EQ1. How do good writers make themselves understood?
EQ2. How do I determine the sequence of events and why is that important?
EQ3. What are signal or transition words for sequencing and how are they used and why?
EQ4. How do readers make meaning of what they read?
Transfer (T) and Acquisition (A) Goals
T1. The student will use his/her knowledge of the importance of sequencing to identify and analyze important events in his/her life and compare them to that of a story character. He/she will produce and present a parallel timeline and write about it using sequencing signal or transition words. The student may also read, sequence and write about a real life event using informational text.
The student acquires skills to...
A1. Listen attentively, stay focused, ask/answer detailed questions, and express appropriate reasons using personal experience and some textual evidence.
A2. Use correct grammar in expanded simple sentences to express ideas for a variety of purposes, to respond to instructions, and to answer and formulate questions in formal and informal discussions.
A3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Use in-depth critical reading of a variety of relevant texts to describe ideas, events, cultural identity and literary elements, asking and answering questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
A4. Focus on a topic and strengthen writing as needed by revising and editing.