Lessons & Units :: Genre Studies: Biography 1st Grade Unit

Lesson 2: Chronological Order

Lesson Plan

Let's Read About…Rosa Parks

Let's Read About…Rosa Parks
Learning Goal
Explain that a biography tells about a person’s life in chronological order.
Put events from a biography in chronological order.
Approximately 50 minutes
Necessary Materials
Provided: Unit Example Chart, Independent Practice Worksheet
Not Provided: Let’s Read About . . . Rosa Parks by Courtney Baker, A Picture Book of Sacagawea by David A. Adler, chart paper, markers
  • Teacher Modeling

    will explain that another characteristic of a biography is that it presents a real person’s life in chronological order. I will add this to my Characteristics of Biographies Chart (Example Chart is provided in Unit Teacher and Student Materials). Chronological order means “in order of time.” If I told you a story about yesterday in chronological order, I would start with my alarm clock waking me up in the morning and end with me getting back into bed to go to sleep. The time covered in my story of yesterday was only one day, but biographies are about a person’s entire life. Biographies usually start with when a person is born and end when a person grows old. It tells the reader the important events of a person’s life in the order that they happen. I will use the familiar biography (from Lesson 1) Let’s Read About . . . Rosa Parks to model putting major events in Rosa’s life in order. I will write the following events on the board or chart paper (mixed up) and number them in order while I think aloud. I will explain that to put them in order, I will refer to the order of information in the text. • Rosa was born in February 1913 in Tuskegee, Alabama. • Rosa was sent to a special school in Montgomery, Alabama where she could get a good education. • Rosa and Raymond Parks got married. • Rosa stood up to a white bus driver who would not let her sit up front because she was African American. • Rosa fought the bus company in court and won. After putting the events in order by numbering them, I will reflect that a biography tells me what happened to Rosa Parks in chronological order, or in order of time. I will add the title of the book to my chart.

  • Think Check

    Ask: "How did I put the major events in a biography in chronological order?" Students should respond that you used the information in the book to help you put the events in order. Since biographies tell you about someone’s life in order, you numbered the events in the order in which they happened.

  • Guided Practice

    will read A Picture Book of Sacagawea by David A. Adler. After reading the first half of the book, we will look at a mixed up list of events in Sacagawea’s life so far (list provided below). Then, we will number the events from 1-4, referring to the information in the book to help us figure out the order. We will reflect that a biography shows us the events in a person’s life in order, so we will add the title of the book to our chart. We will finish reading A Picture Book of Sacagawea.

    Sacagawea was born in 1788 or 1789 in the Rocky Mountains.
    Sacagawea’s tribe was attacked by Hidatsa warriors, and she was captured and taken hundreds of miles away to the Missouri river
    Sacagawea was sold to a white trader named Charbonneau to be his wife.
    Lewis and Clark arrived at the Hidasta village.

  • Independent Practice

    will put major events from Sacagawea’s life in chronological order by numbering them on your Independent Practice worksheet. You will explain how you know A Picture Book of Sacagawea is a biography.

Build Student Vocabulary discover

Tier 2 Word: discover
Contextualize the word as it is used in the story Lewis and Clark were explorers sent by the President to “draw maps, discover new plants and animals, and learn about the Native Americans who lived in the West, telling them about the United States.”
Explain the meaning student-friendly definition) To discover means to find or learn something new. Lewis and Clark were supposed to go West to find new plants and animals.
Students repeat the word Say the word discover with me: discover.
Teacher gives examples of the word in other contexts Every time I clean my room, I discover something I thought I lost. I love to discover new things about the world when I read.
Students provide examples Have you ever discovered anything? Where did you discover it? Start by saying “Once I discovered ________.”
Students repeat the word again. What word are we talking about? discover
Additional Vocabulary Words surrounded, captive

Build Student Background Knowledge

After reading A Picture Book of Sacagawea, trace Lewis and Clark’s journey on a map of the United States. Explain to students that the explorers were traveling West to see what land was available to build on. Show students North, South, East, and West on the map. Show students the symbols on a map that tells which direction something is. Explain to students that the United States became populated on the East Coast first and then people migrated further West over time.

Texts & Materials

Standards Alignment

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