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Lesson Planning Form for Accessible Instruction Calvin College Education Program



Kennedey DeRuiter

Subject/ Topic/ Theme
Grade ______2nd__________

Using Timelines How do they show change?

I. Objectives
How does this lesson connect to the unit plan?
Social Studies unit on the study of history, how to be historians. Previously we have learned how to organize information about the past using a timeline. In this
lesson we will further our knowledge of historical events and practice the use of this organizational and informational method of historical events.
cognitiveR U Ap An E C*

Learners will be able to:

Compare and contrast a community timeline with their own timelines

Compare a historical timeline to a number timeline

Analyze timeline of communal events to determine what happened first and to note changes


Arrange themselves in chronological order according to birthdays.



Common Core standards (or GLCEs if not available in Common Core) addressed:
SL.2.1 participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults
SL 2.4 tell a story or recount an experience with appropriate facts and relevant descriptive details speaking audibly in
coherent sentences.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

What is the study of history, how to be historians (what do we use to collect evidence about the past)
what is a timeline
Pre-assessment (for learning): previous lesson and creation of timeline

Outline assessment
(applicable to this lesson)

What barriers might this

lesson present?
What will it take


Formative (for learning): informally assess answers to questions

Production of personal timeline
Assess answers on marker boards
Formative (as learning): checklist for assessing timeline (list of questions)
Summative (of learning): -Provide Multiple Means of
Provide options for perceptionmaking information perceptible
Virtual timeline and tape on ground
Visual/paper version of timeline
and number line

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students line up to create a virtual

Provide Multiple Means of

Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Use their birthdays to understand
the concept of time in a linear form
and concepts of older and

Provide options for language,

mathematical expressions, and
symbols- clarify & connect

Instructions in Spanish and


Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Verbal response, individual and


Students work together to

communicate and figure out
order of birthdays

Written response to analysis

emotionally, etc., for your

students to do this lesson?
Provide options for comprehensionactivate, apply & highlight

Multiple explanations of
timelines and examples
Explain to a partner

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to

How will your classroom

be set up for this lesson?

Have students compete in

groups for the questions of the
community timeline. Keep
tallied points on the board for

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &

Continuing to ask and remind

students of the ways we can be
historians and find information.

Expectations visually displayed

in the form of a checklist
Expectations in terms of
behavior and physical product
of work

Timeline of historys community (one for each group)
Worksheet assessment of ability to read timeline
Tape masking
Number line
Marker boards
Tables in groups of four students, sufficient space on rug, access to easily see students timelines
Open space in back of room to organize a timeline

III. The Plan



Describe teacher activities

student activities
for each component of the lesson. Include important higher order thinking questions and/or
Review idea of timeline.
Students work together to figure out when each
Place a piece of masking tape on the ground
others birthdays are.
(markers for each month)
Have students line up in order of their birthdays
Students have a chart of the months of the year to
Explain that they have made a virtual timeline
reference the order
based on dates and times
Recall previous activity and personal timelines
Give time to finish up timelines and display them
around the room.

(the largest
component or
main body of
the lesson)


Explain that a timeline can also be used to show the

history of a community
Show students (elmo) the timeline of early history
of a community (I wanted this to be cesar chavez
community but I spent almost an hour trying to
find credible information and theres so many other

Students come to sit on rug

aspects to the lesson, Im just going to have to stop

my search)
Help students compare timeline of community to
personal timeline students timelines had pictures
and words, events from their life, this timeline uses
words and uses years
Compare community timeline to number timeline
in mathematics.
Show a number timeline
Have you seen one of these before?
This is a way that we can organize numbers to
easily see which number is bigger and which is
Similarly on a timeline, the smaller numbers
signify that they happened before and the bigger
numbers after
(quick review what number greater than or less
than to demonstrate basic understanding of
number line)

Students compare the community timeline to their

personal timelines that they have finished.

Students think about it silently and hold up a

thumbs up when they know the answer. Then they
all say it together.

Each section of the timeline shows one year in the

communitys history.
The timeline is divided into to large ten year
sections. (similarly to how we count by tens and
ones when we count how many days we have been
in school)

Students return to seats and tables

With their marker boards

These ten-year sections are called decades

Students discuss quietly and write the answer down
Discuss in groups of 3 or 4 the timeline using
following questions. Disperse marker boards to
groups to write their answers down
Teacher reads question and shows on the elmo
- what is the first event that happened in this
community according to the timeline?
- what was the last event?
- what happened before and after more farmers
came to the community?
(if time, repeat process with timeline of personal
community and compare the two timelines)

Then find their place on the rug.



We have learned how timelines can help us learn

about changes over time and when these changes
took place. Some timelines just show us the order
of events, like our own timelines while others show
us the exact date something happened. Which
timeline do you like better? Which one is easier for
you to read or is more helpful for you?

Students sit on rug to answer which timelines they


Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I didnt get to teach this lesson but I was really excited to do the birthday timeline activity. I think it would be a really cool way for
everyone to learn each others birthdays, but also make the concept of chronological order and number lines more tangible for them. I
think this lesson is also more time appropriate but that could end up being wrong.
I dont think the students have worked with number lines that much so I would be interested to see how that activity would go. If
they would be able to work with one. I think I would maybe start with a whole class activity working with a number line or working
with the community line before I had them answer the questions on their own. This way they would have more guidance as to what
to expect and what was expected of them.
I definitely like the idea of them working in table groups to answer the questions about the timeline. Some of my best memories from
elementary school are competing in marker board games before a test or for math. I think the competition aspect might work well
with this group of students but Im not sure. We only did one activity that was a little bit of a competition but it wasnt stressed to
much. I might have to move students around a little bit because there are certain students that will pick on others or dont work well
with other students when tensions are high. This might be a cool activity to have students move outside of their table groups and
around the room a little bit more. Either way, I think it will allow the students to practice reading and working with a number line or
timeline in a non-threatening environment. If they are all trying it for the first time and working together, they can learn from the
other students answers and self correct and make adjustments for the next question. If we were running short on time, this activity
can easily be adjusted for length as well based on the number of questions asked. I think I would also write the correct answer on the
board but also show them how we got it by looking at the timeline. It may be even more beneficial to have the students explain how
they got the answer that they did. In this way, the students are teaching each other more than I am even teaching them which is
always a cool experience if it is guided instruction.