Different Stories Told

Grade Level

1st Grade

Unit

Exploring Washington’s Past, Lesson 5 of 5

Duration

30 minutes

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Learning Objectives

By the end of the lesson, students will be able to:

• I can explain why people tell different stories about the same event.
• Recognize that historical events may have multiple viewpoints.
• Use visual aids to support their understanding of historical narratives.

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Standards Alignment

Common Core State Standards: Social Studies and Literacy

• CCSS.ELA-LITERACY.RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
• CCSS.ELA-LITERACY.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

While these are literacy-based, a strong focus on social studies inquiry and oral comprehension supports Common Core goals in early grades.

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Materials Needed

• Large poster with 2 different simple historical accounts (visual story cards) of the same event from Washington State history (e.g., a Native American story and a settler’s story about the same event)
• Chart paper or whiteboard with “Why different stories?” title
• Visual aids: drawings, pictures, symbols representing differing perspectives
• Printed sentence strips with simple “I think…” sentence starters
• Dyslexia-friendly fonts and color overlays (blue or yellow) for readings
• Sticky notes or small cards for students to write/draw their thoughts

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Lesson Procedure

1. Introduction (5 minutes)

• Greet students and briefly recap the unit theme: “Exploring Washington’s Past.”
• Show the two different storycards about the same event—read both aloud using dyslexia-friendly visual supports (clear print, colored filter sheet, images).
• Ask: “Did these stories sound the same or different?” Invite a few brief answers.

Purpose: Activate prior knowledge and prepare for understanding multiple viewpoints.

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2. Guided Discussion (10 minutes)

• On the chart paper titled "Why do people tell different stories?" record student ideas using their own words.
• Prompt questions:
  • “Why might people tell stories differently about one event?”
  • “Can you think of times you and a friend remember something different?”
• Use visual aids (images representing culture, feelings, perspectives) to support explanations.
• Introduce simple reasons: people have different experiences, feelings, or ideas.

Differentiation: Break the class into 3 groups of 5 for about 5 minutes after initial ideas. Groups discuss the same question and share one reason their group thinks is important. Teacher circulates to support diverse learners with visuals and prompts.

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3. Student Reflection (8 minutes)

• Provide sentence strip starters: “I think people tell different stories because…”
• Students either say aloud their completion or draw a picture with a short sentence (for emerging writers) on sticky notes or cards.
• Post these on a reflection board.
• Ask a few volunteers to share their thoughts, reinforcing "Success Criteria": students can articulate one reason for differing stories.

Dyslexia Friendly Option: Students who struggle can dictate to a peer or teacher assistant; visual prompts remain visible.

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4. Wrap-Up and Extension (5 minutes)

• Recap the key idea: “Different stories help us learn about many points of view.”
• Introduce the extension challenge: “If you want to learn more, you can research another event with more than one story.”
• Explain next steps for the extension (done outside class time or for homework).

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Success Criteria

• Students can explain at least one reason why different stories exist about the same event.
• Students actively participate in group discussion, sharing ideas respectfully.
• Students complete the reflection using words or drawings to show understanding.

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Differentiation

• Small group discussions accommodate diverse processing speeds and learning styles.
• Visual aids and sentence starters support ELL and students with language or reading challenges.
• Oral response options for students with writing difficulties.
• Close teacher support and peer assistance during reflection to boost confidence.

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Extension Activity for Advanced Learners

• Research a familiar local or national historical event (e.g., the first Thanksgiving) and find or imagine two different perspectives. Prepare a short oral or visual presentation about the differing stories.
• Encourage creative formats like drawing comics or role-playing historical figures with different viewpoints.

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Teacher Reflection Notes

• Note students’ ability to explain in their own words why stories differ—are they connecting to their prior life experiences?
• Observe engagement during small group discussions and adjust grouping or support further if needed.
• Use the reflection chart to guide planning for future lessons about multiple perspectives in history.

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This lesson plan encourages first graders to think critically about history by recognizing multiple narratives, aligning with Common Core literacy and speaking/listening standards, and incorporating visual and discussion-based strategies to support all learners.