7/30/2014, page 1 of 2, IPG Lesson Plan

The IPG

Interns Name:
Lola Scotland
Date:
July 12, 2014
Subject
Social Studies
Grade Level:
Third
1.TEKS 3.3A

Student will use vocabulary related to chronology
including past, present and future times.

Objective:

I/we will use vocabulary to put past life events in order.
2. Big Understandings

It is important to know how to use vocabulary to
create past history because although we are all
different, we have/share so many things in common.
An example is that we all have a past history or life.
3. Assessment Evidence

Students will demonstrate their understanding of the lesson plan by using vocabulary to put their different past life
events in order.

Note: in yesterdays class we defined and spoke about vocabulary. Today we will be using it to connect
past events in order. Review definition and types of vocabulary with students.

4. Opening Hook

T- (Points to chart) Ask a student to read the sign we are Flintstone kids, ten million strong and
growing.
T- Hums the tune to the song to trigger students memory and plays You Tube video of Flintstone Kids.
T makes connection of commercial to aging and vitamins requirement to connect past events and
vocabulary words.

T (Points to chart) Present and Past What do we have here? Can you tell the difference between present
and past events? Do you feel comfortable using this idea with life events? thumbs up/down? Why?

We are going to use a timeline to demonstrate this event. What is a timeline? Timeline makes it easier to place
or put things that happen in our lives in order. Its like telling a short, creative story. We will learn and practice this
in order today.
5. Instructional Strategies / Student Activities

Teacher Input:

**T (pointing to chart) Timeline of my life events from 5-8years old so what is this called?
** Let me explain how it works.
** Who knows what this says? Let us read this together.
** Let us read each block together as a group. (At 5 years old, me at 8 years, old, i).

Modeling: Let me show you how it is done

**T shows PowerPoint slide of Timeline chart and instructs students to look at their paper.
Find the first block At 5 years old, I (Teacher checks students tables)
Watch as I show you what to do. T instructs students on procedures.
Let us read all together
-
At 5 years old, I
**T questions students (CFU) does everyone understand the instructions?

**T. questions students- What were the instructions given?

7/30/2014, page 2 of 2, IPG Lesson Plan
Guided Practice: Let us do some together

**T put your finger on the first block next to the #1 symbol that says At 5 years old, I
**Everyone found this block?
**What does the chart say?
**I will put something I did when I was 5 years old in block#1.
**Move your finger across to the right in the next block #2.
**What does this block say?
**I will place a different event or thing in this block.
**Does everyone get the idea of what needs to be done?

**At this point I want you to move your finger across the right one more time.
**what does this block say?
**Good, I need you to turn to your elbow partner and write or draw an event in block #3 and #4.
**You have one minute to work.
**Give me a thumb up when you are done.

CFU (Checking for Understanding):

Teacher will move around the classroom, questions the student and check their understanding while providing
feedback.

Independent Practice:

**Is everyone comfortable with the exercise we just did?
**Do you think you can do a couple on your own?
**Watch my demonstration please I want you to put your finger on #2 and place something in each block #1, 2,
3 and 4.
**You have one minute to complete this task.
**Give me a thumb up when you are done.

6. Materials / Resources:
Timeline chart for students
Bulletin board for students quick reference
7. Grouping Patterns:
Whole group, pairs and individual

8. Ending, Summary / Reflection:
Can anyone tell me what we worked on today?
How many people had similar events on the timeline chart like someone else?
How many people had different things from their neighbor?

How many students will share their learning idea with their family? What will you tell them?

We see that everyone regardless of how young has a past.

Tomorrow we will continue to learn how to put present life events in order.

9. Technology:

You Tube video (Flintstone Kids commercial)
PowerPoint (Timeline chart)