ALEX Lesson Plan


Does Time Really Stand in Line? Learning About a Timeline.

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  This lesson provided by:  
Author:Taraethia Sullivan
System: Clarke County
School: Clarke County Board Of Education
  General Lesson Information  
Lesson Plan ID: 33923


Does Time Really Stand in Line? Learning About a Timeline.


In this lesson, students will learn the purpose of a timeline and how to create one. Students will also be able to apply timeline skills to reading comprehension.

 Associated Standards and Objectives 
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 1
Living and Working Together in Family and Community and State
1 ) Construct daily schedules, calendars, and timelines.

•  Using vocabulary associated with time, including past, present, and future
Unpacked Content
Strand: Geography, History
Course Title: Living and Working Together in Family and Community and State
Evidence Of Student Attainment:
  • Construct hourly schedules to include home and school activities.
  • Construct monthly calendars to include: month, days, and dates.
  • Apply historical holidays and events (for example birthdays, MLK jr. Day, Presidents Day, etc.) to the calendars.
  • Use a timeline to share personal life from birth to present including pictures and significant dates.
  • Use a timeline to share famous historical figures, including those from Alabama (for example, Admiral Raphael Semmes', Emma Sansom, Rosa Parks, Martin Luther King Jr., Wernher Von Braun, Helen Keller, George Washington Carver).
Teacher Vocabulary:
  • construct
  • apply
  • uses
  • schedule
  • agenda
  • calendar
  • month
  • years
  • days of the week
  • timeline (picture/year)
  • elapsed time
  • past
  • long ago
  • present
  • yesterday
  • today
  • future
  • tomorrow
Students know:
  • The purpose of a schedule and how to construct a daily schedule (present).
  • The purpose of a calendar and how to construct a calendar (future).
  • The purpose of a timeline and how to construct a timeline (past).
  • Vocabulary: long ago, yesterday, today, tomorrow, past, present, future
Students are able to:
  • Sequence daily classroom activities.
  • Create a calendar.
  • Create a timeline.
Students understand that:
  • Constructing schedules, calendars, and timelines helps document past, present, and/or future events.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.1.1- Identify terms such as past, present, and future associated with time.

Local/National Standards:


Primary Learning Objective(s):

Students will be able to explain what a timeline is, how it can be used, and what information can be used in a timeline.

I can read information in a timeline.

I can construct a classroom family timeline.

I can use basic math and counting skills to read a timeline.

I can use the skill sequencing to create a timeline.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Informational Text:  Using a Timeline

Month of the year date cards for timeline

Blank rectangles for students to illustrate birth month

Blank Timeline Graphic Organizer

tape (used to adhere to classroom surface)

Technology Resources Needed:

View various historical online timelines and choose: Timelines:  History and Biography Timelines



Before starting this lesson, the teacher should have background information for explaining timelines.

The teacher should have date cards and illustration cards ready for students to illustrate birth month.

If a percentage of students needs remedial instruction, the teacher should also have other cards available for using in a small group setting.


Before Lesson: Day 1

Activity 1:

The teacher will need to introduce vocabulary using a best practice vocabulary model (sample model: say the word, use the word in context and pictorial representation, define the word, apply the word). The words will need to be posted on a word wall.

Vocabulary Word List:

Past, present, future, timeline, history, grow, change, dates, events

Activity 2:

Close Reading of Text "Timelines"   (see close reading method in background knowledge).


During Lesson: Day 2

Activity 1: Classroom Timeline

1. Give each child a rectangle to write their name, month, and date of their birthdays.

2. Create a timeline with masking tape on the floor and month tags. Invite children to stand on masking tape timeline in the appropriate order of their birthdays.

3. Show children whose birthdays fall in the same month how to look at the dates to see that the lowest number is listed first. This is where the teacher will make a strong connection to students about counting sequencing and timeline-counting sequencing.

 4. Make a timeline on bulletin board paper, and have students tape up their birthdays in the correct order. This will serve as the classroom birthday board.


After Lesson: Day 3

Activity 3: My Life Timeline

1. The students will receive a blank timeline frame. The students will illustrate and write a statement to describe a timeline of the past, present, and future (I want to be ________) of their life. The students will present their timeline to the class during a show-and-tell.


Assessment Strategies

Students will create a personal timeline of their past, present, future. This formative assessment is activity 1 of After Lesson Content.


Students may choose their favorite story. Students will receive a blank timeline to record events in their story.


The teacher will use familiar skills in a small group setting to make learning focused, intentional, and applicable. The teacher will call qualifying students to a meeting area. The teacher will use months of the year, numerals, and/or days of the week to sequence.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.