edTPA Lesson Planner

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Grade: _1 ____

Content Area: _History-Social Science _____________________________

Group Size: __27____ Lesson Length: ___45____ minutes

Planning for the Lesson

A: Standards
i.
Key Content Standard:
1.3 Students know and understand the symbols, icons, and traditions of the United States
that provide continuity and a sense of community across time
3. Identify American symbols, landmarks, and essential documents, such as the flag, the
bald eagle, Statue of Liberty, U.S Constitution, and Declaration of Independence, and
know the people and events associated with them.
ii.

Related ELA and ELD Standards (if applicable):

RI.1.1
Ask and answer questions about key details in a text.
ELD.PI.1.6
Reading closely and explaining interpretations and ideas from text.

B. Objectives
i.
Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Students will learn the American symbols and their significance.
ii.
Language Objective (transfer this from "Incorporating Academic Language"):
Students will identify the various American symbols and explain their importance using the
proper names of each symbol.
C. Assessments:
i.
Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
-There will be various sections during the lesson where students talk about and discuss the
content of the lesson. During these sections I will pause and ask student comprehension
questions in order to gauge their prior knowledge and their current understanding of the
content. During these time I will monitor student answers while they pair share with a
partner and with the whole group. I will look to see whether students can correctly identify
symbols using the proper name, say their importance, and use complete sentences.
ii.
Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
-Students will create a circle map with the various American symbols they learned during
the lesson. Students not only have to write the proper name of the symbols but must also
supply a small drawing of each symbol. Students will then write 2 or more sentences using
their circles map. Sentences must include the identification of at least 3 American symbols
and students must have a sentence that says why these American symbols are important.
Each circle map and sentences will be collected and analyzed. I will look to see if students
correctly identified all the American symbols introduced that day. I will also be looking for
correct spelling of the symbols along with proper use of capitalizations. I will look for a
drawing of each symbol, the drawings need not be perfect but must have some resemblance
to the symbol. In the sentences I will look to see that each student includes at least 3 of the
American symbols and has written a sentence or more on the importance of knowing these
symbols. Proper use of capitalization and punctuation will also be analyzed.
D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

Chart paper/colored markers

Projector

Book- Simobolos de los EE.UU escrito por Anthony Curran (one book per child)
Realia- American flag, Statue of Liberty, bald eagle, and Liberty Bell.
Photographs of the different American symbols.
Blank pieces of paper.
Barras y estrellas escrito por Maribeth Boelts
El Monte Rushmore escrito por Kathy Furgang

Instructional Sequence - Engaging Students in the Learning Process

Introduction (_10_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of the
lesson is.
Introduce the objective: Voy a aprender los smbolos de los Estados Unidos.
Have students repeat the objective with you. Then students pair share the objective
Choose 3 students using equity sticks to share with the whole groups the objective of
the day.
Inform students that today they will be learning about American symbols.
Ask students what a symbol is.
Give sentence frame: Un smbolo es ______________.
Have students think pair share.
Choose 2 students to give a definition.
Follow through and give them the definition: A symbol is something used to represent
something else.
Ask students if they know how to say smbolo in English
Choose one student.
Have all students say it in English together.
Have students think about things in the classroom or in their community that are examples of symbols.
Give students an opportunity to brainstorm symbols that they see in the classroom or in the community.
Give students an example: the pictures for the restroom signify whether the restroom is for females or
males. (Show students a picture of this)
Provide students with sentence frame: Un ejemplo de un smbolo es ____________
representa_________.
Students think pair share
Choose 3 students to share an example of symbol and what is represents.
o For symbols not in the classroom, ask students if they know how to say those
symbols in English- have all students say the name in English.
Body of the Lesson (__30__ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
Remind students that today they will be learning the symbols of America and their importance.
Students will read the book: Smbolos de los EE.UU
Choose 2 students to pass out the small books.
Instruct students that when they return to their desks they will write their names on the little books and
have their finger ready on the title.
Dismiss students by color

Project the book on the board so students can see your book.
Tell students that since this is their first time reading the book the well be echo reading.
Remind students to pay special attention to the different symbols and how they came to be.
Have students read the title and author of the book after you.
Make sure to point to the letters as you read and ask students to do the same.
Echo read the story
Pause during parts in the story and ask comprehension questions.
Ask questions such as
o What symbols do you see? Are any of these familiar?
o What symbol is this? What does it represent?
Provide sentence frames for students to think pair share: Este smbolo
es_____ representa ______.
Choose students to share with the group
Finish reading the story.
Once the story is finished call students back to the carpet along with their small books.
Have students think about the different symbols they learned about.
Have students think pair share a symbol they learned about
Provide sentence frame: Un smbolo que aprend es____________.
Choose students to share
As students share create a circle map with the Smbolos de los Estados Unidos in the
middle
o Write the different symbols students share (accompany each symbol with its
corresponding photograph)
o As students share the different symbols pass out the realia of the symbols they
will be exploring more in depth in the lessons to come (Statue of Liberty,
American Flag, bald eagle, and the Liberty Bell.)
Remind students that after they observe it they must pass it to the next
student.
Once all the symbols they learned about are on the circle map. Ask students to think
why its important to know the different symbols of America.
Have students think pair share
o Provide sentence frame: Es importante porque _______________.
o Choose different students to tell you why they think its important.
After students share tell students its important to learn about American symbols
because it helps you understand the history of America.
Tell students that when they return to their seats they will be creating their own circle map like the one
we did as a whole group. Students will also have to do a small drawing for each symbol
Students will then write a couple of sentences about the symbols. Students need to write at least 3
symbols they learned about today and why its important to learn about the American symbols.
Provide a blank circle map on the board with Smbolos de los Estados Unidos in the
middle for students to reference.
Students may use their little book to complete their circle map.
Students may use the sentence frames: Los smbolos de los Estados Unidos son _____,
____ y ____. Son importantes porque ____________.

Remind students that they may use those sentence frames but are not required to as long
as they write about 3 symbols they learned and why theyre important.

Choose 2 students to pass out the blank paper.

Dismiss students by color.
If students finish early they may continue to explore the American symbols. Inform them that they may
read any of the books about the different symbols.
Have various copies of these books
o Barras y estrellas escrito por Maribeth Boelts
o El Monte Rushmore escrito por Kathy Furgang
Closure (__5____minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
Once the students have finished their circle maps along with their sentences have students come back
to the carpet.
Have student share with a partner one American symbol they learned about and how it looks like.
Provide sentence frame: Un smbolo es __________ este smbolo tiene _________.
Remind students that today they learned the different American symbols and why theyre important.
Inform them that tomorrow they will continue to cover American symbols but they will learn more
information about 4 symbols: The Statue of Liberty, the Liberty Bell, the flag, and the bald eagle.
Have students share what they learned today.
Hoy aprend los diferentes smbolos de los Estados Unidos.
Students share with a partner
Choose 2 students to share with the whole group.

Incorporating Academic Language

1. Describe the rich learning task(s) related to the content learning objective.
Students will create a circle map with the various American symbols they learned about. Each
symbol must have a drawing to accompany it. Underneath the map students are required to write
about at least 3 symbols they learned about and why its important to learn about them.
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.

Students will identify the American symbols.

3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: symbol, United States, Statue of Liberty, American Flag, the bald eagle,
represents.
Syntax1: Un smbolo es ____________.
Un ejemplo de un smbolo es _____________.
Este smbolo es ____________ representa ___________.
1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

Los smbolos de los Estados Unidos son _________, _________ y ___________. Son
importantes porque ___________.
Discourse2: Students are given opportunities during instruction and guided practice to talk
about the new concept. There is plenty of opportunity for think pair share where students use
and practice their academic language of the content. During their individual task students write
about the new concept using proper academic language.
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast.
Students will identify the various American symbols and explain their importance using the proper
names of each symbol.
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?
Instruction
Use of cognates and
translations.
Connections to classroom
symbols.
Sentence frames.
Echo reading.
Think Pair Share.

Guided Practice
Think Pair share during
discussions.
Sentence frames.
Modeling of how to create and
think about when making a
circle map.
Visuals (various photographs
of the American symbols)
Realia of 4 American symbols.

Independent Practice
Sentence frames will be
provided that students may use
but are not required to.
An example of circle map will
also be provided so students
may refer back to while
working.
Students will also be allowed
to and encouraged to use their
books to complete their circle
maps.

2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.