Reflection: Developing a Conceptual Understanding Notable Sands of Time: Seeing the Relationship Between Historical Events in Texts - Section 4: Demonstrate Skills


One of the key shifts in the ELA CCSS is that students gain a knowledge in the disciplines, or world, through reading text.  I think this lesson, where students are putting together their own timelines to see how events in history correlated to each other, but doing this all based on texts they've read, is a one example of how we can help meet this shift in our lesson planning.  Using texts we've read to build a knowledge of the world and history is what the shift suggests, and here the students are, in third grade, making a note of how books they've read have informed them about the turn-of-the-century.

  Reflection: Key Shifts in the ELA CCSS
  Developing a Conceptual Understanding: Reflection: Key Shifts in the ELA CCSS
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Notable Sands of Time: Seeing the Relationship Between Historical Events in Texts

Unit 5: Biography Unit
Lesson 5 of 8

Objective: SWBAT use information gained from the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur) to describe the relationship between a series of historical events.

Big Idea: In this lesson, students will pull key details from texts they’ve read to create a historical timeline as well as write a reflective statement based on their reading.

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English / Language Arts, biography (Nonfiction Lit), timeline, historical events, turn of the century
  45 minutes
timeline photo
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