Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018
Student: Sophia Roselle School: Northwestern Elementary
IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. Merrell
Teaching Date: March 20th Grade Level: 1st grade

LESSON RATIONALE
This lesson gives students the opportunity to acquire skills such as locating themselves in time and space and recognizing the chronological
order in which they have grown as an individual. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will explain the structure of a simple timeline and use their personal experiences to create one.
B. Objective: Given a simple blank timeline, students will be able to identify at least four important events in their life and list them in
chronological order.

C. Standards:

IAS:
- 1.1.6 Develop a simple timeline of important events in the student’s life.

NCSS:

- Time, Continuity, and Change

- Individual Development and Identity

II. Management Plan

a. Materials:
• Four pictures identifying key moments in timeline for anticipatory set/instruction
• Time line drawn on dry erase board with labels
• Blank timeline format with space to draw pictures and write sentences for response activity

b. Time: 25 minutes
c. Space
• During this lesson, students will be sitting at their desks in a whole group setting as the anticipatory set and instruction is
administered, and will complete the response activity/assessment independently as well.

d. Behavior
• A “Drop Bucket” class-wide behavior management plan will be used throughout the lesson to reinforce positive and cooperative
behavior.
• An individual behavior management card flipping system will be used when negative behavior is present.

e. technology

• No technology will be used during this lesson.

III. Adaptation to Individual Differences and Diverse Learners—
• Modeling and many examples will be provided for struggling learners who may need more assistance identifying important events
that have happened in their lives.
• During the assessment activity, students will receive individual assistance from the teacher if needed.
• Throughout lesson, definitions and words unfamiliar to some students will be written on the white board and modeled.
• If needed, more visual representation will be provided for more visual learners.
• Reteaching of concepts or definitions will occur if needed.

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set
• Instruct students to transition from the previous activity to their individual seats, and tell them to quiet down.
• Explain to students that they will be learning more about their teacher’s life during today’s lesson.
• “Today, I am going to show you a few pictures from my life. First, here’s a picture of me on October 30 th, 1997, the day I was born. I am
the first born child in my family.” Hold up the picture and walk around so all students can see it.
• “Next, here is a picture of me in first grade on the day my baby brother was born. I was your age when he was born!” Show all students
the picture.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
• “Next, here is a picture of me on the day of my high school graduation. This was a very exciting day for me.” Show all students the
picture.
• “Lastly, here is a picture of me now, starting my junior year of college!” Show students the picture.

V. Purpose: “All of these pictures represent very important things that have happened to me in my life. They all happened in a certain
order, too. Today, we are going to talk about some important things that have happened in your life, and the order that they
happened, starting from when you were born to the first grader you are today.”

VI. Lesson Presentation (Input/Output)

 Before instruction begins, a timeline will already be drawn on an anchor chart, with the day I was born to the far left side, and “Me
Today” written on the far right side.
 “What I have drawn is called a timeline. Can I have a friend raise their hand and tell me what they think a timeline is?” Allow students
to answer.
 “A timeline is a list of events in the exact order that they happened. The timeline we are making today tells about IMPORTANT events in
the order that they happened. Can some friends raise their hand and tell me what they think some examples of important events that
happen in our lives are? Think about the pictures that I showed you earlier.” Allow students to answer, and as they answer, write
their examples on the white board. Make sure to distinguish between events that are considered important and events that are
more common.
 Explain in more depth that these important events, like the ones that have happened to the teacher, fit in order on the timeline.
 If you look at the timeline I have drawn, you can see that that on the far left, there is a line and a box for the day that I was born, and
this line represents the earliest or first event to happen.”
 In the middle, there are two lines with boxes that represent the other important things that have happened to me, which are the day
my baby brother was born while I was in first grade, and the day I graduated high school. These lines represent the next two important
events to happen after the day I was born.”
 On the far right, I have a line and a box for ‘Me Today’ to represent me right now, as a college student and future teacher. This is the
last event on the timeline, because it is the most recent.” Explain the meaning of “recent” to students if needed.
 Next, complete a guided practice activity to continue to model the concept.
 Have students complete the timeline on the board using the teacher’s pictures from the anticipatory set.
 “Now that we have talked about what a timeline is and how the important events of our lives fit on one, you are going to help me
complete this timeline using the pictures I have brought in to show you all. The first picture is the picture of me as a baby, on the day I
was born. Can I have a volunteer who is sitting quietly raise their hand if they want to place the picture in the correct box on the
timeline?” Select a student to place the picture on the timeline on the board. “Good! The day we are born is the first important event
to ever happen in our lives, so it goes all the way to the left of our timeline.”
 Repeat the same action for the second event on the timeline, “Can someone tell me what important event from my life comes next on the
timeline?” Allow a student to answer, and then have them place the picture in the second box. “Great job! The day my brother was
born when I was in first grade comes next because it is the event that happened next after the day I was born.”
 Repeat the same action for the third event on the timeline, “Can I have a friend tell me the third event to happen on our timeline, after
my baby brother was born?” Allow a student to answer and place the picture in the correct box. “Good! The day I graduated high
school is the next important event to happen in my life after my little brother was born (when I was a first grader.)”
 Call on a student to explain the last event on the timeline, and where it is located.
 Then, continue to make a list of important events that have happened in the student’s live on the white board. Have students raise
their hands to answer. (CAEP K-6 3.d)

VII. Check for understanding.

• To check for understanding, students will complete a timeline of important events that have happened in their lives. They can use
the list of important events that was created and new knowledge of timelines to draw several pictures representing the day they
were born, them as a first grader, and two events in between.
• “Okay boys and girls, now that you have helped me create a timeline of important events in my life, you are going to create a timeline of
important events in your own life.” Show students the timeline outline. “On this worksheet, you are going to draw pictures in each box
to represent important events that have happened in your own life. Then, you are going to write a sentence about what you drew on
the lines underneath the box. Remember, the day you were born goes to the left of the timeline, the two events that came after that go
in the middle, and the last event, you as a first grader, goes to the right of the timeline. This is something important to remember,
because on my timeline, the last event to happen is me as a junior in college. Your last event will be you as a first grader. I drew a
picture of me as a baby on the first line, me as a first grader with my baby brother on the second line, my graduation cap on the third
line, and me in my IWU shirt on the fourth line.”
• “Don’t forget to look at the list of ideas we came up with. Use the timeline we made on the board to remember how events are listed in
order.”
• Walk around the classroom and assist students when needed.

VIII. Review learning outcomes / Closure –

• At the end of the lesson, ask students review questions covering important terms or concepts learned:
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
o What is a timeline?
o What are important events that occur in our lives? Give me examples of important events that you included in your
timeline.
o What are some important events that you didn’t put in your timeline, but could have included?
o What was your favorite part about learning about timelines?

PLAN FOR ASSESSMENT

Formative Assessment:

• During instruction, I will assess how students are responding to questions about timelines and listing examples of what makes an
event important and some examples of important events in their own lives.
• During the check for understanding portion of the lesson, I will assess how enthusiastically students are responding to the
opportunity to assemble the timeline on the white board.
• Students will turn in the timeline they create so I can assess whether they achieved the objective. (CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

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?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.

Timeline Worksheet:

Student: School:
IWU Supervisor: Co-op Teacher:
Teaching Date: _____or IDK Grade Level:
Audit Trail:

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content.
Template Student includes all of the information in the
template heading.
Audit Trail 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.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

Goals The lesson plan contains objectives that

connect goals and standards with lesson
Objectives
activities and assessments.
Standards
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
lesson. A provision is included to reteach all
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
[CFU] 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

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