Name: LESSON PLAN GUIDE

So

TEKS: (C2) Objective: (C3)

3.3 History. The student understands the concepts of Students will be able to identify life events and put
time and chronology them in chronological order.

Specific Measureable Attainable Relevant _Time

Grade: 3 Subject: Social Studies

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be
timeline

Introduce by class discussion and model

taught: on board, video, timeline outline
Putting events in chronological order on timeline.
worksheet

Assessment: (C5)
Create a timeline of your day on paper. Arrange a chain-link timeline in order by year. Correctly match events in
order on timeline.

Strategies for Success: (C6) Element of Technology: (C6)

www.youtube.com/watch?v=o50HA6QTxj0

Brainstorming web

Learning Styles Addressed: (C6)  White

Resources board needed: (C6)
/ Materials
 Dry erase markers
Visual – Timeline on board  Large plain paper or poster board
 colored markers/pencils
Auditory – www.youtube.com/watch?v=o50HA6QTxj0
 Timeline outline worksheet
Kinesethic –
Making timeline

Higher Order Questions to ask: (C6)

1. How can you use a timeline?

2. Can you show/write a timeline in a different way?

3.
Where is the past, present in our timeline?

Hook: (C7) Closure: (C7)

Have a timeline written on board about me and tell the Gallery walk. Have students walk around the room and
students about my day. look at everyone’s timelines they made.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Talk about what a timeline is and why it is useful. Ask students if they know why it is useful and how it can be used.
Show youtube video.

2. Student Activities / Guided Practice: (C6)

Draw a timeline on the board and as a class create the events of a normal day at school. What time school starts,
lunch, recess, etc.

3. Independent Practice: (C6)

Students will create their own timeline with correct labels of a typical day for them. From wake up to going to bed.

Comprehensible Input Techniques: (R6)

Modifications / Accommodations: (E6)
Quantity-Change # of activities/items to learn. Do half a day timeline.
Time- Change time allotted. Add small group instruction.
Level of Support-increase assistance to keep on task. Have a partner while
doing timeline.
Input-Change delivery of lesson. Arrange pictures in order on printed
timeline.
Difficulty- Adapt skill level. Minimize the amount of items on timeline
Output- Adapt how they respond. Allow for an oral timeline
Participation-adapt active participation. Allow student to turn on/off video
Alternate goals-Adapt goals. Identify a timeline
Substitute curriculum-provide different instruction and materials. Student
will do vizzle lesson on computer

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: We will be learning about timelines and making our own about ourselves. “A day in the life of..”
Rigor

OPENING:
Retrieval Show youtube video on timelines and brainstorm what they will put on their own timeline of “a day in the
life”

TEACHER INPUT:
Relevance Timelines are useful because they help us understand the events in history and we can see what order
they happened.
MODEL:
Routing Go through the timeline on the board and point out the labels and what can be on one.

GUIDED PRACTICE:
Retaining / Rehearsing
Using the worksheet go through the first couple of points with the whole class.

INDEPENDENT PRACTICE:
Have the students finish their timeline on their own.

CHECK FOR UNDERSTANDING:

Recognizing
Walk around room as they complete the timeline assignment and check to see if anyone is struggling.

ASSESSMENT:
The finished timeline

RESOURCES / MATERIALS:
Worksheet, markers/colored pencils, dry erase markers/board, youtube video

CLOSURE:
Re-exposure
Have all students walk around and look at each others timelines.