UMU Lesson Plan Template

Name: Katarra Waldron Date: 9/29/2018

Grade Level: 2 Class Period: 1
Subject: Social Studies Lesson # & Title: #1 Timelines
Function of the Lesson (check all that apply):
□ Introduce New Skill or Content
□ Practice
□ Review
□ Remediation/Re-teaching

Context for Learning and Planning Rationale:

Context For Learning
Learner Attributes:

Chapman Elementary is a small school in the suburbs of Alliance, Ohio. There are 173 students enrolled at
Chapman Elementary. The school is mildly diverse with 47.3% of students being Caucasian, 32.1% of students
being African American, and 20.6% of students being multiracial or another race. 37.8% of students at Chapman
Elementary are at an economic disadvantage.

I have 5 students in the class. There are 3 boys and 2 girls. This is an intervention special education classroom.
All 5 of the students are on IEPs. Within the class, I have 3 Caucasian students, 1 African American student, and
one multiracial student. 4 of the students are from lower-middle-class homes, but 1 of the students has recently
become homeless and is moving between family and friends’ homes.
● One female student has been identified as having ADHD and a learning disability that is related to
reading. She reads below grade level and struggles with reading comprehension and recall. She struggles
to summarize what she has read and it is difficult for her to use her past experiences to relate to the
reading. She struggles to follow and retain classroom procedures and instructions. She is overwhelmed
when she has to apply knowledge or follow complex sets of instructions. It is common for her to make
careless mistakes in her work because she does not apply her knowledge and usually does not self-
monitor her work.
● One male student is identified with an emotional disturbance. He only comes to my class for social
studies instruction and then he returns to the ED room. This is to help transition him to the least restrictive
environment. He exhibits violent behaviors toward other students. This is likely to happen when he is
bored. He has had serious altercations with another student in the class.
● One male student has been identified as having a learning disability related to writing. He struggles to
write complete sentences and paragraphs. He is often tired and lays his head down. This may be a health
issue or it may be attributed to him being currently homeless.
● One male student has also been identified as having a learning disability related to writing. He also
struggles to write complete sentences and paragraphs. He also has poor fine motor skills and struggles to
write for extended periods of time. He receives occupational therapy for 20 minutes a week.
● One female student has been identified as having an intellectual disability. She is working on using
replacement behaviors for hugging because she is extremely affectionate with others. She has limited
communication skills. She has trouble picking between two options and will always pick the second
option even if it is the wrong choice. She can read sight words and tap out sounds in words. She learned
reading through the whole-language approach.

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Environment:
● The room is very small.
● It contains one large table that can seat ten people; 4 on each side and 1 at each end.
● There is not much room to move the table around being that it takes up most of the room.
● There is a small couch at one end of the room that can seat 2 people at a time or 3 if absolutely need be.
● There are two whiteboards on the walls.
● There is a TV that can be used for projecting things for the students to see.
● On the walls, I have hung a feelings chart. It is laminated so that it can be wiped off. Each student is
assigned a different color. When they come into my class, they know that they are to grab their color
marker and circle how they are feeling today. Commented [1]: This is a supportive strategy for Luke
● There is also a visual schedule for each student posted on the walls. This schedule reflects what order we and Amber, mostly. Since Luke is identified with an
emotional disturbance, this chart can help me to gauge
will be doing things in class and also shows each student which class they will be going to next. what I can expect from him that day. It also helps
● [Next to the couch, I have placed a small bin of sensory items. These include things such as playdough, Amber because she has poor communication skills, so
she can just circle the picture that best fits how she is
small stuffed animals, various fidget toys, bean bags filled with sand, beans, and other materials, and
feeling instead of having to tell me verbally. It still
“cool down bottles”. This bin is mainly for when Luke is feeling angry so he can sit on the couch and take benefits the whole group as some students may have a
a minute to cool off but is accessible to all of my students. It can also help Elliot with his fine motor skills hard time communicating or talking about their feelings
regardless of their disability.
since most of the toys are on a smaller scale.]
● [Luke and Josh are not to be seated next to each other or to work together at any time for any reason.
Luke is to sit next to the teacher at all times unless he is on the cooldown couch and Josh is to sit at the
opposite side of the table as Luke, as far as possible but still within the group. This is because of their past
altercations.]

Cultural Responsiveness Rationale:

During my lesson, I will use different types of instruction (audio, visual) to accommodate different types of
learners. Since all of the students are on IEPs, I will give them their proper accommodations. We will not being
doing a lot of writing since two of the students have disabilities related to writing. I have included fine motor
skills activities for Elliot and social skills activities for Amber (Go Noodle). I will be using a feelings chart to help
gauge Luke’s feelings every day. This can also benefit Amber to learn how to communicate how she is feeling
since she has low communication skills. Since some of my students may be at a socioeconomic disadvantage and
one is homeless, I will not assign any tasks outside of class that require special resources such as the internet or
any types of craft supplies. If it is absolutely necessary to assign work outside of class, the students will be
provided with all materials needed. Since I know that one of the students is homeless, I have taken into account
that his normal day may not look like everybody else and his days may vary greatly each day. Because of this, I
have decided to have them make a timeline of just their school day and not any time outside of their school day.
Any work involving the internet or computer access will be done using class time. I will also be inclusive of the
students in my classroom. I will do my best to be sure that nobody feels left out. I will use a sticky note or a piece
of paper to keep track of who I have called on and who I have not to make sure that everybody gets an equal
chance at talking. Since this is such a small group, I am able to hold small discussions with the entire group to
gain everybody’s opinions and answers to the topic at hand.

Content Standards:
Standard:
Social Studies Grade 2
Theme: People Working Together
History Strand - Historical Thinking and Skills
1. Time can be shown graphically on calendars and timelines.
Rationale: Students are learning this standard because it is important to be able to see the order in which events
happened. For this standard, students can use timelines of any events but later in school, they will be examining
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timelines of historical events. We teach the order and importance of these historical events so that our history does
not repeat itself. The foundational skills for making, using, and reading timelines must be taught before students
can examine more historical timelines which is why this lesson is being taught. This is appropriate to teach at the
second-grade level because they will soon begin to dive into informational texts in their other classes and it is
likely that those texts may use timelines to display chronological information. Using timelines can also help to
develop their sequencing skills which they will be using in language arts. It is important to teach students about
calendars and how to use them because they may not use them now, but soon or later in life they will likely use
calendars often.

Learning Objectives:
1. Students will be able to create a timeline of their school day with 80% accuracy. I will have access to
student school schedules to know if the school portion of their day is correct.
Academic Language:
Timeline, date, calendar, event, week, day, month, year, hour, minute, second

Assessment Plan, Formative Assessment:

1. Ask if students have ever heard of a timeline or calendar.
2. Ask the students to tell you one of the events that was on the timeline. They can tell you verbally or they
can point to one. Check to see who cannot point to or remember one of the events. Keep note of this
student because they may need extra help when creating their timeline.
3. Ask them if any of the events on the timeline you showed them have ever happened to them. This is to
help them recall events in their life.
4. For a short activity to try and help activate their prior knowledge, pass around calendars and give each
student a different date to find in the calendar. This also helps to see what students may remember how a
calendar works and which students do not. If they do not remember, I will know that I need to revisit the
functions of a calendar in our next lesson.
5. Depending on the month, there may be some holidays happening. Ask students if they know of any
holidays that are happening in the current month.
6. Allow students to work with a buddy (Josh and Luke will NOT work together, Luke will work with the
teacher) to find as many holidays as they can on a calendar. Have one student from each pair report out
how many they found.
7. Have students do a “turn and talk” and tell a friend one thing that they learned about calendars or
timelines.
8. As students exit the room, ask them to shake their head in the direction that indicates if they learned
something or not. Based on their responses, I will know if I need to revisit timelines in the next class or if
I can move on to the next topic.
9. After they have finished, ask them to close their eyes and use their thumbs to show if they understand or
not. Do not say “thumbs up or down” because Amber will choose down even if she understands the
material.

Assessment Plan, Summative Assessment:

1. Students will create a timeline of their school day. They will need to get at least 80% of their school day
events in the correct place on their timeline in order to have mastered this standard. They may write,
draw, or cut and paste their events on to their timeline. The method they choose will not affect their grade.
They will only be graded on the school day portion of their timeline. Some students may finish early and
they may be asked to add events that happen before and after school on their timeline, but they will not be
graded on that portion. It is just for extra practice for any early finishers.

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Procedures, Lesson Introduction: 12 - 15 minutes
1. When students enter the room, they are to grab their marker that is their color and circle how they are
feeling today on the feelings chart that is hung on the wall. Commented [2]: The feelings chart is the same one
2. Have the students sit down after they circle their feelings. Check that Luke is sitting next to the teacher described above.
and Josh is sitting on the opposite side of the table, diagonal from Luke so that they can be as far from
each other as possible.
3. Ask the students if any of them have ever heard of a timeline or a calendar. If any of the students say that
they have, ask them to describe a little bit about it if they can. They do not have to describe it.
4. Show the students this calendar song video to try and activate any prior knowledge that they might know
about a calendar since they should have learned about the months previously.
https://www.youtube.com/watch?v=1_it9FkJ0Co Commented [3]: This song is good for all students
5. For a short activity to try and help activate their prior knowledge, pass around calendars and give each because it can help to keep them engaged.
student a different date to find in the calendar. This also helps to see what students may remember how a
calendar works and which students do not.
6. Tell the students that today we will be learning what a timeline is and that we will be making our own
timeline.
7. Explain to students that they will be learning all of the parts of the timeline (dates, events) and different
types of calendars (month, week, year, hour, minute, second).
8. Explain that these are all amounts of time and that is what timelines and calendars show.
9. Allow students to get up and stretch before we transition. Ask students to do things such as reach to the
sky, bend down and touch their toes, make slow circles with their head, and slowly twist their torso back
and forth. This is to help transition and to help Luke be engaged and to help Josh focus and stay awake.
Procedures, Lesson Body:
Explicit Instruction - 10 - 12 minutes
1. Begin by showing students an example of a calendar for the month that we are currently in.
2. Show the students where the dates are on the calendar and explain to them that each line of boxes
represents a week and each box represents one day.
3. Now show them a full year calendar. Explain that his calendar shows the entire year with each month on a
page.
4. Pass the calendar around and have each student point out their birthday on the calendar.
5. [At this point, check on Luke to make sure that he is feeling okay. If he is not, remind him that he is able
to go to the sensory bin and sit on the couch to chill out for a bit. If Luke decides to sit on the couch, be
sure to still include him in the instruction.]
6. Depending on the month, there may be some holidays happening. Ask students if they know of any
holidays that are happening in the current month.
7. Allow students to work with a buddy (Josh and Luke will NOT work together, Luke will work with the
teacher) to find as many holidays as they can on a calendar. Have one student from each pair report out
how many they found.
Guided Practice - 10 - 15 minutes
8. Now, show the students an example of a timeline. https://www.thoughtco.com/timeline-activity-for-kids-
4145478
9. Explain to them that a timeline shows events in the order that they happened from first to last.
10. Tell them that timelines can be in seconds, minutes, hours, days, months, and even years. The students
should already know those terms from last year and from other classes.
11. Pass the timeline example around for them to see.
12. Ask the students to tell you one of the events that was on the timeline. They can tell you verbally or they
can point to one. Check to see who cannot point to or remember one of the events. Keep note of this
student because they may need extra help when creating their timeline.
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 13. Ask them if any of the events on the timeline you showed them have ever happened to them. This is to
help them recall events in their life.
14. Project the timeline example on the TV for the kids to see while they work.
15. After they have finished, ask them to close their eyes and use their thumbs to show if they understand or
not. Do not say “thumbs up or down” because Amber will choose down even if she understands the
material.
16. Now, take a short, energetic break. Hopefully, this will help if Josh is feeling tired to wake him up a bit. It
may also help to get Lexie into a good mood since next we will move into doing some work. This can
also help Amber to learn how to handshake with others since she tends to be extremely affectionate and
likes to hug people. Students are to do the Go Noodle standing at their seat and not anywhere else in the
room. This is to prevent Luke and Josh from interacting. I have chosen a fine motor Go Noodle to help
Elliot with his fine motor skills. Because it is a partner up Go Noodle, I will be Luke’s partner. The rest of
the students can partner up with someone next to them. https://app.gonoodle.com/activities/secret- Commented [4]: This is beneficial to all of my students
handshakes-number-5?s=category&t=Fine%20Motor%20Skills because dancing and listening to songs can help to
keep them engaged and entertained during the lesson.
Independent Practice - 25 - 30 min
1. Explain to students that they will be making a timeline of their school day. Tell them that the timeline will
start when they arrive at school and end when they leave school for the day.
2. Pass out blank paper to all of the students.
3. Ask students to write “My School Day” at the top. Write this on the whiteboard so that the students can
see it and copy the spelling. Commented [5]: This is mainly to help Josh and Elliot
4. After everyone has the title written, remind students that their school schedules are posted on the walls of since they have difficulty writing. However, I believe
that it benefits all students. I would not grade this
the room for reference. assignment on spelling, but it helps them to get the title
5. The example timeline will be projected on the TV during this time so that students can use it as a of their assignment down quickly so that we can move
on to the next step.
reference.
6. Now, ask them to draw the line for their timeline.
7. Ask the students to show a “fist to five” on how well they understand what they are supposed to do. Go to
any student who rates themselves low and re-explain the directions. Check on Lexie no matter her answer
since she has difficulty self-monitoring. Do the same for Amber since she has difficulty making decisions
on her own.
8. As they begin creating, play the “quiet time” Go Noodle song to remind students that this is quiet time
and they should be working on their own and should be using a voice level of zero unless they are
speaking with the teacher. I use this video almost every time we have quiet time so the students will know
what it means when they hear this song. Commented [6]: This song is beneficial to all students
https://app.gonoodle.com/activities/quiet-time-1?s=category&t=Body%20Awareness because it is an auditory and a visual cue to transition
to a quiet time since it is a song and a video.
9. From here, the students will add the events on their own. Students will have the option to write their
school day events, draw the events, or cut out events from a list and paste them to their timeline. Giving
these choices helps Elliot and Josh since they have learning disabilities that are related to writing, they
might like cutting and pasting or drawing better.
10. Every 3 to 5 minutes, I will ask Lexie to check her work to see if she is producing work that is aiming for
a high achieving grade. This is to help her with her self-monitoring skills. My hope is that as the year
goes on, I will not have to ask her to check her work as often as she will be checking it on her own.
11. If Luke finishes his timeline and the other students are not close to finishing, ask him to expand his
timeline by adding the events of his day before and after school.
12. When Lexie is finished, she will be asked to look at her assignment through the teacher’s eyes and check
if it would get her the grade she is aiming for. This is to help her self-monitor her finished work and check
for any errors.

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 13. Students may work up until it is time for them to go to their next class. If they do not finish, they may
come in during lunch, recess, any extra time, or they may finish it at the beginning of our next class as
this will not be sent home as homework to be finished.
Procedures, Lesson Closure: 5 minutes
1. Quietly ask students to stop working because it is almost time to go.
2. Tell them that you hope that they learned something about calendars and timelines and how timelines can
be made to show long or short intervals of time using seconds, minutes, hours, days, months, or years.
3. Have students do a “turn and talk” and tell a friend one thing that they learned about calendars or
timelines. Josh is not to be paired with Luke.
4. Have one student from each pair share out.
5. Tell students that tomorrow we will be working more in-depth on calendars because they will need to
know how to read one in the future in their day-to-day lives.
6. As students exit the room, ask them to shake their head in the direction that indicates if they learned
something or not. Do not ask them to say “yes or no” because Amber will automatically choose “no” even
if it is not true.
Differentiation, Individualized Instruction, and Assessment:
1. I have incorporated breaks into this lesson. The reason behind this was to help Luke stay engaged so that
he does not become bored which could result in him acting out. It was also to help Josh stay awake since
he has been tired lately. The handshake break can also help Amber practice shaking hands rather than
hugging and it can help Elliot develop his fine motor skills.
2. I added in some extra work for Luke since he tends to finish before everybody else. If he finishes first, he
is to expand his timeline by adding events that happen outside of school.
3. There is a bin of sensory materials in the room. These are accessible to all students but are mainly there to
assist Luke when he might begin to feel angry so that he can calm down.
4. Luke and Josh are not allowed to sit next to each other in order to avoid conflict between the two.
5. I have tried to incorporate formative assessments that do not force students to choose an option because
Amber does not choose whichever option is true for her.
6. I provided choice in how the students can complete their timeline. I provided this choice because some of
the students are not strong writers and they may want to draw or cut and paste instead.
7. There are self-monitoring strategies that Lexie is prompted with throughout the lesson so that she can
check her work and practice self-monitoring.
Instructional Materials and Support:
● Blank paper
● Calendars
● Timeline example
● List of events to cut and paste (
https://docs.google.com/document/d/1bLWXHIoPlrIdDahbmrRH5CRcN9HziJrE8nKeOWX5BAQ/edit?u
sp=sharing )
● Scissors
● Glue
● Pencil
● Crayons
● TV
● Go Noodle Videos
● White Board

Research and Theory Commentary:

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 ● Lev Vygostky promotes social learning. There are multiple times throughout the lesson where students
will share their ideas with each other to support Vygotsky’s social learning theory.
● Bloom’s Taxonomy supports measurable goals. During this lesson, I used assessments that would provide
measurable data on how well the students were doing. I used goals that I could measure such as create.
Students are applying their knowledge by creating their timeline.
● I used the active student response strategy called fist to five. This allows students to self assess how they
are doing. I chose this because one of the students has trouble self monitoring and this would allow her to
practice doing so.
● I also used the active student response strategy called turn and talk. This promotes students sharing ideas
and working together but also allows me to gauge their understanding.
● Curwin & Mendler believe that it is important to listen to how students are feeling. I make it a point every
day in my class for my students to circle how they are feeling on the chart so I can gauge how they will be
that day. This helps me to plan accordingly.
● Curwin & Mendler also support giving choices. I was sure to give the students a choice in how they
created their timeline so that they could choose whichever option they were most comfortable with.
● Curwin & Mendler also believe in varying your style of presentation. I presented the information visually
and hands-on via the examples and the TV and auditory via the song. Varying presentation styles can help
to reach all types of learners.
● Glasser believes that teachers should help students make good choices. I have tried to implement this into
my lesson plan by providing checkpoints for Luke so that if he is beginning to feel angry, he can take a
short break.
Use of Technology Commentary (if applicable):
N/A

Reflection and Instructional Commentary (if applicable):

N/A

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