By. Pratiwi Wini Artati (Wini) – EDCT 636 Self Concept Learning Grade level: 2nd Lesson length: 45 minutes. Objectives: The students will construct a history timeline of their life using photos and magazine cutouts to display information about the student’s persona By. Pratiwi Wini Artati (Wini) – EDCT 636

Materials Personal owned photos that portrays events/activity in students’ life Mixed sources from magazines/picture books Scissors (per student) Glue Paper or poster board for timeline Writing apparatus and/or markers Examples of time line (from teachers)

Procedures - 1 I. Introduction Teacher should inform the students before hand that they should bring in photos that represent them. Then, explain to students that one way to portray historical information is with a timeline. The students will learn how to construct their own timeline in order to be able to identify themselves/recognize themselves through this timeline. Events are arranged and described in chronological (time) order and are labeled for easy reference. Don’t forget to show students the prototype made by teachers or former students so that the students can have the concept prior to the project.

Procedures - 2 II. Development Ask the students to look through magazines and cut out any other pictures that represent them or an event in their life. Then ask them to tailor their profile as interesting as it can be Ask the students to arrange these events in time order Discuss with the students how each picture represents them. This may be done in groups Explain to students how to construct information a timeline: (1) must be in time order, (2) must be labeled with date, (3) must be visually represented as being connected, (4) must correspond/in connection with the pictures and photos Ask the students to construct their own timeline using paper or poster board, photos, pictures, and markers or their choice of writing apparatus.

CLOSURE Divide the students into groups to share their completed timelines with their peers. Students could also present it in front of the class. after sharing timelines, they will write in their journal about the most significant event that really captures their attention, memory and feeling within their timeline.

ASSESSMENT Students will turn in their timelines and teacher should use a checklist for following parameters from the information constructed by students: Displaying chronological order Labeling with a date Visual connectivity between photos, pictures, and information (not just randomly constructed)

Further Suggestions Students may construct a timeline of world events and add to it during the year Magazine cutouts are primarily suggested for those who may not have access to family or individual photos Teacher may assist students in the process of cutting or gluing

Reference Lesson ideas are adapted and modified from the writer’s own experiences observing elementary school teachers in her country – Indonesia Thank you