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Emily Hughes

5th grade

01/24/18

45 minutes

Text Structures: Sequence

Common Core State Standards:

RI.5.5—Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts. RF.5.4.A—Read grade-level text with purpose and understanding

Essential lesson question:

How can we use text structures to tell our students

Learning outcomes/objectives:

SWBAT explain the difference between descriptive and sequence text structures. SWBAT create their own sequence text structure when given a topic and asked to work with their table groups.

Vocabulary:

Sequence, transition words.

Assessment:

Informal assessment through group observation and group presentations. If table groups have extra time and have written out their paragraphs, I will collect those as a formative assessment of how students are understanding the text sequence structure.

Materials:

Posters with pre-made graphic organizers for each table group Markers Paper slips with prompts for each table group

Room environment:

Students will begin the lesson sitting in their seats at their table groups. During independent work time, students can move with their table group to create their poster or stand around their table together. The doc camera and tv will be set up so students will be able to see the teacher model the activity.

Accommodations:

Providing students with list of transition words to help them recognize sequence text structures and to serve as a form of sentence starters for their extra credit paragraphs.

Instructional Procedure

Anticipatory Set:

Begin the lesson with a quick brain break for students to get out of their seats and come back energized to learn.

Teaching/Instructional Process:

We will begin by reviewing description text structures from Monday before introducing the sequence text structure. Explain that a sequence text structure is used to show a process. In a

process like baking cookies, there’s steps that you have to follow in a precise order. You can’t bake the cookies before mixing flour.

I will then model reading a mentor text with a sequence text structure while filling out a graphic organizer on the document camera for students to see.

Guided Practice and Monitoring:

Students will then work together in table groups to create the own sequence text structure paragraphs first using a graphic organizer, then creating a paragraph (if students have extra time). These paragraphs will come from classroom management prompts like “how to enter the classroom correctly.” This will serve as both a sequence text activity and a reminder to students on their classroom management policies. Students will also designate one person in their group to be the scribe, the reporter, and the mediator, so that everyone (or almost everyone) has a job and keeps everyone else accountable.

Monitoring/Check for understanding:

I will walk around during group time to see if anyone has any questions. During this time, I will also pull the 7 tables’ reporters aside to discuss what it means to present well (How can we be good presenters? —> Speaking clearly and loudly, summarizing main points rather then reading off every single piece of information) Students will turn and talk to their elbow partners to summarize how description and sequence text structures are different.

Closure:

Table groups will stand at the front of the class with their poster while the reporter presents the information to the rest of the class. Once every group has presented, I will have students turn and talk to an elbow partner about how description and sequence text structures are different. I will call on a few students to share, writing their thoughts on the board, before having students clean up and be dismissed for recess.

Sources:

Cult of Pedagogy: “When We All Teach Text Structures, Everyone Wins” Scaly Spotted Feathered Frilled: How do we know what dinosaurs really looked like? by Catherine Thimmesh.