Deanna House, Lesson Plan 3
Content Area: Language of Social Studies
Grade Level Cluster: 9-12
English Language Proficiency Level: Beginning - Intermediate

Key Ideas and Details
  • CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
  • CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Craft and Structure
  • CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
  • CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
SWBAT create a timeline of the historical and fictional times in which the Time Traveller visits in his time machine. SWBAT describe the author’s point of view (POV) about about his predictions for the future progress of humanity. An author’s POV is usually filtered through his or her understanding of the world. Eg., H.G. Wells’ predictions about the possible progress of the earth and humans is filtered through his opinions of his Victorian Society.

Students have had an interdisciplinary lesson in science class about Darwin’s Theory of Evolution. Students have had an interdisciplinary lesson in social studies class about the late 1800’s era in Europe--the Victorian Era. Students have had an interdisciplinary lesson in math class about “lines”, “rays”, “segments”, “points”. This lesson has also been reviewed in ESL in the Language of Mathematics lesson.


'What might appear when that hazy curtain was altogether withdrawn? What might not have happened to men? What if cruelty had grown into a common passion? What if in this interval the race had lost its manliness and had developed into something inhuman, unsympathetic, and overwhelmingly powerful? I might seem some old-world savage animal, only the more dreadful and disgusting for our common likeness - a foul creature to be incontinently slain.” Chapter 3

The two species that had resulted from the evolution of man were sliding down towards, or had already arrived at, an altogether new relationship. The Eloi, like the Carolingian kings, had decayed to a mere beautiful futility. They still possessed the earth on sufferance: since the Morlocks, subterranean for innumerable generations, had come at last to find the daylit surface intolerable. Chapter 7

I thought of their unfathomable distance, and the slow inevitable drift of their movements out of the unknown past into the unknown future. I thought of the great precessional cycle that the pole of the earth describes. Only forty times had that silent revolution occurred during all the years that I had traversed. And during these few revolutions all the activity, all the traditions, the complex organizations, the nations, languages, literatures, aspirations, even the mere memory of Man as I knew him, had been swept out of existence. Chapter 7
Time Lines
SWBAT describe how passage through the Fourth Dimension, TIME, creates change in political, historical, and social realities. SWBAT describe the changes the Time Traveler observes as he travels through time. SWBAT analyze how these changes are viewed by the Time Traveler, and understand that this is the author’s point of view.

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.
Writing- Level 1: Label significant individuals or historical times in politics, economics or society using illustrations or photographs and models.
Writing-Level 3: Describe contributions of significant individuals or historical times in politics, economics or society using illustrations or photographs and models.
Content Vocabulary:

Cross-Curricular Vocabulary:
Point of View

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Tagboard, markers, rulers, stickers to create a timeline of “when” the Time Traveler visits. Timelines for examples such as “Adam’s Synchronological Chart of History” (NOTE: I suggest this one because it demonstrates a very Victorian “point of view” of human history based on the JudeoChristian Bible.

Also go online with KEY WORD search: Timeline of Earth history, Timeline of World History, Timeline of Human History, Timeline of Future History
Interdisciplinary notebook from content classes which are also covering content from the Time Machine unit.
(Building background and explicit links to past learning)

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Ask students, If you had a time machine that could go anywhere or to anytime, where and when would you go to?  List ideas on the board.
In our story, the Time Traveler cannot choose where he will go. His machine can only go back through or ahead into the times that have been or will be in his home in London. As we learned in the science lesson, time changes what a place looks like because of geological processes. The author must also imagine the changes that humans will make on the land because of politics, history, and social ideas. Who has lived in the same house of their whole life? Let students answer. How many years? What changes have taken place? List on board: rooms added, furniture, new gadgets, family size changes. Today we will look at how much the author imagines England and the people will change. Whether the changes are good or bad, will depend on the author’s point of view. Let’s take a look at today’s passage (write “passage” on board “= reading”). What changes does the Time Traveller worry might have happened? List ideas: eg., inhuman, cruelty, unsympathetic, savage.
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
Today we are going to take a look at the Fourth Dimension-Time-again. What were some of the changes the Time Traveler will see? Does anyone have a “prediction”? Will the changes be good or bad? That depends on your “point of View”. The Time Traveler worries that humans will “evolve” On Board write: “Evolve” and “Revolve”; “Evolution” and “Revolution”. [Students with Romance language backgrounds may notice “volver” = “to return”] He worries that they will “evolve” beyond the ability to recognize him as a fellow “human.”
In the Language of Science lesson, we imagined where we would like to go, if we could go to another time and place in our time machines. Remember that we finished by describing our time and place? Now let’s go a step further. I would like each group to send one person to the front of the class. Give time for students to select team member. When students are in front of class: Let’s make a “line” Write on board to remind students of this Language of Math word previously learned. I want you to order yourselves by “time and date”. Whose imaginary time is the oldest? Encourage students to arrange themselves by time. When finished, students will describe out loud to class “where’ and “when” they imagined they would like to visit. When everyone agrees that the students are in a correct order from oldest to latest, TW draw a line on the board behind them. When I draw a mark across the line like this “” what do we call that? Answer: Point. Each of these times or “dates” represents a special point that historians use on a graphic organizer called a “timeline.” Here are some examples of “timelines”. Show Internet and real life examples of timelines. You are going to have some time to explore these timelines and find other ones, as well, today. Notice that each timeline includes the following elements: a line broken by dates, labels for the dates, label for the historical period, graphics such as pictures or drawings representing that date, a headline title for the entire timeline.
Students will reflect in a written journal entry about how a timeline creator chooses which times and events to add to his/her timeline.
(Meaningful activities, interaction, strategies, practice and application, feedback)
I know that in your English classes you have watched an old movie adaptation of The Time Machine and have compared and contrasted the differences between the movie and the book as you are reading. One of those differences is that the Time Traveller stops in a few different times before meeting the Eloi.
You will use your notes from you English class to remind yourselves of the different dates. If you do not know the exact date, you will estimate it. Today I would like you to return to your small groups. You will work together to create a timeline that includes:
  • Dates represented in the movie version that the Time Traveler visited.
  • Dates each group imagined they would like to visit.
  • Dates visited by the Time Traveler in the novel with space left before and after on the timeline in case he makes other trips in his time machine.
Since we haven’t finished the novel yet, you are going to leave space before and after on your line to research as you finish your novel. We know that he has arrived in the 800,000 AD’s, so you should create the point in which he contacts the Eloi. What do we know about this time period after reading chapter 3? Were any of his fears about the changes realized? If all you know about this time period is from chapter 3, what is the author’s point of view? How would you represent this graphically on your timeline?
(Review objectives and vocabulary, assess learning)
The timeline should include the stated elements:   a line broken by dates, labels for the dates, label for the historical period, graphics such as pictures or drawings representing that date, a headline title for the entire timeline.
The timeline should be well organized and depict the periods from the class. Since the time line isn’t finished until the novel is completed, they should be hung on walls to be completed later.  
WRAP-UP: (Go over content and language objectives; closure of lesson)

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TTW display the timelines as a work in progress. Have a class discussion about the thought processes needed to complete this activity. Students needed to understand which periods were used in the movie, novel, and among classmates.   For each source, there was a point of view that was informed by the culture of the time of the author, director, and students. Ask students to explain what the point of view of the illustrator is for the following pictures, and why they think so:

(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Mode.) SIOP® Lesson Plan Template 3 © 2013 Pearson Education, Inc.