DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Ellyse Harris

Grade Level

1st

Title: American Flag

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:

ESL students:
Angel WIDA level one
Allyson WIDA level one
Maria WIDA level one
Sixto WIDA level one
Reyes WIDA level one
Adien WIDA level one
High Ability Learners:
Jordan- He excels in reading and in math.
Kayden- He excels in reading and in math.
Behavior Problems:
Harmony- She will often talk out and distract others.
Kylee- She will often talk out and distract others.
Struggling students:
Adien- He missed the first month of school and has fallen very far behind. He receives
extra help in math and reading.
Natalia- She has a hard time focusing and paying attention. She receives extra help in
reading.
Maria, Sixto, Nephi and Reyes all struggle with reading.
There arent any students with an IEP.
Classroom environment:

Children sit at tables of four. There is a rug in the front of the room for whole group
discussion. There is an elmo, smart board, and four chrome books.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:

Objective 3 Name school, neighborhood, Utah state, and national symbols, landmarks,
and documents.
a. Identify national symbols, documents, and landmarks (e.g., Declaration of
Independence, U.S. Constitution, Liberty Bell, Washington Monument).
Content Walk-Away
I can write what the American flag represents.
Language Walk-Away
I can write what the American flag represents.
Vocabulary: Symbol, America, State
1-Content objectives, 2-Language objectives, 3-Content appropriate

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students will share with their buddy what the flag represents and how they can show
respect.
Content Walk-Away Evidence (Summative):
Students will write what the American flag represents.
Language Walk-Away Evidence (Summative):

Students will write what the American flag represents.

5-Adaptation of content, 6-Meaningful activities

Approx
.
Time

Modifications/Accomodations (ELL, IEP, GATE, etc.)

I will have vocabulary,

labels, and pictures
displayed.
Students will be paired
with their reading
buddy that they interact
well with.
I will have Nephi,
Natalia, and Adien tell
me what the symbols
on the American flag
represents.
I will ask Kayden and
Dylan how they can
show respect to our flag
and country.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

I want you guys to try and guess what object I am thinking of based off the clues I give you. I am thinking of
something that is in every classroom. There is one outside of every school building. It is colored red, white,
and blue. Share with your buddy what you think the object is. Thats right it is the American Flag. Have you
every wondered why we have a flag in every classroom or why it is colored red, white, and blue? Today we
are going to be learning about what our flag represents and why it is so special to us. Remember how we
have been learning about symbols well our flag is a symbol of our country. I want you to turn to your
neighbor and explain to them what a symbol is.
Formative assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students remember what a
Students will explain what a
Listen to them as they interact.
symbol is.
symbol is to their buddy.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Ask Maria to share what a symbol is.
Ask Jordan to share why symbols are important.
7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Focus Lesson (I do it)
I am going to review the walk aways and vocabulary with the class.
I will then read them a picture book about the American Flag.
Formative Assessment:
Learning Goal
Success Criteria
Students understand the
Students will use the vocabulary
vocabulary words.
words in a sentence with their
buddy.
Modification/accommodations:
Guided Instruction (We do it)

Assessment Strategy
Listen to students as they
interact.

Stop in the book when it gets to the part about the 50 stars.
I will have an old flag that just has thirteen stars on it instead of 50. I will share why the number of stars have
changed on the flag.
Have students share with their buddy what the 50 stars on the flag represent.
16-Opportunity for interaction
Formative Assessment:
Learning Goal
Students understand what the 50
stars represent.

Success Criteria
Students share what the stars
represent.

Assessment Strategy
Listen to students as they
interact.

Modification/accommodations:
Ask Nephi to tell me what the 50 stars represent.
Ask Kayden to tell me why we have 50 now instead of 13.
21-Activities to apply content/language knowledge, 22-Language skills

Collaborative/Cooperative (You do it together)

Have students share with each other how they honor the flag.
Formative Assessment:
Learning Goal
Students understand how they
honor the flag.

Success Criteria
Students share with their buddy
how they can honor the flag.

Assessment Strategy
Listen to students as they
interact.

Modification/accommodations:
Ask Sixto and Angel to share how they honor the flag.
Independent (You do it alone)
Summative Assessment:
Students will write down what the stars, stripes, and colors of the flags represent.
30-Assessment 6-Meaningful activities
Modification/accommodations:

I will have Nephi, Natalia, and Adien tell me what the symbols on the American
flag represent.
I will ask Kayden and Jordan how they can show respect to our flag and country.
Closure/Review of walk-aways, vocabulary, and essential questions
Review the walk-aways and vocabulary. Have the students share their writing with each other.
27-Review vocabulary, 28-Review concepts, 29-Feedback

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-

Language skills: reading, writing, listening, speaking

Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
- American flag book
- Old flag with 13 stars
- This lesson should take 35 minutes.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
I felt like this lesson was effective. After looking over the assessments I was able to see that the students were able to see
what the symbols on the flag represented. I made sure to use lots of repetition in my lesson when I was sharing how the
stars were symbols for the fifty states. I liked the picture book I used it was very simple and written in a way that young
students could comprehend. I could tell that the students were really engaged when I showed them the old flag with 13
stars. I would want to change my lesson and spend less time during the whole group lesson. I could tell that during the
last five minutes the students were getting really antsy. I felt like they were a little rushed during the I do it portion of
the lesson.