Baker College Teacher Prep Lesson Plan Form
Lesson # 1
Unit: History
CCSS, Content Related State
Standards (NGSS or C3
framework), and Michigan
College and Career Readiness
(CCR)
Resources and Materials:
(can be attached)
Big Idea and Essential
Question(s):
Frame big ideas as the understanding
statements. Topical or over-arching
questions will lead students to explore
and understand the enduring knowledge
and skills.
Objectives:
What students will know and be able to
do stated in student-friendly language
(use Bloom’s and DOK levels for higher
level thinking objectives)
Instruction: Sequence of
Activities:
Provide an overview of the flow of the
lesson. Indicate what instructional
strategies will be applied in this lesson.
Should also include (a) estimates of
pacing/timing, (b) inclusive activities,
(c) the wrap-up activities, such as
summary and reflection, and (d)
technology integration
Designer Name: Jaime Jones
Lesson Title: Living and Working together
Grade level: Kindergarten
K- H2.0.2 Create a timeline using events from their own lives.
Student materials: Timeline template, crayons, pencil.
Teachers materials: Marker, board
What is a timeline?
How do I incorporate personal events into a timeline?
I can recognize the uses of a timeline.
I can incorporate my personal events and create a timeline.
Discussion (10 minutes) The lesson will begin by asking the
students if they know what a timeline is. We would have a
discussion on what a timeline is and then the next question to the
class is how someone could use a timeline.
Example (15 minutes) I would then ask the students to give me a
thumbs up or thumbs down if they understand what a timeline is. I
would then evaluate the student’s responses. If there are a lot of
thumbs down, I would then rediscuss what a timeline is. If there
were majority thumbs up, then move onto providing an example of
timeline to the class. I would then ask the students to look towards
the board as I am going to demonstrate how to create a timeline
using events from my day. I would then grab marker and draw a line
on the board and explain to the class that a timeline is built off from
this straight line. I would then think out loud what events that
happened to me this morning that could be demonstrated on a
timeline. I would then mark a first line and draw a brief picture of a
person getting out of bed. Then second, I would draw a picture of a
person eating. Then third I would draw a picture of a person dressed
for the day. Then finally a picture of the person arriving to school. I
 Baker College Teacher Prep Lesson Plan Form
Assessment:
Describe both formative and summative
assessments that you will use to assess
student understanding with important
details, such as how will you grade –
quiz, test, project, paper, presentation,
demonstration, etc.. Formative and
summative assessment tools should be
attached to this lesson plan.
Accommodation and
Differentiation:: Describe who will
need additional or different support
during this lesson and how you will
support them. Create at least one
differentiation plan among five lessons.
would then explain to the class that this is a timeline of what I did
this morning. Then ask the class if they think they could create a
timeline about their morning that day.
Activity (25 minutes) Before handing the timeline template out, I
would have the students take time to think about their morning and
what big events happened to them. After about 3 minutes of the kids
individually thinking, I would then ask for two helpers to pass out
materials that are needed for the activity. One student will pass out
the template, the other will pass out a box of crayons for each table
to share. Once the students are settled back in their chairs, they will
begin drawing the events of their day. I will go around and assist
students who have questions or struggling, making sure to check in
with each student on their progress. Student will have 15 minutes to
draw their pictures on their timelines. Then, for the last 5 minutes,
students will have the chance to get up and move around the
classroom to look at other children’s timelines to see what events
happened in the other student’s morning. Student will then be asked
to return to their seats and place crayons back in the box.
Wrap up (5 minutes) As the students are cleaning up their areas, I
would ask reflective questions. Was it challenging to create a
timeline? Do you know what a timeline is after today’s lesson?
Students will then turn in their timelines and then get prepared for
the next lesson.
Formative: For this class, as they are kindergarteners, I
would give them a verbal formative assessment. As
discussed in the steps of the day, I would ask the class what
they think a timeline is. Then ask how a timeline may me
used and who may use one. I would then call on students to
listen to their response, then do follow up questions after
the lesson to see how their answers has changed.
Summative: After the lesson is over, I would have the
students turn in their timelines that they created to
evaluate their ability of creating a timeline based on their
personal events that occurred that day. I would then ask
reflection questions like after the lesson, what is a timeline
and who may use one.
For students may struggle, like if a child has a developmental delay
in the class, they may need to see examples of activities as they are
working individually. I would sit one-one-one with students who
may struggle and draw up a timeline along with them or ask them
what they did that morning to help them draw.
Baker College Teacher Prep Lesson Plan Form