Indiana Wesleyan University

Elementary Education Lesson Plan (DIRECT INSTRUCTION)

Social Studies--2007 ACEI Standards

Student: McKenah DArcy School: Westview Elementary School

IWU Supervisor: Soptelean Co-op Teacher: Mrs. North
Teaching Date: Fri, March 31 Grade Level: 1

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal Students will identify the major events of their life.

B. Objective(s)
1. Students will create a timeline that identifies and orders events in their daily routine.
2. Students will know how to interpret vocabulary that implies the order of events.
3. Students will show they understand the concept of a timeline by organizing events that
take place within a story.

C. Standard(s)
NCSS: Time, Continuity and Change

IAS: 1.1.6 Develop a simple timeline of important events in the students life.

II. Materials & Management:

A. Materials: strips of paper, glue, Life of Johnny Story

B. Time: 55 min
C. Space: desks, in Office work places
D. Behavior: Medium voice levels, may talk as long as working
E. Technology: Smart TV

III. Anticipatory Set I will show the students a slideshow of pictures that represent an event in
my daily routine. I will describe each picture briefly, when it happened, and its correlation with
other events.

IV. Purpose: Today we are going to learn how to put events in order to make a timeline.
Timelines are a representation of events and show the order in which they happen. It is
important for us to recognize the order of events in our daily lives and within a story.

PLAN FOR INSTRUCTION

V. Adaptation: (ACEI 3.2)

A. Remediation If students cannot identify events, I will ask them specific questionslike what
happened here after each sentence, statement or picture.
B. Enrichment For students who finish their timeline ahead of the class, I will provide an outline for
them to create a Part II timeline that covers events from when they leave school to when they go
to bed.
C. ELL N/A
D. Exceptional Needs-
K.N- Has difficulty with reading and comprehension. Give him an adjusted copy with only 5 strips to
put in order.

VI. Lesson Presentation:

Input Modeling/Modeled Practice I will create a model for organizing a timeline. First, I will
ask the students to help me list the events that happen in their daily school routine. I will write
them in shorthand on the board. I will then draw a timeline and call on students to help me put
the events in order by numbering each event. After the students have organized the events into
logical order, I will draw a timeline on the board and draw a hash for each event that the class
has decided to include in the timeline. I will have lunch already marked in the middle of the
timeline for reference. I will then call on students to help me place each event on the timeline.
Below each hash I will include words such as: first, second, third, next, finally, ect.

Raise your hands and tell me an example of something important you do every day here at
school, such as going to a special or completing a morning/afternoon routine. What is it called?
What do we do during that time? What takes place before it? What takes place after it?

It is very important to consider when an event happens in comparison to other events. For
example, I cant say, I arrived at school, without first saying, I woke up. What kind of words
do we use to tell us the order of events? How do these words match with numbers? (first=1,
second=2. What word do we use to mark the beginning? (first) What words do we use to show
they come after the beginning? (next, then, after) What words do we use to mark the end?
(finally, lastly).

Make sure you look at these words to tell you the order. If you hear someone say, Then I did
this you know that something must have happened before that. If you hear someone say,
After that, I did this you know that something must also have happened before that,
otherwise it couldnt be after. Your timeline should reflect this order.

Output: Students are now going to read an account of a made-up characters life. They will
then put the events in order to create a timeline.

Checking Understanding

- During my lesson I will check to see if the students understand what a life event is.
Students will see the events of my own life that I have modeled. I will also call on students
to share an event from their daily routine that they think is important to the classs
timeline.

- I will listen to students responses to determine if they understand how to order events.
The class will all have the same schedule so I will be pulling from different students
memories. There is also reminders of the schedule within the classroom

- I will watch to see if students are completing task correctly and advise them to double
check their work.

Independent Practice The students are now going to read a short story about the life of
Johnny. We will read it together as a class. I will choose a strong reader to read it aloud. The
students will then read it again on their own. They must circle the sequence words. They will
have to put the events of Johnnys life in order using the sequence of the story as a guide.

Now that we have created a timeline of your lives, with a schedule that you all have in common,
I am going to give you a story about someone elses life. His name is Johnny. It is going to
include all the events that take place in Johnnys daily life. We are going to read the story as a
class first. Then, I want you to move to your office spaces. After you move, I want you to read
the story again on your own. Look for when each event takes place. After you finish reading it
to yourself, go back and circle the sequence words. Then I am going to give you an envelope.
In this envelope are strips of paper. Each one has a different event of Johnnys life written on it
with a picture. Based on the story, I want you to put them in order. When you think you have
them in order you may glue them down on a separate sheet of paper in order.
Closure I will collect the students timelines and then go over the story and the order that the
events were to have been in.

PLAN FOR ASSESSMENT (ACEI 4.0)

Formative: I will assess if students understand how to order events from the school day by taking class
suggestions and votes for which event will go next. I will then call on a student to explain why. I will
assess to see if the students understand how the order of the event is impacted by the words such as
first, second, next, finally.

Summative: I will collect the students timelines, assessing the order of each event.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What kind of events did the students identify as important? What does this say about their development?
7. How can I better model what key events should be?
8. How did the students age affect their view of timelines?
9. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
10. Did students understand the concept of the time and how it can impact the order of an event?
11. How accurate were the students final timelines?
12. How well did the students master sequence?

Assessment is included on next page, below.

Name: ________________________________________________

Life of Johnny

Directions: Circle the sequence words. Put strips in order below and number
them.

In the morning Johnny wakes up to get ready for the day. First, he rides the yellow
school bus to school. Secondly, when he arrives at school, Johnny sits in the cafeteria
and waits for the bell to ring. Then, when the bell rings Johnny walks to his classroom
and sits down at his seat. Next, Johnny goes to PE where he plays a game of dodgeball
with his class. After PE, Johnnys teacher takes the class teacher takes the students back
to the classroom. For the rest of the day Johnny watches a movie with his class.

Glue Event Strips in Order

Readiness Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2

Lesson objectives are Lesson objectives are The lesson plan The lesson plan contains
poorly written and/or correlated with contains objectives clearly stated content
have little or no learning goals and that connect goals objectives. Objectives are
Goals
connection to learning standards. The and standards with logically connected to
goals or standards. connection between lesson activities and appropriate goals and
Objectives
Little connection objectives and lesson assessments. standards and are
exists between activities and consistent with lesson
Standards
objectives and lesson assessments is weak activities and assessments.
activities and or unclear.
assessments.

The anticipatory set is The connection The anticipatory set The anticipatory set
missing or has little or between the is clear and direct connects the current
no connection to the anticipatory set and and focuses students lesson with previous and
goal or content of the lesson objectives and attention on the future learning and focuses
Anticipatory Set lesson. content is weak or lesson. students minds and
unclear. attention on the days
lesson.

The statement of A statement of The statement of The statement of purpose

purpose is ambiguous purpose is included in purpose is clearly has the power to capture
or worded so the lesson, but has connected to the the imaginations of
generally that the little power to content of the lesson students and motivate
Purpose
connection with the motivate students and and is presented in them to accomplish the
content of the lesson capture their terms that are easily expected learning.
is not apparent. imaginations. understood by
students.

Plan For Needs Improvement Emerging

Competent 3 Outstanding 4
Instruction 1 Competence 2

Few or no instructional Instructional Instructional Specific instructional

opportunities are opportunities are opportunities are opportunities are provided
included. Any provided in this provided in this in this lesson that
instructional lesson; however, they lesson. The demonstrate the
Adaptation to
opportunities are not are not adapted to opportunities are candidates understanding
Diverse Students
developmentally diverse students. developmentally of how students differ in
appropriate or appropriate and/or their development and
ACEI Standard 3.2
adapted to diverse are adapted to approaches to learning.
students. diverse students. The instructional
opportunities are adapted
to diverse students.

The candidates The candidates The candidate The candidate

lesson plan suggests lesson plan suggests demon-strates an demonstrates in-depth
that he or she is not emerging familiarity under- standing of knowledge and
familiar with the with the themes, the themes, understanding of how the
themes, concepts, and concepts, and modes concepts, and modes major concepts and
modes of inquiry of inquiry drawn from of inquiry drawn from themes of social studies
drawn from the the academic fields of the social studies in are integrated across
academic fields of the the social studies. his or her lesson academic fields in his or
social studies. plan. He or she her lesson plan.
The candidate develops experiences
The candidate does demonstrates limited to help elem. The candidates lesson
not demonstrate understanding of the students learn about plan demonstrates an in-
Lesson Presentation understanding of the major concepts and depth understanding of the
major social studies
major concepts and modes of inquiry from concepts. The social studies and a
modes of inquiry from the social studies, and candidates lesson significant ability to help K-
the social studies, and minimally promotes plan demonstrates an 6 students learn the
Social Studies
does not promote elementary students understanding of the essential concepts and
elementary students ability to make major concepts and become productive
ACEI Standard 2.4
ability to make informed decisions as modes of inquiry participants in a
informed decisions as citizens of a culturally from the social democratic society.
citizens of a culturally diverse democratic studies, and enables
diverse democratic society and stu- dents to learn
society and interdependent world. about the major
interdependent world. themes that integrate
knowledge across the
social students and
helps them become
productive