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Mpi Assignment Part 1 4

The document outlines a lesson plan for students to practice writing narratives that describe a morning routine by utilizing sequencing words. It provides context on the language and cognitive objectives, which involve understanding and applying knowledge about sequencing events in writing. Scaffolds and expectations are defined for students at different English language proficiency levels to complete the activity of ordering pictures or writing about their own routine using words like "first", "next", and "finally".

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69 views2 pages

Mpi Assignment Part 1 4

The document outlines a lesson plan for students to practice writing narratives that describe a morning routine by utilizing sequencing words. It provides context on the language and cognitive objectives, which involve understanding and applying knowledge about sequencing events in writing. Scaffolds and expectations are defined for students at different English language proficiency levels to complete the activity of ordering pictures or writing about their own routine using words like "first", "next", and "finally".

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Model Performance Indicator Assignment Part 1 – Nicole Axe

ELD Standard Language of Language Arts

Topic Write independent narratives that utilize sequencing words to describe the event.

Domain Writing/Explaining.

Connection CCSS.ELA-LITERACY.W.1.3: Write narratives in which they recount two or more appropriately sequenced events,
include some details regarding what happened, use temporal words to signal event order, and provide some sense of
closure.

Context for This purpose of this lesson is to strengthen the students ability to write a complete thought from start to finish. Utilizing key
Language Use sequencing words that we have been practicing throughout the unit.

Cognitive The students will be understanding and applying the knowledge in this lesson. They will have to make sense of the material
Function they have previously learned, and apply it to writing a narrative unique to them.

Content Students will think of what they complete in their morning routine prior to coming to school, and then sequentially write
out what they do in the morning.
Objective
Language Students will utilize a templet to help organize their ideas and write down what their daily routine consists of. E.g. what
Objective comes first, next, after, and finally.

ACCESS Level 1.3 ACCESS Level 2.0 ACCESS Level 3.6


SCAFFOLD Students can organize a set of Students can organize a set of Students can organize their
Language- pictures into what best pictures into what best own routine by drawing what
represents their morning represent their morning routine. they do into the premade
Based
routine. templet.
Expectations They will hand write in the
The templet will include the correct sequence words, with They can write in key words
sequencing words placed the assistance of a complete below the photos such (brush
between the boxes where the word box (accompanied by hair or brush teeth).
images are to be placed. native language translation).
They can also write
They can write down the sequencing words, with the
sequencing words below the help of a word box in English.
given words in order to
practice.

Topic Related
Language First, then, next, after, finally. Brush hair, brush teeth, put on shoes, clothes (hats, gloves,). Eat breakfast, get on bus, drive
to school.

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