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A Lesson Plan on Sequencing for High Students with Dyslexia

Helping Students with Dyslexia Organize Text Sequentially

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Sequencing, or putting events in correct order, is difficult for students with dyslexia. They often are able to visualize the "big" picture, but aren't sure of the steps needed to get there. This inability to organize information and sort it into a logical order hurts both their reading and writing skills. This lesson plan offers a fun activity for high school students to practice sequencing skills.

Lesson Plan Title: Sequencing Events

Student Level: High School

Objective: Students will be able to read different parts of a story and place them in the correct order.

Standards: This lesson plan meets the Common Core Standards for English Language Arts and Literacy:

  1. Grades 9-10: Writing: Students will
    • 3a. Write narratives in which they engage the reader by establishing a problem, situation, or observation and purposefully organize a progression of events or experiences;
    • 3c. Write narratives in which they use a variety of techniques to sequence events so that they build on one another to create a coherent whole;
    • 4. Produce writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience.
  2. Grades 11-12: Writing: Students will
    • 3a. Write narratives in which they engage the reader by establishing the significance of a problem, situation, or observation and purposefully organize events or experiences;
    • 3c. Write narratives in which they use a variety of techniques to build toward a particular impact (e.g., a sense of mystery, suspense, growth, or resolution);
    • 4. Produce writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience.

Time: Approximately 60 minutes

Materials: Short stories printed out for several different groups or one for each student, tape, extra paper, pens.

Set Up: Identify short stories which are written in chronological order. Stories should be between one and five pages long. The pages of the stories should be marked and cut in several places, preferably when the situation changes or the character completes a task. Have an master copy for students to check their work. Decide whether students will work alone or in small groups.

Procedure:

  • Give each student, or group, all of the parts of the story.
  • Have each student read the different parts of the story.
  • Have students try to place the parts in the correct order, so the story flows in a logical sequence.
  • If students are working in small groups, have them discuss why they placed parts in a certain order and why the story would not make sense if the parts were in a different order.
  • When students are completed, have them tape sections together in the correct order.
    Students can use the master copy to check their work and see if they were correct.

Assessment: Students are assessed based on how many parts of the story were correctly placed in the right place

Extra:

Because some stories are not written in chronological order, but use flashbacks or have characters think back about an earlier time, students can use the same parts and change how the story is presented. They will need to cross out some words and add transitional phrases to let the reader know what is going on. For example, a character might say, "I remember when…" and an earlier part of the story can be placed there. Students need to be sure they do not change the meaning of the story as they make changes.

In this version, students use their creativity to present the same information in a different way. Each group shares their version of how they believe the story could be told.

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