Past, Present, Future

Overview

In this final unit lesson, students review how people and things change over time. They help build a class timeline, create a three-part self-portrait showing themselves in the past, present, and future, and share one change using pictures, words, pointing, or supported speaking.

Learning intentions

Students will be able to:

• Identify the past, present, and future.
• Put events in a logical time order.
• Represent themselves at three different times.
• Describe at least one way they have changed.
• Use words such as before, after, first, next, and last.

Success criteria

• I can tell which picture shows the past, present, or future.
• I can show myself in the past, present, and future.
• I can tell or show one thing that changed.
• I can share my ideas by speaking, pointing, drawing, or using an adult’s help.

Curriculum links

• Reading informational text: identify key steps in a description of a process or sequence.
• Reading informational text: determine the meaning of time words and other social studies vocabulary in context.
• Reading informational text: integrate information from pictures, a class timeline, and spoken or printed text.
• Speaking and listening: participate in collaborative conversations and present ideas clearly, with support as needed.

Lesson structure (30 minutes)

1. 0–4 min · Hook and review. Teacher gathers students at the carpet, opens the opening comparison slides, and shows a baby photo, a current child photo, and an imagined future picture; students notice what is different and repeat the words past, present, and future with motions.

2. 4–9 min · Build a class timeline. Teacher displays three large areas labeled Past, Present, and Future and models placing a simple event in order, thinking aloud: “First was the past, next is the present, and last is the future.” Students help place picture cards or teacher-drawn examples and explain their choices using before or after.

3. 9–12 min · Model the showcase. Teacher uses the self-portrait modeling slides to demonstrate a three-panel self-portrait: “In the past, I was smaller. In the present, I am learning. In the future, I may learn something new.” Students turn and practice one sentence with a partner.

4. 12–22 min · Create three-part self-portraits. Teacher distributes the three-panel self-portrait worksheet and briefly reviews the picture and word supports; students draw, color, label, or collage themselves in the past, present, and future panels. Teacher circulates, asks “What changed?” and records student words when needed.

5. 22–28 min · Showcase presentations. Teacher invites students to share from their seats or the carpet, using the presentation prompt slides as a visual guide. Each student presents by speaking, pointing, repeating a sentence frame, or having the teacher read their dictated response: “Before, I ____. Now, I ____. In the future, I ____.”

6. 28–30 min · Exit review. Teacher displays the closing review slides and asks students to show one, two, or three fingers for past, present, and future in response to short scenarios. Students complete a quick oral or pointing exit response: “One thing that changed is ____.”

Resources

• the Past, Present, Future Showcase slide deck
• the three-panel self-portrait worksheet
• Past, present, and future labels
• Simple picture cards or teacher-drawn timeline examples
• Crayons, pencils, and coloring materials
• Optional magazines, pre-cut paper shapes, or glue for collage responses
• Document camera or board space for modeling
• Sentence-frame cards and picture/word bank

Assessment

• During the timeline activity, check whether students correctly sort examples into past, present, and future and use a time word appropriately.
• During work time and partner rehearsal, ask each student to identify at least one change between two panels; note whether the response is spoken, pointed to, drawn, or dictated.
• Use the showcase and exit response to assess whether students represent all three times and communicate at least one change.

Differentiation

• Provide the three-panel template, clear labels, picture and word banks, and sentence frames such as “Before, I was ___” and “Now, I can ___.”
• For students who need communication or motor support, accept pointing, choosing pictures, oral recording, collage, or an adult-scribed response. Offer larger writing spaces and pre-cut materials.
• Rehearse presentations with a supportive partner before sharing with the class. Keep directions short, model each step, and use visual transition cues to support students still developing classroom routines.
• For multilingual learners, pair pictures with the words past, present, future, before, after, first, next, and last; invite students to use familiar language first, then practice the English sentence frame.
• For students ready for more challenge, encourage them to explain why a change happened or add a specific future goal, such as a skill they hope to learn.