LESSON PLAN GUIDE

Name: McKenna Jeffery July 2021

TEKS: (C2) Objective: (C3)

1.2 A Identify Contributions of Historical Figures I can identify who George Washington is and how he
influenced the United States of America.

Specific __ Measureable __Attainable___ Relevant____Time ____

Grade: 1 Subject: Social Studies

Task Analysis: (C4) What lang. must be taught: English Vocab
What skills must be taught:
Vocabulary, Reading, Identify key phrases in a passages.
Strategy to teach Language: (C4)
I will whole group and small group read with
the students. I will create an anchor chart
with students to create kinestic and visual
lear

Assessment: (C5) We will play a true or false game to see what the students initially know about George Washington.
We will follow up with it at the end of the lesson to see what they have learned.

Strategies for Success: (C6) Element of Technology: (C6)

Small group - Think, pair, share. Seesaw will be used to complete the exit ticket. Drag and
Whole group- Choral Reading. drop facts. Write a sentence/Fill in the sentence stem.
Use the record button to read the sentences you form.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Reading A-Z book Chromebooks
Visual –
Smartboard
Auditory – Listening to Brain Pop pencils
markers
Kinesethic – anchor chart paper
Create anchor chart. headphones

Higher Order Questions to ask: (C6)

1. Why was George Washington called the Father of our Country?

2. What did George Washington do better our Country?

3.
Why is it important for us to have someone ( a President) lead our Country?

Hook: (C7) Closure: (C7)

Have students share out the sentence they
Show a picture of George Washington. Ask formed on Seesaw. (Ex. George Washington
the students what they notice about the was the 1st President of the United States of
picture. Point out the clothing, the way it is America.)
painted. Explain the date it was taken was
around the time we had our 1st President of
the
 1. Teacher Input / Direct Instruction / Modeling: (C6)
I do: The Teacher will ask the students if they have heard the word "President" or "Historical".
Teacher will introduce George Washington by showing a photo of G. Washington following up with
a Brain Pop.

2. Student Activities / Guided Practice: (C6)

As a whole we will choral read Reading A-Z on George Washington. Together we will create an
anchor chart. The teacher will give students 5 minutes to think paire share about the video and
book. The students will popcorn out facts on Washington and what he did for the United States of
America.

3. Independent Practice: (C6)

The Students will open Seesaw in Chromebooks. They will drag and drop facts to a photo of
George Washington and leave the fakes in the word bank. They will then write a sentence about
George Washington.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R9)

Differentation- Two sentences for higher level and Students will be identifying facts on george
sentence stems for lower. Washingtonby using auditory and kinesthetic learning
Word Bank techniques.
Read out loud.

Notes:
Name: McKenna Jeffery July 2021
DELIVERY PLAN (C8)
OBJECTIVE: Students will be able to identify who George Washington is and what he did for our
Rigor Country.

OPENING:
Retrieval
Review a photo of George Washington, aknowledging his clothing and accessories.
Point out that it is a painting not a photograph. When do you think this photo was
painted? Have you seen this person before?

TEACHER INPUT:
Relevance Explain the importance of history and how historical figures dating back to George
Washington have played a very important role in where we are today.
MODEL:
Routing
Choral reading in Reading A-Z. I read then you read facts on George Washington.
Stop between and think, pair, share what was just read.

GUIDED PRACTICE:
Retaining / Rehearsing
Together and as table groups we will be making an anchor chart about George
Washington and facts about his life.

INDEPENDENT PRACTICE:
On Seesaw the students will be dragging and dropping from a word bank facts about
George Washington. They will leave the fakes in the word bank. When finished they
will type a sentence and record themselves reading it.

CHECK FOR UNDERSTANDING :

Recognizing Have students read the sentence outloud to neighbors. Teacher will be making laps to
check off who has a correct fact and understanding about his history and who does not.

ASSESSMENT:
Write or draw 1 fact on a post it note about George Washington. Turn in for exit ticket.

RESOURCES / MATERIALS:
anchor chart paper, pencil, markers, crayons, chromebooks, smartboards, head
phones.

CLOSURE:
Re-exposure
Go through the anchor chart again. Call on 1 student per group to share out anchor
chart.