Reflection: Lesson Planning Learning How To Use Graphic Representations - Section 1: Teacher Background Knowledge and Preparation


When I originally planned this lesson I wanted to do a timeline activity.  I combed over many books and tried to find a book that was suitable for a first grade class.  I couldn't find one.  I found the book "Old, Older, and Oldest" and thought this would be a fabulous book and was suitable for my students.  The students can make that language connection because we were working making base words and adding the suffixes -er and -est.  We had also been working on ordering numbers using a number line, a math concept that also related to the features in this book.  I thought this was such a great opportunity to bring in all the language and math concepts in with this lesson. 

I want students to understand that, by using graphic representations, they will better understand the content of the text.  I also think that today's lesson will help them to build a conceptual understanding of time/age order.  In later years students will be able to transfer this knowledge to timelines and other graphic features that have to do with time in later grades.

  Why Graphic Representations?
  Lesson Planning: Why Graphic Representations?
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Learning How To Use Graphic Representations

Unit 15: Nonfiction Text Features
Lesson 7 of 9

Objective: SWBAT use a graphic representation and apply the information to demonstrate their understanding of key details from the text. SWBAT use their graphic representation to answer comprehension questions.

Big Idea: Why is it important to put events in the correct time order? Come on and find out!

  Print Lesson
English / Language Arts, Nonfiction Text Features
  40 minutes
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