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Department of Elementary Education Lesson Plan Format: Expanding

This document outlines a lesson plan for a 2nd grade social studies lesson on creating timelines. The objectives are for students to identify at least 3 major events in their lives and place them in chronological order on a timeline. They will also write a brief statement describing each event. The lesson involves introducing timelines, discussing examples of major life events, having students share events with a partner, and then independently creating their own timelines by writing event descriptions, determining the age it occurred, and placing event bubbles in order. Students will be assessed using a rubric evaluating the event sentences, chronological order, and presentation of their timelines.

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64 views

Department of Elementary Education Lesson Plan Format: Expanding

This document outlines a lesson plan for a 2nd grade social studies lesson on creating timelines. The objectives are for students to identify at least 3 major events in their lives and place them in chronological order on a timeline. They will also write a brief statement describing each event. The lesson involves introducing timelines, discussing examples of major life events, having students share events with a partner, and then independently creating their own timelines by writing event descriptions, determining the age it occurred, and placing event bubbles in order. Students will be assessed using a rubric evaluating the event sentences, chronological order, and presentation of their timelines.

Uploaded by

api-288194080
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Department of Elementary Education Lesson Plan Format

Candidate

Date

Grade level

Caroline Hambright

2-21-15

Subject & topic

Social Studies:
Create Your Own Time Line

Single-day lesson
Multi-day lesson

English Language Development levels of students in the class or group:


ELD 1 (Beginning)
OR Emerging
ELD 2 (Early Intermediate)
ELD 3 (Intermediate)
Expanding
ELD 4 (Early Advanced)
ELD 5 (Advanced)
Bridging
RFEP (Redesignated Fluent English Proficient)
English Only

Whole-class lesson
Small-group lesson
Name of instructional model
Direct instruction
Inquiry or problem-based lesson
Scoring rubric attached?
Yes
No

Content Objective/s: At the end of the lesson, students will be able to identify at least
three big events in their life and place them in chronological order on a time line.
Language Objective/s: At the end of the lesson, students will be able to write a brief
statement that describes a big event in their life.
Content Standards: CA Social Studies Standard 2.1.3: Place important events in their
lives in the order in which they occurred (e.g., on a time line or storyboard).
California English Language Development Standard:
Part 1: Interacting in Meaningful Ways: Standard 10: 0. Writing literary and
informational texts to present, describe, and explain ideas and information, using
appropriate technology
Materials, Technology, Visual Aids:
example time line
time line hand out (1 for each student)
event bubble hand out (1 for each student)
chart paper
coloring supplies
glue
scissors
Classroom Management Strategies, Room Arrangements, or Student Grouping
Plan:
The lesson will begin as a whole class discussion, students will pair-share with their
elbow partners for certain questions. Students will then work independently to complete
their time line.

SDAIE/ELD Strategies to be implemented: think pair-share, outline (the pre-made


time line and event bubbles), visual example, speaking slowly and clearly, enunciating
Modifications:
Proper social conduct rules will be gone over in the lesson for Steve and Julian's
benefit (as well as the whole class)
Steve and Julian may receive extra one-on-one assistance to recall events, write
them in a short sentence, and put the events in chronological order.
Gifted students and fast-finishers may add as many events to their time lines as
they wish. They will be encouraged to do so.
ELD students will receive extra help with creating sentences.
Academic Language: complete sentence, sequence, first, next, last
Content Vocabulary: big event, time line, chronological

Sequence of Lesson Procedures


Opening - Focus/Motivation
(Motivation + Explanation of Objective)

1. Motivate students by telling them that they get to do a project all about them.
2. Explanation of Objective: Today, you will create your own life time line. Your
time line must have at least three events, but you may have as many as you want. Each
event must have a sentence explaining what happened. When you are finished, you
may decorate your time line.

Body of the Lesson


(Engaging Instruction or Learning Activities + Demonstrations/Modeling/Examples + Checking for Understanding + Guided
Practice)

Direct Instruction/Guided Practice:


1. Explain vocab. Timeline: a number line that's numbers represent time. It also tells
a story. Draw example.
2. Explain that a time line shows big events. What is a big event? (call on
students) Project the example time line. Point out examples of big events. Begin
a big idea circle map on chart paper, write born, started school, met friend, lost
tooth, got something. Can you think of some other ideas of what a big event
could be? Talk with your partner.
3. Walk around the room to see what students are saying Call attention back to front,
ask students to add ideas for big events on the board (i.e. moved, got a pet, broke
a bone, etc.)
4. Tell students that now, they get to talk about themselves with their elbow partner.
Before we begin, go over some rules for talking with a partner.
1. Partner A will talk first (As, raise your hands).
2. When I clap my hands, you will switch partners. (Bs, raise your hands)

3. We will talk in a quiet, 20 dB voice. No shouting out, and only talk to your
elbow partner.
4. Be respectful to others. Do not say something is better than something else.
Everyone has a different life, and that is OK. If you don't have something nice
to say, don't say anything at all.
5. Monitor the room as students talk about their lives. Make sure everyone is
following the rules. Give the signal to switch when necessary. Erase the board,
draw a simple time line.
6. Call attention back to the front. Commend students for following the rules. Now,
tell the students that if they are going to make a time line, they need to figure out
which events happened first, next, and last. Events that are in time order like that
are called chronological. Write chronological under the time line.
Everybody say chronological. What was the first event that happened to
everyone in this room? How old were we? Tell your partner. (we were born at age
0) Write born over age 0 on the timeline and make a line to the numeral.
Explain that you must think very hard to figure out how old you were when your
events happened. Ask yourself:
1. What is the first big event that happened?
2. What was the last big event that happened?
3. Which ones in the middle happened before or after the other?
Independent Practice:
7. Before we begin, go over procedure:
1. Write your events in complete sentences.
2. Figure out how old you were for each event.
3. Show your events to a teacher to get a time line hand out.
4. Put your name on your time line.
5. Cut out events and place them in chronological order over your time line.
6. Glue your events down.
7. Draw a line from each bubble to the correct age.
8. Decorate your time line.
8. Circulate the room to help.

Closure:

(How will you bring the lesson to a close? How will you have students identify what the lessons learning was?)

1. Call attention, tell students how nice it is to see the events of their lives in order.
Ask students if they see their lives in a new way.
2. Many students may need to finish, clip their papers together when you collect.

Formal Assessment Plan: (Does the formal lesson assessment(s) match the lesson
objective(s)?
Rubric:

Event Sentences

Sentences are
Sentences are either
complete, describe a not complete, or do
big life event
not describe a major
life event

Order

All bubbles are in


Two bubbles may be Bubbles are all out
chronological order, switched, lines may of order
with a line pointing be crossing.
to correct age

Presentation

Bubbles are glued


neatly, handwriting
is neat, pictures are
drawn

Glue may be
overused,
handwriting may be
sloppy, minimal
decoration

Sentences are not


complete and do not
describe a big life
event

Very sloppy
presentation

Lesson Reflection Notes (after teaching)


1. What was most effective about this lesson?
2. What is the evidence of student learning?

3. For students who did not fully accomplish the learning objective, what next
steps might you design?
4.

For students who were successful in meeting the learning objective, what next steps might
you design to reinforce or challenge?

5. What will you change the next time you teach?

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