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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.
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.
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Mount St. Joseph University Lesson Planning Template
Gifted
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.
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
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.
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.
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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