Priority standards(s)/Benchmark(s):
Comprehension:
9.5.3.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
9.5.4.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). R3:
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them
9.7.4.4: Produce clear and coherent writing in which the development, organization and style are appropriate to the task, purpose, and audience.
Big idea(s):
I can comprehend a text and organize it into a sequence of events.
Overarching/essential question(s):
How do I determine the sequence of events in a text?

Priority Standard(s) /
Benchmark(s)
9.5.3.3
After reading The Black Death on pg 40-43.
Guiding Question:
How do I determine the sequence of events in a text?
9.5.4.4
Guiding Question: How do I find the meaning of unknown words?
9.7.4.4
Guiding Question:
How do I write a narrative paragraph(s) with a clear sequence of events?
Concepts and skills
(from unwrapped standard)
This has been done already for you in the unwrapping of priority benchmarks
Determine or clarify the meaning of unknown words.
2. Understand
3. Analyze
Determine a sequence of events
Degree of Rigor –
Bloom’s
Taxonomy
Determine the sequence of events
2. Understand
3. Apply
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
Common Formative Assessment
Task Title and Description
(Assessment, Performance, Product,
What student will do?)
Students will determine the sequence of events in the story.
Instructional Procedures that deep knowledge / understanding (Rituals and
Routines, Grouping)
After completing p.43 of Rbook, have students complete the vocabulary review sheet
Vocabulary Review: Identify the definition of target words used in context.
Write a narrative paragraph(s) with a clear sequence of events.
(Students should be challenged to write more than one paragraph if possible)
In small groups have students in pairs read “The Voice Behind
Bart Simpson” (pg. 349 RDI
Book 1). Use time-order words to identify a sequence of events.
Individually have students answer “Practice Finding
Sequence of Events” sheet.
Attachments

Reading

Practice Finding Sequence of Event w/rubric
Review target words on pg. 33-
42. Use the context of the sentence to determine the meaning of the word. Analyze sentence for correct usage and words.
Attachments

Vocab Sheet w/rubric
Given a writing prompt, write a narrative paragraph(s) including a clear sequence of events and the use of linking words.
Attachments

Writing Prompt

Scoring Rubric
Plan for Instruction
Change
(based on Student data)
[If students are or are not proficient what will we do to change instruction?]

Extension Activities:
1.
Wrap up the workshop with checkpoint on pg. 43.
RDI book 1: Sequence of Events pgs. 290, reading on 348.
2.
Additional sequence of events practice in newspaper and magazine articles.
3.
Practice reading charts.
Engaging Scenario:
“Prepared for Smallpox,” “Killer without a Cure,” “The Black Death,” are the reading material for this unit. The formative assessments allow for you to scaffold instruction for the workshop and align with the Read 180 curriculum so as not to necessitate additional materials prep and lesson time.
However, the sequence of events and vocabulary strategies should be used across the curriculum and in other settings where good comprehension of material is necessary.
Considerations (level or language Demand, Cultural/Regional, Gifted & Talented, Etc.):
Developed for struggling adolescent readers in special education. General education teachers should add rigor by writing a multiple paragraph narrative essay.
Activities can be augmented to address ELL vocabulary and language development.
Scoring Guiding Overview (attach actual scoring Guiding for Each Task):
See attachments

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R180 Workshop 2, Stage C
Name _____________________
Write a paragraph with a clear sequence of events. Begin by telling about a time you were really ill. Add details and linking words following the time order in which they happened. Make sure to end your paragraph by summing up your feelings.
You will be scored using the attached rubric.
Writing Prompt
Tell about a time when you were so sick that you had to miss school or an important event.
________________________________________________________________________________________________________________________
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________________________________________________________________________________________________________________________
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________________________

R180, Workshop 2, Stage C
“The Voice Behind Bart Simpson”, p. 349
Practice Finding Sequence of Events Name ________________________
1.
How do you know that Part One takes place in the present? What sentence signals you?
2.
In Part Two, what phrase signals a time shift from the present to the past?
3.
What did Nancy do during and after college? (Part Three)?
4.
When did Nancy get the role of Bart Simpson?
5.
What word in the last paragraph signals that the article ends in the present?
6.
When did Nancy realize that the voice for her was the role of Bart?
Sequence of Events Scoring Rubric
4!
Smashing
Outstanding! You correctly answered all 6 items.
3
Competent
You used your book and read carefully to correctly respond to
4 or 5 items.
2
Hit or Miss
Better look again to find the sequence or order of events. You correctly responded to 3 items.
1
Really?
Ask for help if you need it. Read carefully. You responded correctly to less than 3 items.

R180, Workshop 2, Stage C
“The Voice Behind Bart Simpson”, p. 349
Practice Finding Sequence of Events Name ________________________
7.
How do you know that Part One takes place in the present? What sentence signals you?
It mentions things that are happening now and includes the following sentence: “Now we meet Nancy Cartwright.”
8.
In Part Two, what phrase signals a time shift from the present to the past?
As a child
9.
What did Nancy do during and after college? (Part Three)?
She did voiceovers and acting.
10.
When did Nancy get the role of Bart Simpson?
She began the role in 1987.
11.
What word in the last paragraph signals that the article ends in the present?
Today
12.
When did Nancy realize that the voice for her was the role of Bart?
She knew right away, as evidenced by the words “immediately” or
“I never had a doubt.”

R180, Workshop 2, Stage C
Vocabulary Review
Name ________________________ Date ________________________
Read each item and all responses carefully. Then circle the correct answer.
1.
A vaccine can give people resistance to certain illnesses. a.
special food b.
serious flu c.
special medication d.
serious cough
2.
The smallpox vaccine had a huge impact on controlling the disease. a.
expansion b.
effect c.
journey d.
death
3.
During the epidemic, many children fell ill. a.
rapid spread of a disease among many people b.
trend that became very popular c.
long-ago era when many people died d.
generation before this one
4.
The opposite of internal is ___________. a.
inside b.
external c.
exist d.
intestine
5.
You can protect yourself from being __________ to the sun’s harmful rays by wearing sunscreen. a.
covered b.
destroyed c.
exposed d.
outside

6.
A sneeze might ___________ somebody by spreading germs. a.
help b.
infect c.
courageous d.
intent
Find the synonym for the underlined word.
7.
It would not be feasible for you to come to school on Saturday. a.
pleasant b.
possible c.
unlikely d.
unreasonable
8.
My cold was so contagious that my whole family got sick. a.
limited b.
external c.
harmless d.
infectious
9.
How many hours would you estimate that you sleep each night? a.
add up for the week b.
pretend c.
figure exactly d.
intelligently guess
10.
The people who stayed in Eyam were courageous because they did not flee. a.
brave b.
hard-working c.
jubilant d.
foolish

Vocabulary Review Scoring Rubric
3 Strong 2 Developing 4 Exceeds
You correctly responded to 9 or 10 items.
90-100% is outstanding
You correctly responded to 7 or 8 items. 70-80% correct shows you comprehend most vocabulary words.
Your scored 5 or 6 correct. This means you understand some of the vocabulary, but need more practice.
3 Weak
Less than 5 items were answered correctly. A score of less than 50% indicates much more work is needed.

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