1, 2, 3, 4...Sequence Unit...5, 6, 7, 8

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Teacher Resources

Reading

Lesson One:  Sweetest Fig

Objective: 

1. Students will be able to correctly identify story sequence using sequence clues.

2. Students will be able to understand what they read and respond to comprehension questions.

3. Students will be able to work in collaborative pairs.

Teacher Prep:

1. Teacher will photocopy Sweetest Fig (or any other story that has sequence clues), cut the story parts up, rearrange story parts, photocopy rearranged story parts. 

2. Do not tell students the name of the story.

3. Teacher will give mini-lecture on sequence and sequence clues.

Students Activities:

1. Students will work in pairs.  Teacher or students can choose partners.

2. Students will scan the story parts. 

3. Students will cut story parts into individual pieces. 

4. Students will write their names on the back of each story part square. 

5. Students will begin to rearrange story parts into the correct sequence. 

6. When students feel they have parts in the correct order, they will paste the parts onto construction paper. 

7. Students will make a cover for the story using construction paper. 

8. Students will come up with an appropriate title for the story and illustrate the cover. 

9. Students will answer questions about the story.

Evaluation:

1. Students will be evaluated based on correct sequence of the story.
2. Students will be evaluated on responses to questions.
3. Students will be evaluated based on cooperative work in pairs.

Personalized Instruction:

• Allow the more advanced students to write their own story that uses sequence clues.
• For the struggling students, choose a shorter story, underline the sequence clues in the story parts, allow for more one-on-one teacher time.

Utilizing Block Time:

This activity can be done in one block period.  This is a good activity to introduce the idea of sequence and its importance.

Moving On...After completing this activity, students should be able to identify sequence clues in a story.  Have students identify those clues in the stories that follow.  Have students include those clues in their own writing.

Lesson Two: Story Mapping

Objective:

1. Students will be able to identify major plot points in a novel.
2. Students will be able to use imagery to illustrate major points in a story.
3. Students will be able to use higher level thinking skills to explained implied meanings and themes of the story.
4. Students will be able to use higher level thinking skills to discuss the themes of the story.
5. Students will be able to work in collaborative groups.

Teacher Prep:

1. Teacher will choose 5-6 different novels that are age and reading level appropriate for the students.
2. Teacher will get a 3' x 1' sheet of paper for each group.
3. Teacher will divide the paper into five equal boxes left to right.
4. Teacher will create a general story map that will be used as a reference when students are making their own story maps.  The general map should be posted in classroom for easy reference.

Student Activities:

1. Students will rank the novels according to order of interest.
2. Students will be put into groups (3-5 students) based on the novel the individual students want to read.
3. Students will read the novel as a collaborative group.  (Various other activities should be planned by the teacher to go along with the reading time--the story map activity is designed to be done after the novel has been read).
4. Students will individually identify five important events in the novel.
5. Students will work collaboratively to choose the five most important events in the story from the lists compiled by individual students.
6. Students will divide the work equally between the group members.
7. Students will create an illustration for each of the five events and put the illustration on the top half of one of the boxes on the story map paper.  (Students must make sure that events are in chronological order).
8. Students will write an explanation of why each event is important to the novel as a whole, how it effected the characters in the story, and how they would react in a similar situation. (Students must make sure that events are in chronological order).

Evaluation:

1. Students will be evaluated based on putting events in the correct order.
2. Students will be evaluated based on creating an appropriate illustration for the event.
3. Students will be evaluated based on an appropriate and insightful written piece for each event.
4. Students will be evaluated based on creativity and neatness.

Personalized Instruction:

• For the advanced students more difficult novels can be used, additional parts can be added to the story map, or a presentation component can be added.
• For the struggling students low level, high interest novels can be used.  The written component on the map may be simplified to meet the skill level of the student.  For example, fewer parts may be required, or students might start by identifying plot components as opposed to theme.  When this activity is repeated, the difficulty level can be increased.

Utilizing Block Time:

This lesson can be done during 2-3 block periods.  This is a good way for students of different ages to work together on a novel that is reading level appropriate.  If block time is also used for reading the novel, novels with particular themes can be focused on based on the personal needs of the students.  Also, the teacher may elect to read the first novel to the class, and, again, a novel with a specific theme can be used to meet the needs of the students.

Moving On...This activity is a culminating activity.  The first time it is used it may be a test run, use the mistakes as a teaching tool to make the next story map even better.

Writing Essay Outline

Objective:

1. Students will be able to put a narrative essay into an appropriate sequence by first creating an outline.

2. Students will be able to work independently to complete an outline.

3. Students will be able to work collaboratively to complete a peer review of each other's work.

Teacher Prep:

1. Teacher will make a classroom poster that shows an example of an essay outline.
2. Teacher will give examples of good transitions between paragraphs.

Student Activities:

1. Students will work independently on creating their outlines.
2. Students will review outline parts.
3. Students will brainstorm ideas about their topics.
4. Students will sequence the ideas from their brainstorming into the outline.
5. Students will exchange outlines with a peer and complete a peer review.
6. Students will begin writing a rough draft using their outlines as a sequence guide.

Evaluation:

1. Students will be evaluated based on completion of the outline.

Personalized Instruction:

• For the more advanced students, allow for more elaborate outlines.  Include several sub-headings in the outline.  Allow these students to be peer tutors in the class and help spot check other student work.
• For the struggling students, ensure that the basic essay components are present in the outline before adding more components.  Allow these students to choose their essay topics.

Utilizing Block Time:

It is recommended that this activity be done during the language arts class.  If the team chooses, this can be done during block time and the topic of the essay can be appropriate for another theme that is being focused on for the advisory.

Moving On...Have students use the outline to write their essay.  Make sure they have the outline on their desk as they begin drafting the first version of the essay.  Have students continue to use an outline for all essays.  Talk about the sequence of the publishing process...brainstorm, outline, first draft, revision, second draft, edit, third draft, publish.  Be sure to stress that good writers follow a sequence that has many steps...not just one!

Social Studies & Technology

Historical Timeline

Objective:

1. Students will be able to research an important historical event by using multiple resource materials.

2. Students will become "experts" on a particular event.

3. Students will be able to explain the importance of their assigned event to the rest of the class.

4. Students will be able to work independently to complete a project. OR Students will be able to work in collaborative pairs to complete a project.

Teacher Prep:

1. Teacher will research some of the important events that happened from 1940 to 1950.

2. Teacher will put topics onto strips and put strips in a hat/box for students to draw random topics.

3. Teacher will give a lesson on how to use Power Point.

4. Teacher will create a "how-to" sheet about Power Point for students to reference while making their presentations.

Student Activities:

1. This is designed to be an independent project, but topics may be grouped and assigned to pairs/groups of students (2-4 students).

2. Students will draw random topics.

3. Students will begin researching the topic using various resources in the classroom, school library, public library, and internet.

4. Students will take notes on their assigned event.

5. Students will organize their information in a logical sequence and create a Power Point presentation with no fewer than four slides.

6. Students will use the presentation to teach a lesson to the class about their assigned event.

7. Students will post a printout of their Power Point presentation on a classroom timeline that includes every students assigned event.

Evaluation:

1. Students will be evaluated based on use of multiple resources.

2. Students will be evaluated based on relevant information included in their Power Point presentation.

3. Students will be evaluated on speaking and listening skills while lessons are being taught.

Personalized Instruction:

• For the more advanced students, allow students to make additional or more intricate Power Point slides.  Give these students more complicated topics.  If they finish early, allow these students help peers create the Power Point slides.  Have these students convert teacher lecture notes into a Power Point presentation.

• For the struggling students, give these students topics that are easily researched.

Utilizing Block Time:

Block time will be used to bring all of the students' work together to make one cumulative timeline.  Block time would also work well for students to go down the timeline and take notes from their classmates work.  These notes can be the basis for a test over the time period.

Moving On...Keep a running timeline in the classroom, and add on to the timeline with each period of history.  Have students make a timeline of their own lives.  Apply their knowledge of Power Point to other lessons.

Math

Lesson One: Number Line

Objectives:

1. Students will be prepared to begin adding and subtracting with integers.

2. Students will be able to work independently to complete this project.

Teacher Prep:

1. Cut Strips of paper that are the width of the student desk and about 2" talls.

2. Purchase tape to attach strips to students' desk when fnished.

Student Activities:

1. Students will work on this independently.

2. Students will create a number line for numbers -20 to +20.

Evaluation:

1. Students will be evaluated based on correct sequence of numbers on the number line.

Personalized Instruction:

• For the advanced students, when they finish, allow them to help teacher spot-check other students' work.

• For the struggling student, teacher will offer more one-on-one time.

Utilizing Block Time:

As an extension activity, or activity for students that finish early with other assignments...have a group of students make a number line for the classroom...perhaps one that goes all the way around the room, includes fractions, decimals, etc...

Moving On...Have students add fractions and decimals to their number lines.  Have students make a classroom number line.

Lesson Two: Order of Operations

Objectives:

1. Students will be able to identify and apply the correct order of operations

2. Students will be able to work independently to complete a project. OR Students will be able to work in collaborative pairs to complete a project.

3. Students will be able to choose the best work by using speaking and listening skills.

Teacher Prep:

1. Teach a lesson that outlines the correct order of operations in math.

2. Make poster paper available in classroom art center.

Student Activities:

1. This is designed to be an independent project, but teacher may elect to have students work in pairs.

2. Students will reference their math notes and review the correct order of operations.

3. Students will create a classroom poster that outlines each step in the order of operations and includes an example for each.

4. Students will vote on which poster is the best.  The first place poster creator will receive extra credit.

Evaluation:

1. Students will be evaluated on correct sequence of order of operations on the poster.

2. Students will be evaluated based on inclusion of correct and appropriate examples for each step of the order of operations.

3. Students will be evaluated based on creativity and neatness of the poster.

Personalized Instruction:

• For the advanced students, allow these students to head "committees" that will judge the posters. 

• For the struggling students, allow these students to head "committees" that will judge the posters--this may boost self-esteem and self-importance in the class.  Also, these students may struggle with book work, but they may have an eye for the artistic component in this activity.

Utilizing Block Time:

Block time will be used to "judge" the poster contest.  Allow students to evaluate each others work and have them choose the poster contest winner.  If the team chooses to, they may use block time create the posters.

Moving On...Have students make posters for other math concepts--their artwork is usually more appreciated than the store bought posters!

Science

Scientific Investigations

Objectives:

1. Students will be able to identify and apply the correct sequence of scientific investigations.

2. Students will be able to work independently to complete a project. OR Students will be able to work in collaborative pairs to complete a project.

3. Students will be able to choose the best work by using speaking and listening skills.

Teacher Prep:

1. Teach a lesson that outlines the correct sequence for completing a scientific investigation.

2. Make poster paper available in classroom art center.

Student Activities:

1. This is designed to be an independent project, but teacher may elect to have students work in pairs.

2. Students will reference their science notes and review the sequence for scientific investigations.

3. Students will create a classroom poster that outlines each step for a scientific investigation.

4. Students will vote on which poster is best.  The first place poster will receive extra credit.

Evaluation:

1. Students will be evaluated on correct sequence of steps in scientific investigations on the poster.

2. Students will be evaluated based on creativity and neatness of the poster.

Personalized Instruction:

• For the advanced students, allow these students to head "committees" that will judge the posters. 

• For the struggling students, allow these students to head "committees" that will judge the posters--this may boost self-esteem and self-importance in the class.  Also, these students may struggle with book work, but they may have an eye for the artistic component in this activity.

Utilizing Block Time: 

Block time will be used to "judge" the poster contest.  Allow students to evaluate each others work and have them choose the poster contest winner.  If the team chooses to, they may also use block time to create the posters.

Moving On...Have students make posters for other math concepts--their artwork is usually more appreciated than the store bought posters!

A Note To The Teacher:

These lessons are designed to meet the needs of the middle school student.  These activities are bits of a larger unit with a focus on "Sequence".  Most of the activities are designed to have a component (or the whole thing) during the flexible block period.  If the team wishes to, the activities can also be done during subject area time.  Also, "Sequence" may be the guiding theme of the unit, but the reading and writing activities lend themselves to include sub-themes.  The sub-themes can include lessons focused on the issues faced by the middle school student.  These sub-themes can also be used to guide activities in the advisory period.  It is important to realize that these lessons are simply a guideline, and it is always important to make the necessary changes to fit your student population.  In regards to the "Personalized Instruction" section in each activity, these are suggestions, but there are many variations that can be made to meet the differing levels of students in your classroom.