Design for Learning

Instructor: Autumn Combs Grade/Cooperating Teacher: 2

nd
, Underbakke
Lesson Title: Washington Date: 3-6-14
Curriculum Area: Social Studies Estimated Time:


Standards Connection:

2.) Identify national historical figures and celebrations that exemplify fundamental democratic values,
including equality, justice, and responsibility for the common good.

Recognizing our country's founding fathers, including George Washington, Thomas Jefferson,
Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison

Learning Objective(s):

When given a summative assessment, students will identify the impact that George Washington had on
the founding of the United States.


Learning Objective(s) stated in kid-friendly language:

Today we are going to talk about how George Washington impacted the founding of the United States.

Evaluation of Learning Objective(s):

The students will be given a writing prompt. They should answer the question, Name one way that
George Washington helped to establish the United States. The students should include at least one
The students will be given a multiple choice test in which they should circle the correct answer. They
should receive a score of 4/5 to be considered proficient.

Engagement:

Teacher will begin by pulling from prior experiences (ie. Presidents Day). Which holiday did we recently
have? (Allow students time to respond. If they have problems remembering Presidents Day, point them
in that direction.) You are right. Presidents Day was just the other week. Well, in order to celebrate that
more and to prepare for your wax museum day, we are going to talk about another president. Raise your
hand if you can tell me what this is. (Teacher will show the dollar bill on the document camera and wait
for appropriate responses.) Yes, this is a dollar. Whose picture is in the middle? (Allow students time to
guess, send the dollar around the room and let them look at the picture individually) This is a picture of
George Washington. His picture is on the front of one dollar bills. (Teacher will move straight into the
teaching part of the lesson)

Learning Design:

I. Teaching:
So what do we know about George Washington? We are going to work together to fill out a
chart. I need your help to fill it out though. To begin, raise your hand if you know something
about Washington. (Teacher will use the KWL chart to fill in the K or what the students already
know. Call on students until there are facts in the box) Ok, now we are going to talk about what
you want to know. What are some questions, or things that you still dont understand about
Washington that you want to learn? (Give students adequate time to discuss the questions that
they have and what they want to learn. Write down their ideas as they give them). Great, well
now we are going to get started with George Washington. (Show powerpoint first slide) This is
his picture. What does this picture make you think of? Talk to you group about your ideas of this
man. Is he alive today? Was he alive a long time ago? (Allow the students time to talk among the
group) Students name, tell me what your group talked about. (Listen to answer and find
important information) That is a great idea. I like that you all thought of that just from looking at
his picture. (Turn to next slide) George Washington was born in Virginia. Can anyone point out
Virginia to me on this map? Good, now where is Alabama?Well he grew up there with seven
brothers and sister! Can you imagine living with that many people?! (Turn slide) Well there is a
famous story about how truthful Washington was. There is a legend that says that when he was
a boy he chopped down a cherry tree. His dad asked him what happened and he said I cannot
tell a lie. I cut it down with my hatchet(Use the photo to illustrate the story) Have you ever told
a lie? Yes I think we all have. It is hard not to sometimes isnt it, but it is something that we
should do. (Turn the slide) When Washington was 20 years old, he joined the army. Has anyone
seen this photo before? It is called Washington Crossing the Delaware. It is a famous painting
and it shows Washington at the front of the boat while they crossed a river called the deleware
river. He was leading some of the colonist troops into battle during the Revolutionary War
against Great Britain. This battle was a fight for independence from Great Britain and
Washington and his men were able to win. How do you think the colonists viewed or thought of
Washington after this? Talk to your table group about this. (allow students a chance to talk about
the fact that Washington was viewed as brave and a leader in the fight for independence) The
colonists thought of Washington as a leader in their fight and plight against Great Britains rule.
After the war was over and the colonists won, Washington was elected as the first president
because he was such a leader in the Revolutionary War. The people thought that he would be a
great leader for the new country. Turn and talk to your neighbor, if you were alive then, would
you have wanted Washington to be the first president?(Give students time to talk and share
ideas) Since Washington was the first president, he had to be careful that he did not make people
think he wanted to be a king because that is what the colonists were trying to get away from. So
as of right now, what has Washington done that was helpful in the US becoming its own country?
(Have a review session with the students so that they are able to go through the information
covered this far in the session.) Washington became a strong leader during the Revolutionary
War, was elected first president, and refused to stay the president for too long because he didnt
want the people to think he was a king.

II. Opportunity for Practice:

Now I want you all to choose one of the facts from the right hand colomn on you note sheet.
Choose the one that you think was important for our country. When you choose it I want you to
circle it on this page, and write why you think it is important for us today. I will be walking
around to help you with your ideas.



III. Assessment

Great job class. As I collect your writing, I will trade you for another paper. Just answer the
questions that are on it, circling the answer that is correct.

IV. Closure:

Now that we are finished with talking about George Washington, lets fill out the rest of our
chart that we started at the beginning so that we know what we learned about. (Teacher and
students will finish the chart together.

Materials and Resources:

- KWL Chart
- Dollar Bill
- Document Camera
- PowerPoint
- Note Sheet for students
- Assessment
- Writing guide


Differentiation Strategies (including plans for individual learners):

H: These students can research additional information on Washington to share with the class.

L: These students will have the test read to them and can work with a partner to finish the writing guide.

Data Analysis:
I was unable to administer the final assessment.


Reflection:
This lesson went better than I thought it would. The resources were helpful but I need to make sure that
when using a notetaking guide, I prompt the students when we talk about a certain part of their guide. If I
had to do this over again I would make sure that my ELL students had a different practice activity. This
activity was a little over their head. Less writing would be better for them.





Samford University
Design for Learning


Name: ___________
George Washington
- He crossed the Delaware River to fight a battle against the
English troops.
- He was the first President.
- He decided not to be too powerful as President.


_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________
Name __________________________
































George Washington
Fun Facts

- Washington grew
up in _________.

- There is a famous
story that says he
cut down a
_____________.

- His picture is on
the front of this
bill.
____________.

- He went into the
army when he was
this old.
_____________
As a Leader

- Washington
crossed this river
in order to fight in
a battle in the
Revolutionary War.
_____________

- Washington was
the _________
President.

- Did Washington
becaome too
powerful when he
was president?
____________
George Washington
What you already
know.
What you want to
learn.
What we learned.








Name____________
George Washington
1. He joined the army when he was
a. 20 years old b. 13 years old c. 50 years old

2. He led troops across this river.
a. Mississippi River b. Amazon River c. Delaware River

3. Washington was the _____ President.
a. 18
th
b. 1
st
c. 21
st


4. Washingtons picture is on a _________ bill.
a. $1 b. $5 c. $100

5. The legend says he cut down a ________ tree.
a. Apple b. cherry c. banana