Portfolio Exemplar Cover Sheet

Teacher Candidate: Donovan Martinez Cohort #: 414

Title of Exemplar: School Year Timeline

Portfolio Category: I x II III IV V

ACEI Standard: Curriculum

ACEI Standard Element(s):

2.4 Social studiesCandidates know, understand, and use the major concepts and modes of
inquiry from the social studiesthe integrated study of history, geography, the social sciences,
and other related areasto promote elementary students abilities to make informed decisions as
citizens of a culturally diverse democratic society and interdependent world.


Semester Spring 2014 Date 4/21/14

1. Description of exemplar and how it demonstrates meeting this ACEI Standard and
Element(s).

In my 2
nd
grade general education field placement at Waikiki Elementary, created
this School Year Timeline lesson to help get more acquainted with my students and allow
them to share their school year with me prior to my arrival. Students were instructed to
make a list of both mindful Waikiki events as well as personal events. The study of their
history, sequencing these events, and observing their growth or change over time was
aligned with the HCPS III standard. This exemplar demonstrates the standard element by
integrating the study students own history in the form of a timeline and for students to
observe how the changed over a period of time. In this case that period of time was their
2
nd
grade school year.



2. Reflection on my professional growth in knowledge, skills, and dispositions related to this
ACEI Standard and Element(s).
My growth in disposition came with the patience it took me to help my students
select events that were meaningful to their growth as a mindful student of Waikiki
Elementary School. I also had to gather a lot of information from the past events that
occurred before my arrival to the campus. That increased my knowledge of both the
school campus as well as my individual students. Skills I gained through this lesson
included the ability to pace a lesson which was taught over the course of three 40 minute
blocks. Pacing was important because I was not only teaching this lesson to my
homeroom students, but also to the students of the two other 2
nd
grade classes which I
only saw once a week.
Lesson Plan

Name: _Donovan Martinez_____ Grade: _2__ Title: School Year Timeline___


Connection to GLO(s):
-Quality Producer (4.1)
-Effective Communicator (5.1)

Enduring Understanding(s):
Students will recall events that took place during the school year and put them in
sequential order to create a timeline of the 2013-14 school year. Students will discuss
how these events contributed to their growth as a mindful student of Waikiki Elementary
School.

Guiding Questions:
What events contributed to our growth as a mindful student of Waikiki Elementary
School? What does a timeline show and how do we use it? How did these events
contribute to our growth as mindful students? How have we changed from the beginning
of the school year to now?

Standard/Benchmark
Specific content area standard/benchmark The performance task gives students opportunity to
demonstrate knowledge to meet the benchmark
HCPS III: Social Studies: Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND
CAUSALITY-Understand change and/or continuity and cause and/or effect in history.
Benchmark SS.2.1.1 Construct timelines to sequence events.
ACEI 2.1 2.4 Content Area Knowledge (2.1 Language Arts, 2.2 Science, 2.3 Math, 2.4 Social
Studies) Candidate demonstrates knowledge, understanding and use of content area concepts, learning
theory, and processes to design instruction

Assessment
Formative assessments (applied appropriately throughout lesson):
Students will generate a list of mindful events. They will then be instructed to pair share and report
out. The class will compile a list of sequenced events that we can use for our class timeline. The
comprehensive list that will show students knowledge of past mindful events.

Summative assessment (includes checklist or rubric):
ME: Construct timelines to sequence events, with accuracy. Timeline has pictures drawn and colored
neatly.
MP: Construct timelines to sequence events, with no significant errors. Timeline has pictures drawn
and colored neatly.
DP: Construct timelines to sequence events, with a few significant errors. Timeline has pictures drawn
and colored.
WB: Construct timelines to sequence events, with many significant errors. Timeline has little to no
pictures drawn and colored.
ACEI 4 Informal and formal assessment
Candidate plans appropriate formative and summative assessments to guide and assess student
learning, including scoring criteria

Activities/Instructional Strategies
Activating Prior Knowledge: (Whole class discussion/turn and talk)
Timelines are used to show a sequence, or order, of events that happen over a period of time.
Timelines can be used to show the events that happen during a day as well as over a period of time.
You may have used timelines prior to this lesson.
Has anyone used a timeline before? How did you use a timeline and what did it show? If I used a
timeline for a book, what could be on my timeline? Who can give me an example of a timeline used
over a period of time, what would I use it for?
Mini Lesson: (On carpet with clip boards, Timeline Event Sheet, and pencil Have student place in
front of them)
Today we are going to compile a list of mindful events that happened while you were here at Waikiki
School. We are going to compile a list and sequence them in order from what happened first to last.
Once our list is compiled, you will each get an 8 x 14 poster paper to create your own colorful and
mindful timeline.
A mindful event is an event that occurred during the Waikiki School year that has helped you become
a mindful student. A great example is the Waikiki School Tech Run because it helped us gain
persistence. I want you to turn and talk with a partner and discuss mindful events. Write them on your
list & we will share out.
(call on students to share out) List mindful events on the board including the dates of the events.

Work Time: How will students apply the strategies and skills learned during the mini lesson? What
directions are needed? Will they work independently, in pairs or in small groups?
Present the class with the final timeline poster paper. Explain the procedures and the rubric.
Students will independently work on their timelines at their desk.
Closure: How will you synthesize the learning that occurred in this lesson? How will students reflect
upon their learning from this lesson?
Students will turn and talk with a partner. They will share how their events helped them become a
mindful student while in the second grade.
Partners will then share what their partners presented to them. My partner became a mindful student
because the _____________ helped him learn how to _________.
ACEI 3.1 Knowledge of students and community; Integration of knowledge for instruction
ACEI 3.1 Knowledge of students and community; Integration of knowledge for instruction
Candidate designs learning activities that:
Uses a variety of instructional strategies
Integrates knowledge of students, community, subject matter and curricular goals
Incorporates a variety of resources
Uses technology where possible

ACEI 3.3 Critical thinking, problem solving and performance skills
Candidate demonstrates understanding of cognitive processes associated with various kinds of
learning, and incorporates strategies that encourage students development and use of critical thinking
and problem solving.

Opportunities offered for inquiry, active learning, individual work and pairs/small group
interactions:

Students will be given time to actively communicate ideas at the beginning of the lesson about
timelines and events that happened over a given period of time. Students will also actively share their
personal growth as a mindful student as a result of specific events.

ACEI 3.4 Active engagement in learning
Candidate plans instruction that:
Fosters student motivation and active engagement in learning
Incorporates independent and pairs/small group learning
Helps students to assume responsibility for themselves and others, and monitor their own learning

ACEI 3.5 - Communication to foster learning
Candidate plans instruction that uses oral and written discourse between themselves and students to
foster:
Active inquiry and collaboration
Positive relationships and social interaction
K-6 students use of effective communication strategies

Differentiation Plan

ACEI 3.2 Adaptation to diverse students
Candidate designs student-centered instructional tasks and incorporates varied strategies to enable all
students to achieve learning goals, and are appropriate to the needs of students who are culturally
diverse or have exceptional needs.

Differentiate the learning environment, content, process, or performance task for individuals or
small groups (e.g., accelerated, ELL/MLL students).

Identify the type of need (e.g., ELL/MLL,
accelerated students, reading needs, 504
students, struggling learners, enrichment)
List the type of differentiation (learning environment,
content, process, or performance task) and tell how
you will differentiate
ELL/MLL Events written clearly on
the board.

Struggling Learners

Events written on the
board, allowed to work in
pairs during independent
work.

Accelerated Learners

Include more events on
their timeline.



Duration: ~45 Minutes

Materials:
Events Sheet
Timeline Poster Paper