesson (1 minute)

The teacher will, again, review that first should be used for
the first step, and last or finally should be used for the last
step. Then, everything in-between can be then, after that,
next, etc.

d. Evaluation procedure for lesson objective (5 minutes)

Students will be given ingredients to make a cheeseburger.

They will then make their own burger and write about the
steps they took to complete the process. This will be
individualized.
o MJ: Will write each step
o KC: Will write the sequence word for each step, then add
the rest of the sentence as given to him already written
(e.g. add lettuce).
o BM: Will add a picture according to the topping added (with
prompting if necessary), then he will add the sequence
word from a list of words.

e. Lesson Closure (2 minutes)

The teacher will ask the students what they learned about
today.
 The teacher will then give the homework: Write a paragraph
telling me how you do something at home (getting ready for
bed, making your after school snack, etc.)
Students will then be allowed to eat their burgers and trade
in.

4. Accommodations

Some students will use AAC devices to communicate

Differentiated assessment
Sequence boards with pictures for some students

5. Materials

Trifold board
Burger toppings and materials
Sun-butter sandwich materials
SB&J cards
Sequence boards (both Velcro and paper)
Snowman activity sheets

6. Possible Problems

Possible Problems Solutions

Student is non-compliant Teacher reminds student what

Student engages in food
stealing, aggression, or other
problem behavior.
I am running out of time
he is earning.
Teacher will have student
removed from lesson until he
meets student specific criteria to
come back to the lesson.
If I find myself running out of
time, I will cut short the practice
examples for SB&J OR have
fewer students share their SB&J
sequence words.