SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Kaleigh Moran

Thematic Unit Theme/Title/Grade Level: United States Symbols and Figures Grade 2
Wiki space address: ucfgr2unitedstatessymbolsf14.weebly.com
Daily Lesson Plan Day/Title: Day One: The American Flag
LearningGoal:
Learning
Goals/Objectives StudentswillunderstandtheimportanceofkeyUnitedStatessymbolsandfigures.
Whatwillstudents
accomplishbeabletodoat
theendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineState
Standards(NGSSS)
Listeachstandard.Cutting
andpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?
Authentic/Alternative
assessments?
Doesyourassessmentalign
withyourobjectives,
standardsandprocedures?
Informalassessment
(multiplemodes):
participationrubrics,journal
entries,collaborative
planning/presentationnotes,
etc.

LearningObjectives:
1. ThestudentwilllearnhowmanystripesarerepresentedontheUnitedStatesFlag.
2. ThestudentwilllearnhowmanystarsarerepresentedontheUnitedStatesFlag.
3. ThestudentwilllearnthehistoryoftheUnitedStatesflag.
NCSStheme(s):
StructureandFunctionsofGovernment/Civics
CommonCoreStateStandard(s):
LAFS.2.SL.1.2Recountordescribekeyideasordetailsfromatestreadaloudor
informationpresentedorallyorthroughothermedia.
NextGenerationSunshineStateStandards:
SS.2.C.3.2Recognizesymbols,individuals,events,anddocumentsthatrepresentthe
UnitedStates.
VA.2.C.2.1Useappropriatedecisionmakingskillstomeetintendedartistic
objectives.
VA.2.F.3.2Workwithpeerstocompletetasksinart.
LAFS.2.RI.1.3Describetheconnectionbetweenaseriesofhistoricalevents,
scientificideasorconcepts,orstepsintechnicalproceduresinatext.

UnitPreAssessment:

Studentswillcompleteapretestonsurveymonkey(https://www.surveymonkey.com/create/?
sm=UWKkyFZE9rl4l0d1r0SVgTsHP1rK_2FhmGEoHVPGAoLX0_3D)2weekspriortotheunitto
determinewhatareasneedtobefocusedon.

UnitPostAssessment:

Studentswillretakethepreassessmentasaformofpostassessmenttoseetheirprogressonthe
material.

Ongoingdaily(progressmonitoring)Assessment:
AKWLchartwillbestartedatthebeginningoftheunit.StudentswillstarttheirKWLchart

andbeaskedtobrainstormthingstheyalreadyknowabouttheflagoftheUnitedStatesand
writetheirthoughtsintheKcolumnofthechart.Next,studentswillpairupwiththestudent
closesttothemandcomeupwithideastheywanttoknowabouttheUnitedStatesFlag.These
ideaswillberecordedintheWcolumnofthechart.Afterthelessonhasbeencompleted,
thestudentswillfillinthelastcolumnofwhattheylearnedabouttheUnitedStatesFlag.
Studentswillbeabletoparupwithanotherindividualifassistanceisneeded.Concludingthe
lesson,studentswillbeaskedtoratetheirconfidenceonthematerial.Usingascaleranging
from04,studentscanputtheirpenciloverthenumberthatcorrelateswiththeirdepthof
knowledge.Theteacherwillthenmovethroughouttheclass,takingnotesasneeded,to
determinewherethestudentsstandattheendofthelesson.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

The teacher will introduce the lesson by showing a picture or a model of the United States
Flag. Students can be asked Does anyone know what this is? or Who can tell me something
they know about this item?
Student Activities &
2.
The teacher will then instruct the students to complete the K column of the KWL for what
Procedures
the students already know about the United States Flag. This step should be done individually.
Whatbestpracticestrategieswill
beimplemented?
After students have completed the first column, they will then pair up with their shoulder
Howwillyoucommunicate
buddy or student closest to them to brainstorm things that they want to learn about the United
studentexpectations?
States Flag. (ESOL/ESE students should be paired with a more advanced student to provide
Whatproductswillbedeveloped
support when needed.)
andcreatedbystudents?
3.
Students will then come back as whole class to discuss some of the things the students already
ConsiderContextualFactors
know and what they would like to learn about the United States Flag. (Some ESOL students
(learningdifferences/learning
may not be able to verbalize their thoughts, using gestures, such as pointing, and yes or no
environment/learningstyles)that
maybeinplaceinyourfuture
questions can let the teacher know what that specific student knows about the topic.)
classroom.
4. The teacher will then use the IWB to play a fun and engaging video about the United States
Exceptionalities
Flag. https://www.youtube.com/watch?v=l9aGW3YNajE.
What accommodations or
5. The teacher will show an example of the flag and explain what the different colors represent
modifications do you make for
ESOL, Gifted/Talented students,
and why there are 13 stripes and 50 stars. The red signifies valor and bravery, the white
Learning/Reading disabilities
signifies purity and innocence, and the blue signifies perseverance and justice. Students will
(SLD), etc.
learn that there were originally 13 colonies which are why we have 13 stripes on the flag (7 red
and 6 white). We now have 50 states within the United States and therefore each star
represents one individual state. (By using visual aids and labels in the ESOL students home
language, they can better understand the concepts.)
6. Students will then have the opportunity to create their own American flag using Popsicle
sticks. Each student will receive 10 sticks. Students will be instructed to color 4 sticks red, 4
sticks white and leave 2 sticks blank. Students will then glue the red and white sticks in an
alternating pattern to one craft stick on the left side. A small square of blue construction paper
will then be cut out and glued onto the top left corner of the flag. White stars can then be
drawn on using crayons, gel pens, or other materials. Explain to the students that this is a
smaller version of the real American flag and therefore does not have the correct number of
stripes and stars as a real flag. Once the flag has dried, students can turn the flag over and glue
on another Popsicle stick to the craft stick on the back. This will create the flag pole. As the
students create their flag, the teacher should circulate through the room, assisting any students
and answering questions as needed.
7. After the students have created their individual American Flags, they will gather together to
listen to a read aloud of the story The Flag We Love by Pam Munoz Ryan.
8. Students will complete the L column of the KWL to record the things they have learned.
(ESOL students can work with their shoulder buddy to collaborate and come up with ideas).
The KWL chart will be turned in at the end of the lesson. Students can discuss their ideas from
the learned column to create a class discussion. The teacher can ask How many red stripes are
on the flag? How many white stripes are on the flag? Why are there 13 stripes? Why are
there 50 stars?
9. The teacher will introduce the topic of the Liberty Bell which will be covered the next day.
http://www.lessonplans.com/ext-resource.php?
Resources/Materials
l=http://www.pbs.org/americaresponds/theamericanflag.html
http://www.enchantedlearning.com/crafts/july4/craftstickflag/#
https://www.youtube.com/watch?v=l9aGW3YNajE
The Flag We Love by Pam Munoz Ryan
Popsicle sticks (10 per student)
Markers
Glue
Blue Construction Paper
Scissors
White Crayon
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.

Design for
Instruction

1.