Detailed Lesson Preparation Guide

Elementary Education
Name: Paige Christianson

Title: Flags of the World

Grade: 2

Concept/Topic: Class Flag Art Activity

Time Needed: 60 minutes

Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.

Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
What relevant goals will this lesson address? What new understandings will the students have as a
result of this lesson? These goals must me measurable and connect to your planned assessment.
Consider the Big Ideas in which you will be helping students develop an understanding.
What questions will foster inquiry, understanding, and transfer of learning? Students will be able to
answer this question or questions as a result of this lesson.
Essential Questions: What is the purpose of a flag? How can I represent my classroom on a flag?
Learning Outcomes:
o Students will be exposed to different world flags and their symbolism.
o Students will represent the classroom community with a class flag.
o Students will use art concepts and creativity to communicate ideas through a visual arts
activity.

Ensuring Lesson supports district and state goals

NCSCOS Standards:
List both State and/or National standards addressed (You must include the new Essential Standards for
Science & The Common Core for Math)
Visual Art: 2.CX.1.1: Exemplify visual arts representing the heritage, customs, and traditions of
various cultures.
Visual Art: 2.CX.2.2: Understand relationships between art and concepts from other disciplines,
such as social studies.
Social Studies: 2.C.2.1 Explain how artistic expressions of diverse cultures contribute to the
community (stories, art, music, food, etc.)

Assessment Plan:
How will you know if the objectives/desired results have been met? What will you see and/or hear
that is evidence of student understanding? How will you know that students really understand the
identified Big Ideas?
I will know if the objectives have been met through my informal observations of student flags
while they are creating and presenting them. Students should be able to explain either verbally or in
writing why they chose to incorporate different elements on their flags. If students can support their flag
choices with explanation and show purpose in their specific choices, I will know that the students can
see the importance of flags all around the world.

Meeting the student where they are:

Prior Knowledge/Connections:
What can target students be expected to know and/or understand about the concept/topic? How
does this lesson connect with other things that students may have learning or experienced? How will
you help students to make the connections between what they already know and what they will be
learning in this lesson?
Students will have been exposed to at least the American flag in their lifetime. Some may even
have been exposed to another countrys flag that their family is from or they are from, themselves.
Students know that a flag is an important symbol in any country, but they may not know the specific
symbolism behind the different elements of flags. This lesson will show students that a country/cultures
beliefs and values can be found on a flag through the specific elements. I will begin the lesson by
showing different countries flags and giving an explanation for their colors and symbols, beginning with
the American flag. If students can understand that the United States flag has specific symbols with
meaning, then they can begin to understand that the same is true for other countries around the world.

Lesson Introduction/Hook:
How will you focus, excite, engage, and/or elicit knowledge as you introduce this lesson? Think of
ways you can appeal to student interest and cause students to be excited about what they will be
learning about.
I will focus students on this lesson by beginning with asking the students the essential question
of what is the purpose of a flag? Not only will this allow me to gain insight into the students
understanding of flags, but also gets them thinking about the topic and how much they do (or do not)
know about it. I can draw on the fact that students say the Pledge of Allegiance every day while facing
the United States flag in the room, and I can ask why students think the flag is an important symbol.
Most likely, students just accept the idea that a flag is important, and these questions will spark interest
and get them thinking about something new.

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:
How does my ONE lesson ensure engagement for all students? What is it about the presentation and
content of the lesson that makes it accessible to all students? This should be integral to the lesson
and not simply last minute additions or different work for separate groups. All students should be
engaged and a goal of mastery should be in place for all.
Students will be creating their own flag that they believe represents the classroom while sitting
with and presenting to a small group that I have chosen beforehand. I made this choice because I want
students to feel like they can make their own creative choices on the flag based on what they believe is
important in their classroom. However, I still wanted students to be able to collaborate with others if
they need inspiration or help coming up with ideas. The groups are small enough so that students can
feel comfortable sharing their choices on the flag at the end of the lesson and learn about how others
perspectives shaped their choices. Also, students can create something that is developmentally
appropriate based on what they are able to do artistically. Some students may add more detail than
others, but if each student is able to represent the classroom in a flag, no matter how complex or simple,
the learning outcome will have been met.
Also, the short presentation at the beginning of the lesson will provide inspiration and
background information for students who need more support in creating their flags. I will show both
examples of world flags and a flag I created for the classroom for students to see how they can think
about the activity. Also, I will explain different colors and their symbolism to students so that they can
use this information in their own flags, if they want. Some students may not be able to describe how a
color represents their classroom at this age, so the list of colors and their meanings is there to help
students put their ideas into words.

Lesson Development:
Provide a detailed description of how the lesson will progress. What will you do as the teacher? This
should be a detailed step by step account of how a lesson unfolds from beginning to end.
I will begin the lesson with a short presentation that shows examples of world flags and their
meanings. After students have been asked the essential question, what is the purpose of a
flag, I will show three countries and describe different elements on their flags.
The first country I will show is the United States, because students will be familiar with this flag.
The thirteen stripes represent the original thirteen colonies and the fifty stars represent the
current fifty states. This could mean that the United States values its history and all the different
kinds of people that live within the one country.
Next, I will show Nigerias flag. The green stripes represent the lush vegetation and agriculture
of the country while the white represents the desire for peace. I will highlight that even though
this seems like a simple flag, it still has a lot of important meaning behind it.
Finally, I will show Bahamas flag. The gold represents the sandy beaches; the blue represents
the sea surrounding the country; the black represents the strength of the people who live there.
I will introduce to students the arts activity in which they will create a class flag that they believe
represents Ms. Bateys class. I will brainstorm some ideas with students (a book to show that
reading is important; a monkey for the class theme; people playing together to show we treat
each other respectfully)
Show students different colors and their meanings and the example flag I created (green for
happiness, white for honesty, yellow heart smiley for friendship and acceptance of everyone in
the class)
Students will be separated into groups of four groups of 3, and one group of 4. I will direct them
to various areas of the room to sit and work. This provides an opportunity for students to
collaborate, if they need the extra support, and these groups will be the small groups in which
they will share their flags.
Students will first go get a colored piece of paper and then go to their designated seats. They
will have approximately fifteen minutes to create their flags.

Specific Questioning:
Student questioning should be planned ahead of time. Think about your students and their needs.
Plan questions that will challenge all students.
What is the purpose of a flag?
How does your flag represent our classroom?
How did your specific artistic choices contribute to the meaning behind your flag?

New Vocabulary:
List and define all new vocabulary that students will need to understand in order to have optimal
success with desired learning results. How will you use this vocabulary in the context of the lesson?
Country Names: Nigeria & Bahamas: show on the map where these countries are located.
Symbols/symbolize: discuss what a symbol is when showing the example flags.
 Perseverance: define this word as pushing through even when it was hard during the colors
discussion.
Determination: define this word as never giving up during the colors discussion.

Concluding the Lesson/Closure/Debriefing:

How will you wrap things up and tie together the ideas presented? How will you help students make
meaning from their experiences?
I will transition to the presentation portion of the lesson by stating that it is important for us to
share our ideas so we can learn about others ideas and get different perspectives on the same
task.
Students will share in small groups their flags and describe the elements that they chose to
incorporate on them.
I will give each student two minutes to share their flag with the rest of the group. When the
timer goes off, I will instruct students to switch to the next person in the group. This way,
students have to communicate their ideas in an orderly, efficient manner. *The group of four will
have a chance for the last person to share while the other groups begin to clean up.

Materials/Resources:
List everything that is needed to deliver the lesson. Cite any materials that you used in crafting the
lesson. Be specific and review this as you rehearse.
Smartboard and Flags of the World Powerpoint presentation
Construction paper
Crayons
Colored Pencils
Clipboards

Teaching Behavior Focus:

My teaching behavior focus is Classroom management is positive and appropriate. Any arts
lesson needs to have a degree of structure that allows for less distractions and transition time and more
time for students to work and create. I will try to keep a positive classroom climate throughout the
lesson so students have the ability to create the best flags that they can.

Follow-Up Activities/Parent Involvement

Lesson extensions discussed here. What will student do to utilize this new information? How can you
involve parents in the process of lesson extension in the home?
Students will be doing a culture unit after this lesson, so the knowledge gained will be useful in
determining what values and beliefs different cultures hold based on different symbols and traditions.
Also, if students wanted to, they could create a family flag that encompasses the different beliefs, values,
and traditions of their own families to further their learning and application of the ideas presented in
this lesson.