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Lesson Title:
Lesson
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TEAM Lesson Plan Template

Elissa Lane
Social Studies
3rd grade
Adobe Timelines
Write a brief, yet concise, description of what occurs in this lesson (50
words).
What will students learn during the lesson? In this lesson, the students
will learn..

Students will be showing the importance of different significant people in

different regions by creating a timeline that references each person using the
adobe voice app. They will demonstrate their knowledge about each person as
well as how to use a timeline to show sequence.
State
Standards

Go to the state standards website:

http://www.tn.gov/education/standards/index.shtml
Reference State, Common Core, ACT College Readiness Standards
and/or State Competencies. Select the grade content/level appropriate
standards that are being met in this lesson. Copy and paste here:

SS.3.16 Use timelines and historical passages to summarize the history of a

region, including events, inventions/inventors, artists, writers, and political
figures. (C, G, H, P, TN) Suggestions are as follows: Christopher Columbus,
Benjamin Franklin, George Washington, Daniel Boone, Nancy Ward, Thomas
Jefferson, Betsy Ross, Noah Webster, Abraham Lincoln, Susan B. Anthony,
Harriett Tubman, Geronimo, George Washington Carver, Georgia OKeefe,
Amelia Earhart, E.B. White, Rosa Parks, Martin Luther King Jr., Dian Fossey, and
Barack Obama.
L.3.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language
that pertains to time, sequence, and cause/effect.
W.3.8 Recall information from experiences or gather information from print
and digital sources; take brief notes on sources and sort evidence into
provided categories.
Go to the NEW NETSS standards http://cnets.iste.org/and select grade
National
level (K-2, 3-5, 6-8, 9-12) appropriate standards/profiles that are being
Education
met in this lesson. Copy and paste here.
Technology
Standards for
Students
(NETSS) met
in this lesson
Technology Operations and Concepts
Select and use applications effectively and productively.

Instructional
Objectives

Clear, Specific, and Measurable NOT ACTIVITIES. Student-friendly.

The objective for this lesson [learning outcome] should identify

the A, B, C & D.

Given the task of creating a story in the adobe voice app, the third grade
students will demonstrate their knowledge of how to use timelines and
importance of influential people in different regions.

Prior
Knowledge

What prior knowledge will the students have to have to be able to do

this lesson? You might look at the year before state standards to see
what they were suppose to learn before doing the state standard you
chose.

Students will need to have prior knowledge of how to use

the adobe voice app. They will also need to use prior
knowledge collected through notes taken about different
influential people they studied previous to this lesson.
Need or
Purpose

Why do students need to learn this lesson?

Students need to learn this lesson because they need to know about
how to create their own timelines and the significant contributions
different people have made to our society today.
Teacher
Preparation

Explain what the teacher has to do to get ready for the lesson including
activities such as gather materials, bookmark websites, create research
guides, schedule labs, gather parent permission for fieldtrips, etc

The teacher has to make sure adobe voice app is downloaded on all of the ipads, and
all ipads are fully charged. She must also make sure students bring the notes they
collected about each person they studied during the week.
Explain what the students do in this lesson that puts them in an active
Active
learning situation.
Participation
They are using creativity to create their own stories to share with their
classmates. They must decide the sequence of events in a regions history.

Formative
Assessment

The criteria should directly align with the instructional objectives and
standards. How will you monitor student progress? Also describe your
plan for providing feedback to your students during the lesson?

During the beginning of the lesson, students will pull out the notes they took
on previously studied influential people. Some will share a few very important
details about each person. The teacher will make sure all students have the
information they were supposed to have collected.
During the activity, the teacher will walk around and observe the students as
they make their projects. She will make sure students are staying on task and
try to look at everyones main timelines to make sure they are in correct order.

Materials

List all materials and include how each will be used during the lesson.
Must align with the Instructional Objective

Ipads, notebook paper, pencils, smartboard

Instructional Procedures
An Essential Question encourages students to put forth more effort
Essential
when faced with complex, open-ended, challenging, meaningful and
Question
authentic questions.

What important contributions have these people made to their

regions? How can I show the history of a region by using a timeline?
Lesson set

Motivator/Hook - How will you open the lesson to motivate the

students? How will you relate this lesson to previous learning & to real
life experiences, to explain the importance of the learning to the
students? (student involvement required)

Show the class an adobe voice creation on the smart board (either created or
found online). Also, show them a large timeline on the smart board that
shows major events in American history. Ask them if they see how using
timelines and creating in adobe can help summarize people and places.
Techniques &
Activities

List the instructional procedures step-by-step, in sequential order as

they occur in the lesson. What will you do? What will the students do?
How will you keep learners engaged? Within the procedures a variety
of classroom teaching strategies (methods) are identified.
Student centered activities are included as well as guided
practice of the learning is included.

I start out by showing the students an adobe voice story that was created by
a previous student. I then show them a timeline of historic events in
American history. I explain to them that they are going to be making their
own creation in adobe voice that should include a timeline that shows the
specific people they studied from different regions.
They will then split up in the think, pair, share portion and talk with a
partner about some of the important facts they recorded about the people
they studied previously in the week. I will be walking around during this time
making sure everyone has the information they need for the projects.
They will then get an ipad and start working on their own adobe voice
creation. They must have a title page, a page with a timeline they create
displaying the different people they studied, separate pages discussing
important facts about the people they studied, another page with their
timeline, and a conclusion page.
Extension

How will I provide modified instructions for gifted students? I call this
Gear-up. Extensions are additional activities to expand the learning on
the lesson. If students finish early what will the supplemental activity
be? - I will have them do.

If a student finishes early, he or she must research on

kidrex.org to find more important people or facts related to
the region or people they studied. They must go back and
add these extras to their timeline, but they do not have to
do separate pages discussing each of the extra items
(unless they have time).
Remediation

How will I provide modified instructions for below average? I call this
- gear-down. Remediation activities include methods to re-teach the
learning for students who need more instruction. If a student falls
behind I will ..

If there are students who are falling behind, I will tell them
to map out everything on paper first. If they do not finish
the adobe voice app, we can work on it together during
recess or down time at the end of the day. Also, if another
student finishes early and wants to help someone who is
struggling, I can allow for that.
Adaptions
Modifications

How will I provide modified instruction for special education? How will
you adapt the learning for learners with special needs? Choose one
disability and tell me how you would adapt this lesson for that
disability.

A student who has a slight visual impairment can work with a partner. They can combine their projects
into one, and the student without a disability can do most of the ipad work, while the visually impaired
student tells him/her what to put into the project.

CLOSURE

Reflection / Wrap-Up. How will you close the lesson, summarize the
lesson content, relate the lesson to future lessons & tie it to previous
lessons? (student-involvement required). How will I review subjectmatter and purpose with students?

I will have students email me their projects, and give them the option to
share with the class the next day. I will explain to students that it is important
to remember contributions people from the past made to our society today. It
is also important to be able to look at a timeline and be able to review
somethings history quickly.

Summative
Assessment

Describe the assessment process that you will use to measure whether
the students achieved the instructional objectives. How will you assess
the student performance/mastery of skill? What are the criteria for
achievement, and performance level? How will you assess that students
have learned? How will you monitor student progress? The criteria
should directly align to the instructional objectives and standards. Also
describe your plan for providing feedback to your students.

I should go through and look at each students creation after they email it to
me. In grading, they must have all of the required pages included in their
projects and all of the information they provided (timelines and facts) must be
correct. I can provide feedback privately on a rubric after they share with the
class. The goal is a score of at least 90%.

NOTES:
This lesson plan would go at the end of a weeklong study of some of the
people mentioned from the SS.3.16.