Lesson Plan Template

Title of Lesson: US Symbols

Date(s): 3/10

Overview: Students are learning about the symbols of the United States. Students will be
examining the American flag in this lesson as one of the symbols of our country. They will be
learning the date, location, significance, and other facts about the American flag. This is one
lesson in a multipart unit. Students learned about the Statue of Liberty as a symbol last week.

Rationale: It is important for students to know the symbols of our country as they unite our
community members and ensure they will be productive members of society in the future.
Having students create something (kinesthetic), listen (auditory), read (visual) is multimodal
learning that activates multiple parts of the brain thereby enhancing the overall learning
experience. Having students turn and talk to their neighbor is considered a good practice for
culturally and linguistically diverse students and in creating a safe, comfortable, and effective
classroom environment.

Goals: Students will develop an understanding of the symbols of our country and what they
represent to create a sense of community among citizens of our country. Students will develop an
understanding of American culture and their place in society.

Objective/Desired Student Outcome/Guiding or Essential Questions:

I can recognize symbols that represent America.

I can analyze what the American flag represents.

Students will analyze the significance of American flag as a symbol that represents America.

Students will identify important American symbols and explain their meaning.

Students will compare how the flag has changed over time.

Students will examine the connection between the American and it’s representation to the United
States.

Students will predict important facts about the American flag.

Students will assemble an American flag.

Common Core/Next Generation Learning Standards:

Civic Ideas and Practices:

2.3 The United States is founded on the principles of democracy and the principles are reflected
in all types of communities.
 2.3d Symbols of American democracy serve to unite community members

Students will examine the symbols of the country, including the eagle, american
flag, the Statue of Liberty, the White House, and Mt. Rushmore.

Key Vocabulary and Definitions:

Represent: what it means

Symbol: an object or picture that represents something else.

Significance: having meaning, representing something

Colonies: an area that is settled by people from another country and is controlled by that country

Freedom: the right to live the way you want

Materials/Resources:

Mystery box

mystery box four square paper

White stripe, red stripe, star, blue square, flag

Promethean board; pebblego

Construction paper. glue, pencil, scissors

Learning Sequence:

1. Before beginning the activity, I will introduce the vocabulary by saying that each item in
our mystery box represents something.
2. T: Who can tell me what the word represent means?
a. S: “Represent means to mean something else” “I don’t know”
3. Then, I will place the word represent and its definition on a sentence strip on the board so
they can refer back to it.
4. I will place the definition of symbol with the word on the board so that students can refer
back to it throughout the lesson.
5. Then I will do the mystery box: Where in the world is our class?
6. T: Within the box will be a symbol that will represent where we are in the world.
7. The box will have a white stripe, a star, a blue square, and a red stripe. I’ll pick them out
at random.
8. Students will have a Mystery Four Square paper. On the paper, they will write or draw
(DIFFERENTIATION) what they believe the item represents.
9. “This is our first clue” I will pull out the white stripe, show it to the students, and tell
them: “In box number 1 on the mystery paper, you can draw or write what you think our
symbol is”
 10. Then, we will do this three more times with each item in the box.
11. As students see more clues, their answers may change as they fill in the boxes. By the
fourth clue, they will draw or write the word of their final guess of what the symbol
might be.
12. T: I am going to call on people to share what they think the symbol is going to be
a. S: “I think the symbol is a flag” “The american flag” “Alligator”
13. T: Lets see who got it right
14. Then I will hold up a flag. Students will cheer.
15. Then we will do a KWL chart
16. T: Okay, let's do a KWL chart. Who can share with me something they already know
about the American flag?
17. Students will give their answers and I will write it in the K area
18. Then, I will take suggestions from students about what they want to learn about the flag
and write it on the board under the W.
19. We will listen to Pebblego passages as a whole group to learn information about the flag.
20. After listening to Pebblego, students will turn and talk to their neighbors and share one
thing they learned that they didn’t know about the American flag with an elbow buddy.
21. I will call on students to share one thing that they learned that we didn’t already know.
22. I will write them on the board under the L.
23. T: “Lets see if we got any answers to our want to know questions. And put them in our L
chart.”
24. T: Now that we have information about the American flag, we are going to create an
American flag.
25. Then I will pass out the materials and walk the students through the steps of making the
flag
26. Students will make the flag.
27. Students will write one fact they learned in the white stripes of the flag. If students finish
early they will be asked to find a second fact.
28. When students finish, they’ll raise their hand and give one fact they learned before going
to get their things for dismissal.

Assessment:

Formative: work sample (three facts on flag)

Summative: exit ticket (one fact before dismissal)

Differentiation- Pebblego audio information was used to allow auditory learners to listen to the
information. A hard copy of information on the flag was provided for visual and word learners.
An activity of completing and creating a flag and adding one fact to it provided an opportunity
for kinesthetic learners.

Accommodations: Two students who have difficulty sitting and need movement were provided
with hokki stools- these stools have a round bottom which allows the students to move while
they learn. Three students who needed visuals and steps provided for learning were each given a
picture of the flag completed and a check off list placed in front of them on their desk so that
they could complete the activity on their own. One student is placed in the front of the room
where the instruction is being given because they need to be sitting within close proximity of the
teacher for focus and attention. Another accommodation is a fidget for a student who needs it.
These are being put into place based on the individual student’s 504 and IEP plans.

Lesson Reflection:
Host Teacher:
Lesson:
Lesson Reflection Questions
1. Were the learning objectives met, what evidence do you have for this?
Yes. The evidence is in their discussion, completion of the KWL, and their fact that
they wrote on their flag.
2. How did the children respond to the activity?
The children really enjoyed the activity. They were very engaged and in both classes
I did the lesson in, I found that the students were very proud of their flag.
3. What would you do differently next time?
Not mention murder. I don’t know why I said that. I would also be a little more mindful
of calling on different students, I tried to change it up but I think I can do that better
next time. I would also have had all students stop working at the same time for a
smoother end transition. I need to just stop and think a bit before I respond
sometimes to prevent the word vomit reaction I have.
4. What do the students need to do / learn next?
The next US Symbol.
5. What do you need to plan for the next activity?
I would do the same thing except with a different symbol.
6. Describe your professional development regarding children's learning,
your planning, teaching, use of resources, classroom management, and
assessment.
I learned a lot from these lessons. I think I improved my classroom management
skills. I tried to be more firm and not ask any questions that aren’t questions / be
passive. I also learned a lot about the different resources that can be used to
accommodate different needs. In the first lesson I think I did really well with being
responsive and providing specific feedback, but with the second lesson I felt rushed
and didn’t do it as much. I noticed a difference in the student behavior between the
two lessons.
7. Teaching targets for next lesson
Same as this lesson but for a different symbol.