General Unit Characteristics
The title of the unit is fourth grade reading specifically on understanding the sequence in informational and literacy text. The unit that came before focused on comparing and contrasting themes and point of views. The unit the follows focuses on describing in depth a character, more specifically drawing on specific details in the text. This includes the character’s thoughts, words, and actions. Students are pre-assessed on the contents of the unit through discussion and inquiry of the importance of sequencing events. Students will be asked if the events could continue if a particular sentence was removed from the text. The long term goal is for students to be able to use the sequence of events to write a summary of any text they read. This unit contains five lessons spread out throughout a week. The instructional practice that this unit emphasizes is direct instruction, paired work, and whole-group work. Students are assessed at the end of the unit through the completion of final project which is a poster and students will also complete a self-reflection.
General Lesson Characteristics
The first lesson focuses on vocabulary input and important events within a text. Students will complete an activity that requires them to put back together a cut up paragraph. The second lesson will focus on students reading to sequence using key words. Key words such as first, then, and last. The third lesson goal is for students to be able to read and summarize a section of a story with details in sequential order. The forth lesson is to continue to reinforce the skills learned in the previous three lessons. In this lesson students will begin to create their posters on the sequence of events. Finally, students will finish their poster and complete the self-reflection. The learning targets build upon one another because each subsequent lesson provides useful skills and strategies that begin with foundational knowledge of vocabulary and builds upon each other until students are able to share what they have learned through a final poster representing sequencing. The learning targets relate to the central focus because it is providing students with the necessary skills to be able to sequentially write a summary of any text that they read. For example, students must learn vocabulary first and begin the sequence events before they can read and find specific sequencing words. The first lesson objective is for students to be able to put the important events back into sequential order. Though simple, the activity of students putting a cut up paragraph back into order provides ideal task for students to be introduced to the topic of sequencing. Students must carefully read each section and ask themselves, “does this event need to happen before or after in order for the next even to occur?” Students will work individually placing the cut up paragraph back into order demonstrating successful achievement of the learning target. The learning target is assessed through teacher observation as well as a class discussion. Students will discuss why they choose to sequence the next the particular way they did. Assessment will be recording based upon student answers and justifications for their sequencing.