Reflecting on Change

Overview

Grade: 1st
Class Size: 15 students
Duration: 30 minutes
Unit: Voices of Change: March on Washington
Lesson: 5 of 5
Subject: Social Studies

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Learning Objectives (Aligned with Common Core State Standards - CCSS)

• I can identify individuals who made a difference during the March on Washington. (CCSS.ELA-LITERACY.SL.1.1)
• I can discuss and share ideas about change and important people in history. (CCSS.ELA-LITERACY.SL.1.2)
• I can listen respectfully while others share their thoughts. (CCSS.ELA-LITERACY.SL.1.1.D)
• I can draw and write about someone who made a positive change. (CCSS.ELA-LITERACY.W.1.3)

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Success Criteria

• Students will name at least one person associated with the March on Washington who made a difference.
• Students will express their ideas clearly in a group discussion.
• Students will create a drawing and a short sentence about a person who made change.
• Students will listen and respond respectfully to classmates’ ideas.

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Materials Needed

• Large chart paper or whiteboard
• Markers
• Drawing paper and crayons/colored pencils
• Simple sentence starters printed on cards (dyslexia-friendly font)
• Picture cards of key figures from the March on Washington (e.g., Martin Luther King Jr., others involved)

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Lesson Activities

1. Warm-Up Discussion (5 minutes)

• Teacher Prompt: “Who do you remember from our stories about the March on Washington?”
• Children share names or ideas about people they learned about.
• Teacher lists names on the chart paper for visual support.
• Reinforce respectful listening (point to the success criteria).

2. Think-Pair-Share Reflection (8 minutes)

• Think: Students quietly think about the question, “Who made change at the March on Washington?”
• Pair: Students turn to a partner and share their thoughts using sentence starters:
  • “I think ___ made change because ___.”
  • “Another person who should be recognized is ___.”
• Teacher circulates and supports students needing help, especially those with language or learning differences.

3. Group Sharing and Synthesis (10 minutes)

• Pairs share their ideas with the whole class, teacher writes key points on chart paper.
• Discuss with students how many people worked together to make change, emphasizing that many voices helped.
• Encourage students to think of other people who might also deserve recognition.

4. Drawing and Writing Activity (7 minutes)

• Students draw a picture of one person who made a difference or someone they think should be recognized.
• Use printed sentence starters for dyslexia-friendly writing prompts (e.g., “This person made change by ___.”)
• Teacher supports students with fine motor challenges or writing difficulties.

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Differentiation Strategies

• For Diverse Learners:
  • Use picture cues and sentence starters to help with language production.
  • Provide extra wait time during discussions.
  • Allow alternative responses (drawing instead of writing).
• For Dyslexic Students:
  • Offer sentence starters in dyslexia-friendly font on brightly colored paper to reduce visual stress.
  • Pair with a buddy for cooperative writing or verbal responses.
• For Advanced Learners:
  • Challenge to think of other historical figures who made change in their communities.
  • Ask them to explain why multiple people working together is powerful.

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Assessment

• Teacher observation during discussions for participation and understanding (using checklist aligned to success criteria).
• Review of student drawings and sentence responses to assess comprehension and expression.

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Extension Activity (Optional)

• Invite students to bring photos or drawings of someone in their family or community who helps make change.
• Create a “Voices of Change” class mural showcasing these important people.

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Reflection & Closing (End of Lesson - 2 minutes)

• Teacher asks students: “What is one new idea you learned today about making change?”
• Reinforce the power of many people’s voices and the importance of recognizing all who help make a difference.

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This detailed, interactive, and inclusive plan ensures 1st graders synthesize their learning about the March on Washington by actively sharing, thinking critically, and creatively expressing who made a difference, all while meeting and exceeding Common Core standards.