1 Hook/Attention Getter
Inform students about the Topic for the day. Asked students if they have ever heard of a timeline or a series of event dates?
Talk about time line and how can it be used in different subject areas. (ie, history class Civil War, science class the butterfly cycle, or English class a series os events in a story.)
How do you think timeline could be useful in our class?
After 1 minute, whole class share out. Ask one student from each pair to share one example that they discuss.
Show student sample of a timeline.
Share with the person to your right at your table the different ways a timeline could be used this class.
2 Direct Instruction
Review timeline with class, answering any questions he/she may have. Remind students that a timeline can be weekly, monthly, even yearly or the order in which an event unfold.
Handout the worksheet "Inventions" timeline with the pre-cut pictures of different inventions.
Review correct placement with students for the Inventions timeline.
Review the story 3 Little Pigs. Hand out one sheet of chart paper per group. Instruct students to create a timeline as a group at their table. They will need to select a recorder, who will write the information.
Students will paste the invention where they think they belong.
Have students create a timeline for the 3 Little Pigs story.
Share with class the attached web page.
3 Independent practice
Students will timeline the 1st five chapters of Holes as a group on a sheet of paper.
Demonstrate to students how to use Padlet to illustrate a timeline of the first 5 chapters of Holes.
Students work as a group to create a timeline for the first 5 chapters of Holes on a sheet of paper.
Then, later on they put the same information on to Padlet.
Students will be individually responsible for the completion of a timeline for the whole book, Holes
What should a timeline have? Dates with information, Letters with information, information in the correct order, information only
Does a timeline have to be in a specific order of events? Yes, No
Does it matter what order the information is in? Yes, No
Log on to the Kahoot site and input the code, then his/her name.
Select the correct answer.
or Flyswatter with YES or NO questions
Key Standards Supported
|L.9-10: Conventions of Standard English|
|L.9-10.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|L.9-10.1a||Use parallel structure.*|
|L.9-10.1b||Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.|
|L.9-10.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|L.9-10.2a||Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.|
|L.9-10.2b||Use a colon to introduce a list or quotation.|
|Knowledge of Language|
|L.9-10.3||Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.|
|L.9-10.3a||Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.|
|Vocabulary Acquisition and Use|
|L.9-10.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.|
|L.9-10.4a||Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.|
|L.9-10.4b||Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).|
|L.9-10.4c||Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.|
|L.9-10.4d||Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).|
|L.9-10.5||Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.|
|L.9-10.5a||Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.|
|L.9-10.5b||Analyze nuances in the meaning of words with similar denotations.|
|L.9-10.6||Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.|
|RI.9-10: Key Ideas and Details|
|RI.9-10.1||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|RI.9-10.2||Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.|
|RI.9-10.3||Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.|
|RL.9-10: Key Ideas and Details|
|RL.9-10.1||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|RL.9-10.2||Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.|
|RL.9-10.3||Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.|
|W.1: Text Types and Purposes|
|W.1.2||Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.|
|WHST.9-10: Text Types and Purposes|
|WHST.9-10.1||Write arguments focused on discipline-specific content.|
|WHST.9-10.1a||Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.|
|WHST.9-10.1b||Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.|
|WHST.9-10.1c||Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.|
|WHST.9-10.1d||Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.|
|WHST.9-10.1e||Provide a concluding statement or section that follows from or supports the argument presented.|
|WHST.9-10.2||Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.|
|WHST.9-10.2a||Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.|
|WHST.9-10.2b||Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.|
|WHST.9-10.2c||Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.|
|WHST.9-10.2d||Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.|
|WHST.9-10.2e||Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.|
|WHST.9-10.2f||Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).|
|WHST.9-10.3||(See note; not applicable as a separate requirement)|
|Production and Distribution of Writing|
|WHST.9-10.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|WHST.9-10.5||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|WHST.9-10.6||Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.|
|Research to Build and Present Knowledge|
|WHST.9-10.7||Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|WHST.9-10.8||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.|
|WHST.9-10.9||Draw evidence from informational texts to support analysis, reflection, and research.|
|Range of Writing|
|WHST.9-10.10||Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|