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Instructional Resources:
Past, Present, and Future booklet from Teachers Pay Teachers
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
I have chosen my groupings very carefully. I know who my higher kids are and who my lower kids are. I paired up a
higher kid with a lower kid in order to help both of them. The lower kid gets some help with learning more about past,
present, and future and the higher kid learns as well as they need to teach it themselves. I will also verbally say things
and write stuff down on the board. Repetition, repetition, repetition, is also important.
PHYSICAL ENVIRONMENT: normal set up but students get to decide where to flop
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: (10 minutes)
- Gather students at group
- Ask them what we already did at school
- Write a list of what they say on the board, making a list (blue)
- Ask questions like “Didn’t we do math already?” Or “Are you sure that this is everything?” (making sure that
students list everything!)
- Make a new list (purple)
- Ask what we are doing right now
- Write responses on the board
- Ask questions like “Aren’t we also at school too?” or “Where are we in the classroom?”
- Make a new list (red)
- Ask what they are going to do when they go home
- Write responses on the board
- Ask questions like “What will you do when you get ready for bed?” or “Do you know what you are going to eat
for dinner tonight?”
- Make sure that there are at least 5 different responses per list
- Turn and talk with the person sitting to your right about why the lists are in different colors
- If there is no one near their right then form a group of three
- Listen to students responses (I’m expecting some of the students to say things like that they are things we have
already done, what we are doing now, and what we will do)
Development: (20 minutes)
- Once it is established that these are the three lists write PAST, PRESENT, AND FUTURE over the corresponding
lists
- Explain how things that have happened and things we have already done are in the past
- Things that are happening right now are the present
- Things that will happen in the future haven’t happened yet but will
- Write under lists while saying
- Make sure to clarify that a present that you give someone and the present are two different things!!!
- Say that we are going to do a partner activity
- I want each student to grab a white board, marker, and eraser
- I will tell you the groups and you can flop where ever you think you two will work best
- Remind students to make good choices
- Groups:
- - Wade and Kinley
- - Xzavier and Annaliese
- - Nolan and Anna
- - Isabel and David
- - Libby and Bryson
- - Abby and Elly and Brinley
- - Carson and Annika
- Once students have gathered their supplies and flopped start counting
- Once their attention is back on me say that I want them to write their birthday’s on their boards if they know
them
- When they are done raise their boards
- So and so’s birthday was March 3rd. Is that the past, present, or future? Why?
- Work with their partner (s) to answer the question “What is something that both of you will do in the future?”
- They can write or draw but both partners should have the same answer
- When their done raise their boards
- Read student responses out loud like I will shower or I will feed the dog
- Note similarities and differences, say that’s okay to have similarities and differences
- Work with their partners to write/draw what they are doing in the present
- When they are done raise their boards
- Read and respond to student answers like I am lying down or I am writing
- Have students put away boards, markers, and erasers and go back to desks
- Self assess using heads down and thumbs up or down
- If students still don’t understand ask students who do to explain in their own words past, present, and future