Tic...Tic...Tic...Chronological Time Lines

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SWBAT understand plot of their story by creating a time line by plotting 5-6 important events using their book as resource for writing a summary.

Big Idea

It's Time To Understand Plot!

My Lens

This lesson is a return to creating time lines to understand plot.  It builds on prior understanding of a lesson taught earlier in the year titled Time Lines and Reading Logs.  This lesson also build on the lessons The Boy Without a Birthday and The Man who Mailed Himself to Freedom.



15 minutes

"Student's you know the story Henry's Freedom Box.  Today we will create a time line of the main events, first I will reread the book to you.  Your job is to be thinking how should we chunk the details of the story together, making sure we capture the most important events to summarize across the entire story so that we can plot 5-6 events on a chronological time line

Teaching Point:  Readers understand the plot of their story by creating a time line and plotting 5-6 important events using their book as resource.

Start the lesson by modeling how to retell the first part of the story. 

 "Students watch me  as I retell the first part of the story, 'First, Henry is given away to his master's son. Second, Henry works in the son's tobacco factory, grows up alone, and meets Nancy on the street. Third, they marry and have three children. Fourth, Nancy and the children were sold away from Henry."

Now it is your turn, use the sentence stems to help you start each main even using transition words.

Turn and talk, Partner A go first.  Listen in.

Say, Now I will read the last part of the book and demonstrate how to use the books to retell the main events across my fingers."

Read book aloud to students.

Watch me as I chunk the details of the story into more main events.

"Fifth, Henry became very sad and depressed until one day he saw some birds and it made him want to fight for his freedom.  Sixth, Henry, with the help of some white friends mailed himself in a large wooden box to Philadelphia, Pa.  where he was able to live a free life."

Did you see how I did that?  I remembered all main important events and retold them in order across my fingers.  Now I want you to turn and talk with a partner and retell the last half of the story of Henry's Freedom Box across your fingers.  Use the sentence stems to help you. Partner B share and Partner A listen.

It is important to be able to retell a story in 5-6 main events because that makes it easy to jot them  on a time line. 

With your help, I am going to make a time line of the important events. Remember that your time line is a way for you to put important events in order from first to last to help you later write a summary of the story.

Demonstrate how to write each main event on a hand drawn time line.

Say to the students, "Now it is your turn to make a time line of the book you are reading.  You will make the time line as a part of your group work. The leader will decide if you make your own drawn timeline or if you will use a template.  The manager will pick out a set of historical picture books for you to use.

The encourager will help everyone stay motivated by saying words of encouragement and reminding everyone of the rules.  The  time keeper will let you know how much time you have to complete your learning task.

You might have to start by first reading or rereading the book.  The leader will decide how you should read the book.  Orally or silently.  Make sure you stop and discuss every few pages. You might have to break the book into two parts like I did with Henry's Freedom Box.  You will have two workshop sessions to complete this task.

Remember to use the six rules for group work because you will rate yourself on the progress rubric before the whole group share.

Group Work

30 minutes

During this section of the workshop students will practice their jobs to develop a strong team.  They will practice teamwork by engaging in a reading and summarizing learning task. (Student Time Line)They are reading their book together, stopping to summarize by chunking details into main events through discussion, then retelling their sequence of main ideas across their fingers then, jotting them on a time line.

Working together might be challenging for some students because they are used to working independently and some are used to not completing the tasks.  I am setting them up to strengthen their cooperation and collaborating skills.

To support students, all adults in the classroom will be circulating and coaching students on their jobs of being a leader, encourager, manager, and timekeeper.  We will also assist students in solving their problems.  Students will use the cups that let the adults how their group work is going.


10 minutes

10 minutes before the close of the workshop students will use the progress rubric to rate themselves on following the 6 rules.  Then the leader of each group will share how the session went and what they need to work on both academically and socially.