EDCI 3127 Elementary Socials Studies Methods Comprehensive Lesson Plan Template

COMPREHENSIVE LESSON PLAN TEMPLATE

Date Submitted:
Student Name: Leah VanLangevelde 04/03/19

Grade Level: 1st Grade

LESSON BASICS
Meaningful Topic/Big Idea: Length of Lesson:
Timelines 45 Minutes
Standards (at least 1 LA and 1 NCSS Dimension): Depth of Knowledge
LA History 1.1.1 (Revised Bloom’s
D2. His. 1. K-2. Creating a chronological sequence of multiple Taxonomy): Check all that
events. apply
☒1. Remember and/or
Understand
☒2. Apply and/or Analyze
☒3. Evaluate and/or Create
Essential Question (turn your objective into a question and add a little detail):
What is the order of these things and why does it matter?
Objective(s):
Be able to correctly order the timeline of either a Santa on christmas eve, a chicken, a frog, and a
woman.
Be able to write a sentence under each one describing why it goes there.
Assessment plan (must connect directly to essential question and objective- How will you
know students learned the objective?)
Students will correctly fill out each worksheet pertaining to their specific group showing the correct
timeline of the specific thing they are working on.
*Assessments attached below (gotten specifically from teacher so just a picture of them, I have
actual copies) *
Required Materials/Equipment/Technology/Community Resources:
- 5 copies of each assessment
- 5 plastic bags filled with the different pictures they have to sort
- Printed out pictures for them to sort into the correct order (chicken, frog, woman’s life, and
sanat’s Christmas eve).
Prior Knowledge/ Connections: Required Vocabulary:
Know what it means to put something in Sequence
correct sequence. This means to put it Timeline
correctly from where it began to where it Order
ends. The first thing to the last thing. Know First
some basic background of a frog, chicken, Last
human’s life and santa timeline. They know Start
about human lives because they are one. Finish
They have read about both frogs and
chickens.
Literature Connection (Book Information, Cover, brief detail about book
The World Made New: Why the Age of Exploration Happened and How It Changed the World (National
Geographic Timelines) by Marc Aronson.

This is a story about American history and how it came to be, starting from the
beginning and told through a sequence of events. “The narrative carries young
readers through this age of glorious, and sometimes inglorious, adventure. Follow the
timeline of history unfolding; how the early colonies were established; how
dissemination of products like the potato, tomato, tobacco, and corn made the
Americas a major part of the new world economy; and how the Caribbean became a
major trading hub.” – Amazon Book review

Scripted questions- Pre-planned questions that will stimulate higher-order thinking:

a. How can we know what picture to start with?
b. How can we know what picture goes in the middle?
c. How can we know what picture to end with?
ACTIVITY PLAN
1. Warm-up/Review/Connections – This must include a visual.:
Show them what an actual timeline looks like based on a picture I draw on the board. Going to
be the timeline of a dog.

2. Introduction to Content/Explanation:
Ask the students, “Why do we have timelines?” and create a quick discussion about why.

3. Presentation/Model the Learning Process (Teacher models):

My model will be shown when I do the warm-up review on the board of the timeline of a dog.

4. Scaffolded/Guided Concrete Practice (Teacher and students work together):

While students are working on putting their pictures in the correct order, I will walk around and
assist them if they are struggling. I will explain the pictures in order to guide them, but not tell
them where they go. I will ask things like, “Why does that go first?” and “Is that really the last
thing?” to help them review their timelines if they are wrong.

5. Communicative/Collaborative Concrete Practice and Grouping Strategies (Students

work together):
The students will work with each other in groups of 5 at their table to put the pictures in the
correct order. Then they will go around and look at everyone else’s. Then we will, on the board,
go over everyone’s sequences and ask if they are right.

6. Independent Concrete Practice/Application (Student works individually):

The students will do their assessments individually.

7. Differentiation: Provide modifications for higher and lower performing students:

The groups will be based on table groups, which has a variety of different level learners at
each table. If a group finishes first, I will have them write down a sentence as to why each
picture belongs where it does. If one is taking too long, I will have one of the upper-level
students assist them. Overall though, we will go over each one as a whole group.
8. Assessment (Restate and elaborate on previous assessment explanation):
Students will need to fill out the timeline on the assessment page based on which bag they got
(chicken, santa, lady or frog).

9. Wrap-up/Concluding Activity:
We will have each group explain why it went in that order and ask the class as a whole if they
agree and why.

Technology Use: Explain how you will use or used technology in the design, implementation, or
assessment of this lesson:
N/A. This is a paper lesson.

Idea for service learning (How could this topic be brought outside of the classroom and
positively affect the world?) Students will now have knowledge that things go in order and
why it is important to know that things have a certain order. They can even possibly create a
timeline of their own life (maybe next week?). Tell their families about how things go in a certain
order and how they know that.
Ideas for class speaker/guest or field trip:
Have a grandparent/older person come in and talk about the sequence of their lives.
Instructor Reflection (This will only be completed after teaching lesson in field experience
classroom) Be thoughtful and include many details:
What went well? There were a couple things during the lesson plan that went well. To start,
the introduction I gave was great. It was the appropriate amount of time and also gave them
just the right amount of information to go forward. It also let me find out where they were at in
terms of prior knowledge. The activity was an absolute hit. The children absolutely loved
working in their table groups and almost got a little competitive, working as a team on the
way. When they completed it and we went around to each table, showed the order of the
pictures, and had everyone put thumbs up or thumbs down for agree or disagree, every
single child was participating and having fun doing it. They all also passed the assessment
with 100% so it was successful.
What did not go as planned? Some things did not go as planned as well. I did not intend for
them to have already known so much about timelines and sequences. I was planning on
having to teach them much more about it, but they already knew so much about it. When I
was talking and teaching about it, they seemed very distracted and uninterested because it is
all stuff they already knew, so it was hard to keep them engaged then. Also, at times when
transitioning from one table to the other, it was hard to have them keep their voices down
and not all talk. They would get excited and very loud, even when I told them to silently either
put a thumbs up or thumbs down. Even when I passed out the assessment, they were all still
being quite loud when I told them to start still.
What should change? There is not a lot I would change about this lesson; I think it went very
well. If I were to change one thing, I would want to write down what we talked about in the
introduction. I would want to have a big piece of paper or on the white board write down the
children’s thoughts and definitions they stated about timelines and sequences. This way they
can use it as a reference. I would also want to stress key words as well, such as first and
last, and start and end. These are simplified words that tie into both timelines and sequence.
Lastly, I would also give each group two set of pictures to put in order, that way they stay
nice and busy and the activity can be a little longer.
What should be addressed in future lessons? In future lessons, sequence should be addressed
more. They knew a lot about timelines and what they meant, but not exactly what sequence
meant and was. Specific parts of timelines should also be addressed next time. This is meaning
things like how timelines include dates, descriptions, order, and pictures. This way they can
almost have a checklist of what is required. Lastly, the importance of order should be
addressed. How it cannot just be random, but the first picture needs to be the start of the
sequence and the last needs to be the end.
Frog Assessment:
Name:

Santa’s Timeline on Christmas Eve

Put the four pictures in order from first to last.

I am getting my reindeer ready

to fly.
I am dropping off some presents
under the Christmas tree.
chimney to drop off presents.
I am climbing down the

I am flying my reindeer to all the

children’s houses.
Chicken assessment:
Woman’s life assessment: