Lesson Plan Form - LBS 400

Revised 09/09/14 JC

Candidate:Javier Martinez

Subject:

Grade level(s):

Date: 4/17/2015

History
Kinder
Standard:K.2 students recognize national and state symbols and icons such as national and state flags,
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
What are students learning? It should be specific enough to ensure student learning.
Underline content type.
The students will be learning to recognize the California flag and the U.S flag. Students will learn the
colors of each flag. the state symbol of the California flag which is the bear. students will recognize that
the U.S flag has 50 star and 13 stripes. students will be able to compare both flags and be able to tell
which flag is the U.S and which flag is the U.S. Students will be able recognize the California bear. in a
map also the students will be able find California in a U.S map.
II. LEARNING OUTCOME (Objective):
Given maps of U.S and flags of California and U.S, students will learn the difference between the U.S and
California flag.(level of cognition) level 1 (content) by coloring a California and U.S flag.
DOK/Cognitive Rigor Level: 1. students will draw, label name, repeat, memorize. label locations on a
map. level 2 distinguish ,compare relate, make observation
Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?):students will learn vocabulary words such as: maps, flags, compare, before,
after, you, then, above, the, places, state, country, community
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
The students will be working on ELD before the lesson plan the students will be working on sight
words such as: you, the, I. will introduced words that will be used in the lesson plan: maps, flags,
after at the end of the lesson plan I will be discussing a map . the U.S map and show students
were they are located in the map. example Los Angeles. also the after the lesson the importance
a community will be discussed. who are the people who lives in your community, example
firefighters , police officers, the supermarket.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Activating student prior knowledge
First the whole class will be sitting in the rug facing the white board. I will show the students
both flags one of the U.S and the other of California. I will tell the students which flag is the
California flag and which one is the U.S flag. then I will pair students in two and have them
discuss what are the difference between both flags. students should be able tell the difference with
colors and one flag has a bear . the students will be pair for 5 minutes after that I will ask the
class what are some of the difference in each flag. Then I will split the class in two groups one
will be focusing in discussing California flag, The other will be discussing the U.S flag. after I
will pair one student of the California group with a student with the U.S group. each student will
be discussing what they now about they learn. after that I will have the students sit back in their
desk. the students will write a some sentences describing the California flag. and in other paper
they will describe the U.S flag.

Student friendly objective: By the end of our lesson you should be able now the difference between
the U.S and California flag Also why there is a bear in the California flag. the stars and stripes in the
U.S flag(level of cognition) by showing the 2 flags and pointing the difference (content) by coloring a
U.S map and a circle around California. providing behavior or activity) also the student will write
sentences describing each flag. I will look for sentences with descriptive words . not emphasizing too
much on spelling but on phoenitic sounds. also looking for sentences with end marks
Purpose: Why are students learning this? Why is it important?
Students need to understand the reason why there is a bear and a star in the California flag. also why
the U.S flag has stars and stripes. students need to be able to recognize the California flag and the U.S
flag and be able to tell the difference.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: I will discuss the difference between the U.S flag and California flag. will show in a map
where California is located in the U.S. Also where the statue of liberty is located in the U.S
a. T input
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc. Students will be paired in groups with some groups will be describing the California flag while the
other will be describing the U.S flag
Step #2: ______________________________________________
a. T input
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
Students will switch partners and discuss about what their other partner had told them about
what they had learned
Step #3: ______________________________________________
a. T input
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
Step #4: ______________________________________________
a. T input
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
Step #5: _________________________________________________
a. T input
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity) students will be coloring each flag. also they will
color the statue of liberty.
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Crayons, maps of the U.S. Flags of California and the U.S. picture of statue of liberty
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative (During Lesson): Check for Understanding, Teacher observation

Ask student what are they coloring for example which flag is it. also the students will learn that each flag
has certain colors that go with it. for example the U.S flag with red stripes. also the student will write
sentences describing the flags. example shape, colors and be able to describe the bear and colors of each
flag.
Summative (at the end of the lesson): Closure, exit slip, ticket out the door, quiz, test
I will have students get into groups of 2 and each students share with their partner what they wrote and
color. if there is room on the wall I will be posting their work on the wall so the whole class can see
their classmates work.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
I would pair low performing students with high performing. or EO students with ELD
students. high achievers can help struggling students with coloring the flag correctly
or with certain words. I would make groups equal or at least groups of 2 or 3 no
student will stay alone. I will walk around and observe all groups making sure
students are doing their work or if they have any questions. also observing the
groups I can observe if the students are on the correct path in their work.
VII. HOMEWORK (if appropriate):