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

2. Background Information 1 st 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

3. 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.

4. 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?

5. 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.

6. 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.

7. 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.

8. 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

9. 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

10. Teacher Exemplar

11. Distinguished Level

12. Distinguished Rubric

13. Proficient Level

14. Proficient Rubric

15. Developing Level

16. Developing Rubric

17. Student Data LevelNumber of Students% of students Distinguished941% Proficient836% Developing523% LevelNumber of Students% of students Distinguished1672% Proficient314% Developing314% Pre-test Post-test

18. Data Cont.

19. Modifications Modification Type Specific Modification RationaleBenefits 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.

20. 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.

21. Contact Me: bbarker@daemen.edu