Lesson Plan

GENERAL INFORMATION

Lesson Title &Subject(s): U.S. First President: George Washington

Topic or Unit of Study: Social Studies

Grade/Level: Fifth Grade

Instructional Setting:

The instructional setting has 21 students with four special needs learners. During the teacher’s demonstration, the sitting arrangement will be normal and students will be facing the teacher. The students will be divided into groups of five students with groups A to C having five children each, but group D will have six students. Group A and B will be made up of fours students with no special needs and the fifth student will be the English language learners in the two groups. Group C will be made up of students with no learning needs. Group 4 will comprise of four students picked from two best performers and average performers. The student with dyslexia and the gifted learners will be included in this group. However, during the class discussions, the gifted learner will also be assigned to groups A and B to assist the English language learners when the teacher is busy helping other learners. Similarly, during the classroom discussion session, the teacher will be near Group D to offer support to the student with dyslexia in any learning difficulties she may experience. 

STANDARDS AND OBJECTIVES

Student Achievement Standard(s):

Engage learners in a collaborative discussion on U.S. First President: George Washington

Lesson Objective(s):

• Describe the life and contributions that George Washington brought to the United States as its first president
• Identify at least five colonies and significance of George Washington appointment as president in U.S. history
• Conduct further research and write a reflective essay on the first president of the United States and his influence to its history

MATERIALS AND RESOURCES

Instructional Materials:

• A portrait of George Washington
• Writing papers
• Pencils and pens
• Computer connected with internet

Resources:

Keating, F. A., & Wimmer, M. (2012). George: George Washington, our founding father. New York : Simon & Schuster Books for Young Readers

The book is narrated in first person as George Washington tells of his life from a young age until he became the president of the United States. The pictures are amazing and look fresh all in an attempt to bring out the icon of U.S. history.

Miller, B. M. (2007). George Washington for Kids: His Life and Times with 21 Activities. Chicago: Chicago Review Press.

Unlike other bibliographies that seem to focus on just one part of George Washington’s life, this book presents a thorough account of a man who had a good side and fair share of flaws. 

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Student Prerequisite Skills/Connections to Previous Learning:

Basic skills in computer

2. Presentation Procedures for New Information and/ or Modeling:

Presentation Procedures for New Information: (20 minutes)

Purpose: Explore and understand the life of George Washington and his influence in the history of the United States.

Activity: Show George Washington’s portrait to the classroom and ask the students to identify who he is. As the students, what they know or would like to know about George Washington. Each student will be expected to say something about George Washington as the teacher records his or her answers on the board. Next, the teacher together with the students will go through the answers recorded on the board and identify facts from falsies. After this, the teacher will explain to the students what the lesson entails and what learning expectations at the end of the course are.

Modeling: (30 minutes)

The teacher will read aloud the “George: George Washington, our founding father” to the classroom and then give a copy to each group and have them read the text again and answer preset questions. 

3. Guided Practice: (30 minutes)

During the reading session, the students will be expected to identify difficult vocabularies and note them down. After this, the teacher will help the students with understanding the highlighted words. Alongside this, the students are expected to write a reflective essay, which demands for the application of research skills. Before they embark on the exercise, the teacher will help them identify the major points to include in their essay. 

4. Independent Student Practice: (1 week)

The teacher will hand over a copy of “George Washington for Kids: His Life and Times with 21 Activities” to individuals and have them read the book, which will be used as a reference with writing the reflective essay on first president of the United States and his influence to its history. The independent student practice also covers the application of computer knowledge, where the students will be expected to type their essay in a word processing document. Alongside knowledge, this exercise targets at enhancing learners’ fine motor activity and typing skills. 

5. Culminating or Closing Procedure/Activity/Event: (1 day)

The students will turn in their reflective essay to the teacher for assessment.

Instructional Strategy (or Strategies):

The interactive instructional strategy was used, which relies on group discussion and information sharing among peers. Students acquired knowledge from their teacher and peers as well. 

Differentiated Instruction Accommodations:

The teacher will assist all the students with difficult vocabularies. The gifted learner will also be assigned the responsibility of helping the English Language learner, when the teacher might be busy with the student with dyslexia. Apart from that, during discussions, the teacher will stand next to the student with dyslexia to help with difficult words. 

Use of Technology:

Computer and more specifically word processing software for typing the essay

Student Assessment/Rubrics:

During the lesson, the teacher will have questions, which students will be expected to answer in as a group and as an individual. At the end of the unit, the students will be expected to turn in a reflective essay for assessment.

References

Keating, F. A., & Wimmer, M. (2012). George: George Washington, our founding father. New York : Simon & Schuster Books for Young Readers

Miller, B. M. (2007). George Washington for Kids: His Life and Times with 21 Activities. Chicago: Chicago Review Press.