Indiana Wesleyan University

Elementary Education Lesson Plan Template (DIRECT INSTRUCTION)

Social Studies--2007 ACEI Standards
Student: Emily Oke
IWU Supervisor: Professor Karr
Teaching Date:_3/4/16

School: Riverview Elementary

Co-op Teacher: Mrs. Wood
Grade Level: First

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal The basic understanding of chronological thinking using developmentally appropriate
timelines.
B. Objective(s) By the end of the assessment, students will be able to label a basic timeline from a
given word bank.
C. Standard(s)

NCSS: Individual Development and Identity

IAS: 1.1.6 Develop a simple timeline of important events in the students
life.
ISTE:

N/A

II. Materials & Management:

A. Materials: timelines, worksheets, doc cam, bag ohistory, life items
B. Time: 45 minutes
C. Space: The students will begin at the carpet. Students will then be transitioned to their desks
using the one do this, two do this method.
D. Behavior: Stickers as positive reinforcement.
E. Technology: doc cam and kindle
III. Anticipatory SetI will bring in a Bag Ohistory. I will have five objects about my life in the

bag. One will be from my birth and one from recently, then there will be three other
points/objects. I will place the objects in a line as I present them to the students. I will also have
the month and year that go with each object. My first object will be my first stuffed animal that I
got the day I was born. Class, this is the stuffed animal that I got the day I was born. His name
is lucky and he was named after one of my cousins dogs. I got him August of 1994. I will pull out
the next object. This is a letter I wrote to my grandmother November of 2001. I will lay it down
next to my stuffed animal. I will then pull out the Prince Caspian DVD case. This was the movie
that my parents got me for Christmas after we moved to Gas City, because it was one of my
favorite movies. I will never forget that December morning of 2008. I will place the DVD beside
the letter. I will pull out the next item, which is a sports plaque from high school. I got this my
senior year of high school for having great grades while being on the varsity volleyball team. I
was the volleyball player in my school to ever receive this award. I got this in October of 2012. I
will place this item beside the DVD. The last item I will pull out is a textbook. This is a text book
I had to buy for my sophomore year of college. The class I needed it for was World Literature. I
bought this book January of 2015. I will then place the textbook on the other side of my stuffed
animal. (4 minutes)
IV. Purpose: Today we are going to learn about timelines and the parts that create them.
PLAN FOR INSTRUCTION
V. Adaptation: (ACEI 3.2)
A. Remediation The example I create will be up on the board the entire independent practice. If
students are still struggling, I will number the events in the order that they should go and aid

B.
C.
D.

VI. (15

students in pick their events. I will also be sending home resources for students to do at home
about timelines.
Enrichment If there are students that finish early, I will have them pair off and talk to each other
about the timelines that they labeled and check each other to see if all of the parts are there.
ELL I do not have an ELL in my classroom.
Exceptional Needs- A few students in my room struggle with hyperactive behavior. I am going to
have them stand at their desks for some of the independent work. The two students in my
classroom that are in the emergent stages of spelling will tell me their sentences after they have
written them and I will rewrite them.
minutes) Lesson Presentation: (ACEI 2.4) (ACEI 3.3)

Input Modeling/Modeled Practice I will intentionally place one of the items will be in the
wrong place chronologically. I will have students vote on which item they think it is. Class, one
of these objects is not in the correct place. We are going to vote to see which object you all think
is out of place. Raise your hand if you think it is this objectetc After discover the incorrect
object, I will reveal the answer to the students. These objects have to go in this order, because
that is the order in which they happened. I could not have bought the text book before I was
born and I didnt need it at any other time except that one. What we just made was a simple
timeline. Some of you have seen a timeline recently in your assigned reading. It was the story
(the title escapes me). Does anyone know what a timeline is? . If I get a no, I will explain and if
I get a yes, I will expound on the student answer. (Timeline is a chart of events in order that they
happen.) I will show the students the timeline from the book that they read and show them
pictures of other timelines on subjects they have already been talking about in class. (Timelines
of Abraham Lincolns, George Washingtons, and Martian Luther King Jrs lives. Marions timeline,
etc.) I will ask if they see any common traits in the timelines. (My main focus here will be getting
students to say different event and there labels and a title.) I will then teach the students a chant
to help them remember.

A timeline, timeline, timeline

Is complete, complete, complete
When three simple rules is meets, meets, meets,
It has a title, title, title
And events, events, events
And the order of events must make sense
Thats what a timelines all about.
Checking Understanding After the students have grasped the song, I will ask them
the questions below.

What have we been talking about today?

What is something new you learned?

Name something you could use a timeline for?

What are the parts of the timeline we discussed

Then I will ask students to close their eyes on one and give me one to five fingers as
they would rate their understanding. If students seem to not be understanding I will
give a brief review of what we have covered and ask a student to explain it to the
class. (They may understand better from a classmate) (5 minutes)
Guided Practice I will put my copy of the worksheet on the overhead. This will be
completed before hand. You are going to label the different parts of the times line
that we learned today. I will demonstrate this under the doc cam. When I say one
stand up, when I say two, walk to your desk. One, Two. (3 minutes)
A. OUTPUT:
Independent Practice Students will be given a time line that has five blanks by
different sections of the timeline (timeline will be of Statue of Liberty). There will be a
word bank for the students to reference. (15 minutes)
Closure The students will stand by their desks. I will have the students say the chant
with me a few more times, while I point to the parts of my timeline. Then I will have
them point to theirs as we do the chant a few more times. They will then turn in their
timelines. (3 minutes) (3 minutes)

PLAN FOR ASSESSMENT (ACEI 4.0)

Formative:
Informal: Student reaction and response during checking for understanding and closer.
Formal: Student will label a time line using the words from a word bank.
Summative: Would be at the end of a Unit.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
The students seemed to grasp the lesson objective, but the students struggled on the assessment. The
tangible evidence from the assessment does not show how many of the students grasped the objective. They
did not understand what I was asking them to do for the assessment.
2. What were my strengths and weaknesses?
My anticipatory set and input were well done. The students were engaged and seemed to grasp the concept.
Two of the weaknesses of this lesson were the assessment and forgetfulness. The assessment was too
advanced and the students need more knowledge to complete it (months, how to write dates, their birth year).
In the presentation of this lesson, I forgot to check for understanding. If I had remembered this, I may have
been able to clear up some of the students confusion about the assessment.
3. How should I alter this lesson?
If I were to do this over again, I would have the students label a simple timeline first. Then the next day give
them all the same timeline puzzle and have them put it together. Then the next day give them a fill in the
blank timeline. The next day I would show them how to pick their own date and event. Then on the last day of
the week, I would have them do a modified version of the assessment from today. I also would have started
with the stickers on the table and let students go and pick them, instead of carrying the bins around. I had too
many things I was attempting to do at once.
4. How would I pace it differently?
I do not feel that the pacing of this lesson was bad. The anticipatory set and the instruction where appropriate
for their age. The assessment on the other hand gave them too much time at their desks. I had a few students
get off task because they had finished and had nothing to do.
5. Were all students actively participating? If not, why not?
Most of the students were actively engaged in the lesson. I grabbed their attention with my bag ohistory and
they wanted to know what I would pull out next. They enjoyed the lesson presentation because I built on
knowledge they had gained in February and they all like the Avengers.
6. What adjustments did I make to reach varied learning styles and ability levels?
I made adjustments to my assessment half way through.

a.
b.

Blooms Taxonomy
Gardners Multiple Intelligences
I do not feel like I did a decent job at teaching to different intelligences
7. Did the students have intrinsic motivation?
The students had intrinsic motivation during the instruction. They wanted to listen to what I had to say. During
the assessment on the other hand, many students were working for the goal of gaining stickers.
8. Was the assessment appropriate for the students?
The assessment that was chosen for this lesson was not developmentally appropriate for most of the students.
A few of them were able to catch on, but most did not understand or did the assessment incorrectly. I found
myself modifying the assessment multiple times and not explaining the directions well. Students were
confused and the confusion lead to behavior problems.

Readiness

Needs Improvement
1

Emerging
Competence 2

Competent 3

Outstanding 4

Lesson objectives are

poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.

Lesson objectives are

correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

The lesson plan contains

clearly stated content
objectives. Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and assessments.

The anticipatory set is

missing or has little or
no connection to the
goal or content of the
lesson.

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set

is clear and direct
and focuses students
attention on the
lesson.

The anticipatory set

connects the current
lesson with previous and
future learning and focuses
students minds and
attention on the days
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The statement of purpose

has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.

Plan For
Instruction

Needs Improvement
1

Emerging
Competence 2

Adaptation to
Diverse Students

Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or
are adapted to
diverse students.

Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidates understanding
of how students differ in
their development and
approaches to learning.
The instructional
opportunities are adapted
to diverse students.

The candidates
lesson plan suggests
that he or she is not
familiar with the
themes, concepts, and
modes of inquiry
drawn from the
academic fields of the
social studies.

The candidates
lesson plan suggests
emerging familiarity
with the themes,
concepts, and modes
of inquiry drawn from
the academic fields of
the social studies.

The candidate
demon-strates an
under- standing of
the themes,
concepts, and modes
of inquiry drawn from
the social studies in
his or her lesson
plan. He or she
develops experiences
to help elem.
students learn about
major social studies
concepts. The
candidates lesson
plan demonstrates an
understanding of the
major concepts and
modes of inquiry
from the social
studies, and enables
stu- dents to learn
about the major
themes that integrate
knowledge across the
social students and
helps them become
productive

The candidate
demonstrates in-depth
knowledge and
understanding of how the
major concepts and
themes of social studies
are integrated across
academic fields in his or
her lesson plan.

Goals
Objectives
Standards

Anticipatory Set

Purpose

ACEI Standard 3.2

Lesson Presentation

Social Studies
ACEI Standard 2.4

The candidate does

not demonstrate
understanding of the
major concepts and
modes of inquiry from
the social studies, and
does not promote
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

The candidate
demonstrates limited
understanding of the
major concepts and
modes of inquiry from
the social studies, and
minimally promotes
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

Competent 3

Outstanding 4

The candidates lesson

plan demonstrates an indepth understanding of the
social studies and a
significant ability to help K6 students learn the
essential concepts and
become productive
participants in a
democratic society.