Special Ed Lesson Template

Differentiated Lesson Plan Template
Lesson Title: Storyline Sequencing

Curriculum Area(s): Language Arts - Minimal writing, with reading and sequencing
Grade Level: Grade 3 Instructional Groupings:
Are you using whole group, small group, partners, quads,
homogeneous, heterogeneous?
Learning Standards:
W.3.3.A: Establish a situation and introduce a narrator and/or characters; organize an event
sequence that unfolds naturally
IEP Goal/Benchmarks:
By (date), when given multiple sentence storyline, the student will put the sentences in order,
improving writing strategies skills from 0/10 work samples out of ten consecutive trials to 8/10
work samples in ten consecutive trials.
Instructional Materials:
Story of Louis Braille
Academic Language: I will introduce the first two words on the board and discuss with
students at the beginning of the lesson, as the words will come up in the rest of the lesson.
The last two words were covered yesterday and will be reviewed in the introduction/review
video.
★ Storyline
★ Sequence
★ Narrator
★ Characters
Instructional Procedure: What is the purpose of the lesson? What will you do to engage
students in developing understanding of the lesson objective(s)?
1. I will learn the difference (and overlap) between narrators and characters.
2. I will learn to put a storyline in sequential order using sentence strips.
3. I will practice reading in a small group and answering questions with my group about t
How will I differentiate? What strategies will be used to identify and respond to diverse
learning needs and abilities?
● For the struggling student I will have sentence strips with pictures that they can use
during the independent section of the activity.
● For the demonstration I will use sentence strips with pictures AND words, so that it’s
simpler for the whole class to understand.
● I will have the option to write or to draw for the struggling student to pick, for the
assessment/ticket out the door.
As a result of this lesson students will…

Set/Motivator: What brief activity or event at the beginning of the lesson will be used to
effectively engage all students’ attention and focus their thoughts on the learning objective(s)?
Say: Today we’re going to watch a short video to start out our lesson, talking about characters
and narrators and making a difference between the two. This is just a quick refresher from
yesterday’s lesson. "Understanding Point of View: First Person and Third Person" by Wat…
Say: Today we are going to be learning about storylines and sequencing! Look here on the
board–a storyline is *the progression of a plot in a story.*
Our other new word, sequencing, means *putting the parts of something in order, or doing
something in a special order.* For example, when a man builds a car, he follows a certain
sequence to make sure he gets the car right. Can you think of anything that has a sequence?
Say: A story also has a sequence–this means that the different parts of the story come in the
right order.
Teacher Modeling/Direct Instruction: Include ideas for whole‐class instructions, if any;

differentiated activities; sharing, etc
DI Modeling: We will already have been reading the story of Louis Braille; but we all know
the story of the three little pigs; I will have a read aloud book and play the story. I will ask
students what they think are parts of the storyline, and then I will have a few main sentence
strips under the elmo and will show students by demonstration what it means to have the
strips arranged in sequential order, using sentence strips with pictures AND words.
Practice Guided Activity: How will students independently apply knowledge and skills
attained through the lesson? • What opportunities will students have for guided practice of
knowledge and skills learned?
Students will work in their groups of 3-4 and put a sample set of strips together about what
we’ve talked about so far in the story of Louis Braille. These ones will have pictures and
words.
Then I will continue reading from the Louis Braille book myself today, and finish the story. I will
pause at certain intervals and let students discuss among their groups if they think anything
from the section that was just read is important enough to be part of the storyline; they note
that down on their activity handouts which also have questions about the story.
Independent Activity: Students will use sentence strips (just words, except for the struggling
student) for the remaining part of the story to glue them onto a sheet of paper in order, on
their own.
Closure Activity: This may be in the form of independent practice, a chance to share, or
explicit restatement of the goals of the lesson.
Say: Think for a moment on what you think was the best part of the storyline and why and
then when I say, turn and share with your neighbor. Then I will have you share out.
Assessment: What assessment measures will be used to evaluate the impact of the
composite lesson on student learning at the end of the unit of instruction?
Have them read a very short book on their own that includes both a first person narrator and
other characters in the story; have them write (or draw) three parts of sequence in the story.

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Special Ed Lesson Template

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Differentiated Lesson Plan Template

Lesson Title: Storyline Sequencing

As a result of this lesson students will…

Teacher Modeling/Direct Instruction: Include ideas for whole‐class instructions, if any;

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