Student: Hannah Sedlock School: Allen Elementary

IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. McGraw

Teaching Date: March 22 Grade Level: Kindergarten

LESSON RATIONALE

Students will build on their knowledge of sequencing items and events in the order they happened. We are

extending our ability to sequence and connecting the concept to our own lives.

READINESS

I. Goals/Objectives/Standard(s)

A. Goal: In working individually, students will use key vocabulary associated to chronological thinking.

B. Objective:

- Given pictures, students can place the images in chronological order (past, present, and future).

- Students will create images and descriptive sentences showing themselves in the present or future.

C. Standards: NCSS: Time, Continuity and Change

K.1.3 Identify and order events that takes place in a sequence.

II. Management Plan

a. Materials:

i. Scrapbook

ii. Pictures for picture sort

iii. Present and future worksheet

iv. Examples of present and future worksheet

b. Time: 25-45 minutes: Anticipatory set (4 minutes), lesson presentation (20 minutes), activity (18

minutes), closure (5 minutes)

c. Space: Students will be sitting at the rug during the anticipatory set, working at their table groups for the

picture sort, and working on their own at their table for the independent practice.

d. Behavior:
 i. When students sit on the rug, I will give a reminder to sit in a spot where they will not be

distracted.

1. Getsemani: During the anticipatory set (when students are on the rug), I will make sure

Getsemani is in a spot where he can see and will be focused. If he does not pick a spot

that is wise, I will show him where to sit.

ii. Between the anticipatory set and the lesson presentation, students will move back to their

tables. To ensure a smooth rotation, I will use the procedure of “stand up when I say one, and

move when I say two.”

iii. When handing out papers, students will have a choice between completing the activity about the

present or the future. I will ask students to stand up if they want to write about the present, and

then hand out the paper to the corresponding students. I will use the same procedure for the

paper about the future.

III. Adaptation to Individual Differences and Diverse Learners—

a. Picture sort: Students will be given three pictures of myself from the past, present, or future. These

pictures will obviously depict one of these categories to make it easy to visualize where they would be

placed chronologically.

b. Individual practice: Many students will need help sounding out words in their sentences. The beginning

of the sentences are given in a way that students can still trace the letters. I will travel to each table to

assist students in sounding out their sentences.

PLAN FOR INSTRUCTION

IV. Anticipatory Set

- During this time, students will be dismissed to the rug. I will wait to begin until all students are sitting in a spot

where they will not be distracted or be a distraction to others.

- I am going to share with my students a scrapbook that I made of myself and my family. Each page will highlight

either my past or present, and there will be a blank page for the future.
 - “Boys and girls, I would love to share with you some pictures from my life. Some of these pictures are from a

really long time ago, and you’ll notice that Miss Sedlock doesn’t look the same anymore. Some of these pictures

are more recent or from the past couple years. And then one of the pages has no pictures at all! Let’s look

through the book together and I would like to hear what you like or what you notice about the book.”

- Slowly, I will flip through the three pages, making sure each student can see the pictures and notice the details

- After finishing the book, I will ask a few follow up questions to see what the students noticed from the

scrapbook (hoping students will notice a pattern of the pictures being from a long time ago or from recent

events in my life):

o “Did any of you make any connections to this scrapbook? Do you have something like this at home?”

o “Why are scrapbooks usually made?”

o “What did you like about seeing the pictures?”

V. Purpose:

“Today we are going to learn about the past, present and future and apply it in our own lives. We are going to

think about what we are doing now, and use our imaginations to think about our lives in the future.”

VI. Lesson Presentation (Input/Output)

- To begin the lesson presentation, students will be dismissed to their tables. To make sure students move back

calmly, we will practice the management strategy of “stand up when I say one, and move when I say two.”

- “Sometimes it’s fun to look back on your life and see all the cool things you’ve done in the past. The past means

something that already happened a long time ago (when I say this, I will point all the way to the left) When we

talk about the past we are going to point as far as we can to the left, so show that it already happened. Can we

do this all together? How do we show the past?”

- I will point to the left and allow students to point with me.

- “Let’s look back on the scrapbook that I just showed you all. Can you make any guesses on what page shows

pictures of me in the past?”

- I will show each page of the scrapbook again and allow students to look at the pictures for a minute.

- “Are there any volunteers that can guess which pictures are of me in the past?”
- Look for students raising their hands and that have been paying attention.

o If students cannot find the right page, I will show them and explain why the pictures are considered

from the past.

- “The present is something that is happening right now or just happened a little bit ago. To show the present, I

am going to point right in front of me, to show it is happening right now. Can we do this together?”

- I will demonstrate pointing in front of me, and ask students to do the same.

- As a review: “Now how do we show the past?”

- “Can we find the page in my scrapbook that shows the present?”

- I will again flip through the pages of my scrapbook, looking for volunteers to pick which page is the present.

When a student answers correctly, I will ask a follow up question to see if they know why: “how do you know

this picture is from the present?”

- “Finally, the future is something that hasn’t happened yet but will happen later on. We know that tomorrow is

coming, but it hasn’t happened yet so it is in the future. To demonstrate this concept, we are going to point as

far as we can to the right. Can we do this together?”

- I will demonstrate pointing to the right and have the students to this with me.

o To review: “Now can you show me the present?” Wait for students to point in front of them. “And now

show me the past.” Wait for students to point all the way to the left.

- “We now know that this last page in my scrapbook is in the future. I don’t have any pictures because it hasn’t

happened yet.”

- “Now that we have figured out the sequence of my scrapbook, I have some more pictures that I need help

sorting. I am going to give each table a group of pictures from my life, and you need to sort them to show which

one is in the past, which one is in the present, and which one is in the future. When your table thinks you figured

it out, raise your hand and I will check your work.”

- I will hand out baggies of pictures from my life, showing myself in the past, present, or an idea for the future.

Each table will receive one bag and will need to work together to sort the pictures in the right sequence.
 o During this time, I will walk around to each table to make sure they are sorting them correctly. If any

group is confused on the order, we will review the hand motions.

- As groups finish the picture sorts, I will ask one person from each table to bring the bag of pictures to me and

then head back to their tables for the independent practice.

- “Now that we have looked at so much about Miss Sedlock’s live, I want to start thinking about your lives. Can we

think of some examples of what is happening right now in the present? I would say ‘in the present, I am 21 years

old.’ What are some other ideas?”

- Allow students time to think and pick students who have their hands raised. When a student gives an idea, I will

repeat what they said to make sure everyone in the class heard it. For this example, I will call on two or three

students.

- “What are some ideas of things that will happen in your future? I would say ‘in the future, I am going to be a

teacher.’ For this one, we will have to use our imaginations since it hasn’t happened yet.”

- Call on two or three students to answer this question, repeating answers so all students can hear what was said.

- “Now, you are going to show me these examples by making a picture and writing a sentence about either your

present or your future. You will get to choose which one you want to show me. For my example, I am going to

talk about my future.”

- Under the Document Camera, I will complete an example of the worksheet with the students. Demonstrating

the procedure and expectations. When I am done with this example, I will show them an example of the other

worksheet I have already completed.

- “Each of you is going to complete one of these papers, showing me either what is happening in your present, or

what will happen in the future.”

o Before moving on to pass out papers, I will ask if students have any questions, I will also observe to see if

any clarifications need to be made.

- “Stand up if you want to write about your future.” Looking for students who are standing up, I will hand out the

worksheet about the future to the corresponding students.

 - “Now, stand up if you want to write about the present.” Looking for students who are standing up, I will hand

out the worksheet about the present to the corresponding students.

- “Now that each of you has a paper, you will have fifteen minutes to complete the worksheet. Keep it at your

table when you are done, and we will share some of our ideas at the end.”

- Putting up a timer for students to see, I will allow for fifteen minutes of student work. During this time, I will be

walking around to help (starting with specific students who require more help sounding out words and thinking

of ideas). Eventually, I will make it to each table to see where students are in their work and offer assistance

where needed.

- Covered in closure: we will review the hand motions and share a few papers from the class.

VII. Check for understanding.

- In this lesson, we are practicing the concept of I do, we do, you do. In each aspect of this practice, I will be

checking for student focus and understanding.

o I will demonstrate hand motions and explain each word (past, present, future) and be observing the

class to see if they are following along, participating with the motions, and answering questions that are

asked.

o When asking questions, I will be calling on different students each time. This will allow multiple students

to share their thoughts and ideas.

o When making my own example for the students, I will be observing to make sure students are watching

and following the procedure, this will show if they understand what to do.

o During the picture sort, I will travel to each table, asking questions of the groups when they have

completed the sort. The questions will show if they know why they placed the pictures in that particular

order.

VIII. Review learning outcomes / Closure –

- After the fifteen minutes of writing, students will hold their papers at their seat.

- “We have all written down some great ideas for the present and the future in our lives. I would love for some

people to share what they have written. Raise your hand if you would like to share your ideas.”
 - Students will be able to read their sentence and show the picture under the document camera. I will allow for

two or three students to share their work.

- Today, we learned about past, present, and future. Thinking back to what we learned, can you show me with our

hand motions what the past looks like? Present? Future?”

- “I’m so glad I could share about my life and learn more about you by thinking about the past, present, and

future.”

PLAN FOR ASSESSMENT

Formative:

- Students will be learning hand motions to go along with the concepts of past, present and future. When the

motions are taught, I will be observing to see if students can put the correct motion to the correct word.

- During the picture sort, I will be traveling to each table group to observe how they are working together and if

they can put the pictures in the correct sequence.

- Throughout the lesson, when questions are asked, I will be observing who volunteers to respond and if they

reach the right answer or can come up with ideas that fit the topic.

Summative: Students will turn in the assessment worksheet at the end of the lesson. They will be showing their

understanding of either the present or the future, and will be connecting this to their own lives. I will review each

worksheet looking for these criteria: name on the top of the paper, colored in character using multiple colors, depicts

themselves in the present or the future, a sentence (or two) written to describe something happening during this time.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?

7. Did students work well together in their table groups to complete the picture sort?
8. Did students complete the lesson worksheet, showing understanding of the concept of past, present, and

future?
Student: Hannah Sedlock School: Allen Elementary
IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. McGraw
Teaching Date: 3/22 Grade Level: Kindergarten
Audit Trail:
Talked to cooperating teacher on: 2/15
Established topic on: 3/11
Set a date with supervisor: 2/15
Submitted on: 3/17

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Template Studies content.
Audit Trail Student includes all of the information in the
template heading.
Student includes a list of dates and methods
for communicating with cooperating teacher.
Rationale Statement of rationale for the learning
experience and environment in this lesson.

Goals The lesson plan contains objectives that

Objectives connect goals and standards with lesson
Standards activities and assessments.
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)
NCSS:
IAS:
Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by
students.
Plan For Instruction
Adaptation to Instructional opportunities are provided in
Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.
Early Finishers
Reteaching-
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.
Lesson Presentation The candidate’s lesson demonstrates an
understanding of developmentally
appropriate practice.
The candidate’s lesson includes both
modeling and guided practice.
The lesson presentation includes relevant
 activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
[CFU] lesson. A provision is included to reteach all
or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson

Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment
Formal and Informal A plan for formal and informal assessment [
Assessment mainly formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

Additional Comments:

________________________________________________ ‘s Life
 Present

In_the_present,_________
____________________
____________________
____________________
____________________

_______
________________________________________________ ‘s Life

Future
In_the_future,__________
____________________
____________________
___________________
Picture sort: Group 1
(these pictures will be
printed for the students
to sort)
Picture sort: Group 2
Picture sort: Group 3

Picture sort: Group 3

Picture sort: Group 4
Picture sort: Group 5