Teacher Resources for Instructional Planning


Grade 11, Language Arts Std # 1.22: Determine sequence of events Identify sequential order in one or more passages

Lesson Plans: Timelines, Timeless Teaching Tool This site gives a general overview on teaching students how to construct timelines. (Although much of it is geared to young students, there are ideas for high schools.) Crucible CyberGuide This lesson addresses three questions: What are the relationships between the characters? What contributed to the events leading up to the real witch trials of 1692? How do the political events of the 1950s contribute to our understanding of The Crucible? Picking Up the Pieces and Putting them Back Together--Writing Breaking News Students examine the construction of a news story and reassemble a story from cut-up pieces by predicting what facts and details must appear in what order. They then practice writing their own "breaking news" lead paragraphs Spotting Details Students observe changing objects, record details and sequence of events, and compare results with a videotaped record section Blooming Up—Teaching the Art of Questioning After raising questions about pieces of fruit, students write and answer several questions about core literature. The questions represent different levels of Bloom's taxonomy.

Resources: Episodic Notes A handout to help identify plot and supporting details Englishcompanion.com Under the Room 82 section, see links to How to Read a Poem, Short Story, etc., for handy printable guides. Suggestions for English Language Learners: ESL Ideas (B=Beginning, I=Intermediate, T=Transitional) (B) Using a list provided by the teacher, students highlight transitional words in a newspaper article or other writing. (I, T) Students identify orally or in writing the beginning, middle, and end of a story they have read or written. (I, T) Students use pictures to create a story sequence of events. Students can draw the pictures or the teacher can cut out pictures and have the students place the pictures in order. (I, T) Students list the steps in a procedure or science demonstration. Transitional students can also make sentences or paragraphs about the procedure or demonstration. (I, T) Students locate comic strips (preferably from the Sunday paper) and cut them into separate frames. Students exchange groups of comic strip frames and place them in the correct sequential order. Students then read the newly sequenced comic strip to the class to check for correct order.
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