Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Kennedey DeRuiter
November 21

Subject/ Topic/ Theme

What is a Timeline

Grade ____2nd___

I. Objectives
How does this lesson connect to the unit plan?
Timelines are ways that we can organize information about history and learn about the past.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

C
An
C
A

Create their own timeline regarding personal events in their life

Sequence an order of events using a timeline for reference
Produce an image for each event on their timeline
Write down 4 past events from their own lives

Common Core standards (or GLCEs if not available in Common Core) addressed:
SL2.1. participate in collaborative conversations with diverse partner about grade 2 topics and texts with peers and adults
RI.2.6 identify the main purpose of a text, including what the author wants to answer, explain, or describe
H2.0.1Demonstratechronologicalthinkingbydistinguishingamongyearsanddecadesusingatimelineoflocalcommunityevents.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

What is the study of history (distinguishing between past and present)What are way se can be
historians and gather information about history.
Pre-assessment (for learning):

Previous lesson free write

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Assess individual and group analysis of community timeline that demonstrates ability to read and
understand timeline and its display of events.
Students create their own timeline, sequencing worksheet
Formative (as learning):

Rubric for personal timeline

Summative (of learning): -What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Show sample timeline on document
camera so all can see
Discuss verbally the timeline
Use picture with the timeline events
to visualize events
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Possibly could use a numerical
timeline
Instructions in Spanish and English
Vocabulary words in Spanish and
English

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Stand to listen ??
Movement from rug to desks/tables
and back.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Creation of timeline of class events
and personal events (relevance)

When timelines are up and

displayed, students walk around to
observe all the timelines.

Students can volunteer to share

timeline, no one is forced to share
in front of class

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students write timeline events

Students draw a picture with
timeline events

Provide options for comprehensionactivate, apply & highlight

Repeat directions
Have students explain
expectations to a partner

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Rubric for timeline displayed

for students

Timelines are displayed in order

for students to compare and
contrast with other students.
Teacher creates sample timeline

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Construction paper to create personal timelines

Chart paper
Elmo
Scissors
Student journal or lined paper
Markers
Glue
My timeline
Sheets of paper for class timeline events.
Tables in groups of 4 and sufficient space on the rug for students to sit in large group

How will your classroom

be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Full group discussion on the rug
Students raise their hands to answer
Does anyone remember something we did last
Friday?
Teacher calls on students with raised hands.
If no students have an answer, refresh memories:
What did we do with The Little House with the
pictures? We put events in order. Do you remember
how Ms. DeRuiter had 4 events in her life on a
timeline?
We are going to practice putting events in order
again today.
Students follow along with eyes while reading the
Students return to tables, in groups of three or
four.
Hand out Sequencing activity with paragraph and
worksheet.
Read worksheet aloud as students follow along
with their eyes. Walk around the classroom while
reading.
When finished everyone takes out a colored crayon
or marker.
Show the right way on the board.

Development
(the largest
component or
main body of
the lesson)
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Now students will be working on organizing the

events they wrote about on Friday in the right
order.
Take out the paper that you wrote your events on
from Friday. If you dont have 4 yet, thats okay

Students complete sequencing activity after

reading.

Have students correct their paper with the crayon

and turn it in.
Students come up with a picture for each event
large group question and response

keep thinking. If you do, you can raise your hand

and I will come to you. Were going to make sure
they are in the right order and then you will receive
you paper and you can start your timeline.
Give students timeline pieces and piece of
construction paper, scissors, and glue

Students now create a timeline of their own life

Using the events they wrote about in previous
lesson.
Students see rubric on elmo for reference
Students think of four events in their life and write
them in the boxes on the timeline pieces sheet

Begin construction of timeline

With each event students come up with a picture or
image
Students cut out pieces and construct timelines,
placing items in order of how they happened.

Call names of students to present their timelines

using pieces of paper drawn from a hat.
Closure
(conclusion,
culmination,
wrap-up)

Timelines are good ways to organize information

we find about the past in the order that they
happened. We have been great historians about our
own lives today! We will keep being good
historians and use a timeline to learn more about
our community. We will keep working on our
timelines tomorrow so try and find some
information or events that you want to put on your
timeline.

students share their timelines with the class.

Students come to rug after sharing timelines for

final wrap up.

Add timeline to your how to be good historians

poster.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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This lesson was originally the tail end of lesson 3 that turned into three lessons. There were a lot of things I would change about this
lesson although there were several things that I felt went really well. First of all, the students struggled a little with the sequencing
activity. At first I was a little confused because they did this so well with The Little House. However there were many different
components to this activity. If I were to teach it again I would stick the pictures we worked with the previous lesson onto a paper and
have boxes next to them. In doing so it would use the previous activity more as a scaffold to understanding how to execute this
activity. Because in this activity they could not move around the pictures or phrases like before. I think this confused some of them.
So even though the directions were at the top of the page in Spanish and English, some were still confused at what to do.
After this activity, I had the students correct their own work. They have never done this before so it would have been helpful to have
more guidelines for this. Most students just mixed up two events. When were finished correcting we went through and found the
events in the text. I would have numbered them after underlining them so students could see what happened first, second, third,
fourth and last. I also think it might have been more effective to have a shorter reading passage and maybe four events instead of
five. Or even three.
I did like the transition from the reading about my life into recording events that took place in their personal lives. Most students
were excited to write about their own life and record events and work on their timeline. Only one student couldnt quite understand
that he had to write about his life and not just copy my timeline.
Also, the process got a little chaotic when students finished different steps of the process at different times. I guess I expected this to
happen but I didnt think it would be as big of a deal as it was. It was really hard to let everyone know what they had to be doing all
individually and some students were sitting waiting for me to tell them what to do.
If I taught it again I would have a checklist for the students to follow that would tell them what to do next, next, and next. This way
they could be more responsible for their own actions and keep their own pace up better and not have to wait for me.
It was really fun to hear them all talking about their timelines together and the events that they wanted to put on their timelines. I
think its okay that we didnt completely finish the timelines on this day because it just meant that a lot of students were putting good
thought into their events and drafts. We continued working on the timelines the next day and as more and more students glued their
events down the more excited they got about making it look really cool and sharing it with their friends. I learned that one boy in my
class already had a job working on a farm in Guatemala. I was so confused why he wrote that he had a job but then he explained it to
me and also his picture showed him on a farm with trees picking some sort of fruit. When I asked him about it, his partner who he
had been talking to quickly tried to explain to me in English. I thought this was really cool because it showed that they were talking
about it and that the one boy was learning about his peers life! This was really neat. I loved hearing about the different events in
students lives. If we had more time it would be really cool to talk about how we have changed or how we are the same, using our
timeline. Originally I wanted that to be part of the criteria for grading the timelines and it was part of a very elaborate rubric but I
decided not to use the rubric because I felt it would confuse them. I think it might be helpful to have a very simple rubric for the
timeline, but also the checklist might be sufficient and be a good way to make sure they have all the pieces to the project and that
their events are in order. If they each had their own checklist it would also show me if they considered each piece to be done and if it
wasnt then we could have a discussion about that.
We will hang the timelines up on Tuesday so the whole class can see them. I would love to hang them in the hall so other classes
could see them and learn more about these students lives but well see if that happens.

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