This is what I gave to my cooperating teacher! She approved it.

Lesson Plan JMU Inclusive Early Childhood Education Program Alice Crawshaw Presented on March 21, 2014 A. Read-Aloud about George Washington-- 30 minutes in length B. Age or Grade intended: Kindergarten Social Studies C. Why am I doing this? I have noticed that my students are very interested in heroic figures and presidents. My kindergarten class enjoys learning about historical events about Martin Luther King Jr., Abraham Lincoln, and George Washington etc. It is important for children to see that George Washington was a very important figure in history- so much that his face was even put on the quarter and the dollar bill! D. Learning Objectives: - Learn or reinforce that George Washington was the first president of the United States - Learn that George Washington was a brave man who aided in winning the American Revolution - George Washington was a nice man -- willingly helped his enemy by looking after his dog - Learn that George Washingtons face is on the quarter and the dollar bill - Learn the value of the quarter and the dollar bill E. How will I assess? - The students will share what they know about George Washington before and after the story. The teacher will scribble the childs name down next to their comment so that the teacher can go back and see what the student knew, took from the story, learned etc. - They will cut out a quarter - They will draw their favorite part of the story on a blank sheet of paper and turn it in. F. K.1: The student will recognize that history describes events and people of other times and places by a) identifying examples of past events in legends, stories, and historical accounts of Powhatan, Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln G. Materials needed: 1) The book, George Washington and the Generals Dog. 2) Four real dollar bills 3) A quarter for every student in the class 4) Blank Sheet of paper for each student 5) Quarter template cut-out worksheet

6) Scissors, Glue, things to color with 7) George Washingtons wig (optional)- teacher would wear it, NOT the students H. Procedure (what you do before, during, and after) 1. Today we are going to talk about a man who had a very important job to do. His name is George Washington and he looks like this (show picture of George Washington). Does anybody know what George Washingtons job was? On the easel with the big sheets of paper, mark the heading George Washington and write down his job of president of the United States. Do not elaborate yet and have the students raise their hands to tell you anything else they know about George Washington. 2. Once everyone is done sharing what they know about George Washington, tell students that George Washington was the first president and that being President of the United States means being a leader and making decisions for the whole country. Explain to the students that presidents win if they get a lot of votes. Ask students what they think made him so special to get so many votes-mark on easel paper. Now, we are with the 44th president and his name is? Tell the class you are going to read a story about George Washington that is based off of what happened in REAL life. Tell the kids to pay close attention because after the story telling, you are going to ask them more questions about anything new they might have learned about GW. 3. Read the story George Washington and the Generals Dog to the whole class. After reading the story, show the students the last page (p.48) and how it shows GWs actual letter to General Howe. 4. After reading return to the chart, and using a different colored marker, have the students raise their hands to tell you any more information they may have learned about George Washington. Also have the students raise their hand s to retell parts of the story. 5. While the students are still on the carpet, hand out a quarter to every student and then pass around four dollar bills (the quarters are for the students to keep, the dollar bills are not). Collect the dollar bills back and ask the students to identify what the quarter is and what the dollar is. Then ask the students what president is on the dollar and the quarter and explain to the students that you have to be very important to get your face on money. 6. MATH TALK: Ask them what these items (the dollar and the quarter) are used for. Tell them the quarters are worth 25 cents and the dollar is worth 1 dollar. Then ask what they might want to buy if they had a quarter or a dollar. Tell them to notice the size of the quarter how it is big for a coin as compared to a penny or dime. Make sure they note that the color of the coin is silver. 7. Send the students back to their seats and pass out quarter templates and have students color, cut, and paste their quarters. Then on a blank sheet of paper, have the students draw their favorite part about the book George Washington and the Generals Dog. If a students drawing is indecipherable, then ask the student what he or she is drawing and using a sticky note, write the students ideas on it and stick to the back of the sheet. 8. Well today we learned lots of things about our first President George Washington. And he was so important that he is now the face on the quarter AND

the dollar bill! We also discussed that the quarter is worth 25 cents. Now instruct the students to place their quarters in their book bag so they can take them home and show their parents what they learned about the face on the quarter AND the value. I. DURING THE READING 1) Cause for concernpage 27 says, In the fall of 1777, Georges troops went to Pennsylvania. They were fighting the English troops. Guns fired! RAT-A-TATTAT! Cannons roared. BOOM! BANG! Smoke filled the air. Get teachers approval to read this page. This page can easily be skipped. 2) Vocabulary to be reviewed i. Hogs (p.10) ii. Mules (p.11) iii. Colonists (p.17, 30) iv. Enemy (p.31) 3) Questions to ask during the book: i. After reading page 5, ask students to guess what it is that most people do not know about George Washington. ii. After reading page 45, ask the students why they think the American people elected George Washington as their first president. J. Differentiation 1) Student with ADHD- ask the student to pass out the quarters, quarter templates, and blank sheets of paper to the class 2) Student with High Ability in reading/writing- Have the student write a sentence about George Washington while also drawing their favorite part about the story. 3) Student with Eye Impairment- Allow student to sit in the front of the story pit for the story and poster writing. 4) Student with Autism- Allow student to take breaks from sitting in the group. Let them return to their seat whenever they feel overwhelmed. K. What might go wrong? 1) Some students may not be able to sit through the whole story and stay engaged 2) Students may argue over who gets to hold onto the real dollar bill. There will be four dollar bills for a group of 13 so I am hoping they will successfully share. 3) Some students may not be able to retain anything from the story and have a hard time remembering their favorite part. I will be walking around with the book so the students can look back to what they read to remember. L. Reflection- how lesson was carried out in relation to the plan-what was done differently (DO THIS AFTER THE LESSON)

This is what the quarter template will look like. Except it will take up the whole page!

Reflection is

Reflection about Lesson Plan Assessment: What the children knew about George Washington prior to reading the story= Black marker What the children learned and extended on after the story was read= Red marker

Students drawings of their favorite part of the story: Looking at the image to the left, I asked the child what she drew. She said, The carriage that George Washington had with the horses

I asked the child what they drew. The child responded with, I liked when George Washington found the dog

When asked about this picture, the students responded with They held up a white flag to stop the fighting so they could give the dog back.

Assessment Continued:

I asked the students to cut out the quarter template, glue the front and the back together, and color it in. I spoke about the color of the quarter during carpet time but did not specify that I wanted them to color the quarter with the color that REAL quarters are. So instead of grey quarters, some turned out colorful! This was quite alright!

Reflection: Overall, the lesson was a success! The students enjoyed the story and I knew this because they smiled during the pages about how much George loved dogs and they laughed during the page that said one of his dogs stole the ham off the dinner table. One of the boys in the class is really interested in history involving battles and war and during the reading of the pages that involved fighting, he went on and on about it. The students showed me their knowledge by participating in the class discussion, cutting out the quarter, and drawing their favorite part of the story. They smiled when I told them they could keep the quarter and smiled when they showed me their drawings because I said things like, Wow! What an amazing drawing! Thats my favorite part

too! I showed them how proud I was and when talking to the child about his picture of the white flag raised and seeing that he made the connection between the flag and the exchange of the dog showed me that he understood what happened and that my lesson was a success. What was done differently than what was written in plan? Procedure: Step 1) I used a white board instead of an easel with paper. Step 2) I forgot to mention our current president, Barack Obama. Step 3) Played out just as written. Step 4) I did not ask the students to retell parts of the story. Step 5) Played out just as written. Step 6) I did not discuss the quarters size in relation to a penny or a dime. Step 7) Played out just as written. Step 8) I DID instruct them to put their quarters in their book bags and I told individual students the conclusion of the lesson as they finished the activities. I told individual students that they should take their quarters to their parents or siblings and teach them about who is on it and how he is important. I did not conclude with the whole class about the lesson because students were finishing at different times and I could not get the whole classes attention. Vocabulary covered- I explained what hogs, mules, and enemies were. I did not explain colonists. What I thought might go wrong and what actually did go wrong: Some students may not be able to sit through the whole story and stay engaged. - This occurred. I saw the students begin to lose interest so I began asking questions during the story to individual students that seemed to disengage. Students may argue over who gets to hold onto the real dollar bill. There will be four dollar bills for a group of 13 so I am hoping they will successfully share. - The students successfully shared the dollar bills! Some students may not be able to retain anything from the story and have a hard time remembering their favorite part. I will be walking around with the book so the students can look back to what they read to remember. - A few children couldnt pin their favorite part of the story so I gave them the book to look at to jog their memory and help them decide.

Problems I did not anticipate: - When I handed out the quarters to all the students, one student was able to balance the quarter flat on the tip of his finger. Soon all the students were turned towards each other balancing the quarter or trying to flip the quarter. I could not get the students attention and the teacher had to intervene and tell them to quiet down and listen to Miss. Alice. - Because of the disruption that the quarters created, I found myself moving to the other part of the lesson sooner than I anticipated. I wanted to discuss the story, the quarter, and the dollar more but transitioned to the quarter template cut-out part of the lesson just so the children could disperse to their seats and calm down. - One child who has behavioral difficulties said he did not want to cut out the quarter. I said Why dont you want to cut it out like your friends are doing and color it in? He said, Because I dont. The class began using this behavior modification app on the Ipad that gives students points for good deeds. I told this particular child, Dont you want to get more points? If you complete the activities, you get points! He completed the activities with no problems after that. One big strength of my lesson was the story I chose to read. It did not discuss boring facts about George Washington. I told a story based on true events about George. It gave the students a chance to realize he was not just a president, but a genuinely good human being. The story discussed Georges love for dogs and dogs are a hot topic in my Kindergarten class at the moment. The biggest weakness of my lesson would be the control I had over the children. They never talk that much when the teacher is teaching on the carpet, but their behavior should have been expected because I am still a new person in their lives and have not established a role of authority with them yet. I would do this lesson plan again with a few changes including handing out the quarters when the children have finished all the activities and I would also extend the amount of time I designate to discussing parts of the story with the class right after reading. I might also think about doing the lesson with a small group of students. I couldnt do that this time because my teacher wanted me to involve the whole class. I look forward to being an early childhood educator and carrying out this lesson a lot smoother with a class of my own!