Lesson plan
|Reading Lesson: Sequence Events |Grade Level: 5 |
|Lesson Summary: Students create a timeline showing important events in their lives. Students research important historical figures and depict them in timelines. |
|Advanced learners will create a comic strip sequencing how to perform an activity. Struggling learners will fill in a sequence graphic organizer. |
|Lesson Objectives: |
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|The students will know… |
|that events occur in a sequence in fiction and nonfiction. |
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|The students will be able to… |
|identify sequential order in fiction and nonfiction. |
|Learning Styles Targeted: |
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|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: |
|Discuss a variety of everyday events that require a sequence, such as brushing your teeth, making breakfast, getting dressed, playing a game. Ask students to write|
|the sequential order of these events on the board. |
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|What would happen if the sequence were rearranged? Why is a particular order necessary? |
|Whole-Class Instruction |
|Materials Needed: nonfiction books containing timelines, pencil, paper, poster board, markers, ruler, and colored labels |
|Procedure: |
|Presentation |
|Project timelines from nonfiction books on the board. Point out that timelines list important events in chronological order within a particular historical period. |
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|Ask students what timelines they have seen in books, and how timelines help them to understand history visually. |
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|Guided Practice |
|Tell students that timelines can be used to tell stories and show progress. They will be creating this type of timeline to show important events in their lives. |
|Students should list events that they wish to include, along with the dates when the events occurred. They should use a ruler to divide their timeline into equal |
|segments that represent years. Then students should label the dates above the segments from left to right, in chronological order. They can attach colored labels |
|below the dates listing the events they wish to include. |
| |
|Have students display their timelines on the bulletin board. Volunteers can explain how they decided which events were the most important to show on their |
|timelines. |
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|Independent Practice |
|Ask students to select an important historical or contemporary figure to depict in a timeline. Students can research dates using nonfiction books, online |
|biographies, or encyclopedias. Encourage them to use a mixture of events in their timelines, such as historical and geographic, to add to the personal events |
|related to the figure they selected. |
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|Closing Activity |
|Ask students to research what historical events occurred during the month and year that they were born. |
|Advanced Learner |
|Materials Needed: poster board, markers, and ruler |
|Procedure: |
|Tell students that they will be creating a comic strip sequencing how to perform an activity in easy steps for a younger reader to understand. For example, they |
|might describe how to make a banana split in 4 steps. Each panel in the strip should use illustrations to show the steps in sequential order. |
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|Students can share their comic strips with a class in a lower grade level. |
|Struggling Learner |
|Materials Needed: sequence graphic organizer and pencil |
|Procedure: |
|Distribute sequence graphic organizers that show a series of rectangular boxes linked by arrows. The first box is labeled “First,” the last box is labeled “Last,” |
|and the middle boxes are labeled “Next.” |
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|Together as a group, brainstorm an everyday activity, such as making a turkey sandwich. Help students break the process down into simple steps and then fill in the|
|boxes. |
*see supplemental resources
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