Breanna Barker LE: The Life of George Washington Cheektowaga Sloan School District Co-op Teacher: Debbie Milazzo

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Breanna BarkerLE The Life of George
WashingtonCheektowaga Sloan School
DistrictCo-op Teacher Debbie Milazzo
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Background Information

• 1st Grade
• 23 students 12 boys and 11 girls
• None of my students had an IEP, but their
  abilities ranged from low second grade to high
  kindergartener.
• 45 minute Social Studies lesson taught during
  Presidents Day week

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Overview of My Learning Experience

• Purpose Designed to give students a hands on
  approach to learning how to make a timeline about
  Washington to celebrate the Presidents Day
  holiday.

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Overview Cont.

• Enduring Understanding
• Timelines are used to help people understand
  important events or trends of a particular time
  period.
• Essential Question
• What is a timeline?
• Guiding Questions
• What are timelines used for?
• How do you create a timeline?
• What made George Washington an important American
  figure?

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Objectives

• 1.0 Students will be able to glue pictures of
  events on a timeline in sequential order.
• 2.0 Students will be able to complete George
  Washington sentences using words given to them.
• 3.0 Students will be able to match the
  completed sentences to the ordered pictures.

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NYS Standard
Grade Level Elementary (k-4) Learning Standard
Social Studies Content Strand World
History Standard 2 Students will use a variety
of intellectual skills to demonstrate their
understanding of major ideas, eras, themes,
developments, and turning points in world history
and examine the broad sweep of history from a
variety of perspectives.
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Standard Continued

• Key Idea 2 Establishing timeframes, exploring
  different periodizations, examining themes across
  time and within cultures, and focusing on
  important turning points in world history help
  organize the study of world cultures and
  civilizations.
• Performance Indicator Develop timelines that
  display important events and eras from world
  history.

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Tasks

1. Students had to draw what they thought a timeline
   looks like
2. Students listened carefully to a book read aloud
   to them as I asked each of them a question after
3. Students created a timeline of Washingtons life
   using 5 pictures 5 sentence strips, they had to
   match each put in sequential order

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Assessment

• Pre-assessment Students had to draw what they
  thought a timeline looked like.
• Formative Assessment After listening to a book
  students were asked What happens in Washingtons
  life starting from the beginning?
• Post-assessment Students independently made a
  Washington timeline w/ 5 pictures 5 sentences

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Teacher Exemplar
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Distinguished Level
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Distinguished Rubric
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Proficient Level
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Proficient Rubric
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Developing Level
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Developing Rubric
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Student Data
Pre-test
Level Number of Students of students
Distinguished 9 41
Proficient 8 36
Developing 5 23
Post-test
Level Number of Students of students
Distinguished 16 72
Proficient 3 14
Developing 3 14
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Data Cont.
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Modifications
Modification Type Specific Modification Rationale Benefits
Environmental/Management Students with sight problems are placed in the first row of seats. Students with sight problems can see the board and my teacher example better if they are sitting closer to it. Students can pay attention to the lesson and know exactly what to do because they can see the board and teacher example.
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Reflection

• I wanted to thank Kelcy, Noelle, Marisa, Kim,
  Andrea, Connie, Catherine, and Dr. Arnold for all
  of the warm and cool comments and your advice
  with this lesson.
• I learned that a lot of good things come from a
  peer review, its not something to dread.
• I learned that I wanted the cool comments.

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Contact Me

• bbarker_at_daemen.edu