Name: Zannatul Farah

Subject Sequencing

Title of Lesson What is Sequencing?

Standards 4R5: In literary texts, identify and analyze structural elements, using terms such as
verse, rhythm, meter, characters, settings, dialogue, stage directions.

4SL4: Report on a topic or text, tell a story, or recount an experience with

appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace and volume appropriate for audience.

4SL5: Include digital media and/or visual displays in presentations to emphasize

central ideas or themes.

Objectives The ability to demonstrate the events in order when given a story using pictures.
Four components:
Learner, Behavior, The ability for students to understand the difference between first, next, and last
Condition, Criterion and demonstrate their understanding by moving pictures around and/or pointing to
the picture when asked about what happened first, next, and last.

Prior Instruction Understanding how to put something in order.

Academic Language Beginning, middle, end

Demands and prior
knowledge What is sequencing? Sequencing is putting things such as an event in order from
List academic beginning, middle, and end.
vocabulary required
Simple question for students to understand: What comes first? What comes next?
What comes last?

Assessments Pre-assessment worksheet.

Assessments will help me understand the students level of understanding, whether
Indicate ongoing they are able to point on their own or if they need hand over hand assistance.
assessments
throughout the lesson
as well as the final
check for
understanding

Attach rubric if
applicable
Materials Paper, dot markers, visuals

Procedure

Gain Student Prompt – how do we get ready for bed?

Attention First, I eat my dinner.
Next, I take a bath.
Last, I go to sleep.

Review Critical Understanding how to put something in order.

Prerequisite Skills
All students should
show ability to
perform skill

State the daily lesson Students will be able to put pictures in sequence order with the help of hand over
objective that will be hand and/gestural prompting if needed.
communicated to the
students Students will be able to use gestures to answer questions.
This needs to be
written in student
friendly language.

“I do” (Visuals will be provided for all slides)

Explicit Modeling
Time required is Eating a banana: Nyla went to her kitchen and saw lots of apples, oranges, and
based on objective bananas on the table. She picked up a banana to eat. First, she peeled the banana.
requirements. Next, she ate the banana. Last, she threw the banana peel in the garbage. It was a
Think aloud of the yummy banana.
skill. Including clear,
consistent and concise What do I do if I want to eat a banana?
language.
Provide several 1. First, I peel the banana.
models. 2. Next, I eat the banana.
Involve students in the 3. Last, I throw the banana peel in the garbage.
later models (ask
questions in which the
answers rely on How do I get ready for school: On Monday morning, Max woke up excited to go
knowledge from the to school. He was going to see his friends and teachers. First, he brushed his teeth
first model or previous and washed his face. Next, I went to eat my breakfast. Last, I got dressed for
knowledge) school.

What are the steps to getting ready for school? What do I do first? What do I do
next? What do I do last?

1. First, I brush my teeth and wash my face.

2. Next, I go eat breakfast.
3. Last, I get dressed for school.

“We do” (Visuals will be provided for all slides. Prompting and hand over hand will also be
Prompted or Guided used if needed)
Practice
(taking them through
guided practice). More Blowing bubbles: London’s friend gave her bubbles for her birthday. London was
than one practice so happy, she wanted to play blow some bubbles with her friends. First, London
opportunity. opened the bottle. Next, she pulled out the stick. Last, she blew into the stick.
Indicate faded Bubbles came out and were floating in the air.
prompts. (TAR: Tell
the students how to do What should we do if we want to play with bubbles? What do we do first? What
it, Ask them how to do I do next? What do I do last?
do it, Remind them
out to do it) 1. First, we open the bottle.
2. Next, we pull out the stick.
Physical prompts to 3. Last, we blow into the stick.
verbal prompts when
applicable. Pouring juice into a cup: Kyren came home after playing with his friends outside.
He was very thirsty. First, he took out a cup and a bottle of juice. Next, he opened
the bottle of juice. Last, he held the bottle of juice carefully and poured the juice
slowly into the cup.

If we wanted to pour juice into a cup, what do we do first? What do we do next?

What do we do last?

1. First, we take out a cup and bottle of juice.

2. Next, we open the bottle of juice.
3. Last, we carefully hold the bottle of juice and pour the juice slowly into the
cup.

“You do” (Worksheets will be provided. Teacher will be reading the task to them.
Unprompted Additionally, teacher will ask them, “what comes first?”, “what comes next?”, and
Practice “what comes last?” and will ask the students to stamp the steps with the matching
Demonstration of the colors using markers. Prompting and hand over hand will also be used if needed.)
skill while being
monitored. Some Cleaning up spilled water from the table: Mya spilled water all over the table. She
lessons will not have stood up to clean the mess. First, she took a napkin. Next, she wiped the water
an opportunity for with the napkin. Last, she threw away the napkin in the garbage.
independent mastery.
Small groups do not What do we do first to clean up the water? What happened next? What happened
count as independent last?
performance.
(small groups may be 1. First, we take a napkin.
to keep students at a 2. Next, we wipe the water with the napkin.
level of higher 3. Last, we throw the napkin in the garbage.
prompting)

What happens after a rainy day: It was a rainy day. Shyla looked by the window
when she saw the weather changing. First, the rain clouds started to go away.
Next, the sun came out. Last, we see a rainbow in the sky.

What happened first? What happened next? What happened last?

1. First, the rain clouds start going away.

2. Next, the sun comes out.
 3. Last, we see a rainbow in the sky.

Closing Review what we learned; first, next, last.

1) Brief review of Teacher will do one more example with them.
what was learned.
2) Preview the next
lesson
3) Assign Independent
Work
Tip: This should
bring lesson to full
circle and address
the daily objective
and the language
function (s)

Targeted Students The two students are nonverbal and will need assistance by hand over hand
Modifications/ method and prompting. The students can point and move things around on their
Accommodations own, but assistance may be needed and will be provided as needed.
(IEP)
(e.g., extended time) Students will receive worksheets with pictures that have been cut out and put in
front of them in a mixed order. Teacher will ask them questions, such as “What do
we do first? What do we do next? What do we do last?” and will provide help if
needed.

This lesson is designed for students with autism and who are nonverbal.
Appropriate accommodations are included.

Small Group The two students are nonverbal and will need assistance by hand over hand
Modifications/ method and prompting. The students can point and move things around on their
Accommodations if own, but assistance may be needed and will be provided as needed.
applicable
(e.g., simplified Students will receive worksheets with pictures that have been cut out and put in
vocabulary read front of them in a mixed order. Teacher will ask them questions, such as “What do
aloud). we do first? What do we do next? What do we do last?” and will provide help if
needed.

This lesson is designed for students with autism and who are nonverbal.
Appropriate accommodations are included.

Technology PowerPoint
Applications Used

Blooms Taxonomy What is sequencing?

Please indicate the
levels of questioning Once we know what is the first step, how do we know what is next?
addressed in this Ex: If we know it is cold outside, we have to wear a jacket. What do we do next?
lesson. Do we wear sneakers or sandals? We wear sneakers next because it is cold
outside.