Lesson Plan Format

Name: Nhu Nguyen Grade Level: 1st Date: 3/30/2017 Group

Size: Whole group

Subject/Lesson Topic: Social Studies / All About Me Timeline

Objectives: (TLW:) Be able to identify life events and put them in

chronological order

Standards/GLEs: 1.1.1- Construct a personal timeline that highlight

past & present events

Contextual Factors: (What contextual factors were considered

when planning the lesson)
Public elementary school (PK-5)
Inclusion classroom with a total of 21 students.
The classroom contains students with various instructional needs, including one
student that goes to a resource classroom for half of the day, and a couple of
students who do not interact verbally often.
Students also have a variety of developmental levels ranging from gifted to low-
level learners
There are two particular students in the classroom that do not get along, which
causes problems in the classroom; these two will be separated during the activity.

Teacher Materials/Resources:
Computer
Active Board
Pre-made timeline of my major life events
Construction paper
Loose-leaf paper

Student Materials/Resources:
Markers

Technology Integration:
Use the Active Board to present an example of a timeline to
students and to construct a timeline with the students

Family/Community Connection or Extension:

I will type a letter for the parents explaining what we are learning
in class. In the letter, I will state that the students have
constructed a timeline of their own in class. I will encourage
parents to add any pictures they may have of the student during
 the time of the major event the student decided to include. I will
encourage the students to bring the pictures and timeline back
so that they can share with the class.

Pre-Assessment: What data did you use to plan for instruction that
meets childrens interests, needs, and abilities? This may be formal or
informal.
Assess the students prior knowledge by asking them:
o What do you think a timeline is?
o What are timelines used for?
o Have you ever seen a timeline?
o Have you ever used a timeline?
Make notes of the students answers
o This will provide prior knowledge of which students
struggled with answering the questions
(Use this information to know which students should
be focused on during the activity to ensure that they
are learning and grasping the concept)

Lesson Procedure and Activities: (the format will depend on the

type of lesson such as ELA or science)

Introduction: A brief activity that will introduce the lesson by

activating students prior knowledge and/or experience, interests
them in the lesson, and sets a purpose for the lesson. (About 5
minutes)
Begin the lesson by asking students what they think a timeline
is, what they are used for, and if they have ever used on.
After, explain to them what a timeline is. I will also show them
an example of a timeline of my personal life

Activities: This is a detailed, step-by-step list of the activities.

Include questions you may ask the students, if applicable. Be very
specific so anyone can follow the directions to conduct the lesson.
Begin the lesson with an informal assessment by asking the
students about their knowledge of timelines (what they are,
have they ever seen one, how they are used, if they have ever
used one)
Show students a PowerPoint presentation that was made prior
to teaching this lesson that includes the definition of a
timeline, how they are used, and an example of a timeline of
my life events I made prior to teaching the lesson and discuss
the elements of a timeline (important events, age, date)
To ensure their understanding of timelines, work together as a
class to construct a timeline on the Active Board of events that
 has happened in the school over the past year (first day of
school, parade, rock mining, picnic)
Have the students to brainstorm the events that took place in
the past year and write down their answers on the active
board
o Class, think about an event that has happened here at
school over the past year and what month it took place.
We are going to work together to put the events in
chronological order on a timeline
After writing some examples down, ask students to put events
in chronological order by month
Work together as a class to put the events in chronological
order
On the Active Board, construct a timeline, and as a class put
the events in order on the timeline
After creating a timeline as a class, instruct the students to
take out a pencil
o You are going to make your own timeline similar to the
one I made about myself and the one we just made
together but you are going to use events that have
happened in your life
Pass around a loose-leaf sheet of paper to students and
instruct them to think about events that have happened in
their life and write it down along with their age next to it.
o Give them examples to help trigger their thinking
(Birthday, vacations, birth of new siblings, adopt a
pet, etc.)
Once the children are finished brainstorming, call them by
group to the cabinet in the back of the room that contains the
construction paper.
o Ask them what color construction paper they would like
o After, tell them to return to their desks and sit quietly
and wait for instructions
After every student has received a construction paper, instruct
them to draw a line across the paper and use the events they
brainstormed to add events to their timeline
o Children are encouraged to work in groups
o The events they add must be written in a complete
sentence; for example: When I was 2 years old, my
family took me to Disneyworld
o Students will be allowed to use markers to decorate their
timeline
Walk around the room as students are working to ensure their
understanding and assist any students that are struggling
 Closure: Briefly summarizes, reviews, or wraps up the experience.
(About 5 minutes.)
After students have completed their timeline, allow them to
share their timelines with the class
Ask students to share some experiences that they included in
their timeline
Conclude the lesson by asking students how timelines can be
useful and how they can use them in the future

Differentiation: How will you organize and manage instruction to

meet the needs of each student? (special needs, behavior needs,
different ability levels, cultural differences)
Students with special needs will receive extra help from my
mentor teacher or myself. They will be allowed extra time to
complete the activity if needed. I will also help the students get
started on the activity until they feel comfortable enough to
complete the activity on their own.
Students with behavioral needs will be allowed to work on the
activity away from others to eliminate distractions that may
hinder their learning. In the instance they choose to work among
their peers, I will allow them two warnings before I have them sit
away from other students.
Students with lower ability levels will be allowed to receive help
from and interact with their neighbors. They will also be allowed
to draw pictures of life events if they are unable to construct a
sentence describing the event.
Students with cultural differences will be encouraged to
incorporate life events that include aspects of their culture. They
will be encouraged to share these events with peers so that their
peers are exposed to learning about cultures that are different
from their own.
Walk over to the desks of students who do not prefer to ask
questions out loud to ensure that they fully understand the
instructions and concepts,
o Offer assistance if they are struggling
Formative Assessment/Evaluation: How will you determine if the
objectives were met? This may be formal or informal.
The timelines students create will be used as an assessment of
the objectives
o Check to see that the events are in chronological order
from past to present