Lesson Plan 2- timelines

I. RATIONALE:

Please describe the research article that you found that supports this lesson AND provide a link.

II. OVERVIEW

Grade Level: 1^st grade
Subject(s):  Timeline
Topic of Study:
Time Allotment: 30 min

Standards:
PO 1. Place important life events in chronological order on a timeline.
PO 2. Retell stories to describe past events, people, and places.

CCSS.ELA-LITERACY.L.1.1.E
Use verbs to convey a sense of past, present, and future

CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.1.2.A
Capitalize dates and names of people.

CCSS.ELA-LITERACY.L.1.2.B
Use end punctuation for sentences.

Objectives:
By the end of this lesson, the students will be able to put events in a chronological order with an 80% accuracy. They will also be able to write the stories out with a 70% of the paper being mistake free. They will also be able to retell their timeline to the class and what the event was.

(What do you want the students to know or be able to do?, I will be looking carefully on how they align with your assessment)

Reflection: Assessing Prior Knowledge and Planning Instruction

· What do the students need to know prior to the lesson?
This will be an introductory lesson to the concept of timelines and putting things in order. They will however have a basic understanding kidspiration as well as a word document.

· How will prior knowledge and experience be assessed?
When describing what chronology means, I will be assessing if the students know about timelines and how they work. I will ask them questions about it when I pull my own up before I start explaining what I want from them.

· How will you use this information in the planning process?
Depending how much they seem to know, I will take longer or shorter in explaining how to make a timeline and what it is.

· Why should the content of this lesson be taught at this grade level?
This content is important for all future history lessons. It is important for students to know that events happen in a certain order, or they do not make sense. Such as we cannot get a dog before we are born, or we were not America before the Declaration of Independence was signed.

· How do the objectives that you have for the lesson align with the standards?
They align because students will be putting their own life events in order as well as retelling a story to the class. They will also be demonstrating their use of grammatical knowledge when they write the more detailed paper on the different events.

· When will the lesson be taught in the course of the school year? Why?
This lesson will be taught towards the beginning of the year because it is a good introductory lesson for the students to get to know each other. It is also good to have the students understand the concept of order for the foundation of both math and history.

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)

1. First I will explain the word chronology, how chron means time and ology means the study of. So chronology is the study of time. And a timeline is important because it puts events in order, which is also a study of time for that certain person.
2. I will then show the students my creation of my own timeline on Kidspiration. I will explain how the earlier events are at the beginning and the later events are towards the end. I will have to blank spaces where I can show them how to type in a date and event and how to add a sticker to help show the event
3. From there they will then have time to make a timeline of their own life on Kidspiration as well. They will put in the date of the event (they can choose from a specific date, month, or year). Then they will also put in a short sentence or a phrase to explain the just of the event. Under they will search for a sticker that will represent the event as well. I will be walking around asking the students about their events. If something seems out of order I will question them about why they put it there, but I will not tell them that it is wrong.
4. After they finish their timelines, they will then be asked to write a more detailed paper about the events. They will write a sentence or a few explaining the event, why it is important to them (why it is on the timeline), and why they choose that sticker. They can choose if they would rather type this section or write it by hand depending on their preference.
5. When the class is finished or most of them are, they will start to present their papers. Based on time, they may share their full paper, or be asked to just share the event they think is the most important.
6. They will email me their timeline and paper (or hand it in if it is written) and I will use it to assess them. I will check to see if the dates are in order on the timeline, as well as if their paper is written without many mistakes. If they hand write it I will not assess spelling as a grade formally since the other students had spell check typing.

Technology Integration:

The teacher will use technology in her demonstration of her timeline. She will show the students how to access and use kidspiraiton to make the timeline of their own. This includes how to pull it up, how to find the timeline, how to type in dates, how to type in the sentence, and how to add a sticker. She will also show them where she would like them to type up their story if that is what they choose.

Differentiated Instruction:

· Cognitive delay
If a student has a cognitive delay, I will assess how much of a delay there is. They can dictate what should be put in the spots if they cannot type it with the help of an aid. They may also be helped in thinking of ideas to put in by bringing in pictures from home and having a parent write the order of the pictures on the back. This may help them see events in their life. They can also write 1^st and 2^nd instead of the year. They will still be learning how events happen in order; they will just not be including the years. 

· Gifted
For gifted students they will be allowed to add more events to the timeline if they wish and can also write more about each event. They will be asked to find possibly more pictures for each event as well.

· ELL
For an ELL student, they will be able to complete the writing portion in their native language if they are proficient. If they are able to write in any English, they will be asked to do that. They will not be graded on the grammatical parts of their writing, rather if they were able to use the correct words to get their point across. As a teacher I would try to look up a few key words in their native language to try and explain it to them if they do not understand English if an aid is not available.

Reflection: Designing Instruction

· Why are you using the instructional methods you have described?
I am using the I-WE-YOU method for this to explain the timeline. First ‘I’ am showing them how I made my timeline and what it should look like. Then ‘WE’ will fill in the rest of my timeline so I will show them how to complete their own. Then they will do the “YOU’ where they will use the knowledge to make their own timeline. I have found this technique is very beneficial for students and their learning.

· How do the instructional methods align with what you know about best practices (think about your methods classes)?
I have seen several versions of this method taught and used in an actual classroom, and I believe it is the most beneficial for the students. They are seeing what is expected, given an opportunity to practice, then they can practice on their own. It is slowly releasing the responsibility to them which is less overwhelming and they start their individual work with more knowledge.

· How are you engaging students in creative and higher order thinking?
They must think of what is the most important events in their own life and then be able to say why they choose the event. Although this activity is based around making a timeline, from there it is completely personal for them as they can choose what they want to put in.

IV. ASSESSMENT

Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process))

Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test)

Students will email me their timeline from kidspiration as well as their word doc about what they wrote in each section. I will assess the timelines based on the dates listed and if they are in order or not. They will have 80% of the events in order. I will assess the writing portion to check for grammatical errors in their paper and will check for a 70% accuracy.

Reflection: Planning Assessment (InTask Standard 6):

· How does the assessment align with the standards and objectives of this lesson?
The assessment looks for a certain accuracy, which aligns to the same accuracy stated in the objective. It also aligns with the standards because I am asking the students to place life events chronological on a timeline, retell a story, and write with grammatical accuracy.

· How does the assessment demonstrate that the students have been successful in learning the content?
Based on their accuracy of placing events in order and their written essay about the events, I will be able to evaluate if the students understood the lesson as well as where their writing level is at. From the work submitted to me I will be able to tell if they were successful.

· How does the assessment demonstrate student engagement in higher order thinking?
They will be engaged because the assignment is personal to them and is directly related to their lives. They are using higher order thinking because they are also attaching the lesson to the practicality of their lives (since their life is the events). They must apply their own knowledge to the lesson and they will see the direct connection.

· How does the assessment demonstrate that individual student needs were met?

IIV. MATERIALS AND RESOURCES***************************

In this section include any examples you have created for the students, resources (software, weblinks, books, crafting items, etc.) and other necessary items

Materials needed for this activity: a computer, kidspiration software, and Microsoft word.

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1.     How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?
It inspires student learning because the lesson allows them to integrate their own life into their timeline and also allows them to share their personal stories with other students. It inspires creativity because they can pick and choose from their own life which events to share and which sticker they want to add.

2.     How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
The lesson provides digital age learning because they are making their timelines on a computer software. The entire lesson will take place using a computer, the only time technology is not used is if the student decides to write their essay instead of type it. I will also be assessing them on what they created on the computer in Kidspiration.

3.     How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
They are working on the computer to make their timeline completely. They are using a specific software that will create the template for them then they must also type the description as well as find a sticker.

4.     How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

1. advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
   I will be demonstrating how to use the technology before they start to use it. They will only be using kidspiration and a word doc, which do not require them to access the internet. Those two programs are very safe for students to use. Since they will be using their own lives for the timeline there will not be a copyright issue.
2. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
   Since this project is very specific to the student, it is easy to address all the needs of the diverse learners. They can do what they can with all parts of it since it is specified to them. If any students require extra help, the teacher or a peer can help them make the timeline or complete the essay.
3. promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
   There will not be a problem with social interactions related to technology because they will be writing their own timeline and essay without communicating with anyone else online. But by modeling what to do and not to do with the timeline I will show digital etiquette on how to use the program correctly.
4. developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
   I will show the students my timeline, and explain how it will be different from their own. This is because I am older, and I may have been raised differently from how they were. Every student has their own experiences growing up, and different experiences are not bad or good from any other experience.