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Basic Lesson Plan Template

Name: Melissa Sweeten

Date: April 13, 2016
Grade Level: 1st Grade
Subject(s): Social Studies
Lesson # & Title: Lesson #1 The History of Ice Cream
Big Idea/Lesson Focus/Essential Question:
Where did ice cream come from?
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice & Review

Content Standards:

History Stand- Concept 1

Time can be divided into categories, such as past, present, and future.

Learning Objectives (Aligned to Standards & Assessment Plan):

1. Students will be able to read and learn about timelines as well as describe why they are used.
2. Students will be able to define vocabulary terms (past, present, future) with 100% accuracy.
3. When given a blank template of a timeline, the student will be able to categorize and organize the history of
events about ice cream in chronological order with 100% accuracy.

Academic Language (Academic Language Demands and/or Academic Language Objectives):


Timeline- a graphic representation of the passage of time as a line

Past- gone by in time and no longer existing
Present- the period of time now occurring.
Future- the time or a period of time following the moment of speaking or writing; time regarded as still to
5. Chronological Order- arranged in the order of occurrence.

Assessment Plan (Aligned to Learning Objectives):

Formative Assessment:
1. Students will do a turn and talk to explain why timelines can be used. Students should be able to use key
vocabulary words, such as: past, present, and future when discussing the use of timelines. The teacher will
circulate around the room and listen to the groups discuss timelines.
2. Students will use Active Student Response with thumbs up or thumbs down to identify the meanings of the
academic words (past, present, future). Teacher will have the words listed on the board along with either a
correct or incorrect definition next to it. If the students believe the definition is correct, the students will put
a thumbs up; if thy believe it is incorrect, they will put a thumbs down.

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

Summative Assessment:
1. Students will complete a worksheet on their own, with a blank template of a timeline. The student will be
able to organize the events into chronological order. Students will be able to explain why they placed the
events into a specific order by using academic language.

Procedures - Lesson Introduction: (5 minutes)


The teacher will Activate Prior Knowledge- Boys and Girls, How many of you have had some really
important things happen in your life? We have all had very important things happen to us, so today we are
going to put all of those important things onto paper. We are going to make something called a timeline.
Many historians use timelines to make it easier to see when important things in history happened. We are
going to become historians of our own today and make timelines of at least 5 important events about the
history of icecream.

Procedures - Lesson Body: (30 minutes) Part 1. I do. - Presentation/Explicit Instruction; Part 2. We do. - Structured
and Guided Practice; Part 3. You do. - Independent Practice/Application

Part 1 I Do
1. The teacher will pull up a powerpoint of different examples of timelines. The teacher will
explain why people use timelines.
2. The teacher will explain to the students how to read a timeline.
3. The teacher will introduce the vocabulary words (past, present, future, chronological
order) and how the words connect to timelines
4. The teacher will ask the students to turn and talk with a partner about what they just
learned on timelines.
Part 2- We Do
1. The student and the teacher will work together to create a class timeline on the history of
2. The teacher will select volunteers to come up to the board and help create a timeline.
3. The teacher will explain that it is important to organize the events first in order. The
teacher will ask the students what event they think should come first, second, third, and so
4. The students will come to the board and place an event on the timeline in chronological
order and explain why they put it there by using academic language.
Part 3- You Do
1. The teacher will provide the students with a worksheet with a blank template of a
2. The teacher will tell the students to create a timeline about their life using 6 main events.
3. The student will work individually to organize the events in chronological order and
create their own timeline.
4. The teacher will circulate the room and take note of anyone who is significantly
5. The teacher will then ask the class definitions of key terms and put a thumbs up or down if
they agree or disagree with the definition.

Procedures - Lesson Closure: (10 minutes)

1. The teacher will say, Today we learned about timelines and how to organize events into
chronological order. We also learned that by putting the events on a timeline, it can help us
understand the order in which it happened.

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

2. The teacher will say, Can someone tell me what a timeline is? Why do we use them? Can someone
explain to me the timeline we made in class about icecream? Why are the events in that order?
3. Exit slip- Given 5 random events, the students have to put the events into order on their own.

Instructional Materials and Support:


Powerpoint on examples of timelines

SmartBoard to write on (class timeline)
Timeline on icecream where students fill in the blanks together as a class.
Blank timeline template for the students to create their own timeline about their life.
Markers, Crayons, Stickers, or any other decorations the students can use to decorate their timelines.

Differentiation, Individualized Instruction, and Assessment:

1. A variety of tasks are embedded within the lesson to differentiate assessment for diverse learners.
Students are asked to orally respond, visually write and draw to show mastery of the lesson objectives.
Teacher used Powerpoint and Smartboard to visually show lesson concepts for the students who are
visual learners.

Research and Theory Commentary:

1. The design of this lesson was informed by the work of John Dewey who believed students needed to
have a hands-on learning experience in order to fully learn the material. Throughout the lesson, the
students have had the opportunity to learn through engaging activities, like creating their own timeline.
2. Vygotskys approach to learning was also used in the design of this lesson. He believed that students
need social inerat9on in the class and guided learning in the zone of proximal development. The
students had the opportunity to turn and talk with their peers to work on activating prior knowledge.

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016