Identification of Learning Problem

For this lesson I will be collaborating with a 5th grade teacher, Ms. Allen, from Burroughs-
Molette Elementary. After talking with her she said that many of the literacy standards are
troublesome for most of her students based on their recent ELA benchmark assessment.
However, she felt that sequencing was one component in particular that her students have been
struggling with. Together, we thought a collaboration lesson on sequencing would be beneficial
for all students in her class.
Learner Analysis

General Characteristics
The general characteristics for Ms. Allen and my target learners are 50% female and 50% male
with ages ranging from 11-12 years old. Of those 12 students, 67% are Hispanics and 33% are
African Americans, with 100% receiving free or reduced lunch.

Cultural Information
From a cultural standpoint, Burroughs-Molette serves a relatively high percentage of Hispanics.
For the students in 5th grade they have learned to read and speak English pretty well, however,
there still are some students that need additional help. Other Hispanic students are helpful and
there is a paraprofessional that comes in to help translate for one student in order for her to
understand and complete assignments.

Disabilities
Ms. Allen’s class contains zero students with IEPs, however, there are two students classified as
Tier 3 reading students. This means that these students leave for 45 minutes each day for LLI
(leveled literacy interventions). Ms. Allen also informed me that a paraprofessional does enter
the classroom to work with one student that speaks very little English. This para helps that
student complete assignments and gives her a better understanding of material being taught
because she also speaks Spanish and can translate for the student.

Academic Information
The ELA benchmark included all 5th grade standards. Students took this assessment at the
beginning of February and 41% of the students in Ms. Allen’s class failed the sequencing part.

5th Grade Collaborative Lesson

Curriculum Area ELA Grade Level 5th
Title of Lesson Super Sequencers! Time Frame -One 90 minute
lesson (8:15-9:45)

Michelle Smotzer
Developed By Developed in collaboration with Suzannah Allen (5th Grade teacher at
Burroughs-Molette Elementary)
Stage 1: Identify Desired Results
Establish Goals (Standards)
th
5 Grade ELA Standards
ELAGSE5RI5: Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

ELAGSE5SL4: Report on a topic or text or present an opinion, sequencing ideas logically

and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.

Standards for the 21st Century Learner

Responsibilities
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.1.9 Collaborate with others to broaden and deepen understanding.

Skills
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions,
and solve problems.

Meaning
Understandings Essential Questions
Students will understand that…
Content Content
-Sequence of events is the order in which What is sequencing?
things happen
-Sequence of events is the steps we follow in Why is sequencing important?
order to do something
-Clues can help one sequence event: Information Literacy
 Dates: Tuesday, 2018, Yesterday, etc. What strategies can I use to help me sequence
 Times: afternoon, 2:00, sunset, etc. facts and ideas correctly?
 Words: first, finally, before, next, etc.

Information Literacy
-There are strategies to help students
sequence facts and ideas more easily.

Related Misconceptions…

Content
-Events in a story are always told in logical
order.
-Sequencing only happens when dates are
given.
Information Literacy
-There is nothing I can to do to make
sequencing events easier.

Knowledge Skills
Students will know… Students will be able to…
-The order in which things happen is known -Read multiple text passages on various
as sequence of events. subjects in order to sequence ideas and facts
correctly.
-The steps one follows in order to do
something is sequence of events.

-Dates, times, and words are all clues that can

help one determine the sequence of events.

Stage 2: Assessment Evidence

Performance Task Description
-Students will participate in a whole group
discussion to review what sequence of events
is.

-Students will participate in a small group

activity where they have to read and figure
Goal out the correct order or sequence that’s given
to them.

-Students will independently read a text

passage and create a timeline of events using
a web 2.0 tool.
5th grade students will take the role of being
active listeners and participators during this
Role collaborative lesson on sequencing. Students
will also produce a digital timeline using a
web 2.0 tool.
Ms. Allen’s 5th class at Burroughs-Molette
Audience Elementary
I will visit Ms. Allen’s 5th grade classroom on
Tuesday (3/13/18) to collaborate with her and
help teach a review lesson on sequencing.
Students will also create their digital timelines
Situation using classroom computers and laptops.
 -Students will participate in the whole group
discussion review of sequencing. Students
will review what it is/means and will
remember what clues to look for in order to
Product/Performance help them with sequencing. (performance)
-Students will work with peers in small group
to help figure out the sequence of events in
the examples they were given. (performance)

-Students will create a digital timeline of the

text passage they were given using the web
2.0 tool “Timeline.” (product)

Student Rubric
Evaluation Criteria Teacher Rubric

Stage 3: Learning Plan

Lesson Objective: After reviewing the skill of sequencing during whole group instruction and
by working with small groups, students will work independently to design and create a
timeline of events using a web 2.0 tool after reading a provided text passage.

Lesson Outline:
 Hook https://www.youtube.com/watch?v=HwUpSsTVCfY
-Students will watch the Introduction to Reading Skills: Order of Events on Youtube.
This video is fun and will be entertaining for students because it mimics popular types
of talk shows on television. The YouTube video will not only grab student’s attention
but it will also be a great reminder of what sequencing is and give them a few tips on
which signal words to look for.

Essential Questions:
 What is sequencing?
 Why is sequencing important?
 What strategies can I use to help me sequence facts and ideas correctly?

Activity
 A web repository containing an ethical curation will be available under student links
(on the school’s website) to help with the organization and teaching/review of the
lesson.
 First, the teacher will ask if anyone remembers what sequencing is? Depending on
student comments the teacher will then explain that sequencing is the order in which
things happen and the steps we follow in order to complete a task or do something. The
teacher will then explain to students that sequencing, at times, can be difficult,
 however, there are clues that can help them. We will refer back to the hanging chart
that Ms. Allen already created informing students that dates, times, and words are all
clues to look for when trying to figure out a sequencing order.
 Next, teachers will inform students that their next activity will be figuring out the
correct sequence with the help from their peers. Students will be placed into groups
and will be given a scenario that needs to be sequenced. Students will then have to
work together to to figure out the correct order or sequence. After each group is
finished they will get the opportunity to share their groups sequence with the class to
help check and make sure the group is correct.

Conclusion

 After the small group activity students will then be informed that they will complete an
individual sequencing activity in conclusion to this lesson. All students will receive a
text passage, read it, then figure out the order of events. Students will then create a
digital timeline using the web 2.0 tool “Timeline.” The teacher will briefly model how
to use Timeline in the classroom using the smartboard and will remind them about the
rules for using information responsibly, respectfully, and to make sure they use their
own works (to not copy other peers even though all students were given the same
passage). Students may refer back to the ethical curation for reference and reminders.
When students are finished with their digital timeline they need to click on save, go to
the GCBE staff drive, click on FACES, click on Smotzer, and then save their file using
their first and last name. Ms. Allen and I will be able to view their digital timelines
saved to the school drive.

Differentiation
 Teacher assistance from Ms. Allen and Ms. Smotzer will be provided to those groups
and individuals that need additional help completing activities and assignments.

 A paraprofessional will be present for one student that needs support with
English/Spanish translation.

 Grouping-For the small group sequencing assignment, students will remain in their set
small group that is already established within the classroom. Ms. Allan has previously
placed students into groups that will function and serve students in the best way based
on academic strengths/weaknesses and personalities/behaviors.

 Students will receive a reading passage to help them complete their digital timeline.
Students will receive a passage that is based on their reading level. One can see the
different passages used under other resources.

Appendix and Resources

Evaluative Criteria for Assessment Pieces
 Teacher Rubric
  Student Rubric

Curations
 Using Information Ethically

Videos and Images

 Introduction to Reading Skills: Order of Events (lesson hook)

Web 2.0
 Timeline
This is the tool that students will use to create their digital timeline from the text
passaged received from Ms. Allen and Ms. Smotzer. Students will create their timeline
and save it by clicking on GCBE staff drive folder, clicking on FACES, clicking on
Smotzer, and saving it as their first and last name.

Other Resources
 Web Repository with Curated lists
 Small group sequencing scenarios
 Differentiated reading passages below (provided by Ms. Allan)

below 400L save

chocolateville.pdf

high980L save
chocolateville.pdf

med660L save
chocolateville.pdf