USF Elementary Education Lesson Plan Template (S 2014)

___Kyle_Knapp________________
Grade Level Being Taught: Subject/Content:
4th
Language Arts/Timelines

Name:
Group
Size:19

Date of Lesson: 12/3/15

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

LAFS.K12.R.1.2
Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
LA.5.6.1.1
The student will read and interpret informational text and organize the information (e.g.,
use outlines, timelines, and graphic organizers) from multiple sources for a variety of
purposes (e.g., multi-step directions, problem solving, performing a task, supporting
opinions, predictions, and conclusions)
LAFS.910.SL.2.4
Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors

The students will develop an understanding of the sequence of events that led to the
founding of St. Augustine, the citys need for protection and defense and the building of
forts that protected and defended the city in order to prepare them to complete this
performance task of writing a magazine article.

USF Elementary Education Lesson Plan Template (S 2014)

___Kyle_Knapp________________
Grade Level Being Taught: Subject/Content:
4th
Language Arts/Timelines

Name:
Group
Size:19

Date of Lesson: 12/3/15

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be

Students show they either MEET or NOT YET their ability to correctly produce the timeline
MEET- Product meets expectations if the timeline dates and events are aligned accurately
according to history.
NOT YET- Product attempts to meet criteria

Time

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. Have students take out their marked articles and discuss, in small
groups, why and how St. Augustine needed to be protected and
defended. After 3 minutes of small group discussion, pose the

USF Elementary Education Lesson Plan Template (S 2014)

___Kyle_Knapp________________
Grade Level Being Taught: Subject/Content:
4th
Language Arts/Timelines
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name:
Group
Size:19

Date of Lesson: 12/3/15

following questions to the whole group

What are some reasons why St. Augustine needed to be
protected?
How was St. Augustine protected and defended?
2. Explain to students that historians and writers use time lines to
make sense of events in history. Tell students that today they will
work in small groups to place events they read about yesterday in
order on a time line.
3. Have students take out their copies of the articles titled, Florida
at the Time of European Contact (Heinemann pgs. 6-9) & The
Defense of St. Augustine, from the previous lessons and the
Explorers Arrive note taking guide. Distribute sets of timeline cards
face down and yarn and paperclips or tape to each group.
4. Explain to students that upon signal they will use their articles,
note taking guide and each other as resources to place the events in
order and affix them to create a timeline. Tell students that just as
other empires competed for control of St. Augustine, their group will
compete to be the first team to accurately complete the timeline.
5. When a group believes they have correctly placed all the events
in chronological order, they will all stand as a signal to the teacher
to check their work (using the time line answer key). The first group
to accurately place all time line events in order will have the honor
of having their time line displayed in the classroom as a resource of
the LDC module.
6. While other groups work to complete their timeline, the first
group will prepare their timeline for display, then they will present to
the other groups who will make adjustments to their timelines.
Consider displaying the accurate timelines of other groups
throughout the school-media center, cafeteria, hallway or office.
Ensure that the winning timeline is accurate before
displaying in the class.
Afterwards review the performance task and ask students how the
timeline will help them complete the final written task of writing and

USF Elementary Education Lesson Plan Template (S 2014)

___Kyle_Knapp________________
Grade Level Being Taught: Subject/Content:
4th
Language Arts/Timelines

Name:
Group
Size:19

Date of Lesson: 12/3/15

article.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students learn about the state in which they live in.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

Allowing students to work together in small discussion groups will

accommodate learners who may need extra attention and help. Having the
groups selected randomly allows an unbiased selection.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson