Lesson Plan

Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 2

Subject Area

English Language Arts
Mathematics
Social Studies

Grade(s)

2

Overview

The lesson will focus on observing and creating timelines. The teacher will show students example timelines. Students will state things that they notice from the sample timelines. The teacher will read American Symbols: The Lincoln Memorial by Terri DeGezelle. The teacher and students will work together to create a timeline based on American Symbols: The Lincoln Memorial by Terri DeGezelle. Finally, students will break into groups and work to create a timeline with other American Symbols books.

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

Social Studies (2010) Grade(s): 2

SS10.2.2

Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

Unpacked Content

UP:SS10.3.12

Vocabulary

  • historic figures (male and female)
  • celebrations
  • exemplify
  • democratic values
  • recognize
  • founding fathers
  • significance
  • national holidays
  • American symbols
  • monuments

Knowledge

Students know:
  • Fundamental democratic values including equality, justice, and responsibility for the common good.
  • The names and significance of national historic figures, both male and female.
  • The significance of national holidays and the relationship of each to democratic values.
  • The history and significance of American symbols and monuments.
  • Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument

Skills

Students are able to:
  • Identify national historic figures and celebrations.
  • Identify the ways historic figures and celebrations exemplify fundamental democratic values.
  • Recognize our country's founding fathers and other historic male figures.
  • Recognize historic female figures.
  • Describe national holidays, including the significance of each and the democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.

Understanding

Students understand that:
  • There is an importance and impact of national historic figures and celebrations.
Social Studies (2010) Grade(s): 2

SS10.2.3

Use various primary sources, including calendars and timelines, for reconstructing the past.

Unpacked Content

UP:SS10.3.13

Vocabulary

  • primary sources
  • calendars
  • timelines
  • reconstructing
  • past

Knowledge

Students know:
  • How to use a calendar.
  • How to interpret a timeline.
  • Vocabulary: primary sources, calendar, timeline, past, historical letter, artifacts

Skills

Students are able to:
  • Read a calendar.
  • Create and use a timeline.
  • Analyze a historical document.
  • Utilize maps, photographs, and other visual historic resources.

Understanding

Students understand that:
  • Primary sources play an important role in reconstructing the past.
Mathematics (2019) Grade(s): 2

MA19.2.17

Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.

Unpacked Content

UP:MA19.2.17

Vocabulary

  • Standard units of measurement

Knowledge

Students know:
  • standard units of length measure (inches, feet, yards, centimeters and meters) and the related tools.

Skills

Students are able to:
  • measure length in standard units (inches, feet, yards, centimeters and meters).
  • choose and accurately use appropriate measurement tools and units of measure.

Understanding

Students understand that:
  • without overlaps or gaps.
  • the length of the object is expressed as the number of unit lengths needed to cover the same distance.
Mathematics (2019) Grade(s): 2

MA19.2.22

Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.

Unpacked Content

UP:MA19.2.22

Vocabulary

  • Number line
  • Whole numbers
  • Sum
  • Difference

Knowledge

Students know:
  • how to create a number line.
  • how to count forwards and backwards on a number line.
  • how to use addition and subtraction to solve equations using the number line.

Skills

Students are able to:
  • represent quantities and addition/subtraction on number line diagrams.
  • create and use number line models to represent, solve, and justify solutions to addition and subtraction problems within 100.

Understanding

Students understand that:
  • quantities can be represented as distances from zero on a number line.
  • a variety of models, including number lines, can be used to represent and solve addition and subtraction problems.
English Language Arts (2021) Grade(s): 2

ELA21.2.R1

Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Unpacked Content

UP:ELA21.2.R1

Vocabulary

  • Active Listening
  • Discussion
  • Conversation
  • Rules
  • Participation

Knowledge

Students know:
  • Active listening skills.
  • Agreed-upon rules for participation for discussions and conversations in a variety of settings.

Skills

Students are able to:
  • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
  • Converse in pairs, small groups, and large groups.
  • Practice the agreed-upon rules for participation.

Understanding

Students understand that:
  • Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.
English Language Arts (2021) Grade(s): 2

ELA21.2.1

Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.

Unpacked Content

UP:ELA21.2.1

Vocabulary

  • Conversations
  • Discussions
  • Groups
  • Peers
  • Agreed-upon rules

Knowledge

Students know:
  • Speaking and listening skills for discussions and conversations with groups and peers.
  • Agreed-upon rules for discussions.

Skills

Students are able to:
  • Listen attentively.
  • Add to conversations.
  • Take turns speaking.
  • Respond to the comments of others.
  • Extend conversations.
  • Converse with peers and adults.
  • Converse in small and large groups.
  • Ask clarifying questions.

Understanding

Students understand that:
  • Good conversations occur when participants actively listen, build on others' ideas, and ask clarifying questions.
English Language Arts (2021) Grade(s): 2

ELA21.2.4

Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.

Unpacked Content

UP:ELA21.2.4

Vocabulary

  • Orally
  • Who, what, when where, why, and how questions
  • Complete sentences
  • Key ideas
  • Key details

Knowledge

Students know:
  • Key ideas and details should be included when answering questions.
  • Complete sentences, which contain a subject and a predicate, should be used when answering questions.
  • Who, when, and where questions will have a concrete, objective answer.
  • What, why, and how questions may have a more abstract, subjective answer.

Skills

Students are able to:
  • Orally answer questions about a text or conversation using complete sentences that provide information about key ideas and details.
  • Orally answer who, what, when, where, why, and how questions about a text or conversation with appropriate key ideas and details.

Understanding

Students understand that:
  • When answering who, what, when, where, why, and how questions they should provide key ideas and details from a text or conversation to demonstrate their comprehension.
  • Speaking in complete sentences helps them clearly communicate their message and their understanding.
English Language Arts (2021) Grade(s): 2

ELA21.2.22

Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

Unpacked Content

UP:ELA21.2.22

Vocabulary

  • Content knowledge
  • Read-alouds
  • Independent reading
  • Informational text
  • Literary Text
  • Content-specific discussions
  • Writing

Knowledge

Students know:
  • Content knowledge is information learned about a specific subject.
  • Content knowledge can be learned by listening to read-alouds or independently reading.
  • Informational text is nonfiction text, and literary text is fictional.

Skills

Students are able to:
  • Build content knowledge from listening to text read aloud and from independently reading.
  • Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers.
  • Use content knowledge learned from read-alouds and independent reading in writing.

Understanding

Students understand that:
  • Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading.
  • They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts (2021) Grade(s): 2

ELA21.2.28

Establish a purpose before reading literary and informational texts to enhance comprehension.

Unpacked Content

UP:ELA21.2.28

Vocabulary

  • Establish
  • Purpose
  • Literary texts
  • Informational texts
  • Enhance
  • Comprehension

Knowledge

Students know:
  • There are different purposes for reading.
  • Authors write text for different purposes.

Skills

Students are able to:
  • Establish a purpose for reading literary and informational text, such as for pleasure, to identify the main idea, to gather information or facts on a topic.

Understanding

Students understand that:
  • There are different purposes for reading, and establishing their purpose before engaging in reading can improve their overall comprehension of literary and informational text.

Primary Learning Objectives

Students will:

  • describe the history of American symbols.
  • use timelines to reconstruct the past.
  • measure objects using standard units of measurement.
  • create a number line diagram (timeline) using whole numbers.
  • utilize active listening skills in a variety of contexts, following agreed-upon rules.
  • answer questions about a text using complete sentences to provide key details.
  • use content knowledge built during read-alouds and independent reading of informational text by participating in content-specific discussions and writing. 
  • establish a purpose before reading informational texts to enhance comprehension.

Procedures/Activities

TW= Teacher will

SW=Student will

Before 

  1. TW review Standard SS3: Use various primary sources, including calendars and timelines, for reconstructing the past.  Examples: historical letters, stories, interviews with elders, photographs, maps, or artifacts.  
  2. TW show sample kid-friendly/high-interest timelines from the internet.
  3. SW discuss things they notice about the sample timelines.  

During

  1. TW tell students that they will work together to create a timeline from a story about national symbols.
  2. TW read American Symbols: The Lincoln Memorial by Terri DeGezelle.
  3. TW and SW make a list of dates/events while reading American Symbols: The Lincoln Memorial by Terri DeGezelle.  
  4. After reading, TW and SW will make a shared timeline using dates/events from American Symbols: The Lincoln Memorial by Terri DeGezelle. 
  5. TW model measuring equal spaces and drawing out a timeline. For example: If there are five dates/events from the story, TW model that we would need five slots on the timeline. TW model using three inches for each spot on the timeline. TW/SW use repeated addition to figure out the total length of the timeline. TW model measuring the full timeline and then model measuring out each slot for the timeline at a spacing of three inches each.  
  6. SW assist teacher in placing dates/events on the timeline in order by date.
  7. TW tell students that they will create their own timeline based on other American Symbol books and present rubric to students: https://goo.gl/dn1uLS
  8. SW work in groups/pairs with other American Symbol books to create a list of dates/events. The last 4 pages of the book should be bound with paper clips to conceal a completed timeline. Suggested books include:
    • American Symbols: The Statue of Liberty by Marc Tyler Nobleman
    • American Symbols: The Pledge of Allegiance by Marc Tyler Nobleman
    • American Symbols: The Statue of Liberty by Marc Tyler Nobleman
    • American Symbols: The Star-Spangled Banner by Debbie L. Yanuck
    • American Symbols: The Liberty Bell by Debbie L. Yanuck
    • American Symbols: Ellis Island by Terri DeGezelle
    • American Symbols: The U.S. Capitol by Terri DeGezelle
    • American Symbols: The White House by Debbie L Yanuck
  9. SW work with a list of dates/events to create a timeline.  
  10. SW present timeline to the class.
  11. SW use the timeline in the back of each book to check their student-created timeline. 

After

  1. After all tasks have been completed,  SW complete an exit ticket. https://goo.gl/cUOSFd.
  2. TW/SW revisit the standard, reflect, and discuss what was discovered.

Possible follow-up activity

In a future period of time, student timelines could also be used to create a gallery walk. A gallery walk is an activity in which a teacher hangs student-created timelines and allows students to walk through the timelines without talking. During this time, students will write questions on sticky notes or some other type of document about the other timelines. Students could work to answer each other's questions during reading or math rotations.

Assessment Strategies

Formative Assessment

TW informally assess students during group activities and whole class discussions. TW check student created timelines for understanding: finding dates/events, ordering dates on timeline, writing events with dates, and measuring equal distances between dates/events by using this rubric: https://goo.gl/hAhCAo

Acceleration

Students that need to expand on their understanding can create a timeline featuring the famous Americans from the group according to their birthdates. They can create this digitally or on paper. This timeline can be shared with the group to deepen understanding of the past as it is related to the featured famous Americans.

Intervention

If there are students that require additional help with understanding number order (years in timeline), they should be pulled into a small group to practice number order with the teacher prior to the group activity. If there are students that require additional help to read grade-level text, the teacher can read the book with the students or the teacher can pair students up with a peer helper.

Approximate Duration

Total Duration

61 to 90 Minutes

Background and Preparation

Background/Preparation

Prior to teaching this lesson, students need to understand basic calendar skills such as the order of numbers or the order of years. Students will need some basic measuring skills. Students will need to be able to read independently or with peer assistance at a 2nd-grade reading level.  

The teacher will need to bind the last four pages of the American Symbols book that contains a completed timeline with paper clips.  Teachers will also need to search the internet for kid-friendly/high-interest timelines or timeline infographics for the students to observe.

Materials and Resources

Materials and Resources

  • Kid-friendly/high-interest timelines on the internet

  • American Symbols: The Lincoln Memorial by Terri DeGezelle

  • Books with the last four pages bound with paper clips:  
    • American Symbols: The Statue of Liberty by Marc Tyler Nobleman
    • American Symbols: The Pledge of Allegiance by Marc Tyler Nobleman
    • American Symbols: The Statue of Liberty by Marc Tyler Nobleman
    • American Symbols: The Star-Spangled Banner by Debbie L. Yanuck
    • American Symbols: The Liberty Bell by Debbie L. Yanuck
    • American Symbols: Ellis Island by Terri DeGezelle
    • American Symbols: The U.S. Capitol by Terri DeGezelle
    • American Symbols: The White House by Debbie L Yanuck
  • Paper

  • Pencils

  • Rulers

  • Timeline Rubric: https://goo.gl/dn1uLS

  • Exit Ticket: https://goo.gl/cUOSFd.

Technology Resources Needed

  • iPad or computer to print off rubric and exit ticket
  • Projector

Approved Date

2017-04-09

Owner2

missmac100
ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme