Kindergarten Lesson: George Washington
Grading Period/Unit (CRM): CRM 3, Unit 7, Arc 2
Estimated timeframe: 2 Days
Lesson ComponentsLesson Objectives: Students will learn to identify the contributions that George Washington made to help shape the nation.
Language Objectives: Students will use complete simple sentences using academic vocabulary.
Standards(Texas Essential Knowledge and Skills):
Kindergarten Social Studies
(1)History. The student understands that holidays are celebrations of special events.
The student is expected to:
(A) explain the reasons for national patriotic holidays such as Presidents' Day, Veterans Day, and Independence Day;
(2)History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
The student is expected to:
(A)identify contributions of historical figures, including George Washington, who helped to shape the state and nation;
(B) identify contributions of patriots and good citizens who have shaped the community.
(3) History. The student understands the concept of chronology.
The student is expected to:
(A)place events in chronological order; and
(B) use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow.
(14) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
The student is expected to:
(B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts; and
(C) sequence and categorize information.
(15) Social studies skills. The student communicates in oral and visual forms.
The student is expected to:
(B) create and interpret visuals, including pictures and maps.
Essential Questions:
- How did George Washington shape our nation?
- Why was he a good first president? Why did people like him?
- What is George Washington most remembered for?
- Many holidays can be traced back in history and tell a country’s story. Customs, symbols, celebrations, and historical figures/heroes help create the traditions that make a society unique and are marked by holidays and monthly celebrations.
Vocabulary
Essential: president/presidente, George Washington, “Father of America”/El Padre de America, first/primero, next/proximo, last/ultimo
Supporting: dentures/dentadura, Surveyor/inspeccionar, Soldier/Soldado, monument/monument
Lesson Preparation
Books:
A Picture Book of George Washingtonby Alexandra Wallner
The Story of George Washingtonby Patricia A. Pingry
Meet George Washingtonby Patricia A. Pingry
A Picture Book of George Washington by David Adler
George Washington’s Teeth by Deborah Chandra and Madeleine Comora
Scholastic
See CRM for additional resources
Discovery Education Streaming,
Materials:
Power point or printed pictures of money, surveyor, soldiers on a boat, Washington portrait, wooden teeth (included in teacher resources).
Chart paper
Vocabulary cards
Pre-printed First, Next, Last sheets for timeline
A Picture Book of George Washington, by David Adler
George Washington’s Teeth, by Deborah Chandra and Madeleine Comora
Anchors of Support
Word bank
Venn diagram
First, Next, Last chart
Lesson Cycle
Engage
Creative Learning Initiative: Using the powerpoint available in the resources folder, project the picture of money. Ask the students to tell you what they see in this picture. Keep track of their responses on chart paper. Guide them with questions to describe everything they see in the picture. Guide them to make connections between the pictures on the two pieces of money. If students recognize the photographs, make note on your chart list of what they said, but continue with the guided questions and discovery.
- Project the second picture of a surveyor. As the students what they see in this picture. They will not be familiar with the concept of a surveyor but allow them to describe what’s happening and what is in the picture. Continue to keep track of their responses.
- Project the third picture of the *soldiers in a boat. As with the first two steps, continue with the guided questions, keeping track of responses.
- Project the fourth picture of *President Washington, continue with guided questions and recording responses.
- Ask students what they might find in common among all the questions. Create a Venn Diagram or web, on chart paper and ask students how the pictures are different and how they are alike. Show the pictures again if necessary. Guide their wonderings to the action in each picture (differences), people in each picture (similarities) and other information.
Lesson Stages
Day 1:
Introduce the vocabulary cards. Say the word. Clap the syllables. Look at the pictures and allow the students to talk about what they see. How do these words relate to the pictures they have analyzed? Keep the vocabulary cards displayed where students can easily see them for reference.
Introduce the book A Picture Book of George Washington, by David Adler. Survey the class to see what they know about George Washington. Read the book aloud to the class. Students will recognize young George with the surveying tools, the soldier and the President as you read and will make connections to the pictures you analyzed earlier.
Review the pictures again and have students turn and talk about each one; students asking each other “Why would George Washington’s picture be on money? What was he doing in the boat? How does Washington feel in this picture? Students explain what is happening in each picture. Use the vocabulary words as you look at the pictures this time.
Day 2
Review by watching BrainPop, Jr. George Washington . Display the final picture on the power point (George Washington’s false teeth). Ask students what they see. Ask students if they can imagine wearing these in their mouth. Introduce George Washington’s Teeth, by Deborah Chandra and Madeleine Comora, to the students. Read the book aloud and allow time for comments, especially as they pertain to pictures the students have analyzed (Washington Crossing the Delaware). When you have finished the book, return to the picture and let students know these are Washington’s actual teeth and if you go to his home in Mount Vernon, you will see them.
Differentiation Strategies
Special Education:
Show pictures of Washington. With partners, students will point and identify the pictures.
For journal entries and class books, give students pre-written pictures and sentence stems.
During discussions, provide premade pictures of Washington. Have students point to and identify with a partner. Provide a rebus to facilitate discussions.
English Language Learners (ELL)
Provide students with pictures and photos and words about Washington.
Have students share a famous leader in their native country that is similar to Washington.
Use sentence stems for journal entries and discussions such as:
First, he ______.
Next, he ______.
Last, he ______.
Extension for Learning GT):
Have students conduct research on George Washington, Thomas Jefferson, or other early leaders of the US, using internet resources or Rookie Biographies. They should gather 5-10 interesting facts about the person, and then create a flip book listing and/or illustrating the facts.
Social and Emotional Learning (SEL):
Students will understand social awareness: Recognizing family, school, and community supports, such as our country’s President.
Closure Activity
Explain to students that they are going to make a Timeline about George Washington’s life. Tell them that the FIRST page will be about what he did first in his life (surveying). NEXT they will write about what Washington did NEXT (General of the Continental Army). The LAST story will be about the LAST important thing Washington did in his life (our 1st President).
Distribute the first handout. Students will write a sentence about Washington’s first job. Once they have completed the sentence, using the vocabulary word, they will illustrate the sentence in the box provided. Repeat this process for the next two handouts with NEXT and LAST. When completed the students should glue them onto a large piece of construction paper in the correct order of FIRST, NEXT and LAST. Once checked for accuracy, these should be displayed in the room.
OPTION: students can work as partners, but each student completes their own timeline.
Check for Understanding (Evaluation)
Formative:
Observations
Timeline
Turn and Talk
Discussion of powerpoint, pictures, Brainpopjr.
Summative:
Students complete timeline (closure activity).
Students are able to orally explain.
College and Career Readiness
College and Career Readiness:
I. Key Cognitive Skills
- Intellectual curiosity
- Engage in scholarly inquiry and dialogue.
1. Work independently.
2. Work collaboratively.
III. Fundamental Skills
- Reading across the curriculum
B. Writing across the curriculum
2. Write in a variety of forms for various audiences and purposes.
21st Century Skills
Core Subjects and 21st Century Themes:
- Civic Literacy
- Participating effectively in civic life through knowing how to stay informed and understanding governmental processes.
English Language Proficiency Standards
English Language Proficiency Standards
(1)Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.
(2)Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffold) commensurate with the student's level of English language proficiency.
(3)Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffold) commensurate with the student's level of English language proficiency.
(4)Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffold) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text.
(5)Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffold) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system.
© Austin ISD K Department, 2015/2016
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