ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Katie Fasse Date: 9/27/18

Grade Level: 1st Subject/ Topic: Social Studies- Past, Present, Future
Approx. time spent planning this lesson: 85 minutes *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What is a timeline and how do we use it?
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Brief Context: This is the 2 lesson, student will already have an idea of what the past, present, and future are
Prerequisite Knowledge/Skills: Past, present, future
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Be able to show if something took place in the 1. Seeing where they go (past, present, future) for
past, present, and future the review section
2. Be able to verbally say what a timeline is 2. Their verbal responses

Standards Addressed in Lesson: 1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past,
present, and future using family or school events.

Instructional Resources:

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
This lesson is the first time that timelines have been introduced. I wanted to make sure that my students understood
past, present, and future first. Then move on to timelines. Timelines are a way to measure something at the root so
starting with different forms of measurement seemed like a good way to start. This is something that my students know
and hopefully it was make the transition better. Showing them the two different timelines is another way to help them
making the connection.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building working with other students

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention: counting, “oh dear”, hands on head
Strategies you intend to use to redirect individual students: saying names, asking not to do something, chips,
touching if needed

CONTENT MANAGEMENT: group, students know where to sit during group

PHYSICAL ENVIRONMENT: some of the lesson takes place in the gym, the other part takes place in their desks

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: (15 minutes)
- Gather students by group
- Say that we are going to go to the gym to do an activity
 - Have students line up by the door in the usual way with line leaders, specials, caboose, etc.
- Grab the PAST, PRESENT, and FUTURE posters, tape, and hand them to students to carry
- Walk to the gym
- Have students sit in the middle of the gym
- Hang up the posters on the wall, PAST on one end, FUTURE on the other, PRESENT by the bleachers
- Say that I’m going to be listing activities or things
- When I say something, I want you to run to the sign where you think it goes
- So, if you think this happened in the past then go to that sign
- Ate breakfast (PAST)
- In the gym (PRESENT)
- Going home (FUTURE)
- Recess (PAST)
- Lunch pail homework (FUTURE)
- Sitting in the middle again (PRESENT)
Development: 20 minutes
- Have students sit in the middle of the gym again
- Ask students to help me take down the posters and lineup
- Students will be carrying the posters back to class
- Direct students to gather at group and have the students place the posters by the kidney table
- Once back at group count to get attention
- Say that we are going to switch gears a little bit
- Say that we have used different tools to measure things in this class
- Ask students to list some of the tools that we used
- Students respond- string, tape measure, measuring cups
- Write down student responses on the board
- Ask how we measure time
- Students respond- a clock!
- Is there another way to measure time?
- Have students sit at their desks
- Pull out the example timeline and put it under the document camera
- Example timeline is more of a traditional timeline broken into past, present, and future
- Say that this is a timeline of my life
- The things that are written in blue have happened in the PAST
- The things that are written in purple are happening now in the PRESENT
- The things that are written in red are things that will happen in the FUTURE
- Read the timeline out loud
- Closure: 10 minutes
- Ask students what they think a timeline is then?
- Listen to student responses- a way to write down things that happened in your life!, things that
happened, are happening, and will happen in your life
- State that a timeline is a way to measure events in your life that have happened, are happening, and
will happen
- Remember when we read stories, events happen in a certain sequence in the stories
- What happened first, then next, then after, ect.
- A timeline shows different events in your life in a sequence
- Tomorrow we will make our own timelines of our own lives!
- The timelines will look more like the timeline that I’m holding right now
- Get cardstock poster paper out and ask students to pick what color they want and to write their names
on the upper left-hand corner
- Collect papers to make the timeline outline for them
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
EVIDENCE OF PROFESSIONALISM: thinking of creative ideas to teach

REFLECTION AFTER TEACHING THE LESSON: