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Mount St.

Joseph University Lesson Planning Template

Name ________Toria Black ________________________________________

Lesson Title _________Timeline_______________________________________

Grade level(s)/Course/Content Area ____3rd grade____________________________________________

Time Frame (# of class periods/___minutes each) ______1 class/45 mins._________________________

CONTEXT FOR LEARNING

What do I know about my students that will inform this lesson? Students understand that they are a wide range
of events that has taken place before and after they were born.

How does this lesson connect with and build on my previous lesson(s)?
Students previous learned about graphs. Timelines are graphs however they track dates and/or times when an
event taken place.

How do I expect to build on this lesson in subsequent lessons?


To build on from their previous lesson, I will refer to graphs and how they track different information.

What evidence-based practice or education research will guide my teaching?


Constructivism: students will be able to apply what they learn and be able to create their own timeline using 7
different events from their lives.
Bloom’s taxonomy: Students will be able to apply their knowledge and prior knowledge to put their events in
order and label them on a timeline.

What other special features of my school or classroom will affect the teaching of this lesson?
I will use the smartboard/projector show the story up for the students to be able to see it. We will mark the
different events that we need to pull out to create a timeline.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total students___20______ Males____11______ Females___9_______

Diverse Student Needs Number of Accommodations and/or pertinent IEP Objectives


Category Students
Students with IEPs

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Mount St. Joseph University Lesson Planning Template

English Language Learners

Gifted

504 1 Individual plan

Other special needs 2 Service Plans

PLANNING FOR INSTRUCTION AND ASSESSMENT

INSTRUCTION

Central Focus: Students will understand how the information that timelines provide. Students will be able to
create their own timeline.

College and Career-Ready Content Standards: History: Historical thinking and skills: Historical thinking begins with
a clear sense of time-past, present and future- and become more precise as students’ progress. Historical thinking
includes skills such as locating, researching, analyzing and interpreting primary and secondary sources so that
students can begin to understand the relationships among events and draw conclusion.

Objectives: Events in local history can be shown on timelines organized by years, decades and centuries.

Academic Language Objectives: Timeline, years, primary & secondary sources.

Prior Learning/Prior Thinking: Students are aware of dates of important events to them. They will identify some
important dates to gather more information about them.

Instructional resources, materials, technology, and websites referenced to guide my instruction and engage
student learning (Use APA format for citing texts/publications)
Short story
Smartboard
Block paper
Construction paper (If needed)
Example of timeline
Tape

ASSESSMENT

Before the lesson

Gathering information about student knowledge: Identify what the students may or may not about timelines.

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Mount St. Joseph University Lesson Planning Template

Pre-assessment that may be used: Send home a newsletter and an outline to create a timeline. The letter will
describe what the students need to complete the outline. Students will work with their guardians to complete
their outline and they have to list the date of the event.

During the lesson

Informal Formative Assessment: Use the short story that list different events for the students to be able to plot
out after hearing it.

Formal Formative Assessment: As a whole class we review the short story and plot out the events together as a
class. Then show the students the timeline based off of the story. The timeline will be an example of what the
students will create for their summative assessment.

At the end of the lesson


Formative…Students will list their events in order by the date they may use images or draw pictures to illustrate
the events. Students will create a timeline using their outline that they created to showcase seven events in order.

Summative… Students will present their timeline to the class and they will share something that they learned from
the lesson.

LESSON IMPLEMENTATION

Anticipatory Set/Elicit Prior Knowledge: Students know what graphs are and students know numerical order of
numbers. This knowledge allows students to create their timelines.

Focus/Purpose Statement:
Students are going to learn about the information that timelines provide and create their own timeline to teach
the class about themselves.
Procedures:
 Introduce timelines
 Ask students what they know about timelines
 Explain what timelines are
 Read aloud to the whole group my short story
 Go through the story and pull out the events
 Show my example of what my timeline look like
 Have students move their desk
 Have students write create a rough draft timeline on the back of their outline
 Go around and check spelling
 Call students up by groups or individually to get a piece of block paper
 Allow and guide students to create line and label events.
 Observe students and assist the students that need more attention
 Do a whole class check to make sure that everyone is understanding their task
 Allow students who are ready, to continue by tracing their work with a black marker/crayon
 Student can tap or glue their pictures/drawings to their paper
 When students are finishing up, call them up to present their timeline to you
 Ask students what is something that learned

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Mount St. Joseph University Lesson Planning Template

 Allow students to continue to finish their timelines and let students that are done present to the class
 Make sure that the students that are still working on their timeline are listening and respecting the
students that are presenting
 Once the student finish presenting to the class, ask them one thing that they learned.

Differentiation:
Students are allowed to create their timeline the way that they want to. They can draw/create pictures to
illustrate the events, they can bring pictures from home to add to the timeline. Allow students to create/finish
their timeline at their own pace. Walk around to observe the students, provide one-on-one instruction to
students who may need it. Students will be able to present their work to me or to the whole class.

Closure: Students will present their timeline to me or to the whole class. After presenting their work, ask students
what is something that they learned from the lesson.

Reflection on lesson
The lesson went very well. The short story allowed us to read a passage together and to identify some different
events. The students were able to pick out the different events in the story and list them in order by their dates.
Students were able to use the information that they learned to review their outline of their timeline to put their
events in order as well.
The majority of the students brought their own pictures to go along with their timeline. However, there was one
boy in the class that did not remember or knew what one of his pictures was for. I directed the student not use
the photo and to just stick with their events that they have listed on their outline.
The students listened very well and was very engaged throughout the lesson. We were very impressed with the
student’s behavior and their ability to stay on task.

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