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UNT Lesson Plan

Teacher:
Subject
area:

Caitlin and
Morgan
Social
Studies

Date:
Grade
Level:

District:

First

Unit Title

School:
Grouping

Lesson
Title:

Past,
Present,
Future!

Purpose and Lesson


Standard(s):
Texas Essential Knowledge and
Skills, TCCRS, and/or English
Language Proficiency Standards
TEKS: (3) (B) History. The student understands
the concepts of time and chronology. The student
is expected to: distinguish among past, present,
and future.
ELPS: (C) (1) (H) develop and expand repertoire
of learning strategies such as reasoning
inductively or deductively, looking for patterns in
language, and analyzing sayings and expressions
commensurate with grade-level learning
expectations.

Understanding goals(s):
Students will understand the
difference between past, present,
and future and be able to come up
with a statement for each from their
own lives.

Essential Question(s):
Leading questions, questions that
address the heart of the discipline,
questions that provoke interest and
thought
1. How does that past affect our
future?
2. What were some things we
learned in the past?
3. What are some things we will
do in the future?
4. What are some things that are
going on in our present day
lives?

UNT Lesson Plan

Content
Objective(s):
Student will be able
to look at a series
of events and
divide them based
on if they have
already occurred, if
they are currently
happening, or they
will occur in the
future.

Language
Objective(s):
1. Students will be able
to know and discuss
the meaning of past,
present, and future.
2. Students will be able
to categorize events
of the past, present
and future and put

Assessment of
Objectives:
How will you know if
students have met the
objectives
(formal/informal)?
Informal:
The students will
correctly categorize
the items provided in
the correct columns on
the venn diagram as
well as tell the teacher
a past, present, or
future event.

Lesson Steps/Activities including Timeline & Grouping


Building Background (whole class, 30 min):
We will be discussing our past, present, and future with the whole
class. The words past, present, and future will be written on the
board for the students to see. Have the students discuss in terms of
past, present, and future. Provide students with statements about
their school lives and their home lives. Statements like I just
learned how to walk, I played tag at recess, and I am driving my
car We can write some of the statements on the board under the
correct categories of past, present, and future for reference to the
next activity
Presentation (whole class, 20 min):
1. From a paper bag, have the students select a piece of paper
that has past, present, or future written on it.
2. The students will read the word on the paper and say a
statement that corresponds to that word.
3. Once the students have completed their turn, give the
students a piece of paper that is folded into thirds.
4. Have the students write past, present, and future on each
third. Have the students draw something they did in their
past, something they are currently doing in the present, and
something they will be doing in the future.

UNT Lesson Plan


Practice and Application (groups, 30 min):
5. Split the students in groups of 3. Provide each group with
paper and writing utensils.
6. Have one student start and write a sentence about something
that happened in the past. That student will then pass the
paper on to the next student who will write about something
that is currently happening in the present. That student will
then pass the paper to the last student who will then write
about something that might happen in the future.
7. Each group will read their story chain out loud to the class.
Review and Assessment (at home with help of parents)
8. Students will be given a vinn diagram that has past on one
side and present on the other side.
9. Students will be given a word bank of 10 words to sort into
categories. If the object is in the past, they will put it in the
past circle and same goes for present. If the object appeared
in the past and is still in the present, students will place the
object in the middle for both. (items include: pencil, fire, cow,
computer, cell phone, stone wheel, dinosaur, a person, a
piece of clothing, trees)
10.
The teacher will check the items, and students can
move on to the last activity.
Extension:
The students will be able to play on the computer or iPad and play
the game on this website, which will already be pulled up.
http://www.bbc.co.uk/schools/dynamo/history/stepback.shtml

them in order.
3. Students will be able
to use basic
vocabulary to
analyze each event.

Language/Instruc
tional Proficiency
Adaptations

Special Needs
Modifications

Materials & Resources:

Technology:

UNT Lesson Plan


[beg., int., adv., adv.-high]

Beginner: Students will

be allowed to work in
groups to complete the
assignment.
Intermediate:

Students will complete the


task with a partner and
present it to the class
together.

Students will be
allowed to work in
groups of two or more
if needed.
Students will also be
able to use the teacher
for help when needed.

List all materials and resources


needed for the lessonincluding
text connection(s)
Writing materials, paper, poster
paper, paper bag, white board,
markers, computer

List all technology used in the


lesson
http://www.eslgamesplus.com/verb-tensesinteractive-grammar-game-for-esl-jeopardyquiz-game/

http://www.bbc.co.uk/schools/dy
namo/history/stepback.shtml
5-10 iPads

Advanced: Students

will complete the task


individually and present
the answers to the teacher.
Advanced high:

Students will be given


more slips of paper and be
asked to complete the
assignment individually
and present it to the class.

Reflection
What worked:

Improvements:

What parts of the lesson led to


engagement and student learning?

How can you increase student


learning, engagement, etc., next
time you teach this lesson?

Overall Implications for your


teaching:
What did you learn from teaching
this lesson that can apply to other
lessons?