Name Amber Hinkle Lesson Plan Title My Life_
Target Learner 2nd Grade Abilities _Various Levels of Abilities_______
Stage 3 –Learning Plan [ DRAFT ]
W = Whereto; Where from
Goals: The content Standards will be listed on the board and will be discussed. Expectations: Today we are going to be creating a timeline. Your timeline will need to have 6 keys events in your life. These events can include when you were born, when you started school, the birth of a brother or sister, and whatever other events that you would like in order to explain your life. You will also add pictures or drawings to help explain these events in your life. Show examples of previous student’s timeline. Your timeline should include: a title, 6 events in order (the first event should be when you were born), and at least 3 pictures or drawings. Relevance and Value: Create a K-W-L chart, complete the second column: What do you think you will learn? Diagnosis: Complete first column of the K-W-L. What do you know about some major events in our life? |
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. Reflect- After all students have shared their timelines with the class they will write in their journals |
E = Encourage Self-Evaluation
Students will reflect on the following two questions in their journals: What are you most proud of? Why? How difficult was creating the timeline for you? |
T = Tailor for Diverse Learners
The concepts being taught will be explained using different modalities including; visual, oral, and in writing. |
O = Organize The Learning
Information will be taught in an organized matter. Students will learn key terms, practice what they learned, present what they learned, and reflect. |
Amber I like your lesson. It is a great way to teach the students to understand and value their past while focusing on research and writing. You might want to give more details under organize the lesson. Great job.
ReplyDeleteAmber, I think this is a valuable assignment for 2nd graders, and 6 is the perfect number of events. I would suggest maybe thinking further about your Hook and Hold. Verbally asking a question may not hook their attention. You might consider first using an online tech tool like http://www.tiki-toki.com/ to create your own timeline. I find that my students are always curious about my personal life, and showing them your own timeline first might really Hook and Hold them.
ReplyDeleteAmber, I was going to say the same thing about the "Hook", but looks like Katie's already made a great suggestion for technology to capture their attention more. I was also going to suggest that under "T-Tailore" that you provide a bit more diversity for students, it's a given that this lesson is visual, verbal, and written. How about something for the kinestic students lie making a physical timeline with their bodies- lining up the students by birthday order or such so their physically working out what a timeline is as well. Nice job thus far!
ReplyDeleteAmber, I liked the hook, it hooked me, now I want to make a time line! With that said, I like Katie and Shanna's idea better. You could over lay some of the time lines to see if any match for extra fun! You did a great job!!
ReplyDeleteThe Whereto, Wherefrom sounds like instructions when I think its intention is for a statement about what the students are bringing to the lesson in terms of knowledge, skills or experience, and where the lesson will take them. Sounds like you have the "whereto" part in much more detail than needed, as this is not a step-by-step document just yet. This is the document that plans for the step by step, right? by making sure all the WHERETO components are at the backbone of the step-by-step instructions to come.
ReplyDeleteWould Equip be more clear if you describe the materials, tools and concepts students would need to be successful. I don't get the impression those things are included but I believe they help define this part of the WHERETO guidelines.
Rethink, Revise, Reflect - the Rethink part sounds more like research than rethink, which is geared toward their own work not that of others. Is there an opportunity for them to revise their work after receiving peer feedback? What opportunities will you allow for them to do this and then go back to their work with informed knowledge, eyes and skills?
Encourage self-evaluation: Once they have answered the question about whether the timeline was hard, will they have more to write or could it be expanded on by asking them to note what they would do differently? This is another chance to assess their own notion of what they learned aka meta-cognition.
Tailor for Diverse Learners: Explain how diverse learners will be accommodated when accomplishing the tasks not just in how you will teach.
Need more detail for Organize the Learning, because the assumption is that it would be organized, but indicate what efforts would be made to do this for this specific learning activity. What needs to be done?
The lesson is good to go, and I think above comments/advises can be the icing.
ReplyDeleteOne story to add is that when I did a timeline activity with high school students, many of them had a difficult time coming up with events that were "worthwhile" to put. I wonder what would 2nd graders come up with; I would love to read some.