Beruflich Dokumente
Kultur Dokumente
DAY 1
Learning Objectives.
The
students will be
able to describe the
relationship
between a series of
historical events,
using language
that pertains to
time, sequence, and
cause/effect by
writing journals
and creating a
timeline of events
from a story.
The
students will be
able to show
historical events
and events in their
DAY 2
DAY 3
DAY 4
DAY 5
Changes Made:
Changes Made:
Changes Made:
Changes Made:
Reviewing the
checklist, the
students only
seemed to struggle
with putting the
events in the correct
order. To give them a
little more practice
with this, we read a
short story about the
construction of the
Colosseum. There
were events with
dates and we wrote
them on the board in
the correct order.
In preparation for
todays activity, we
reviewed the format
of an opinion paper.
The rubric for the
timeline project
showed that students
had a solid
understanding of
timelines, so I
focused the preinstruction on opinion
writing, specifically
examples and
conclusions.
lives organized by
years.
Assessments:
Tod
ay we will begin
reading IceCream Cones for
Sale! by Elaine
Greenstein. The
story presents facts
about who invented
the ice-cream cone
in the form of a
mystery the
students have to
solve, and begins
by presenting the
reader with five
individuals. I will
conclude the
reading just after
Learning Objectives.
The
students will be
able to describe the
relationship
between a series of
historical events,
using language
that pertains to
time, sequence, and
cause/effect by
writing journals
Learning Objectives.
The
students will be
able to describe the
relationship
between a series of
historical events,
using language
that pertains to
time, sequence, and
cause/effect by
writing journals
and creating a
timeline of events
from a story.
The
students will be
able to show
historical events
and events in their
lives organized by
years.
Learning Objectives.
Learning Objectives.
The
students will be
able to describe the
relationship
between a series of
historical events,
using language
that pertains to
time, sequence, and
cause/effect by
writing journals
and creating a
timeline of events
from a story.
The
students will be
able to show
historical events
and events in their
lives organized by
The
students will be
able to describe the
relationship
between a series of
historical events,
using language
that pertains to
time, sequence, and
cause/effect by
writing journals
and creating a
timeline of events
from a story.
The
students will be
able to show
historical events
and events in their
lives organized by
years.
and creating a
timeline of events
from a story.
The
students will be
able to show
historical events
and events in their
lives organized by
years.
Assessments:
Tod
ay we will finish
reading the story
and find out who
was actually
responsible for
inventing the ice
years.
Assessments:
Yest
erday, we learned
that a man named
Italo Marchiony is
credited with
inventing the ice
cream cone. Today,
the teacher will
give the class a
short presentation
about his life. After
this presentation,
the students will be
given a paper with
a timeline on it and
another with the
list of events in no
particular order.
They will be asked
to put the events on
Assessments:
Assessments:
Tod
ay the students will
be making a
timeline of five
important events in
their lives. This
will be turned in
when completed as
a project and
graded and
returned to the
students at a later
date.
Scoring Guide: Rubric
(summative)
Criteria: The students
must create a timeline of
their lives. The first event
Tod
ay is the final day
of the learning
segment. The
students will be
writing another
opinion piece, this
time without help.
The assessment for
this will be a
rubric.
Scoring Guide: Rubric
(summative)
Criteria: The students
writing must include an
introduction that states
their opinion, one reason
they think this, at least two
examples that support
Procedures:
-The teacher will finish
tomorrow.
Scoring Guide: Checklist
(formative)
Criteria: The students
must put the events in the
correct order by date and
the students must include
all the events on the paper.
Procedures:
-The teacher will present
an example project. This
personal timeline will be
presented in a way that
makes sure to touch on any
misconceptions and
misunderstandings
recorded in the anecdotal
notes the previous day.
-The teacher will instruct
the students that they must
start with their birth date,
be in the correct order, and
have five events.
-The students will quietly
complete their projects,
Procedures:
-The teacher will ask the
students to complete an
opinion piece about how
they think the ice cream
cone was invented.
- The teacher will remind
the students that their
writing must include: an
introduction that states
their opinion, one reason
they think this, at least two
examples that support
their reason, and a
concluding statement that
restates their opinion.
Procedures:
-The teacher will give a
brief Powerpoint
presentation on the life of
Italo Marchiony.
-The students will listen.
-The teacher will go over
any of the mistakes or
areas children may have
had trouble with the
previous day.
-The teacher will give each
student a blank timeline
and a paper with
important events from
quietly.
-After the last candidate is
described, the teacher will
present the information
with actual photographs of
each individual with a
Prezi. The final display
will include photos of each
individual with their
names.
-The teacher will explain
to the students that it is
their job to give their
opinion on which person
invented the ice cream
cone and that they will be
doing so by writing and
opinion paper.
-The teacher will remind
the students that opinion
Italos life.
-The students will fill in
the timeline to the best of
their ability.
-The students will bring
the completed timeline to
one of the teachers who
will review it with the
checklist.
-The teachers will take
anecdotal notes at this
time.