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Name:

Due Date:


SOCIAL STUDIES and ENGLISH LANGUAGE ARTS (ELA)

(Personal Timeline)


Standards
Social Studies Intellectual Skills (Chronological and Spatial Thinking)
Grades K-5
1. Students place key events and people of the historical era they are studying in a
chronological sequence and within a spatial context; they interpret time lines. 3.
Students explain how the present is connected to the past, identifying both
similarities and differences between the two, and how some things change over time
and some things stay the same.

Writing Standards (Research to Build a Presentation):
Grade 4:
4.7 Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information.

Grade 5:
5.7 Recall relevant information from experiences or gather relevant information
from print and digital sources; summarize or paraphrase information in notes and
finished work.

Speaking and Listening Standards: (Presentation of Knowledge and Ideas)
Grade 4:
4.4 Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.
4.5 Add audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes.

Grade 5:
5.4 Report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
5.5 Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or
themes.

Ms. Concotelli

2016-2017


Name: Due Date:


SOCIAL STUDIES and ENGLISH LANGUAGE ARTS (ELA)
(Personal Timeline)

Objective:
Using a visual aid, students will create physical timeline of their lives. Students will
then present the visual aid and walk the class through the dates listed.


Assignment
1. Use poster paper or butcher paper (butcher paper available from
teacher) to compile timeline of personal life.
Fourth Grade students will choose at least 6 important dates from
personal life and list on horizontal timeline.
Fifth Grade students will choose at least 8 important dates from
personal life and list on horizontal timeline.
Examples of important dates: date of birth, first day of Kindergarten,
first day of school this year, a favorite family vacation, first airplane
ride, first bike ride without training wheels, etc. Dates are subject to
students discretion and preference.
2. List dates on the timeline - neatly hand-written or typed (typed is
preferable). Students will list their important dates on the timeline by either
neatly handwritten or typing (preferably typed and glued onto timeline).
3. Add photographs and pictures to your timeline.
Fourth Grade students will add at least 4 photographs or pictures to
their timelines.
Fifth Grade students will add at least 6 photographs or pictures to
their timelines.
Suggestion to all students: scan photos and print them so you do not
use your parents original photos.
4. Use the timeline poster to present information. The timeline is the formal
written assignment with this project. Student will use the timeline poster as
visual aid while presenting orally to the class.

Ms. Concotelli

2016-2017


Name: Due Date:


SOCIAL STUDIES and ENGLISH LANGUAGE ARTS (ELA)

(Personal Timeline)


EXAMPLE

Ms. Concotelli

2016-2017


Name: Due Date:


SOCIAL STUDIES and ENGLISH LANGUAGE ARTS (ELA)
(Personal Timeline)

PERSONAL TIMELINE RUBRIC



Pictures /
Graphics

Required
Elements

Visual Clarity
and Appeal

Content
Spelling
Grammar
Punctuation

Presentation


SCORE

All pictures and


graphics are clear
and relevant.

Most pictures and Few of the


graphics are clear pictures and
and relevant.
graphics are clear
and relevant.

None of the
pictures or
graphics are clear
and relevant.

All of the required


elements are
clearly visible,
organized, and
well placed.

Most of the
required
elements are
clearly visible,
organized, and
well placed.

Few of the
required
elements are
clearly visible,
organized, and
well placed.

None of the

required elements
are clearly visible,
organized, and
well placed.

The project has an


excellent design
and layout. It is
neat and easy to
understand the
content.

The project has a


nice design and
layout. It is neat
and easy to read.

The project needs


improvement in
design, layout, or
neatness.

The project needs


significant
improvement in
design, layout,
and/or neatness.

The project has


excellent spelling,
grammar,
punctuation, and
original content.

The project has


1-2 spelling,
grammar, and/or
punctuation
errors with
original content.

The project has 35 spelling,


grammar, and/or
punctuation
errors with
original content.

Presentation is
organized and well
thought-out with
smooth transitions.
Student speaks
clearly and loudly
with good eye
contact. Easy to
follow and
understand

Presentation is
organized.
Student provides
some eye contact
with audience.
Student speaks
clearly and is
mostly easy to
follow and
understand.

Presentation is
somewhat
organized.
Student provides
very little eye
contact. Student
is somewhat
difficult to follow
and understand.

The project has


more than 5
spelling,
grammar, and/or
punctuation
errors. Some
content may be
copied, pasted, or
plagiarized.

Presentation is
not organized.
Student provides
no eye contact.
Student is difficult
to follow and
understand.

TOTAL SCORE: _____________________ (out of 20 possible)


Ms. Concotelli

2016-2017