Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018
Student: Julia Spivey School: N/A
IWU Supervisor: N/A Co-op Teacher: N/A
Teaching Date: N/A Grade Level: 1
Audit Trail:
LESSON RATIONALE
Students will learn the purpose of a timeline, how to create one, and the significance of recording events.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will create a timeline of their own life using important events.
B. Objective: Students will be able to recognize important dates and events they have experienced and list them chronologically on a
timeline and know their significance.
C. Standards:
NCSS: Time, Continuity, and Change
IAS: 1.1.6 Develop a simple timeline of important events in the student’s life.

II. Management Plan

a. Materials: Teacher photos with years, scanned photos on a power point, large construction paper with straight line in the
middle.
b. Time: 45-50 minutes
c. Space: Students will be at their desks for two parts. Students will move to the carpet in a circle for another part.
d. Behavior:
III. Adaptation to Individual Differences and Diverse Learners—Dates and ages will be provided on the board so that students may
use it for reference when approximating the year of their events. For students who have trouble spelling, the teacher will write words
on the board for them to copy and remind them that spelling does not count. If ______________________ gets frustrated and cannot think of
any events in their life they can put on the timeline, the teacher will help them brainstorm, or give him a few events for him to put in
order on his timeline.

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set (5 minutes)
• The students will begin at their desks. The screen should be pulled down for the projector. The teacher will have a power point
with around 5 photos of their personal life, preferably starting from a baby and ending with being a teacher. They will briefly
describe the event in each photo. They will also briefly describe the significance of each event in their photos. The photos should
not be in order.
 You might be wondering, why is Miss Spivey showing us pictures of her life? Well, you guys are going to help me out with a little project
here in a few minutes.

V. Purpose:
 It is important for us to know the order in which events take place. A timeline shows these events, in order, over a period of time.
You will see many timelines over the years for all sorts of people, places, and things.

VI. Lesson Presentation (Input/Output) (15 minutes, work time 10 minutes)

 The teacher will pull up a couple examples of short timelines, such as one of their town, one of a historical event, etc. They will
briefly walk through it. The teacher will point out each significant event.
 Each of these timelines has a title to show what the whole timeline is about, a year or date with each event, and a caption of what the
event was.
 The students and teacher will move to a circle on the carpet. The teacher will have the actual photos and show the first picture and
the last picture side by side.
 How did I go from this (gesture first photo) to this? (gesture last photo). How did I get here? Did I wake up one day as a teacher?
Allow brief student response. No. There were all different events throughout my life that create a story that led up to me going to
college and becoming a teacher.
 We are now going to put these photos in the correct order they belong in that shows my life in order. The date is on the back of each
one. Display the other photos. Which do you think goes next? Why? Student response. Why do you think the event in this photo is
significant? How did that get me to where I am today? Place a photo in an obviously incorrect spot. If I placed this photo here, do you
think it would tell the same story? Student response. Example: Right, I couldn’t go to high school, and then go back to kindergarten,
that doesn’t make sense. I got to go to high school because I went to kindergarten, first.
 After determining the sequence together, the teacher will then take all of the photos and clip them to the whiteboard. We are going
to use these photos and create a timeline. A timeline is a list of events in the order they happen. We have already picked out our order
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
and now we are going to put them on a timeline. Draw a line on the board with 5 (or however many photos) small lines running
through.
 So, when we make a timeline, we first draw a line. And then we are going to put these dashes in here and that is where our events will
go. Place each photo, chronologically, on each line. Next, to show when these events happened, what do you think we need to label on
here? Brief response. Right, the year or the date. On these photos, I only have the year, so that is what we will use. Label the year
below each photo. Now, if I want someone else to be able to understand what is happening in each, I want to explain it to them, right?
Because do you think if they saw this picture of (example) my friends and I, do you think they would know for sure that it was my
graduation? Maybe not. So, we are going to add a brief caption at the bottom explaining what this is.
 Start at the first picture and begin labeling, out loud, what is happening. Have students help. What did I say this photo represents?
Brief response. Okay, so that is what I will write at the bottom.
 At the end, ask students what other important events the teacher could have possibly included in their timeline.
 My timeline is finished. These are the events in my life from my birth to being a teacher in order. I have the date, and the caption
explaining what happened.
 Now, you are all going to create your own timeline. You are going to think about some important events in your life starting with when
you were born. You need to have at least four, but you may include more if you’d like. When I say go, you are going to grab a paper here
and walk back to your seat. I will set out a box of markers at each group of desks. For this project, spelling does not count. Just do your
best to sound it out or raise your hand and I can write some words on the board for you to copy. If I do not get to you for all of your
words, that is okay, just do your best to sound it out. When you return to your desk, place your paper on it and put your hands in your
lap and wait for further instructions. Any questions? Answer any questions. Go.
 The students will follow the procedure and return to their desks.
 So, think about the year you were born, that is going to be your first dash. Help students if needed by giving them the two years they
could have been born in if needed. Your last point could be going to first grade, or (list off more examples). Use any events that have
actually happened in your life, you cannot make stuff up because this is a true story. There is a space at the top where you are going to
write a title. You could say, “___________’s Timeline” or “The Story of ___________” or whatever you would like. Remember, spelling does not
count, but if it is a specific name or place, you will capitalize the first letter. Every word in your title should have a capital letter
because it is the title of your story.
 I have a list of all the years since you were born written on the board and what age you probably were, in case you need help. So, if you
moved houses when you were three, that was probably around _________ (year), so just look up here.
 When everyone is finished, we will be presenting these to the class. For each event, you can also tell us what it was and why it was
significant to your life or why you chose it. Tell us the year as well. You guys will not have photos for yours, but that is okay because you
do not need them to create a timeline. You just need the date and the caption. However, you may draw your own pictures by your
captions if you would like.
 Please keep your voices on indoor mode and raise your hand if you have a question. You will have about 15 minutes. I will give you a
warning when you have 5 minutes left. Go ahead and begin.

*** projects may be presented at a different time/day, depending on time.

VII. Check for understanding.

VIII. Review learning outcomes / Closure:
 Every person, place, or thing has a timeline, whether it be a town, a war, or a person. We need to see how one event led to another. They
can record events of a story or in history. When you start history classes someday, you will see a lot of timelines because they show the
order of events and you can see how one may have affected another. Timelines record events in history and in even our own lives.

PLAN FOR ASSESSMENT (15-20 minutes)

 Students will present their finished timeline. Each student will have up to one minute. The events should be chronological, like the
teacher’s.
 While creating their timeline, the teacher will walk around and ask students about their events and why they chose that event. The
teacher may also ask how one event led to the next.

REFLECTION AND POST-LESSON ANALYSIS

How many students achieved the lesson objective(s)? For those who did not, why not?
1. What were my strengths and weaknesses?
2. How should I alter this lesson?
3. How would I pace it differently?
4. Were all students actively participating? If not, why not?
5. What adjustments did I make to reach varied learning styles and ability levels?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.

Student: School:
IWU Supervisor: Co-op Teacher:
Teaching Date: _____or IDK Grade Level:
Audit Trail:
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content.
Template Student includes all of the information in the
template heading.
Audit Trail Student includes a list of dates and methods
for communicating with cooperating teacher.
Rationale Statement of rationale for the learning
experience and environment in this lesson.

Goals The lesson plan contains objectives that

connect goals and standards with lesson
Objectives
activities and assessments.
Standards
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)

NCSS:

IAS:
Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by
students.

Plan For Instruction

Adaptation to Instructional opportunities are provided in

Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Early Finishers
Reteaching-
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Lesson Presentation The candidate’s lesson demonstrates an
understanding of developmentally
appropriate practice.

The candidate’s lesson includes both

modeling and guided practice.

The lesson presentation includes relevant

activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
[CFU] or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson

Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment [

Assessment mainly formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

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