Past and Present Images

Grade Level

1st Grade

Unit

Exploring Washington, D.C. History (Lesson 2 of 5)

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Common Core State Standards Alignment

CCSS.ELA-LITERACY.RI.1.7
Use the illustrations and details in a text to describe its key ideas.

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.

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Lesson Duration

30 minutes

Class Size

15 students

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Learning Objective

I can analyze images to understand how Washington, D.C. has changed over time.

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Success Criteria

• I can identify at least three differences between past and present images of Washington, D.C.
• I can share my observations with a partner.

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Materials Needed

• Large print, high-quality images of Washington, D.C. from the past and present (simple, clear visual details)
• Guided question cards (around 5 questions per image)
• Chart paper and markers
• Venn diagram templates for extension activity
• Sticky notes for student ideas
• Visual timer (optional, for pacing)

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Preparation

• Print images in large format to aid dyslexia-friendly viewing.
• Prepare easy-to-follow, simple language guided questions to prompt observation.
• Arrange seating for paired discussion.

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Lesson Procedure

1. Introduction – 5 minutes

• Teacher says: "Today, we are going to look at pictures of Washington, D.C. from a long time ago and today. We will be detectives and notice how things have changed."
• Hold up one image from the past and one from the present. Use large images so all students can easily see.
• Introduce the “I can” statement and write it on chart paper:
  I can analyze images to understand how Washington, D.C. has changed.
• Briefly ask students what they already know about Washington, D.C. (engagement).

2. Guided Observation – 10 minutes

• Split the class into 7 pairs (one group of three).
• Give each pair one set of images (past and present).
• Provide each pair with guided question cards to support their discussion, e.g.:
  • What do you see in the picture?
  • Are there buildings? What do they look like?
  • Can you find cars or people? Are they different?
  • What colors do you see or don’t see?
  • What do you think this tells us about Washington, D.C. a long time ago?
• Teacher circulates, prompts as needed, and encourages students to use complete sentences.

3. Group Sharing and Chart Creation – 8 minutes

• Invite each pair to share at least three differences they noticed between the past and present images.
• Record their ideas on a chart visible to the whole class under headings: Past / Present / Difference.
• Reinforce key vocabulary like “past,” “present,” “change,” and “community.”

4. Differentiation and Extension – 5 minutes

• Differentiation:
  • Students needing support continue paired discussions with scaffolded questions.
  • Use visual cues and lots of praise for participation.
• Extension for advanced learners:
  • Provide Venn diagram templates to compare two images themselves, identifying similarities and differences.
  • These students can create a simple drawing or label the diagram with words or phrases they write or dictate.

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Closure – 2 minutes

• Review the “I can” statement together:
  I can analyze images to understand how Washington, D.C. has changed.
• Ask volunteers to share one new thing they learned today.
• Highlight student successes linked to success criteria.

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Assessment

• Informal assessment through observation of paired discussions and whole-class sharing.
• Teacher checklist noting participation and ability to identify differences.
• Review Venn diagrams for extension students to assess understanding.

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Tips for Dyslexia-Friendly Support

• Use large, high-contrast images for easier viewing.
• Provide guided question cards in large, clear font (e.g., Arial or Comic Sans, size 18+).
• Break down questions into simple, brief sentences.
• Encourage students to point to parts of the image to support comprehension.

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Reflection (For Teacher Use)

• Did all students participate actively in observation and discussion?
• How well did pairs support each other, especially those with reading challenges?
• Were the extension learners challenged appropriately?
• What modifications could improve engagement or understanding next time?

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This detailed lesson plan empowers 1st graders to analyze images thoughtfully and supports multiple learning styles while directly addressing Common Core standards to make history tangible and relevant.