In this lesson, students will be given the opportunity to create timelines using the TIDES site and incorporating events from their own lives. Students will use a worksheet to help them understand the various components of a well-written timeline, and will present their final products to their peers.
Created by Udoro Gatewood, September 2006
Students will identify chronological order using a TEXAS TIDES timeline. TEKS § 110. 24. English Language Arts and Reading, Grade 8. (b) (22) (A)
Students will describe and analyze the various components of a well-written timeline using a worksheet (i.e. Day, Month, Year, and a brief description). TEKS § 110. 24. English Language Arts and Reading, Grade 8. (b) (10) (E)
Students will create their own rendition of their “Life Timeline” maintaining chronological order. TEKS § 110. 24. English Language Arts and Reading, Grade 8. (b) (24) (A)
Journal On You (JOY) Time
During the first 6 minutes of class, students must report to their desks to begin their journal entry of: How would you prepare your favorite food? If time allows, a few students may present on a volunteer basis.
Computer in classrooms/Computer Lab: Allow students to browse the TIDES website in order to find a timeline. (There are timelines everywhere on this site.)
Students must print out a timeline. (1 page max.) Now discuss.
Limited Supplies: Pass out the 1880's Timeline in Texas History worksheet and allow students to answer the questions (individually, groups, or as a class). Now discuss.
This would be a good time to expose students to a poorly constructed timeline. This is also a good time for Project Brainstorming, so that students may be creative with their own timeline. Instructors, you may set a standard so that students expose the important, or even the not-so-important, events in their life. This all about learning about them!!
History Time!!! Students must begin their Rough Draft of their life timeline. Check their draft before the end of class.
If supplies are bountiful, they may begin their Final product in class (this is where Homework begins). (Instructor: the length of this project is up to you.)
At the end of this section, students will present their project to their peers, who will also critique their Life History presentation. (The Instructor has the final say.)
Judge on the basis of (1=Poor, 2=OK, 3=Good, 4=Very Good, 5=Excellent):
Creativity
Chronological Order
Comprehension of Life Story
Overall Presentation
