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Lesson Plan

Lesson about Past, Present and Future

By: Andrea Delgado

 

AGE GROUP/GRADE LEVEL     First Grade

CURRICULAR AREA       Social Studies

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

  1. A.    Apply the skills of historical analysis and interpretation.

16.A.1a: Explain the difference between past, present and future time; place themselves in time.

Instructional Goals:

  • To teach children the concept of past, present and future by making self connection through time, just like last year when the children were in kindergarten, today they are in first grade, and next year they will be in second grade.
  • To ask and answer questions about detail through the read aloud or information presented orally.
  • To participate in group discussion and coming up with comparison of two books being read that include past birthdays.

Objective:

  • Students will demonstrate they understand the concept of past, present, and future by their individual 3-column chart.
  • Students will make a connection with the lesson from a homework assignment. Students will write a short story about an event that happened in their lives a long time ago with an illustration to go with the story.
  •  Students will show similarities in the two books that will be read and discuss in small groups about past birthdays.

 

MATERIALS

  • Chalk/black board
  • Paper
  • Pencil
  • Crayons
  • Pablo’s Tree by Pat Mora
  • Birthday Present by Cynthia Rylant

 

INSTRUCTION

  • Introduction: This lesson will begin with students exploring the term “history” learning that history is the study of the past.  Teacher will define past: The past is something that already happened. Teacher will ask students, “What are some events that happened to you a long time ago “the past”? Teacher and students will discuss and brainstorm events that happened in their lives a long time ago.  Teacher will also introduce the vocabulary words: past, present, future, yesterday, today, tomorrow

 

  • Step-By-Step Procedures and Learning Activities:
  1. Teacher will make 3-column chart labeled “Past”, “Present,” and “Future” on the board. Teacher will ask children, “Who remembers what grade you guys were in last year?” Teacher will direct children that ‘kindergarten’ should go in the column labeled “Past” because kindergarten was last year and that already happened.
  2. Teacher will ask students for ideas of what should go in the next two columns. “What do you think should go in the “Present” column?” Right now is the present therefore you are in the first grade. “What do you think should go in the “Future” column?” Next year is the future therefore you will be in the second grade next year.
  3. Teacher will then ask, “In what column do you think ‘Breakfast’ would go under?” teacher will write breakfast in the past column.
  4.  Teacher will then ask students for ideas of what should go in the next two columns, present and future. (present: learning time, future: going home, snack, lunch, etc)
  5. Teacher will practice their past, present and future one last time.
  6. Teacher will ask students, “What column should yesterday go under?” “What column should today go under?” “What column should tomorrow go under?”
  7. Teacher will ask students to take a piece of paper and show how to fold the paper into three columns.  Teacher will then instruct children to look at their life stages.  Students are to complete their own three column chart, illustrating something they like to do in the past as a baby, something they like to do now, and something they think they liked to do with in the future as a grown-up.
  8. After students have completed their illustration they are to put it away in their desk or turn it in.  Students will extra time in the afternoon if they need to finish their illustrations.
  9. Teacher will introduce the title of the book and the author of Pablo’s Tree by Pat Mora. By looking at the title page of the book, students are to predict what might the story be about.
  10. Student will identify the family members from the book. Teacher will ask, “who are Pablo’s family members?”
  11. Teacher will then read Birthday Presents by Cynthia Rylant.
  12.  After reading Birthday Presents, students will compare the two book that were read, Birthday Present and Pablo’s tree. Teacher will ask, “What are some similarities in these two books?” “Do you remember you past birthdays?” “What kind of presents did you get in your past birthdays?”
  13. Teacher will have students break into small groups and have them begin to make text-to-self connections and share stories about two of their birthdays.

 

  • Differentiated Instruction:
    • Content options: The content option for this lesson is social studies. Students will have the opportunity to explore past, present, and future by making self connection.
    • Process options: Students’ process option will begin by the teacher defining the word history.  The teacher will then make a 3-column chart that will title past, present and future on each column.  Teacher will include kindergarten in the past column and discuss what should go under present and future.  Students will connect past memories by books that will be read about past birthdays. Students will also have a chance to work with their family at home by writing and illustrating a short story about a favorite past event.
    • Product options: Student will have a chance to express what they know by discussion in small group about two of their favorite birthdays.  Students will also express what they know when they complete their own three column chart, illustrating something they like to do in the past as a baby, something they like to do now, and something they think they liked to do with in the future as a grown-up.
    • Diverse options: Teacher will talk about different traditions that address the demographic of the class. An example would be from the book Pablo’s Tree. In Mexico, grandfathers would plant a seed for their first grandsons to celebrate birth. Teacher will also ask students if they had family tradition that they will like to share with the whole class.
  • Critical Thinking Questions:  Teacher will ask students critical thinking questions during the study.  The questions will be “What are some events that happened a long time ago, in the past?” “What do you think should go in the “Present” column?” “What do you think should go in the “Future” column?” “What are something they like to do in the past as a baby” “what are something they like to do now?” “What are something they think they liked to do with in the future as a grown-up?” “What are some similarities in these two books?” “Do you remember your past birthdays?” “What kind of presents did you get in your past birthdays?”

 

  •  New Vocabulary: past, present, future, yesterday, today, tomorrow

 

 

  • Adaptations and Extensions: The ELL children will have the chance to answer the critical thinking questions in their native language.  Teacher (who speak their language) will assist them with their illustration and small group. The new vocabulary words that will be implemented in this lesson will have a picture of the word as well as the written part on the bottom.  Special needs children will have a chance to use pictures from magazines, students will dictate to the teacher or a classroom helper when illustrating their individual 3-column chart.  Use a computer program to get pictures of past, present, future for students who are not able to draw them. For gifted (advanced) children not only will they draw in the 3-column chart but will get to write dictations of their illustration. They will write something they like to do in the past as a baby, something they like to do now, and something they think they liked to do with in the future as a grown-up. Students may also try to place events from their own lives in order on a time line.  For example, taking a first step, learning to tie shoes, riding a bike, etc.

 

 

  • Closure: Teacher will end the lesson by reminding the children about the term history that they spoke about in the beginning of the lesson. Teacher will ask, “can anyone tell me what does history mean?” after a child answers the teacher will then emphasis that they have to write a short story with their families about their history, any event that happened in their lives a long time ago.  Students will then present their 3-column chart that was done during class.

 

 

ASSESSMENT

Students will be assessed through a rubric written for their individual 3-column chart. Students were to complete their own three column chart, in class, illustrating something they like to do in the past as a baby, something they like to do now, and something they think they liked to do with in the future as a grown-up. The rubric will answer; did they illustrate something they like to do in the past, what they like to do now, and what they would like to do in the future. The rubric will also include their presentation, if their illustration was appropriate and made sense with the lesson.

 

 

Scoring Rubric for 3-column Chart (16 points)

 

Scale of 0-4

 

  0-poor or not at all

 1-minimal work

 2-adequate work

 3-very good work

 4-excellent work

  

                              ______ Student illustrated something they like to do in the past as a baby.

                              ______ Student illustrated something they like to do now.

                              ______ Student Illustrated something they will like to do in the future as a   

                                           grown up.

                              ______ Student presented their 3-column chart to the class and had

                                           knowledge of their own illustration about his or her past, present, and

                                           future.

                              

  

                            Total Score    _______

                            Total Points _______

 

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LINKAGE TO HOME AND COMMUNITY

Students will write a simple story using the concept of time with the help of their family. They will write about an event that happened in their lives a long time ago with an illustration to go with their story.

 

 

REFLECTION AFTER THE LESSON

Some of the reflection questions that I will have after the lesson are: was the instructional objectives met? How do I know students learned what was intended? Were the students engaged to the stories and the activities? How do I know? Did I make my self clear when explaining the concept of past, present, and future? If I had to teach the same lesson with the same group of students, would I have done something differently? What? Why?

 

 

DRAFT: This module has unpublished changes.