breanna barker le: the life of george washington cheektowaga sloan school district co-op teacher:...
TRANSCRIPT
Breanna BarkerLE: The Life of George WashingtonCheektowaga Sloan School District
Co-op Teacher: Debbie Milazzo
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 President’s Day week
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 President’s Day holiday.
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?
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.
NYS Standard
Grade Level: Elementary (k-4)Learning Standard: Social StudiesContent 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.
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.
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 Washington’s life using 5 pictures & 5 sentence strips, they had to match & each put in sequential order
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 Washington’s life starting from the beginning?”
• Post-assessment: Students independently made a Washington timeline w/ 5 pictures & 5 sentences
Teacher Exemplar
Distinguished Level
Distinguished Rubric
Proficient Level
Proficient Rubric
Developing Level
Developing Rubric
Student Data
Level Number of Students % of students
Distinguished 9 41%
Proficient 8 36%
Developing 5 23%
Level Number of Students % of students
Distinguished 16 72%
Proficient 3 14%
Developing 3 14%
Pre-test
Post-test
Data Cont.
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.
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, it’s not something to dread.
• I learned that I wanted the cool comments.
