Past and Present

Lesson 4 of 5: Comparing Life in the Past and Present

Duration: 30 minutes
Class Size: 15 students
Unit: Exploring Washington, D.C. History

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Learning Objectives (Aligned with Common Core State Standards)

Students will be able to:

• 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.W.1.2: Write informative/explanatory texts in which they name a topic and supply some information about the topic.
• Develop critical thinking skills by comparing historical and current daily life in Washington, D.C. focusing on transportation, communication, and leisure activities.

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I Can Statements

• I can tell how life in Washington, D.C. was different long ago and how it is the same today.
• I can talk with my classmates about past and present activities.
• I can write or draw about one way life has changed or stayed the same.

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Success Criteria

• I shared at least one difference and one similarity between the past and present.
• I listened carefully to my classmates during group discussion.
• I completed my drawing or writing with at least one example about life in Washington, D.C.

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Materials Needed

• Two large pictures/posters: One showing Washington, D.C. in the past (old transportation, communication, leisure) and one showing present-day scenes
• Chart paper and markers
• Picture cards (transportation: horse carriage, car, bus; communication: letter, phone, computer; leisure: simple toys, video games, sports)
• Dyslexia-friendly text excerpts about life in old Washington, D.C. (large font, clear spacing, simple sentences)
• Drawing paper and crayons

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Lesson Procedure

1. Introduction and Engagement (5 minutes)

• Begin with a warm greeting and explain the lesson focus: "Today we will explore how life in Washington, D.C. has changed and stayed the same over time."
• Show the two posters (past and present) side by side. Use simple language to identify some key differences and similarities:
  • “Look, in the old picture cars look different, and people might send letters instead of using phones.”
• Use "I can..." statements for the whole class to repeat, fostering a growth mindset.

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2. Whole Group Discussion (10 minutes)

• Ask guiding questions to prompt thinking and speaking:
  • “How did people get around in Washington, D.C. a long time ago? How do we get around now?”
  • “How did people talk to their friends when phones were not invented?”
  • “What did kids do for fun before video games?”
• After each question, show related picture cards to scaffold understanding and support students with diverse learning needs, including dyslexia-friendly visuals.
• Record student answers on chart paper in two columns: Past / Present.

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3. Small Group Activity (10 minutes)

• Divide the class into 3 small groups of 5, focusing on one topic each: transportation, communication, or leisure.
• Each group receives a set of picture cards. Their task: Sort the cards into “Past” or “Present.”
• Encourage students to discuss their choices within their group, using simple sentences guided by the teacher or an instructional assistant.
• Circulate and provide verbal prompts and affirmation, ensuring all students can participate comfortably.

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4. Individual Reflection Drawing or Writing (5 minutes)

• Give students paper and crayons.
• Prompt: “Draw or write about one way life in Washington, D.C. used to be different or the same as today.”
• For students who find writing challenging, allow them to label their drawing or dictate a sentence to the teacher or assistant.
• Offer dyslexia-friendly sentence starters, e.g., “Long ago, people…”, “Today, people…”

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Differentiation Strategies

• For students with dyslexia or reading difficulties: Provide dyslexia-friendly reading cards and use large, clear fonts with high contrast color. Use pictures and verbal prompts multiple times.
• For English Language Learners (ELLs): Pair with buddies and use visual aids. Use simple, clear sentences with repetition.
• For advanced learners: Encourage writing 2-3 sentences comparing past and present or drawing a mini comic strip showing daily life changes.

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Extension Activity

• Challenge advanced students to interview a family member at home about how things were different when they were young and share with the class next lesson.
• Provide additional historical picture cards showing famous Washington, D.C. landmarks and invite students to explore how those have changed or remained.

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Assessment

• Informal assessment during group discussion participation and card sorting accuracy.
• Review individual drawings/writing for understanding of the comparison concept.
• Listen for usage of vocabulary related to past and present and ability to express similarities and differences.

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Reflection for Teacher

• Observe how well students participate in collaborative conversations and handle the categorization tasks.
• Note which students may need additional language or visual support.
• Use information from this lesson to scaffold the final lesson on how Washington, D.C. will change in the future.

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This lesson plan uses interactive visuals, hands-on sorting, and writing/drawing to engage first graders, meeting Common Core standards and diverse learning needs effectively within 30 minutes.