BridgewaterCollegeTeacherEducationProgramLessonPlan

Name:JessiStrom
Subject/Grade
Level:

LessonTitle:

Unit:

GeorgeWashington

Civics

DateorLesson#:
2

2ndgrade
VirginiaSOL
/NationalStandard:
2.11Thestudentwillidentify
GeorgeWashington
,AbrahamLincoln,SusanB.Anthony,HelenKeller,Jackie
Robinson,andMartinLutherKingJr.asamericanswhosecontributionsimprovedthelivesofotherAmericans.

EssentialKnowledgeGeorgeWashington:HeledthefightforfreedomfromEnglandandhelpedestablisha
newcountry.

MeasurableLessonObjective(s):
Learnerswillbeableto...
1. DescribetheimpactsGeorgeWashingtonhadonAmericanfreedomfromEngland.
2. Explainhowhehelpedestablishanewcountry.

Materials/Technologies/ResourcesNeeded:

Book:APictureBookofGeorgeWashington
GeorgeWashingtonWorksheet
GeorgeWashingtonHat
Alreadyprintedfacts
Pencil
DryEraseBoard
Crayonsorcoloredpencils

Assessment(Formativeand/orSummative):
1.

FormativeAssessment:GeorgeWashingtonWorksheetstudentsfillouttheirworksheetsbasedonthe
informationtheyjustlearned.Bydoingthis,studentsshowtheyknowwhatGeorgeWashingtonsmajor
contributionsareandhowheimpactedothers.
a. Fillintheblanksandcomingupwithdescriptivewords

AnticipatorySet(Hook&Agenda)
Teacherwill:

Studentswill:

Askstudentstocomesitontherug
fortodayslesson.

Todayweregoingtostart
learningaboutsomeimportant
presidentsinAmericanHistory

Anticipated
Time:

23mins

andweregoingtostartwithoneof
themostwellknown!
Illgiveyouahintitsa
presidentthatyouhavelearned
someaboutalreadyinfirstgrade!

Studentswilllistenquietlywhile
sittingontherugandgivea
thumbsupiftheyhaveaguess.

Studentsmayrespondwith:

Givemeasilentthumbsupifyou
haveaguess.
Yes!Todayweregoingtobe
learningsomemoreaboutGeorge
Washington!

GeorgeWashington
AbrahamLincoln

Access/ReviewPriorKnowledge
Teacherwill:

Studentswill:

Letsthinkallthewaybacktolast
yearwhenyoulearnedabout
GeorgeWashington.Cansomeone
tellmeafacttheyrememberabout
him?

Guidestudentswithcuesonthings
theywouldvelearnedinthefirst
gradecurriculumiftheydontcome
upwiththemontheirown.

Havestudentsrecallinformation
theylearnedfromliteracycenters
aboutGeorgeWashingtonbeingin
thearmy.Havethemrecallfacts.

Sitquietlyandraisetheirhandswhen
theyhavearesponse.
Studentresponse1:Hewasthefirst
president

Accommodatio
ns/Differentiati
on:

Anticipat
edTime:

23mins

StudentResponse2:Hewasonthe
onedollarbill
StudentResponse3:Hewasafarmer
StudentResponse4:Hewasbornin
Virginia
Studentsrecallfactstheyremember
fromthearticletheyreadduring
literacycentersaboutGeorge
Washington.

TeachingProcess&Modeling(Contentispresented,accessedorbuilt)
GuidedPractice&CheckingforUnderstanding
IndependentPractice
Thereisnoprescribedordertothissectionyoumusttailortheordertothestudentsandthecontent.Thisshouldbethe
longestportionofyourlessonplan.

Teacherwill:

Studentswill:

TeachingProcess&Modeling
(Contentispresented,accessed,or
built):

Tellstudentsthattopreparefor
todayslessonwefirstneedto
makeGeorgeWashingtonhats.
Givestudentsdirectionsonhowto
cutoutlinespredrawnonthehats
tomakeahat.Modelforthemhow
todoitjustrightsotheydont
makeittoobigorripit.
Havethemgobacktotheirseatsto
makethehatsandreturntotherug
whentheyhavethemontheirhead.
Havestudentssitinacircleand
passoutclasssetofbookssothey
canfollowalongwithapartner.
Askstudentstoplaycloseattention
tothingsGeorgeWashingtondoes
throughoutthebookthatmakeshim
animportantperson
Readthebook:APictureBookof
GeorgeWashingtonoutloudto
students.

Stopperiodicallytoask
comprehensionand/or
predictionquestions
Asadvancedvocabcomes
up,explainwhattheword
meanstostudentsandgive
themasimplerwordto
relateitto.

Explaintostudentsthattwoofthe
thingsGeorgewasmost
rememberedforwere:

Hehelpedfightfor
freedomfromEngland
Hehelpedestablishanew
country

writetheseontheboardand
explainhowtheyrelatetowhatyou
read.
GuidedPractice/Checkingfor
Understanding

Studentslistentodirections,go
backtotheirseatstocutouthats
andreturntorugwithhatson.
Theysitcrisscrossinacirclefor
thelessonandreceiveabookto
followalonginthroughoutlesson.

Studentswillsitquietlyontherug
andlistentothestorybeingpresented
bytheteacher.

Studentswillanswerquestionsasked
aboutcomprehensionorpredictions.

Studentswillrelatenewvocabto
priorknowledge

Accommodatio
ns/Differentiati
on:

Cutouthatsfor
studentswith
medicalproblems
thatdontallow
themtocutina
straightline

Providesome
studentswithfill
intheblank
guidednotesto
stayontrack.

Anticipat
edTime:

1012mins

45mins

56mins

Askstudentstohelpyoubrainstorm
acoupleofadjectivesthatdescribe
GeorgeWashingtonontheboard
thatrelatetowhattheyheardinthe
story.

Studentswillcontributeto
brainstormingofwordstodescribe
GeorgeWashingtonandexplainwhy
theythinkthat.

TeachingProcess&Modeling
(Contentispresented,accessed,or
built):

Tellstudentsyouarenowasa
groupgoingtodoachant/song
aboutGeorgeWashington.

Havestudentsgetinacircleandsit
crisscross.
Saythatthisisanactivitywhere
theyaregoingtohearsome
repeatedfactsaboutGeorge
Washingtonfromthestory,and
someothernewinterestingfacts
theydidnthear.

Studentswillgetinacircleandsit
crisscross.

Studentswillsitquietlyandlistento
directionsaboutactivity.

AllthefactsareinGeorge
Washingtonshat

ExplainthatGeorge
Washington,firstpresident,
whenyouhavehishat,tellmea
factisgoingtobewhattheysay
everytimewhenthehatisgetting
passed.Showclappingwiththe
syllablesaswell.

Havestudentsrepeatbacktoyou.
Thenexplainthatthehatwillbe
passedaroundthecircleinorder.
Eachtimeitispassed,astudent
willpullafactfromthehatandsay
GeorgeWashington__
fact
given__
Haveclassrepeatthechanttogether
andthenyoupullonefactoutand
showhowitistoberead.
Tellstudentsthatonceoneispulled
out,theyneedtoholdontoitsoit
isntrepeatedbyanotherstudent.
Haveclassdochantandgoaround
thecirclesoeveryonegetstoreada
fact.

Studentsrepeatchantbackwhile
clappingoutthesyllablesandkeeping
therhythmasexemplified.

thiscouldtakemultipletries

Classrepeatsthechantandlistensas
youdemonstratehowitistobedone.

Classdoesthechantandgoesaround
andsaysonefacttheypullfrom
GeorgeWashingtonshat.Whenthey
arenotreadingthefact,theyare
listeningquietlyandcarefully.

Givecertain
students
designatedspots
wheretheywont
getdistracted

Couldprovide
somestudents
withthechant
writtenoutona
sheetofpaperfor
themtohold.

Thereisa
variationof
difficultyinfacts,
prehandout
easierfactsto
struggling
studentsforthem

1012mins

45mins

Answeranyquestionsstudents
haveaboutthefactsandadddetails
aboutthemwhennecessary.

Askquestionsaboutthefactsasthey
occur

Modeling

HandoutGeorgeWashington
Worksheettostudentsandhave
themgobacktotheirseatsfor
furtherinstructions.

Studentsreturntotheirseatsand
listentodirections.

Explainthatstudentsaregoingto
fillintheblankswithwhatword
theythinkgoestherebasedonthe
wordsaroundit.
Dothefirstblankwithstudents.

Studentsfillinthefirstblankwiththe
teacher.

Aftertheyfillintheblanks,they
shouldwriteafewcharacteristics
aboutGeorgeWashingtonthatwere
discussedearlierafterreadingthe
book.

Doanexampleasleaderand
haveallstudentswriteinthatone
astheirfirstone.Tellthemthey
shouldhaveatleast23more,but
candoasmanyastheywant.

Studentswriteinleaderinthe
characteristicsbox.

Tellthemtoraisetheirhandwhen
theyaredonewiththesecondpart
foryoutocomechecktheir
answers.

Whenstudentsgetdonewiththat,
thelastthingtheycandoiscolor
thepictureofGeorgeWashington.

IndependentPractice:

Monitorthestudentsasthey
completetheworksheet
individuallyattheirdesks.

Completetheworksheetindividually
attheirdesk.

Answeranyquestionsandcheck
studentsanswersastheystart
completingtheworksheet.

Raisetheirhandwhentheyfillinthe
blanksandhaveafewcharacteristics
writtendown.

Ifanswersarewrong,give
themguidingdetailsuntil
theygettherightone.

Closure:

toreadwhen
theirturncomes.

Givesome
studentsa
wordbankfor
thefill
intheblanks
Givethemalist
ofadjectivesto
pickfromwhen
choosing
characteristics.

710mins

Teacherwill:

Studentswill:

Oncealloramajorityofthe
studentshavecompletedthefillin
theblanks,callonafewstudents
toreadthesentenceswiththe
correctwordfilledinasareview
ofhowGeorgeWashington
impactedAmerica.

Whencalledon,studentswill
readaloudtheanswerstotheir
fillintheblanks.

Accommodati
ons/Differenti
ation:

Anticipated
Time:

23mins

DeclarativeSummaryStatement:
TodaywelearnedabouttworeasonswhyGeorgeWashingtonwasan
importantpersoninAmericashistory:HehelpedgainfreedomfromEnglandandhehelpedestablishanew
country!

ActivityIfExtraTimeRemainsorTechnologyFails
Teacherwill:

Studentswill:

Ifstudentsfinishthetwomain
componentsoftheworksheet,they
cancolorGeorgeWashingtonon
theirworksheetorbrainstormmore
characteristicsabouthim.

Colorpictureandadd
characteristicstoboxprovided.

Accommodati
ons/Differenti
ation:

http://school.discoveryeducation.com/clipart/clip/washington2.html

Anticipated
Time:
5mins