Name of Social Studies Lesson: A Street Through Time

Utah Core Curriculum Objectives: Social Studies; Standard 2: Students will understand how Utahs
history has been shaped by many diverse people, events, and ideas.

Objective 2: Describe the ways Utah has changed over time

Common Core Objectives (ELA or Math): Writing; Standard 3: Write narratives to develop real or
imagined experiences or events using effective technique, descriptive details, and clear event
sequences.

Preparation:
A copy of the DK book A Street Through Time
Journals/Notebooks for writing

TEACHER: CALI REYNOLDS CLASS: 4TH GRADE SOCIAL DATE:

STUDIES
TOPIC: Social Studies Utah History

CONTENT OBJECTIVES: LANGUAGE OBJECTIVES:

Writing; Standard 3: Write LISTENING: STUDENTS WILL BE ABLE TO

narratives to develop real or
imagined experiences or events
using effective technique,
descriptive details, and clear
event sequences.
Social Studies; Standard 2:
Students will understand how
Utahs history has been shaped by
many diverse people events, and
ideas.
o Objective 2: Describe the
ways Utah has changed over
time.
IDENTIFY SPECIFIC DETAILS IN A TEXT
THAT POINT TO CHANGES OVER TIME.
SPEAKING: STUDENTS WILL BE ABLE TO
CONNECT A SEQUENCE OF EVENTS WHEN
DISCUSSING THE STREET THROUGH
TIME BOOK WITH THE CLASS.
WRITING: STUDENTS WILL ABLE TO
ANSWER HOW AND WHY QUESTIONS
ABOUT THE SHARED TEXT.

KEY VOCABULARY: MATERIALS (including supplementary and adapted):

ROMAN EMPIRE A STREET THROUGH TIME DK BOOK
CHRONICLE SOCIAL STUDIES JOURNAL
PIONEERS *WRITING PROMPT ADAPTED FOR EACH LEVEL
NATIVE AMERICANS DOCUMENT CAMERA
MORMONS
RAILROAD

STUDENT ACTIVITIES (CHECK ALL THAT APPLY FOR ACTIVITIES THROUGHOUT

LESSON):
 Scaffolding: Modeling X Guided

Independent
Grouping: X Whole Small Partners

Class Group Independent

Processes: Reading X Writing X Listening X Speaking
Strategies: Hands-on Links to Objectives

Meaningful

REVIEW AND ASSESSMENT (CHECK ALL THAT APPLY):

X Individual Group X Written Oral

REVIEW KEY VOCABULARY:

Key vocabulary is reviewed as it comes up after reading the text.

Each groups of people will be defined, orally and with a visual, as

it is discussed with the whole class.

REVIEW KEY CONTENT CONCEPTS:

The key content concepts are solidified at the end of the lesson as

they are connected to future lessons. Students will be told the

purpose for their writing and that they will continue to add to

their ideas throughout the upcoming unit.

TIME: LESSON (Original lesson): ELL Adaptations

Introduction:
5 minutes As I introduce the text
Tell the students that today I will define the Roman
we will be taking a 12,000- Empire as an ancient
year journey through time. civilization (about
We are going to visit the 12,000 years ago) that
stone age, the Roman empire, was located in around
a small town, and bustling Europe and the
city. Ask the students for Mediterranean. I will
predictions about the places have a map or globe
we will visit. Specifically, will to show students these
we be going to all different areas.
locations or staying in one While this is a large
place? print book, I think it
would be a good idea
Introduce the book A Street to project it with a
 Through Time. Explain that
book is about one single
street and all the changes that
it sees over the period of
12,000 years. Show students
the layout of the book, point
out the following things:
The book has hidden
pictures, along the
border we can find
small images that are
embedded in the main
image. These would
be fun for them to find
on their own time.
Beside each hidden
picture is a description
of what the certain
object would be used
for during the time
period being
portrayed.
The picture takes up
much of the page, why
might this be?
There is a time
traveler, Henry Hyde,
hidden in every scene
throughout the book.
Content/Activity:
30 minutes
Read the book with students.
As you read allow some time
for students to look at the
pictures and find the time
traveler if they can. Remind
them to take mental notes of
things they notice changing
on the street over time.
After you have read the book
with students do a share out.
Ask students to share some of
the changes they noticed on
the street as you went
through the book. Have
students share why they think
the things changed or who
made it so the changes
happened.
After students have had some
time to share, relate the book
document camera so
that all students can
see it up close. This
way I cold also point
to each element of the
book (hidden pictures,
descriptors, and the
timer traveler).
Whilereading/discussing:
Stop periodically
throughout the book to
ask students what
changes they have
noticed so far. This
way students dont
have to sift through so
much
information/recall at
the end of the book.
This also directs their
attention to the task at
hand.
Make the notes of
changes as you do the
read aloud. This way
students wont have to
keep track of
everything as you
read.
After reading ask
students to share the
why. Why do they
to history in general as well as
to Utah specifically. Tell the
students that we obviously
know this street isnt in Utah
because Utah was never a
part of the Roman Empire and
wasnt in this particular part of
the world. However, we do
know that Utah has had its
own unique history and seen
many changes as a result of
all the people and things that
have happened here.
Have the students generate
some ideas about the history,
events, and people who have
shaped Utah. Share their
ideas on the board. Some
examples may be, pioneers,
Native Americans, Mormons,
the railroad, mountains, etc.
You can help students by
telling them to think of things
that might make people want
to come to our state or
popular things in our state.
Now have students get out
their journals. Instruct them
to write in their journals about
their own street (in Utah)
through time. The street may
be the one our school is on,
the street they live on, or
whatever else they may
choose but it needs to be in
Utah. This is essentially a free
write but students should
include at least three ways
their street could have
changed over time.
think these changes
occurred? Before doing
this whole class, have
students do a think-
pair-share with an
elbow buddy. This way
all students will have
potential response to
discuss.
o Record these
why statements
in a second
column on the
chart you
created while
reading.
Before writing:
Explain that just like
the civilization we saw
in the book, Utah has
seen similar changes.
Build the background
of these changes by
mentioning groups or
people they have
learned about so far
this year who impacted
Utah. Mention pioneers
who traveled cross
country on their way
to California, mention
Native Americans who
have been here for
much longer than any
other group of people,
mention Mormon
pioneers who settled
here, and mention the
railroads meeting in
Utah bringing many
people through our
state.
o This would be
done instead of
having students
generate their
own ideas. This
activity is less
demanding and
provides
students with
 more
background
knowledge for
the writing
activity.
o I would also
have students
share their
recollections
about these
groups, as well
as add their
own ideas to
the list.
o I would also
create a
PowerPoint to
accompany this
lesson that had
images of each
groups of
people in Utah.
This would
provide
students with
an extra point
of reference
and something
to connect
with.
Writing:

To make the writing

assignment more
targeted, I would
provide the whole
class with the following
question to answer:
How has Utah
changed over time?
Write three examples.
I would connect it back
to the text we read by
telling them to think
about the ways the
changes on the street
were illustrated. What
did the illustrations
show/express?
Depending on the
levels of my ELL
students, I would pull
them back to the small
group table during
work time.
o For
entering/emerg
ing students: I
would have
these students
sort/label
pictures of
Native
Americans,
Pioneers, and
the railroad
into the order
in which they
came to Utah. I
would then
have them fill
in a sentence
stem for each
picture. For
example, The
pioneers
changed Utah
by ________.
o For developing
students: I
would allow
students at the
developing
level to write
three simple
sentences, one
for each way,
about changes
throughout
Utah history.
o For expanding
students: I
would ask
expanding
students to
elaborate on
the three
examples by
providing some
explicit details
about how
each thing the
choose made
an impact.
o For
bridging/reachi
 ng students: I
would aim for
these students
to be able to
write me a
paragraph in
response to the
provided
question.
Closure:
5 minutes Inform students that over the I think this closure is
next few days we will be pretty well written as it
discussing the unique history connects the days
of Utah and how it has lesson to future
changed over the years. We learning and provides
will be talking about various students with a
people and events who purpose. However, I
changed Utah. At the end of think it would be good
the unit students will be to provide students an
writing and illustrating their opportunity to share
own Utah street through time what they wrote with
so it is important they hold on either a small group or
to this writing they did today an elbow buddy.
so they can connect some of
their ideas in the future.

Evaluation/Assessment: Students will not be

given a letter/point
This lesson has a lot of grade for this lesson.
sharing out opportunities for It is purely for
students and myself. As I formative assessment.
listen to the ideas and thing There are
they share out it will help me opportunities to assess
better understand what they student understanding
currently know about Utah throughout the
history and what gaps I need progression of the
to fill over the course of the lesson. For example:
unit. As the students are o Response to
writing I can check in with questions about
them to make sure they what they have
understand that we are noticed
making an effort to chronicle throughout the
the events of Utah history and reading.
envision how they might have o Listening in on
impacted a certain street. think-pair-share
conversations.
The students writing will be o Responses to
recorded in their journals for whole group
me to go over and read as conversations.
needed. The ideas that o Reading over
students generate earlier in the students
the lesson will be recorded on journal
chart paper and posted on a responses. The
 board in the room for us to expectations
refer to and change for these
throughout the unit. responses, at
each level, are
listed above.

School/Home Connection: A possible school/home connection that might be fun

for students would be for them to work with their parents to find images of their
neighborhood/home throughout the past or write a paragraph about it. For
example, maybe they have had the house in their family for many years and have
old pictures of it. Maybe they live in a new construction home and can remember
what it looks it before their home was there. They could also find a picture of an
old relatives home and then do a Google Maps search for what that area looks like
now. I think this activity would be a fun way for students to connect what is
happening at school to home.