Introduction

Student Name Cristina Maldonado

School Name Lauderhill 6-12
Grade Level(s) S.V.E 6 & 7
Class Size 11 students
Subject Area(s) Social Studies
Lesson Plan Title Historical Timelines
Time Frame 30 minutes
CT’s Name Ms. Cubano & Dr. Reardon
Learner Profile (Describe the composition of the class to include general education, English Language Learners (ELL) and
Exceptional Student Education (ESE) students. List unique characteristics of learners such as eligibilities, ability levels, etc.)
Inside the SVE classroom, there is a total of 11 students. 4 of these students are
upcoming 6th graders and 6 are 7th graders. One of the students is orthopedic
impaired and in a wheelchair. Another student is visually impaired and uses as
wheelchair. 4 students are diagnosed with autism spectrum disorder (ASD). The
remaining 5 students are Intellectually Disabled (IND).
Florida Standards and/or Next Generation Sunshine State Standards
(visit http://www.floridastandards.org/Standards/FLStandardSearch.aspx to select the appropriate standards for this lesson.)
SS.6.W.1.AP.1 Use timelines to identify chronological order of historical events.
ELA.6.C.2.AP.1 Present information in a logical sequence, using the student’s
mode of communication with guidance and support.

WIDA Standards (visit https://wida.wisc.edu/teach/standards/eld)

✘ WS1: For Social and Instructional purposes within the school setting.
✘ WS2: Information, ideas and concepts necessary for academic success in the content area of Language Arts.
WS3: Information, ideas and concepts necessary for academic success in the content area of Mathematics.
WS4: Information, ideas and concepts necessary for academic success in the content area of Science.
✘ WS5: Information, ideas and concepts necessary for academic success in the content area of Social Studies.

Learning Outcomes (State what the student will be able to do. Align outcomes with the standards identified above.)
1. Students will be able to use timelines to identify chronological order of
historical events.
2. Students will be able to present information in a logical sequence, using the
student’s mode of communication with guidance and support.

Instructional Materials and Technology (List everything needed in order to implement this lesson.)
1. Projector
2. Laptop
3. Youtube Video: https://www.youtube.com/watch?v=o50HA6QTxj0
4. Markers
5. Colored Pencils
6. White Cardboard cutout
 Implementation
Entry Event (Describe your opening activity that will activate prior knowledge and engage students.)
I will ask students to tell me what they know about historical timelines from the top
of their heads. I will then proceed to show them a short 3-minute video about
historical timelines and how important they are. After the video, we will go over key
terms in the lesson, such as past, present, and future.

Direct Instruction (Describe how will you present the concept/skill to students.)
Students will be placed into 3 different groups, paired with an adult, and will all work
together to create their timelines including years alongside a drawing of them during
that time. I will start by asking them if they know the day they were born and how old
they are now.

Experiential Learning (Describe the activities the students will complete with teacher support and/or peer collaboration to
reinforce concepts presented during direct instruction.)
Students will be given materials to create a timeline of their lives, starting from birth
to their current age. Additionally, they will be asked to draw, to the best of their
ability, a picture of themselves during that year.

Closure (Describe the reflection methods and reinforcement strategies you will use to conclude the lesson.)
I will first go around the classroom and have students define to me what the past,
present, and future are and their importance. I will then have them tell me what year
in their timeline was their favorite and why.

Evaluation and Monitoring

Accommodations and/or Modifications (Describe how you will accommodate students with special needs.)
For the student who has a visual impairment, I will ensure to have the examples of
the timelines done in class, printed, and where the words and charts are bolded and
enlarged. For the students who have difficulty communicating, I will have the
timeline chart with the years added for them to add drawings representing it.

ELL Strategies (List specific strategies you will use to support ELLs.)

There are no ELL students in this classroom.

Differentiated Instruction (Describe how you will tailor instruction to meet individual student needs.)
I will be using the technique of scaffolding with students who need extra support.

21st Century Competencies (Describe how students will demonstrate 21st-century competencies throughout the lesson.)
Critical Thinking: Collaboration: Creativity: Communication:

Students will use their skills
in critical thinking to create
their timeline, based on their
lives. They will think about
the year they were born, all
the way to their current age.
Students will work alongside
their peers and an educator
who will guide them as the
activity goes on. Students
are encouraged to
collaborate during the
activity as well.
Students will be asked to After the activity is done and
create a timeline of their lives all the timelines are
using many different completed, the students will
materials that can bring their be asked to share a portion of
project to life. For each their project.
milestone in their timeline,
they will be asked to create a
picture of themselves in that
year.

Integration of Literacy (Describe how you will integrate reading, writing, and oral language skills in the lesson.)
Reading: Writing: Oral Language:

Students will be assessing their reading Students will assess their writing skills Their oral skills will be assessed after
skills by reading the vocabulary words by creating a timeline chart alongside the projects are done students will be
provided such as past, present, and the year and a drawing. asked to present a portion of it.
future.

Assessment (Describe how you will assess student attainment of the lesson objectives.)
Formative: Summative:

As students are creating their timelines, I will go around I will provide the assessment in the form of a worksheet, in the
and ask them the importance of a timeline and from what worksheet there will be about 10 sentences where they will ask to
order it goes (past, present or future) put T for true or F for false.

Extension (Describe how you will re-teach, remediate, and enrich after lesson implementation.)
Re-Teach: Remediate: Enrichment:

For the students who struggle to
show understanding, I will sit down
on a one-on-one and start by asking
what in the lesson is the most
confusing. I will then build from that.
I will show them short videos that I will ask the students what famous person
explain the importance of timelines as the students like and together we will use the
well as videos that show them how a help of technology and research the person
timeline is set up. and create their timeline.

Reflection (Evaluate student learning outcomes and reflect upon your experiences. How would you modify this lesson?)
Students were showing close to full mastery of the lesson on timelines, they were able to understand the importance of
timelines and how helpful they can be. Something I would do differently is to take my time going over the vocabulary words,
even though most of the class showed understanding of the meanings of the words I think I could have gone into further
detail.