Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Social Studies (3): The student understands the concept Students will be able to accurately create a timeline
of time and chronology. of historical events covered in the lesson and be able
to correctly use vocabulary terms to describe
historical events in relation to time and chronology.
Specific __ Measureable __Attainable___ Relevant____Time ____
Grade: 3rd Subject: Social Studies

Task Analysis: (C4) What lang. must be taught: Concepts of Time Strategy to teach Language: (C4)
Have the students define the vocabulary in
What skills must be taught: their personal dictionary to keep track of the
How to understand and use words describing time and chronology meaning of the words

Assessment: (C5) Have the students create a timeline of their lives, after they have demonstrated their understanding of
the concept, have them work in small groups to apply the same strategies to create a 5 point timeline
of a historical event that has been taught. Check for appropriate spacing on the timeline and correct
chronological order After, have the groups work together to write a summary of their timeline using
their new vocabulary.

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

3-2-1 summary, aftert the activity students will complete the app AWW can be used to help demonstrate how to
a 3-2-1 summary to conclude, vocabulary must be make a timeline
incorporated.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Demonstrate a timeline for the class Paper, pencil
Visual –

Auditory – Thoroughly explain the lesson and rules

Kinesethic –
Students create a timeline of their own

Higher Order Questions to ask: (C6)

1. Are students able to reproduce a timeline in a accurate and timely manner?

2. Can students apply their knowledge of timelines to create own of their own over a historical subject?
3.
Can students summarize their work and explain their reasoning behind it?

Hook: (C7) Fun Facts! Students label given facts from
most to least interesting. This will help with
the making of timelines later by being able to
decide which information should be included
and what should not.
Closure: (C7) Pair/share. After the lesson wraps up have
the kids get into partners and discuss what
they learned. After that have them tell the
class in about a 1-2 minutes.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
I will provide infomation and vocabulary over time and chronology. On the white board I will
correctly model the information learned by creating a timeline of my life for the students so that
they can get an idea of what kind of information to include and how to create one for themselves.

2. Student Activities / Guided Practice: (C6)

After I have demonstrated how to effectively create a timeline, the students make timelines of
important events of their own lives with provided examples of important events that may be
included. Ex. The day you were born, first birthday you remember, first holiday you remember,
your first day of kindergarten, etc. I will walk around and moniter and answer any questions
necessary to make sure they are understanding the process of timelines and chronology.

3. Independent Practice: (C6)

After students have successfully created a timeline of their own lives, students will be put into
groups in which they will apply what they have learned about timelines to create one based off a
historical event that we have covered. They will only need to plot 5 points on their timeline. 7
points will be provided for them and they need to determine which two do not belong on the
timeline with the others. All groups will submit their timelines which will be hung on the board and
discussed. Groups will write a summary of their work using the vocab which will be graded.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

-Give the students more time on the assignment
-Allow peer tutors when necessary (increase the level
of suport)
-Change the quantity of terms due, and vocab words to
learn.
Make sure objective is stated orally at the beginning
and is written on the board. Make sure to stress
enunciation and be mindful of your pace. Review key
vocabulary and make sure that you paraphrase
anything that is too dense or word heavy that ELLs
might struggle with.

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE:
Rigor

OPENING:
At the beginning of the lesson the kids will be working on fun facts that I have
Retrieval
provided, I will help them throught this by telling them to keep in mind the most
important/interesting information. The topic of these facts will be something
entertaining more so than historical, that aspect will be brought in later.
TEACHER INPUT:
Relevance
New vocabulary will be taught regarding time and chronology. It will be discussed and
then students will write it into their personal dictionaries.
MODEL:
I will create a timeline of my life as a demonstration for the students. I will keep things
Routing
fun and entertaining as we are learning the process and then later we will apply the
same methods to historical topics. Students will be asked if they have any ideas to
include on the timeline.
GUIDED PRACTICE:
Retaining / Rehearsing
After my demonstration students will work independently to create timelines of their
own lives. I will be there to answer any questions or help with ideas. I will move around
and observe during this time. Timelines should be colorful and may include drawings.
INDEPENDENT PRACTICE:
Students will work in groups of 3-4 to apply what they have learned about timelines
and chronology to a historical topic and then present to the class. I will move around
and help individual groups when needed to keep them moving with the matierial.

CHECK FOR UNDERSTANDING :

Recognizing I will ask the students questions along the lines of “Do you think your timeline
accurately represents the topic in question?” and others to get them thinking.

ASSESSMENT:
Students individual summaries will be collected at the end of the lesson and graded for
comprehension.

RESOURCES / MATERIALS:
Paper, pencil, maybe contruction paper or larger paper for when groups work on their
timelines.

CLOSURE:
Re-exposure Students will end the lesson by talking to a partner about what they have learned.