Lesson Plan: George Washington
Date: 11-11-04
Essential Question: What are the changes that occurred in the early nation?
Lesson Question addressed: What do you want to know about George Washington?
Subject Areas: Social Studies
Grade Level: 2
Approximate time: 4-5 social studies lessons consisting of 40 minute time blocks
Prerequisite Knowledge: Students need to know how to write a question. Also, students need to know how to identify relevant information in texts.
Student Objectives:
-After instruction, students will formulate four questions regarding George Washington that are written in complete sentences with correct spelling, grammar, and punctuation.
-After performing research, students will be able to identify key aspects about George Washington.
-After performing research and the other activities specified by the lesson, students will be able to transfer information from text into an interview to present orally.
Standards Addressed:
(Illinois State Board of Education Learning Standards)
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
-16.A.1a Explain the difference between past, present and future time; place themselves in time
-16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
16.B.1a (US) Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings).
Materials and resources
Books about George Washington (see reference list)
Pencils
Paper
White Wig (*if teacher desires)
Procedures:
Opening of lesson/motivators: First, the teacher will introduce the topic to the students and find out what they know about George Washington. The teacher will record all of the known information on the board/overhead in a brainstorming fashion (web, concept map, cart, etc).
Implementation:
Day 1: Students will derive questions that they want to know about George Washington. Anything that interests them is acceptable. The teacher will record the questions on chart paper. Students will then choose their four questions that they want to research in order to find answers. The end of the lesson will be spent reviewing all of the questions and placing the students into research groups based on the questions they have chosen.
Day 2: Students will be given the opportunity to break in to the research groups assigned and find research materials to help them answer their questions. Planning ahead and reserving library time for the class on this day would be helpful. When students find relevant information they can record answers in their journals. Complete sentences are not necessary at this stage of the lesson (students can also use books noted on the materials list that are provided by teacher or librarian.)
Day 3: Students will finish any remaining research that is needed to answer their questions. Once all research is complete, the students will record (in their journals) the answers underneath the appropriate question in complete sentences. The teacher will then check the journals to make sure all work is completed and done correctly. Lastly, the students will copy the questions and answers to the George Washington Q&A worksheet for a final product.
Day 4: Students will partner up with a student from a different research group and sit face to face. Students will exchange the George Washington Q&A sheets and conduct interviews with each other. The first student will ask the questions from the second student’s sheet, the second student will reply as if he/she is George Washington. Students will then switch roles, and the first student will respond to the questions posed by the second student. (While students are working, a white wig can be passed around the classroom. Students can take turns wearing the wig so that each child has a chance to “look like Washington”).
Summary and/or closing: At the end of day four and/or during day five, students will review the interesting information they have learned about George Washington. The teacher can return to the initial question sheet and have the groups share the information they acquired during their research. Follow up lesson can include other presidents, President’s Day, the actual job of the president etc.
Accommodations for individual needs
In order to assist students with disabilities, the following accommodations could be made:
-physical disabilities: the student will be assigned a particular station or group that will complete activities in which this student can participate. The teacher will also ensure the student has access (wheelchair/walker/etc) to necessary materials.
-reading/writing disabilities: students can be assigned particular roles. When writing is necessary the student could dictate ideas while a partner writes necessary information. The student might also be given a tape recorder on which to record questions/answers/research orally. Finally, the student could be given a partially complete worksheet on which to record answers.
-behavioral/attention disabilities: the teacher can place the student with behavioral/attention disabilities with peers who have a calming effect on the child. The student can also be situated near the teacher if need be to help him continue to focus on his work. A “quite table/desk” (quite location away from other students and distractions) might be provided for the student so he/she is able to concentrate on the task assigned.
-students with learning disabilities: students with learning disabilities will be attended to as specified on their IEP. However, because this particular activity revolves around group work, the teacher will place the student in a group where he will most likely be able to succeed. The student can then work to the best of his ability within the group. The student might also receive books/information directly from the teacher. The teacher can then ensure the materials are at the appropriate reading level and contain information that is relevant to the child’s research needs.
-Gifted Students: In order to accommodate students who are gifted:
-More detailed responses will be expected. Students could also be encouraged to develop and research a greater number of questions. Students might also be asked to research other presidents of the time period, and then share results with the class. *Additional supports will be provided based on the needs of each particular student*
Assessment
Students’ final George Washington Q&A sheet will be used to assess their writing. The teacher will grade each worksheet to ensure correct spelling, grammar, and punctuation were used in writing the questions and answers. The teacher will also circulate around the room and monitor interviews to make sure all students are participating orally and that the information shared is pertinent to the questions asked. Finally, the teacher will note student responses and participation during classroom discussion. Student comments should demonstrate they have found and understand pertinent information concerning George Washington.
Lesson Plan: George Washington [adapted]
Date: 11-11-04
Essential Question: What are the changes that occurred in the early nation?
Lesson Question addressed: What do you want to know about George Washington?
Subject Areas: Social Studies
Grade Level: 2
Approximate time: 4-5 social studies lessons consisting of 40 minute time blocks **Time might be adjusted for [student name] as necessary**
Prerequisite Knowledge: Students need to know how to write a question. Also, students need to know how to identify relevant information in texts.
Student Objectives:
-After instruction, students will formulate four questions regarding George Washington that are written in complete sentences with correct spelling, grammar, and punctuation.
-After performing research, students will be able to identify key aspects about George Washington.
-After performing research and the other activities specified by the lesson, students will be able to transfer information from text into an interview to present orally.
Standards Addressed:
(Illinois State Board of Education Learning Standards)
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
-16.A.1a Explain the difference between past, present and future time; place themselves in time
-16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
16.B.1a (US) Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings).
Materials and resources
Books about George Washington (see reference list)
Pencils
Paper
White Wig (*if teacher desires)
Procedures:
**Some point prior to this discussion, the teacher will alert [student name] to the upcoming conversation. The teacher should ask [student name] to think about things s/he would like to learn about George Washington so s/he can share an idea in class.**
Opening of lesson/motivators: First, the teacher will introduce the topic to the students and find out what they know about George Washington. (Restate/summarize student contributions) The teacher will record all of the known information on the board/overhead in a brainstorming fashion (web, concept map, cart, etc). **During discussion, assure students (especially [student name]) that there are no right/wrong answers. Any answer is acceptable**
Implementation:
Day 1: Students will derive questions that they want to know about George Washington. Anything that interests them is acceptable. The teacher will record the questions on chart paper. Students will then choose their four questions that they want to research in order to find answers. The end of the lesson will be spent reviewing all of the questions and placing the students into research groups based on the questions they have chosen. ** [Student name] will receive partially completed sheet (see example at end of lesson), and will be expected to write the important information about her/his questions. [Student] will also be placed in a peer group of the teacher’s selection **
Day 2: Students will be given the opportunity to break in to the research groups assigned and find research materials to help them answer their questions. Planning ahead and reserving library time for the class on this day would be helpful. (Go over expectations for group work/library time) When students find relevant information they can record answers in their journals. (Teacher will facilitate research process). Complete sentences are not necessary at this stage of the lesson (students can also use books noted on the materials list that are provided by teacher or librarian.) ** Teacher will monitor [student]’s mood to ensure group work is feasible that day. The teacher will also supply [student name] with reading books of the appropriate level (see reference list) and a tape recorder to record relevant information vocally. **
Day 3: Students will finish any remaining research that is needed to answer their questions. Once all research is complete, the students will record (in their journals) the answers underneath the appropriate question in complete sentences. The teacher will then check the journals to make sure all work is completed and done correctly. Lastly, the students will copy the questions and answers to the George Washington Q&A worksheet for a final product. ** [Student name] can complete her/his research in pictorial form if necessary (drawing pictures of new information). The teacher will provide her/him with partially completed final worksheet. [Student] will need to respond to her/his questions by writing in the answers (from research found). [Student] can receive a break/positive encouragement after writing the answer to her/his first question **
-The teacher will also go over [student]’s answers with her/him to ensure they are correct and fluent. [Student name] might also be assigned a partner with the same questions so they might compare answers.
Day 4: Students will partner up with a student from a different research group and sit face to face. Students will exchange the George Washington Q&A sheets and conduct interviews with each other. The first student will ask the questions from the second student’s sheet, the second student will reply as if he/she is George Washington. Students will then switch roles, and the first student will respond to the questions posed by the second student. (While students are working, a white wig can be passed around the classroom. Students can take turns wearing the wig so that each child has a chance to “look like Washington”).
**The teacher will assign [student name] a peer to work with. She will then monitor interactions and [student]’s mood to ensure both students are on-task and learning from each other.**
**[Student name] might need extra time throughout the days to complete given tasks. If this is the case, s/he can spend lunch times with the teacher in the room, or stay in during the first few minuets of recess, P.E. or silent reading time to work individually with the teacher. **
Summary and/or closing:
**Prior to the closing discussion, the teacher will alert [student name] to what will be discussed. S/He will then have time to think about what s/he would like to share with the class, and will be provided with an opportunity during the discussion.**
At the end of day four and/or during day five, students will review the interesting information they have learned about George Washington. The teacher can return to the initial question sheet and have the groups share the information they acquired during their research. (Restate/summarize student suggestions) Follow up lesson can include other presidents, President’s Day, the actual job of the president etc.
Accommodations for individual needs
In order to assist students with disabilities, the following accommodations could be made:
-physical disabilities: the student will be assigned a particular station or group that will complete activities in which this student can participate. The teacher will also ensure the student has access (wheelchair/walker/etc) to necessary materials.
-reading/writing disabilities: students can be assigned particular roles. When writing is necessary the student could dictate ideas while a partner writes necessary information. The student might also be given a tape recorder on which to record questions/answers/research orally. Finally, the student could be given a partially complete worksheet on which to record answers.
-behavioral/attention disabilities: the teacher can place the student with behavioral/attention disabilities with peers who have a calming effect on the child. The student can also be situated near the teacher if need be to help him continue to focus on his work. A “quite table/desk” (quite location away from other students and distractions) might be provided for the student so he/she is able to concentrate on the task assigned.