PBTIL - Comprehensive Grammar School Team

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Lesson Plan Two: Constructing Timelines Personal, CGS
Main Subject Area: History
Interdisciplinary Unit: ABC Book CGS
Grades 2/3
Disciplines Involved: ESL, Language Arts, History, Math, and Technology
Learning Objectives: History ...
Learning Standard One-chronology and cause Children will learn about themselves and others, distinguishing past/present.
Learning Standard Two- evidence. Identify what can be learned about selves, and others from a variety of sources of information.
Learning Objectives: ESL ...
Learning Standard One-to use English to communicate in social settings
Learning Standard Two-Students will interact in, through, and with spoken and written English for personal expression
Learning Standard Three-Students will use learning strategies to extend their communicative competence
Lesson Activity:
Students will construct a personal time line from birth year to 2000, expressing words or sentences that mark annual milestone
Students will construct a group timeline for CGS School 1990-2000.
Guiding Questions:
How can we learn about CGS?
What has happened between 1990-2000?
Materials/Resources: Charts, markers, CGS Yearbooks, interview sheets, photos, clipboards, staff, families.
Procedures:
1. Students will construct a personal time line on long strips of paper, marking significant events and milestones from memory.
2. Students will identify each year of their timelines by matching their chronology to the dates on Lincoln pennies.
3. Students will relate their lifelines to a CGS timeline, and construct a CGS timeline 1990-2000
4. Using their original KWL chart and the CGS timeline, with teacher help students will construct interview questions for CGS staff in both Spanish and English
5. Students will be grouped into triads mixing L1 and L2 learners
6. Groups will use primary sources: Yearbooks, photos, and conduct staff interviews.
7. Groups will report their findings and observations, which will be recorded on the timeline charts, as well as posted to our website for ongoing additions.
Extensions:
Using learning logs children will keep timeline printouts and copy relevant additional information as it comes in.
Evaluation: Teachers/students will demonstrate understanding of chronology by constructing personal and group timelines, Students will use technology as a research option through the use of photos, website and graphics as well as understand the use of interviewing those who have knowledge of facts. ESL students will ask questions for personal use, construct graphics showing data, and negotiate cooperative roles and task assignments with native speakers.

This program is supported in part by the Commonwealth of Massachusetts, University of Massachusetts, Lowell.