BWD Lesson Plan Final Copy

Name  Amber Hinkle      Lesson Plan Title My Life 

Target Learner   2^nd grade                          Abilities _Basic 2^nd grade skills in reading and writing________________________

Stage 1 –Desired Results

Established Goals

2.1 Students differentiate between things that happened long ago and things that happened yesterday. Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents. Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).

Desired Understandings

Students will understand that… ·         Their lives are made up of a series of events ·         Timelines can be used to place events in order ·         Interviews are helpful in finding out about one’s past

Essential Questions to Consider

·         What can we learn from our family? ·         Why should we reflect on the important events in our lives?

Desired Key Knowledge

Students will know… ·         Timelines are made up of different events ·         Relevant vocabulary words

Desired Key Skills

Students will be able to… ·         Create a timeline that outlines important events in their lives ·         Conduct an interview with a family member ·         Place events in order of occurance.

 

Stage 2 –Evidence

Stage 1	Stage 2
If the desired result is for learners to…	Then, you need evidence of the student’s ability to …	SO, the assessment needs to include some things like…
Understand that: (U) ·         Their lives are made up of a series of events ·         Timelines can be used to place events in order ·         Interviews can be helpful in finding out about one’s past And thoughtfully consider the questions… ·         What can we learn from our family? ·         Why should we reflect on the important events in our lives?	Performance verb #1: Explain- Students will need to describe significant events in their lives in order of occurrence. Performance verb #2: Interpret- Students will document their findings from the interviews they conduct Performance verb #3: Apply- Students will interview a family member to explore significant events in their lives.    Students will create a timeline based on their findings. Performance verb #4: Perspective- Students will analyze their findings and determine which events are most significant. Performance verb #5: Empathy- Students will consider why it is important to know about our pasts. Performance verb #6: Self knowledge- students will need to reflect on what is in the past and what is in the present.	Performance Tasks #1 Interview a family member and complete the worksheet. Performance Tasks #2 Create a timeline that illustrate the important events in your life. Events will be placed in order of occurrence. Performance Task #3 Present their timeline to class and explain the various events that are on the timeline. Performance Task #4 Journal about what was learned while constructing the timeline and why we should know about these important events.

 

 

 

Stage 3 –Learning Plan

Before completing this template review the Stage 3 Summary presentation in the eCourse, download and review the detailed descriptions of the WHERETO guidelines from McTighe & Wiggins’ excerpt found in DocSharing. Share this in your PLS by the specified deadline.

W = Whereto; Where from

Goals: To create a timeline that reflects significant events in your life Expectations: Timelines will need to have 6 keys events that occurred in your life and at least 3 pictures or drawings.    Relevance and Value: Understanding the importance of events and concepts regarding past, present, and future will help you understand various events in history. Diagnosis: Students will bring their own unique perspective to this assignment based on their prior knowledge.

H = Hook and Hold

“I want to know about your life and so do your classmates. Are you guys ready to create your own timeline and share it with the class?”

E = Equip for Expected Performance

Present concept attainment lesson on timelines. Teacher will show students a timeline and discuss the following question: “Does anyone know what this is?” “What do you think a timeline can show us?” As a class, students will construct a timeline for the class. Students will practice placing events in order of occurrence. Terms such as “past” “present” and “future” will be explored. As homework, students will complete the interview worksheet with a family member. Create a timeline that reflects main events in their lives. Students will use pictures or drawings in order to help explain the events on their timelines.

R = Rethink, Revise/Refine, Reflect

Rethink- Students will conduct research in order to complete their timelines. They will use any materials available in order to create a timeline with accurate dates. Revise/Refine- Students will bring their completed worksheets into class and will share them with a classmate and receive feedback. Based on this feedback students will have the opportunity to revise or refine their worksheets. Reflect- After all students have shared their timelines with the class they will write in their journals and reflect on the assignment.

E = Encourage Self-Evaluation

Students will  reflect on the following four questions in their journals: What are you most proud of? Why? How difficult was creating the timeline for you? What can we learn from our family? Why should we reflect on the important events in our lives?

T = Tailor for Diverse Learners

The concepts being taught will be explained using different modalities including; visual, oral, and in writing. Students who need more guidance with this assignment will be given a template for the timeline. Students who are more advance will be encouraged to add additional events to their timeline and give greater detail of these events.

O = Organize the Learning

Students will learn key terms, practice what they learned, present what they learned, and reflect.