Lesson Plan

Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 4

Subject Area

English Language Arts
Mathematics
Social Studies

Grade(s)

2

Overview

This lesson will focus on creating timelines. Students will use important dates from their lives to create a personal 5 event timeline. Students will use rulers to measure equal spaces for their timelines. This lesson will require two one-hour sessions. The first lesson will include the lesson introduction, work on timelines, and time for formative assessments as students work. The second session will be used to complete timelines, share projects, and complete exit tickets.

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

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  • Analyze a historical document.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.R5

Utilize the writing process to plan, draft, revise, edit, and publish writings in various genres.

Unpacked Content

UP:ELA21.2.R5

Vocabulary

  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres

Knowledge

Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.

Skills

Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.

Understanding

Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts (2021) Grade(s): 2

ELA21.2.40

Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.

Unpacked Content

UP:ELA21.2.40

Vocabulary

  • Personal narrative
  • Fictional narrative
  • Logical
  • Sequence of events
  • Details
  • Actions
  • Thoughts
  • Feelings
  • Closure

Knowledge

Students know:
  • A narrative is a piece of writing that tells a story.
  • A narrative story describes a sequence of events in a logical order (beginning, middle, end).
  • A narrative story describes the actions, thoughts, and feelings of the characters.

Skills

Students are able to:
  • Write a personal narrative that recalls a personal experience or write a fictional narrative with a made-up story.
  • Write a narrative with a logical sequence of events and provide details that describe how the character feels, acts, and thinks.
  • Write a narrative that ends with a sense of closure.

Understanding

Students understand that:
  • Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure.
  • Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

Primary Learning Objectives

Students will:

  • use timelines to reconstruct the past.
  • measure objects using standard units of measurement.
  • create a number line diagram (timeline) using whole numbers.
  • utilize the writing process to plan, edit, and publish a written timeline project.
  • write a personal narrative using a logical sequence of events in the form of an autobiographical timeline.

Procedures/Activities

Before/Engage: (5 minutes)

TW= Teacher will

SW=Student will

  1. TW review Standards
  2. TW tell students that they will be creating a timeline of their life. 

During/Explore/Explain:

1st Session- (1 hour)

  1. TW explain the steps to complete personal timelines. TW also display the timeline rubric: https://goo.gl/dn1uLS

  2. TW/SW begin by measuring the length of the construction paper (18 inches). TW/SW discuss how far they need to space the events/pictures on the timeline so that the 5 events are spaced evenly. TW lead the students to think about how many fives are in 18 (measure 3 inches to each event). TW demonstrate how to draw a line across the middle of the construction paper. Then TW model how to use a ruler to measure every 3 inches and also how to move the ruler to continue measuring when the ruler ends for the last 3 inches.

  3. SW will first draw a line across the middle of their construction paper with a pencil and then use rulers to measure every 3 inches. SW will use sharpies to draw over the lines to make them bold.

  4. SW will use their timeline form from home and organize their pictures from birth to 2nd grade. TW check each student’s timeline to ensure the events are in order. The teacher may have to help students crop pictures to fit.

  5. If the events are in order, SW glue pictures on their timelines. TW distribute small sticky labels or pieces of paper so that students may label each picture with the event date.

  6. After labeling the date, SW write a sentence or two about the event or picture.

  7. TW/SW edit each sentence to check for capital letters, punctuation, and spelling.

2nd session: (1 hour)

  1. If there are any students that have not completed their timelines, allow time for students to complete them at the beginning of this lesson or at a time outside of this lesson.

  2. TW distribute timeline rubric: https://goo.gl/dn1uLS  and SW check their timelines using the rubric.

  3. The teacher can choose to leave it at a paper copy of the timeline or have each student complete a video of his/her timeline using a green screen app and iPad. 

  4. TW/SW share personal timelines with the class.

After/Explain/Elaborate:

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

Assessment Strategies

Formative Assessment

TW informally assess students during their work on individual timelines to check for understanding: finding dates/events, ordering dates on the timeline, writing events with dates, and measuring equal distances between dates/events using this rubric: https://goo.gl/dn1uLS.  TW use completed exit ticket (https://goo.gl/cUOSFd) to assess student knowledge of timelines.

Acceleration

Students that need to expand their knowledge can create timelines of other famous people (eg.: historical figures, famous Alabamians, and presidents).

Intervention

If there are students that require additional help with understanding number order (years in a timeline), they should be pulled into a small group to practice number order with the teacher prior to the group activity.

Approximate Duration

Total Duration

91 to 120 Minutes

Background and Preparation

Background/Preparation

Prior to teaching this lesson, students need to understand basic calendar skills such as the order of the days of the week and months of the year. Students will need some basic measuring skills. Several weeks before this lesson, the teacher will need to email parents to ask for printed pictures and complete this form: https://goo.gl/xGQZyY

Materials and Resources

Materials and Resources

Teacher/Student Materials:

  • Paper

  • Pencils

  • Google Docs

  • Printer

  • Sharpies

  • Glue

  • 12 x 18 pieces of construction paper or bulletin board paper

  • Blank Copy Paper

  • Small sticky labels for dates or cut small pieces of paper to label pictures

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

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

  • Parent Letter for pictures: https://goo.gl/xGQZyY

  • Optional: iPad and Green Screen app if the teacher wants students to complete a video presentation of the timeline.

 

Technology Resources Needed

Optional: iPads and Green Screen app (if students create video presentations of the timeline)

Google Drive or another word processor- If headers are made for timelines

Approved Date

2017-04-09

Owner2

mandawalker
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