Scribd
Upload
46 views

Sample Lesson 1

This lesson plan outlines a 2nd grade activity where students create timelines of significant life events. Students will brainstorm 3-5 important events and place them chronologically on timelines. Examples of possible events will be provided to ELL students. Lower-performing students will receive worksheets and guidance. Higher students will write about each event or help peers. The lesson aims to teach students about ordering events in time and how events impact lives. Students will present their timelines and discuss one important event.

Uploaded by

api-341416752
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
46 views

Sample Lesson 1

This lesson plan outlines a 2nd grade activity where students create timelines of significant life events. Students will brainstorm 3-5 important events and place them chronologically on timelines. Examples of possible events will be provided to ELL students. Lower-performing students will receive worksheets and guidance. Higher students will write about each event or help peers. The lesson aims to teach students about ordering events in time and how events impact lives. Students will present their timelines and discuss one important event.

Uploaded by

api-341416752
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

2ndGradeTimeLineLesson

Author:JakePhelps
Datecreated:11/05/201510:22AMPSTDatemodified:12/10/20163:59PMPST

LESSONOVERVIEW
Subject(s)

SocialStudies

Topic/unitofStudy&time
allotment

Timeperiods

Grade/Level

Grade2

Objective

Studentswillhaveanideaofwhatlifeeventshavealargeimpactontheirlivesandthelivesofothers.

Summary

Studentswillcreateavisualtimelineoftheirownlifechoosingeventsthattheyfindsignificanttothemandordering
themchronologically.

IMPLEMENTATION
LearningContext

Forthiscurrentunitstudentshavebeenlearningabouttimeandhowthingshavechangedovertime.
Forthefirstlessoninthisunitstudentsgotoldphotographsfromtheirfamilyaswellasartifactsandlearnedaboutthe
historyoftheirfamily.Afterlearningthisstudentsbroughthephotographsandartifactsthattheyhavecollectedintothe
classroomtoteachotherstudentsabouttheirfamilyhistory.
Thepreviouslessonstudentsinterviewedtheirgrandparentstoaskhowthingsweredifferentwhentheywerethe
student'sage.Theyalsointerviewedtheirparentstolearnhowthingshavechangedfromtheirgrandparent'stimein
elementaryschooltotheirparent'sandagaintotheirowntimeinelementaryschool.
Thisisthelastlessoninthisunitandwillconcludestudentslearningofthe2ndgradestandard2.1where"Students
differentiatebetweenthingsthathappenedlongagoandthingsthathappenedyesterday."

TeachingStrategies

Individualorsmallgroups(dependingonstudent'sabilityorneed)
ELL:
Directionsforthisassignmentwillbewrittenontheboardastheyarepresentedorallybytheteacher.Aswellas
directions,possibleeventstochoosefromwillbewrittenontheboardtogiveELLstudentsastartingpointfortheir
timeline.IfastudentspeakingthesamelanguageasthosestudentsatahighCELDTlevelareintheclassroomtheywill
beaskedtowritethewordinthestudent'snativelanguagetoprovidehelptothosestudentswhomaynotknowwhat
thateventisinEnglish.
ELLstudentsatalowerCELDTlevel(1or2)willbepairedwithstudentsatahigherCELDTlevel(4or5)asneeded.
SNS:
Studentswillbegiventheoptiontohaveatimelineworksheetinsteadofhavingtocreatetheirownfromscratch.This
willbedonetobothhelpwithstudentswhotakelongerorhavedifficultywithfinemotorskills.
Theteacherwillwalkaroundtheclassroomtoprovidehelptothesestudentsasneededortogivethemideasofwhat
eventstouse.Theywillalsoaskpromptingquestionssuchas"Whendidyoufirst..."or"Whywasthiseventimportant
toyou?"tohelpthemcompletetheirtimeline.
GATE:
GATEstudentswillbegiventwooptionstochoosefromtoaddtothisactivitytokeepthemfromgetting"bored"or
restless
Theywillbeaskedtowriteafewsentencespereventaboutwhytheyfeelitwassignificanttothem
Theywillbeaskedtowalkaroundtheclassroomwhentheyaredoneandhelpthestudentswhoaren'tdoneyet
oraremaybestrugglingwiththeassignment.

TimeAllotment

1classperiods.20Mins.perclass.

SampleStudentProducts
Author'sComments&
Reflections

PROCEDURE
AnticipatorySet

Theteacherwillpresentstudentswiththeirowntimelineoftheirlife.Theywilldiscussimportanteventsintheirlifeand
theeffectsthattheyhavehadonthem.

Modeling

1.Theteacherwillpresentstudentswiththeirownexampleofatimelinewithsignificanteventsoftheirlife.
2.Theteacherwillpresenttheinstructionstostudents:
1.Brainstorm(3to5)importanteventsinyourlife.
2.Createatimelinewiththematerialsprovidedofyourimportantevents.

Page 1 of 2

3.Astheteacherpresentstheinstructionstostudentstheywillwritethemontheboard.
GuidedPractice

Theteacherwillgoovereacheventoftheirowntimelineexplainingabitofwhatitwasandwhyitwasimportantto
them.

IndependentPractice

Studentswillbeaskedtocompletetheirtimelinesontheirown(unlesstheyareanELLorSNSstudentandhavebeen
putintoagroup).

Closure

Attheendofthelessonstudentswillbeaskedtopresenttheirtimelineandchooseoneeventontheirtimelinetoshare
totheclassandtellwhytheyfeelitwasimportanttothem.

FollowUp

Afterstudentspresenttheirtimelinestotheclasstheteacherwilltalkabouttimelinesandwhyitisimportanttoknow
theorderofevents.

MATERIALSANDRESOURCES
InstructionalMaterials

Markers,coloredpencils,crayonsfordrawing
Constructionpaper/printerpaper
Pencil/penforwritingdowntheireventsanddates

Resources

STANDARDS&ASSESSMENT
Standards

CACaliforniaK12AcademicContentStandards
Subject:History&SocialScience
Grade:GradeTwo
Area:PeopleWhoMakeaDifferenceStudentsingradetwoexplorethelivesofactualpeoplewhomakeadifferencein
theireverydaylivesandlearnthestoriesofextraordinarypeoplefromhistorywhoseachievementshavetouchedthem,
directlyorindirectly.Thestudyofcontemporarypeoplewhosupplygoodsandservicesaidsinunderstandingthe
complexinterdependenceinourfreemarketsystem.
SubStrand2.1:Studentsdifferentiatebetweenthingsthathappenedlongagoandthingsthathappenedyesterday.
Standard3:Placeimportanteventsintheirlivesintheorderinwhichtheyoccurred(e.g.,onatimelineor
storyboard).

AssessmentPlan

Theteacherwillassessstudentsperformancebasedonhowmanyeventstheyhaveontheirtimelineandiftheyhave
enough.Theywillalsobeassessedontheirunderstandingoftheorderinwhichthingshappened.

Assessment/Rubrics

Page 2 of 2

You might also like