EDUG 514

Curriculum Unit Planning

Grade: 1
Unit Theme: American Symbols
SW develop a deeper appreciation of our nations values, such as freedom, bravery,
liberty, and independence.

Essential
Understandings (or
Long-Term Goals):
Essential Questions
(help to answer and lead
students to the larger
essential understanding):

1. How do we know if something is an American Symbol?

2. How are American symbols similar to symbols of other countries? How are they
different?
3. Why are symbols, like the American flag, important?
.

Objectives:

1. Inquiry: SWBAT identify American symbols and recognize the people and

events associated with them. (Blooms: Remember)

2. Direct: SWBAT identify American symbols and describe their importance using
informational text. (Blooms: Remember)
3. Cooperative: SWBAT create a cooperative piece of art that accurately represents
the American Flag. (Blooms: Create)
Assessments:

1. Inquiry: SW create a poster of an additional example of an American symbol in

groups of 3. SW be assessed on the content of their group presentation. There are
four components to a group grade.1) Describe the history or historical event. 2)
Who were the people involved? 3) What is the symbol? Describe the symbolism.
(Webbs DOK Level 4: Extended Thinking)
2. Direct: SW respond to questions pertaining to the text using short sentences and
citing their source. (Webbs DOK Level 3: Strategic Thinking/Reasoning)
3. Cooperative: Using pre-cut pieces of construction paper, SW work together, each
with assigned tasks, to create a work of art that represents our nations flag.
(Webbs DOK Level 3: Strategic Thinking/Reasoning)

Instructional Activities:

1. Inquiry: TW present symbol cards. SW guess the teachers rule for grouping via
the concept attainment model. SW further explore examples by researching
another American symbol. SW work in groups of three, on one poster.
2. Direct: SW read an informational text and respond to written questions, citing
their source.

3. Cooperative: TW provide direct instruction via PowerPoint to relay information

about the meaning of the flag. SW make necessary observations to complete
summative assessment.

H-SS 1.1.3 Identify

American symbols,
landmarks, and essential
documents, such as the flag,
bald eagle, Statue of
Liberty, U.S. Constitution,
and Declaration of
Independence, and know the
people and events associated
with them.

History/
Social
Science

Visual
Arts

American
Symbols

VA 1.2.8 Create
artwork based on
observations of
actual objects and
everyday scenes.

ELA

SWBAT identify
American symbols and
recognize the people and
events associated with
them.

ELA.RI.1.1 Ask and answer questions

about key details in a text.
ELD.PI.1.6 Reading closely literary and
informational texts and viewing
multimedia to determine how meaning is
conveyed explicitly and implicitly through
language

SWBAT identify American symbols

and describe their importance using
informational text.

SWBAT create a
cooperative piece of
art that accurately
represents the
American Flag.

INQUIRY LESSON

Standards-Aligned Lesson Plan Template

Subject(s): History
Grade: 1
School: Roosevelt Elementary
Teacher(s): Heather Morgan, Sarah Medley, Julie Fleming
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
CCSS.ELA.SL.1.1.a
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the
topics and texts under discussion)

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
History 1.3
Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of
Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated
with them.
3.
ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B.
Interpretive, C. Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.1.1 Emerging
Exchanging information and ideas Contribute to conversations and express ideas by asking and answering
yes-no and wh- questions and responding using gestures, words, and simple phrases

4.
Learning Objective: (What will students know & be
able to do as a result of this lesson?)
SWBAT identify American symbols and recognize the people
and events associated with them. (Blooms: Remember)

5. Relevance/Rationale: (Why are the outcomes of this

lesson important in the real world? Why are these outcomes
essential for future learning?)
SW develop a sense of pride in the country in which they live.
SW appreciate foundational values that American symbols
represent. SW compare our country to others and think
critically about the world around them.

6.

Essential Questions:

STUDENT-FRIENDLY
TRANSLATION
I can identify an American symbol and I
know what it represents.

STUDENT-FRIENDLY
TRANSLATION
I am thankful for my country and I am
proud to be an American. I can compare my
country to other countries.

How do we know if something is an American Symbol?

How are American symbols similar to the symbols of other countries?
How are American symbols different from the symbols of other countries?
Part II STUDENTS INFORMATION
7.
Class Information:
a. Total number (girls and boys)- There are 25 students: 11 girls and 14 boys.
b. English Learners/Standard English Learners - There are 4 English-only students and 21 English
Learners at different proficiency levels (2 Emerging, 6 Expanding, and 13 Bridging).
c. Students with Special Needs (IEP or 504) There are 3 students currently identified: 2 of them have
autism and are placed in the classroom full-time since it is stated in their 504 Plans that is the least restrictive
environment for their learning. One special education student has an Individualized Education Plan and only
spends a portion of her day in the general education classroom.
d. Academic language abilities, content knowledge and skills in content area - According to ASCDs
Developmental Characteristics of Children and Youth Poster, students at this age are learning that words
and pictures represent real objects, so their vocabulary comprehension is mostly concrete and includes words
that represent objects and activities. Their understanding of language is greater than their ability to use
language and difficulties such as this need to be considered when asking students to communicate. They can
relate tales of present and past events and can verbalize similarities and analogies.
e. Linguistic background (languages spoken) The 21 English Learners all speak Spanish as their primary
language.
f. Cultural background (home/family) - Most of the students' grandparents immigrated from Mexico
meaning that the majority of the class is 3rd generation citizens of the United States. One of the students
family just moved to the U.S. from Ecuador.
g. Health considerations (if any) There are no known food allergies. There are 4 students with asthma (3
with allergic rhinitis, 1 with exercise-induced asthma).
h. Physical development factors that may influence instruction in this academic content area
According to the ASCDs Developmental Characteristics of Children and Youth Poster, girls are ahead of
boys in physical development and physical achievement but both sexes are ready for beginning reading at
this age. Small muscle and eye-hand coordination is developing and they are becoming increasingly skillful
in handling tools, such as pencils and scissors. This age group is capable of drawing a recognizable human
figure. They also tend to have a constant high level of energy which might make it difficult for them to stay
seated at their desk, or any one place, for prolonged period of time.
i. Social development factors that may influence instruction in this academic content area According
to the ASCDs Developmental Characteristics of Children and Youth Poster, the students ability to
function independently is strongly tested at this age. They begin to develop a sense of empathy and start to
see others point of view. They can share and take turns. Peers become increasingly important, and are
known to criticize any deviation from gender roles including dress and behaviors, and will also criticize
differences in intellectual and physical traits. The peer group is a huge source of social influence, but adults
remain primary sources of guidelines and support. Students at this age are often devoted to the teacher.
Teacher affection and approval are important for achievement, positive peer interaction, and self-esteem.
They tend to view school and learning as an exciting experience they are eager to participate in. An overall

successful school experience is critical in helping students establish a positive attitude toward learning and
later educational experience.
j. Emotional development factors that may influence instruction in this academic content area
According to the ASCDs Developmental Characteristics of Children and Youth Poster, children at this
age expresses feelings freely, often in extreme form. They become more comfortable away from caregivers
but still need adult reassurance of competence and basic worth.
k. Interests/Aspirations (relevant to this academic area) - The girls in the class seem concerned about
physical appearance and enjoy talking about fashion. The boys in the class enjoy participating in sport-like
activities and often bring soccer and basketballs out to recess and lunch breaks. They enjoy reading books
that involve super-hero characters such as Batman, The Avengers, and Teenage Mutant Ninja Turtles. All
students seem to enjoy stories that include animals as the main character.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may
have with the content? Please specify anticipated difficulties for English Learners, Standard English
Learners, and/or students with special needs. )):
ELs: I anticipate difficulties with students who may struggle with the vocabulary in this lesson.
Special needs: I anticipate some difficulties for students with special needs during the collaboration and
group work time. These students may have trouble taking turns and being active listeners.

Part III - LESSON ADAPTATIONS

9.
Modifications/Accommodations (What specific modifications/accommodations are you going to
make based on the anticipated difficulties? Ex:) Please specify modifications/accommodations for English
Learners, Standard English Learners, and/or students with special needs. )
ELs: TW provide the Spanish translation, as applicable for the displayed symbols. Each symbol card has a
label and a picture. This provides visual support for vocabulary. EL SW be provided with sentence frame to
use for writing component of group work. For example, The bald eagle
symbolizes____________________.
Special Needs: All SW have assigned jobs and roles. TW state expectations for social skills in group work:
taking turns speaking and listening carefully to others. TW state expectations of group work procedure: all
SW be responsible to research given topic and record one sentence on group poster. TW model sample
poster.
10. 21st Century Skills Circle all that are applicable
Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:


SW communicate in the whole group setting, in think-pair-share opportunities, and in group work.
SW develop social skills of listening to others with care and speaking one at a time about the topics and texts
under discussion.

SW collaborate in groups of 3. SW research and choose an additional American symbol. Each S will
have assigned topic to research (history, symbolism, people involved). Each student will present
contributions.

SW be creative by illustrating a chosen American symbol.

SW think critically as they ask and answer essential questions.

11. Technology - How will you incorporate technology into your lesson?
SW have an opportunity to use a device with internet access to research another example of an American
Symbol.
Part IV - ASSESSMENT OF STUDENT LEARNING
12. Assessment Criteria for Success: (How will you & your students know if they have successfully met
the outcomes? What specific criteria will be met in a successful product/process? What does success on this
lessons outcomes look like?)
a.
Formative:
TW observe student response when identifying examples and counterexamples of American symbols during
body of concept attainment procedure (card sorting/categorizing). TW monitor S engagement and
participation by walking around the room and encouraging peer discussion.
b.
Summative (if applicable):
SW create a poster of an additional example of an American symbol in groups of three (DOK Level 4:
Extended Thinking). Each group will be assigned a website, in order to research an additional example of an
American Symbol. See examples below:
https://jr.brainpop.com/socialstudies/citizenship/ussymbols/
www.discoveryeducation.com
https://www.whitehouse.gov/1600/air-force-one
http://www.americaslibrary.gov/aa/eisenhower/aa_eisenhower_subj.html
They will be accessed via www.todaysmeet.com. SW each be required to write one sentence according to
their assigned topic (history, symbolism, people). SW be assessed on the content of their group presentation.
There are four components to a group grade. 1) What is the symbol? Describe the symbolism. 2)Who were
the people involved? 3) Describe the history or historical event. All members of the group will receive the
same grade. This will encourage students to do their best and keep them accountable for completing their
task. See example poster below (http://www.history.com/topics/statue-of-liberty).

Names:
1. What is the symbol?
The Statue of Liberty

2.
Describe the symbolism.
It is a symbol of freedom and democracy.

3. Describe the history or historical event?

The Statue of Liberty was a gift from France to
the United States after the American Civil War.

4. Who were the people involved?

The sculptor was Frederic-Auguste Bartholdi
and the designer was Alexandre-Gustave
Eiffel.

c.

(Attach rubric here, if applicable):

Criteria

Fully Evidenced

Needs More
Information

Evident

Description
of the
historical
event

Student is able to
describe the history of
the chosen symbol with
correct information.

Student is beginning to Student does not describe the

describe the history of history of the chosen symbol.
the chosen symbol.
Some of the
information may be
incorrect.

Description
of the people
involved

Student is able to
describe the people
involved in the history of
the symbol with correct
information.

Student is beginning to Student does not describe the

describe the people
people involved of the chosen
involved in the history symbol.
of the chosen symbol.
Some of the
information may be
incorrect.

Description Student is able to

of the symbol describe the symbol and

Student is beginning to Student does not describe the

describe the chosen
history of the chosen symbol.

and the
symbolism

the symbolism
associated with it, with
correct information.

symbol and the

symbolism associated
with it. Some of the
information may be
incorrect.

Part V - INSTRUCTIONAL PROCEDURE

13. Instructional Method: Circle one Direct Instruction
Inquiry: Concept Attainment Model

Inquiry

Cooperative Learning

14. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
American Symbol Cards
Passport Stamp Cards
Pocket chart
Chart paper, markers, pencils
Internet device (iPad, Chromebook, desktop computer, etc.)

15. Procedure (Include estimated times. Please write a detailed procedure, including questions that
you are planning to ask.):
OPEN (2 min):
(1.Engage: TW capture student interest by providing a topic that is thought provoking and fuels more
questions.) To build interest, TW place symbol cards on pocket chart with the white/back side facing the
students. TW turn two cards over to display the colored side. TW introduce the students task: to discover T
rule for grouping. TW say, One of these two cards belongs in my group, the other does not. Your job is to
help me sort all the cards and figure out what my group is called.

BODY (15 min):

(2.Explore: TW allow the students to investigate the issue.) TW call on S volunteer to turn over one card at a
time. Each card serves as an example or counterexample of T grouping. TW state whether each item belongs
or does not belong in my group by saying yes or no. TW continue to present examples and counterexamples
with the help of a S volunteer, but now include student response. TW ask students, does this below in my
group? If yes, show me a thumbs up. TW ask students, why do you think this is part of my group? How do
you know? SW think-pair-share their answers. This will provide opportunities for students to share their
hypothesized rules and discuss them with their peers. TW guide student response in the whole group setting
to be certain that their proposed rules conform with all the data T has presented. For example, SW say, the
picture of Queen Elizabeth II is not part of your group because she is not from our country. TW model think
aloud, This S thinks that all the cards in my group are pictures of things from our country. That must mean
that all these things represent the United States. TW ask, Do we agree with this rule (hang loose hand

signal) or does anyone want to challenge this rule (raised hand)? TW give time for S to respond. TW say,
Lets keep going to see if this rule is correct.
(3.Develop: TW develop the concept by providing the academic vocabulary students will need to better
describe the information and deepen understanding.) When most students have induced the rule, TW furnish
a final chance for consensus. TW allow the rule to be stated aloud for the class. What is my rule for
grouping? The rule is that all the cards in my group contain people, places, or ideas that represent the United
States of America. The name of my group is American symbols. A symbol is something that represents a
person, place, thing, or idea.
Before examining further examples, SW analyze the examples and counterexamples. How are American
symbols similar to the symbols of other countries? How are American symbols different from the symbols of
other countries? TW make a T chart and record similarities on one side and differences on the other. SW
think-pair-share to brainstorm.
Similarities

Differences

We all have national birds

We all have political figures
We all have important
buildings and locations

The American Bald Eagle

symbolizes strength
Barack Obama is the
president of the United States
The White House is in
Washington D.C.

TW ask How do we know if something is an American Symbol? SW think-pair-share. TW guide responses

according to the differences side of the T chart. American symbols are unique to the foundational values of
our country. We value strength, freedom, bravery, for example, as some of our symbols represent.
CLOSE (30 min):
(4.Apply: TW connect the concepts with an opportunity for practice and application of the students new
understanding.) SW further explore examples by researching another American symbol as assigned to
student groups of three. One poster will be folded into four sections. SW each have an assigned topic to
research: history of the symbol, symbolism, and people involved. Each S will access their own device, if
available, to locate information specific to their job. Each group will also have an assigned website for
research to be accessed via www.todaysmeet.com. If there is not a 1:1 technology to student ratio, SW take
turns. In this case, students not using a device will illustrate the assigned symbol. SW write one sentence in
response to assigned question. Each S will report their completed task. TW display all posters at the front of
the room and the class will process the activity by making observations about the content. TW ask students
in the audience to share 2 stars and a wish after each presentation. A star is something the group did well. A
wish is something that could improve. TW ask closing questions. What did we learn about American
symbols today? How do we know if something is an American Symbol? How are American symbols similar
to those of other countries? How are American symbols different from those of other countries? SW reflect
on objective. Today your job was to identify American symbols and recognize the people and events
associated with them. With a show of thumbs up/down, do you feel that we accomplished our objective?

DIRECT LESSON

Standards-Aligned Lesson Plan Template

Subject(s): English Language Art
School: Roosevelt Elementary
Teacher(s): Heather Morgan, Sarah Medley, Julie Fleming

Grade: 1

Part I GOALS AND STANDARDS

1.

Common Core Learning Standard(s) Addressed:

ELA.RI.1.1 Ask and answer questions about key details in a text.

2.

State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.1.6 Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language

4. Learning Objective: (What will students know & be able to do

as a result of this lesson?)
SWBAT give examples of major American symbols using
informational text. (Blooms: Remember)
5.

Relevance/Rationale: (Why are the outcomes of this lesson

important in the real world? Why are these outcomes essential
for future learning?)
SWBAT recognize major American symbols and how they
represent national values.

STUDENT-FRIENDLY
TRANSLATION
I can give examples of American
symbols.
STUDENT-FRIENDLY
TRANSLATION
I can identify American symbols. I and
understand that American symbols are
important to our nation because they
carry meaning.

6. Essential Questions:
Why are American symbols important?
What do they tell us about what it means to be an American?
Part II STUDENTS INFORMATION
7.

Class Information:

a. Total number (girls and boys)- There are 25 students. 11girls and 14 boys.
b. English Learners/Standard English Learners - There are 4 English-Only students and 21 English
Learners at different proficiency levels (2 Emerging, 6 Expanding, and 13 Bridging)
c. Students with Special Needs (IEP or 504) There are 3 students currently identified. 2 of them
have autism and are placed in the classroom full-time since it is stated in their 504 Plans that is the least
restrictive environment for their learning. 1 special education student has an Individualized Education
Plan and only spends some of her time in the general education classroom.
d. Academic language abilities, content knowledge and skills in content area - According to the
ASCDs Developmental Characteristics of Children and Youth Poster, students at this age are learning
that words and pictures represent real objects, so their vocabulary comprehension is mostly concrete and
includes words that represent objects and activities. Their understanding of language is greater than their
ability to use language and difficulties such as this need to be considered when asking students to
communicate. They can relate tales of present and past events and can verbalize similarities and
analogies.
e. Linguistic background (languages spoken) The 21 English Learners all speak Spanish as their
primary language.
f.
Cultural background (home/family) - Most of the students' grandparents immigrated from
Mexico meaning that the majority of the class is 3rd generation citizens of the United States. One of the
students family just moved to the U.S. from Ecuador.
g. Health considerations (if any) There are no known food allergies. There are 4 students with
asthma (3 with allergic rhinitis, 1 with exercise-induced asthma).
h. Physical development factors that may influence instruction in this academic content area
According to the ASCDs Developmental Characteristics of Children and Youth Poster, girls are ahead
of boys in physical development and physical achievement but both sexes are ready for beginning
reading at this age. Small muscle and eye-hand coordination is developing and they are becoming
increasingly skillful in handling tools, such as pencils and scissors. This age group is capable of drawing
a recognizable human figure. They also tend to have a constant high level of energy which might make it
difficult for them to stay seated at their desk, or any one place, for prolonged period of time.
i.
Social development factors that may influence instruction in this academic content area
According to the ASCDs Developmental Characteristics of Children and Youth Poster, the students
ability to function independently is strongly tested at this age. They begin to develop a sense of empathy
and start to see others point of view. They can share and take turns. Peers become increasingly
important, and are known to criticize any deviation from gender roles including dress and behaviors, and
will also criticize differences in intellectual and physical traits. The peer group is a huge source of social
influence, but adults remain primary sources of guidelines and support. Students at this age are often
devoted to the teacher. Teacher affection and approval are important for achievement, positive peer
interaction, and self-esteem. They tend to view school and learning as an exciting experience they are
eager to participate in. An overall successful school experience is critical in helping students establish a
positive attitude toward learning and later educational experience.
j.
Emotional development factors that may influence instruction in this academic content area
According to the ASCDs Developmental Characteristics of Children and Youth Poster, children at
this age expresses feelings freely, often in extreme form. They become more comfortable away from
caregivers but still need adult reassurance of competence and basic worth.

k. Interests/Aspirations (relevant to this academic area) - The girls in the class seem concerned
about physical appearance and have often tried to talk to me about my outfit or will point out something
they are wearing to talk about. The boys in the class enjoy participating in sport-like activities and often
bring soccer and basketballs out to recess and lunch breaks. They enjoy reading books that involve superhero characters such as Batman, The Avengers, and Teenage Mutant Ninja Turtles. All students seem to
enjoy stories that include animals as the main character.

8.

Anticipated Difficulties (Based on the information above, what difficulties do you think students may have
with the content? Please specify anticipated difficulties for English Learners, Standard English Learners,
and/or students with special needs. )):
ELLI anticipate difficulties with students who may struggle with the vocabulary in this lesson. Some of
the words in the book are words used infrequently and thus may be more challenging to students learning to
speak English.
Special needsI anticipate some difficulties for my students with special needs in accessing the content of
the lesson.
All studentsI anticipate it being challenging for my students to read for information, citing their sources.

Part III - LESSON ADAPTATIONS

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make
based on the anticipated difficulties? Ex:) Please specify modifications/accommodations for English
Learners, Standard English Learners, and/or students with special needs. )

ELL:
Vocabulary translation: TW be providing my emerging language learners with translations of specific words
from the text (American, flag, liberty, symbols).
Story translations: TW make a Spanish translation of the story available for students who are more
comfortable with Spanish text. This will be in addition to their English version of the text. Written
responses will still be expected in English.
Special Needs
MonitoringTW closely monitor my students with special needs, helping them with their reading as well as
their written responses as necessary.
All Students:
CitingTW instruct students step-by-step on how to underline important details in the text as well as how to
find answers to questions in the text.

10. 21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
SW think about what American symbols represent and what it means to be an American.

11. Technology - How will you incorporate technology into your lesson?
TW be using a projector to read the story in the whole group setting. TW model how to underline important
information for students to do in their own books.
Part IV - ASSESSMENT OF STUDENT LEARNING
12. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this
lessons outcomes look like?)
a. Formative:
SW be responding verbally to questions in the whole group setting.
b. Summative (if applicable):
SW complete a written response citing information from the text.
(DOK Level 3: Strategic Thinking/Reasoning)
c. (Attach rubric here, if applicable):
3
Identifying
American
Symbols

The student is able to

identify what a symbol
is
AND
cites relevant text as
support.

American Flag The student is able to

identify what the flag
stands for
AND
cites relevant text as
support.
Bald Eagle

The student is able to

identify what the bald
eagle stands for

The student is able to

identify what a symbol is
OR
cites relevant text as
support.

The student is unable to

identify what a symbol is or
cite relevant text as support.

The student is able to

identify what the flag
stands for
OR
cites relevant text as
support.

The student is unable to

identify what the flag stands
for or cite relevant text as
support.

The student is able to

identify what the bald
eagle stands for

The student is unable to

identify what the bald eagle
stands for or

Statue of
Liberty

AND
cites relevant text as
support.

OR
cites relevant text as
support.

cite relevant text as support.

The student is able to

identify what the Statue
of Liberty stands for
AND
cites relevant text as
support.

The student is able to

identify what the Statue
of Liberty stands for
OR
cites relevant text as
support.

The student is unable to

identify what the Statue of
Liberty stands for or cite
relevant text as support.

Part V - INSTRUCTIONAL PROCEDURE

13. Instructional Method: Circle one Direct Instruction

Inquiry

Cooperative Learning

14. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

BookAmerican Symbols from Reading A-Z (one for each student)

Spanish translation (5 copies to be made available)
Projector/SMART Board
Worksheetone per student
Spanish translation cards1 for each emerging level ELL student

15. Procedure (Include estimated times. Please write a detailed procedure, including questions that you
are planning to ask.):
OPEN (Estimated time: 3-5 min):
Anticipatory Set Today, we are going to be continuing our unit on American Symbols. Who can
remember some of the symbols we discussed last time with the picture cards? Pause for think time. Write
the responses on the board. Wow! We learned about a lot of different kinds of symbols in the United
States. Today, we are going to focus on just three symbols. Circle the flag, Statue of Liberty, and bald
eagle if they are already on the board. Write them in if they are not already up.
2. Objective and Purpose: In our story, we will read about these three symbols, and we will also learn about
why they are important to our country. Todays purpose is to learn about the meaning of these symbols and
why theyre important in our country. Have students repeat the objective.
1.

BODY(Estimated Time: 20 minutes):

3.

Input: There are 4 words that we are going to see in our text that are very important. Write the words
America, flag, liberty, and symbols on the board, leaving space to create a word web from their responses.

Lead the class in a discussion of what the words mean, starting by asking what they already know about the
words.
4. Modeling: Begin reading the story. Briefly point out the section labels in the Table of Contents. Read the
first page of the text and then stop. Because our book today is telling us information, we need to be sure we
make a note of what is important. An easy way to do this is to underline things that are important. In this
page, I know that the main idea is discussing symbols. Who can tell me how I know that? (Title: Many
Symbols). What would be a good sentence to underline in this paragraph? (The second sentence because it
defines what a symbol is.) Underline the sentence, circling the word symbol.
5. Checking for Understanding: Who can tell me why I underlined this sentence? Why is it important?
Allow student response. Check to be sure that they understand the idea of underlining sentences that give
definitions or state the purpose of something. Move on when all/most indicate understanding.
Guided Practice: Continue reading the book, underlining key sentences. At the end of the book, allow
students time to respond to the ending question of what additional symbols America has. Once the book has
been read with important passages marked, show students the worksheet. Read the first question as a group.
Who knows where I can find the answer to this question? Do you think I can find the answer in the book?
What page? If you know where to find the answer, please point to it in your book. Thats right. I can find
the answer on page 4 (write the answer and page number on the space indicated).
7.
Independent Practice: Pass out the worksheet, leaving the example projected for the students to fill in the
first answer. Encourage them to find the remaining three answers in the text. Circle the room, helping
students as needed. Once students are finished, review the answers to each question. Collect the papers.

CLOSE (Estimated Time: 5-7 minutes):

8.
Closure: Our goal today was to learn about three symbols and why they are important. Lets see if we
learned that. Who can tell me an important symbol from our book? Why was it important? Allow student
responses. Pay attention to those who seemed to struggle earlier in the lesson. So, if these symbols are the
most important ones in our country, what does it mean to be an American? Think about what these symbols
mean. What do they say is important to America? Allow for responses. Add key words to the America
word web from earlier. We have a lot of words up here. Lets narrow them down a bit. Go through the
words one at a time, asking students if its a big idea word or a supporting word. Cross out the supporting
words, and circle the big idea words. Repeat the winnowing process until there are 3-4 Big words that sum
up what it is to be an American.

COOPERATIVE
LESSON

Standards-Aligned Lesson Plan Template

Subject(s): English Language Art
School: Roosevelt Elementary
Teacher(s): Heather Morgan, Sarah Medley, Julie Fleming

Grade: 1

Part I GOALS AND STANDARDS

Common Core Learning Standard Addressed:
N/A
State Content Standard Addressed (Visual Arts & History/Social Science):
H-SS 1.1.3 Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle,
Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events
associated with them.
VA 1.2.8 Create artwork based on observations of actual objects and everyday scenes.
ELD Standard Addressed:
ELD.PI.1.5 Listening actively to spoken English in a range of social and academic contexts.
Em: Listening actively: Demonstrate active listening to read alouds and oral presentations by asking and
answering yes-no and wh- questions with oral sentence frames and substantial prompting and support.
Learning Objective:

STUDENT-FRIENDLY TRANSLATION

SWBAT create a cooperative piece of art that accurately

represents the American Flag. (Blooms: Create)

I can work together to create an American

flag.

Relevance/Rationale:

STUDENT-FRIENDLY TRANSLATION

Our nations flag is one of its most well-known and widelyused symbols. Understanding the components of it, including
the meaning of the colors used as well as the significance of
the stars and stripes, helps communicate some of Americas
history, values, and identity.

My nations flag is an important symbol

because it carries meaning.

Essential Questions:
Why is the American flag important?
What are the benefits of working with others to complete a task?
Part II STUDENTS INFORMATION

Class Information:
Total number - There are 24 students. 11 girls and 13 boys.
English Learners/Standard English Learners - There are 4 English-Only students and 21 English
Learners at different proficiency levels (2 Emerging, 6 Expanding, and 13 Bridging)
Students with Special Needs There are 3 students currently identified. 2 of them have autism and
are placed in the classroom full-time since it is stated in their 504 Plans that is the least restrictive
environment for their learning. 1 special education student has an Individualized Education Plan and
only spends some of her time in the general education classroom, but she will not be present for this
lesson.
Linguistic background The 21 English Learners all speak Spanish as their primary language.
Cultural background (home/family) -Most of the students' grandparents immigrated from Mexico.
The majority of the class is 3rd generation citizens of the United States. One of the students family
just moved to the U.S. from Ecuador.
Health considerations (if any) There are no known food allergies. There are 4 students with asthma
(3 with allergic rhinitis, 1 with exercise-induced asthma).
Academic language abilities, content knowledge and skills in content area - According to
ASCD's "Developmental Characteristics of Children and Youth, students at this age are learning that
words and pictures represent real objects, so their vocabulary comprehension is mostly concrete and
includes words that represent objects and activities. Connecting the visual arts activity with a real life
flag will be powerful. Their understanding of language is greater than their ability to use language and
difficulties such as this need to be considered when asking students to communicate. This is one of
their first cooperative lessons ever.
Physical development factors that may influence instruction in this academic content area
According to ASCD's "Developmental Characteristics of Children and Youth, girls are ahead of boys
in physical development and physical achievement but both sexes are ready for beginning reading at
this age. Small muscle and eye-hand coordination is developing and they are becoming increasingly
skillful in handling tools, such as pencils and scissors. This age group can draw a recognizable human
figure. They also tend to have a constant high level of energy which might make it difficult for them
to stay seated at their desk, or any one place, for prolonged period of time.
Social development factors that may influence instruction in this academic content area
According to ASCD's "Developmental Characteristics of Children and Youth, the students ability to
function independently is strongly tested at this age. They begin to develop a sense of empathy and
start to see others point of view. They can share and take turns. Peers become increasingly important,
and are known to criticize any deviation from gender roles including dress and behaviors, and will
also criticize differences in intellectual and physical traits. The peer group is a hug source of social
influence, but adults remain primary sources of guidelines and support. Students at this age are often
devoted to the teacher. Teacher affection and approval are important for achievement, positive peer
interaction, and self-esteem. They tend to view school and learning as an exciting experience they are
eager to participate in. An overall successful school experience is critical in helping students establish
a positive attitude toward learning and later education.
Emotional development factors that may influence instruction in this academic content area
According to ASCD's "Developmental Characteristics of Children and Youth, children at this age
expresses feelings freely, often in extreme form. It is possible they may react to the symbol of flag

based on what they have heard from adults during this political climate. They become more
comfortable away from caregivers but still need adult reassurance of competence and basic worth.
Interests/Aspirations (relevant to this academic area) - The girls in the class seem concerned about
physical appearance so I could try to get them to think about the aesthetics and design of the flag itself
as art. The boys in the class enjoy participating in sport-like activities and often bring soccer and
basketballs out to recess and lunch breaks so we could talk about how we say the national anthem to
the flag before professional sporting events. They enjoy reading book that involve supper-hero
characters such as Batman, The Avengers, and Teenage Mutant Ninja Turtles. It could be possible to
talk about how Captain America used the American flag as inspiration for his uniform and shield. All
students seem to enjoy stories that include animals as the main character.
Anticipated Difficulties For ELs I anticipate that some of them may not completely understand the oral directions i give to
them.
For students with autism I anticipate that it may be difficult to keep their attention as others are
working on their steps, and for them to understand multistep directions.
Part III - LESSON ADAPTATIONS
Modifications/Accommodations For ELs, TW group them with more capable peers within their groups of 3. Additionally, for ELs oral
comprehension and communication abilities, TW help them to work together as they follow
directions.
For students with autism, TW group them positive role models. TW intentionally assign them the
BLUE role as it requires the management of the least amount of material and keeps them engaged
as they wait for their participation in the last step of the activity.
1. 21st Century Skills
Communication

Collaboration

Creativity

Critical Thinking

Describe how these 21st century skills will be observed during the lesson:
SW communicate during the checking for understanding activities. TW ask them to answer yes
or no as we check the work that T completes during the modeling stage and while answering the
second essential question at the end of the lesson.
SW collaborate in small groups of 3. SW have assigned tasks within their roles and will collaborate
to produce one piece of art.
SW use critical thinking at the end of the lesson as T asks the second essential question recoand
gnize the symbolism of the colors of the completed art piece.
Technology
TW use the document camera to model the flag.
Part IV - ASSESSMENT OF STUDENT LEARNING

Assessment Criteria for Success:

a. Formative: TW ask students during the instructional input to respond to questions about key details
of the flag, such as the number of stripes, type of pattern, meaning of the color blue, etc.
a. Summative (if applicable): Students work in small groups of 3, and apply their knowledge from the
direct instruction by using pre-cut pieces of construction paper to complete individual and group tasks
that will help them to create a work of art that represents our nations flag. (Webbs DOK Level 3:
Strategic Thinking- Students make decisions, plan and create art within teacher-set parameters.)
a. (Attach rubric here, if applicable):

Part V - INSTRUCTIONAL PROCEDURE

Instructional Method: Direct Instruction
Marzanos High-Yield Instructional Strategy: Summarizing and Note Taking
Resources/Materials:

Document Camera
Projector
PowerPoint Presentation
(https://drive.google.com/a/vanguard.edu/file/d/0B9Ql20f_YZ3BQWVuSWdzcEtSVXc/view?usp=sharing)
8 Nametags labeled (RED)
8 Nametags labeled (WHITE)
8 Nametags labeled (BLUE)
1 American Flag
8 Black pieces of construction paper
60 Red stripes
50 White stripes
8 Blue rectangles with 50 white spangled stars on it
10 glue sticks
Rubric
Procedure: (About 30 minutes)
OPEN: (4 minutes total)
1. Anticipatory Set (2 minutes)
TW present realia, an American flag, to the students and will ask the students to identify it. This will activate
prior knowledge, and help to ensure they already recognize this American symbol. TW engage students by
letting them know that today they will be creating a flag of their own.
1. Objective and Its Purpose (2 minutes)
TW further explain that todays learning goal is to not just create any flag, but an accurate one within a small
group. TW say, Today you guys will get into groups of three, and each person will have their own very
important job. TW have the student-friendly objective displayed on the PowerPoint. TW ask students to read
it aloud: I can work together to create an American flag.
BODY: (19 minutes total)
3. Instructional Input (8 minutes)
TW group students by giving them their name tags with (red, white, and blue) listed on it. TW click to the
next slide of the PowerPoint and introduce the first piece of critical information for completion of their art.
How many red stripes? Red team member, turn to your group and tell them how many stripes there are. (7)
Where are the stripes? (very top and very bottom) Which direction to they go? (from left to right like the lines
in a book) TW repeat the same questions for white team member. Blue team member, how many stars? (50)
Where are the stars located on the flag? (top left) As we discuss these key details, SW be more cognizant of
the accuracy of their own flags. TW discuss the meaning the colors, number or lines, and numbers of stars.
This information will be given to them after they discuss the logistics. For example, TW say, Yes, there are
13 red and white stripes total. These 13 stripes represent the original British colonies.
4. Modeling (4 minutes)
TW use metacognition to act out the construction of flag using the same materials the SW use. TW start with
a blank rectangle and will count out the number of stripes. I need 6 white stripes. If I was this team member
I would grab 6 stripes from the white pile for my group. TW model orientation and purpose for lesson.

5. Checking for Understanding (4 minutes)

Using the rubric for summative assessment, the class will help to evaluate the flag T created. This will help to
check for understanding before T asks students to complete the activity on their own. TW ask them to check
for its accuracy with the real life object. Does it have 13 stripes? 6 white? 7 red?
6. Guided Practice (3 minutes)
TW ask respective members to pick up the materials from a location in the classroom specified by the teacher
(i.e. back table). Once they have collected the materials and returned to their desks TW ask them to double
check their team members materials to see if they have the correct amount. Look at the red stripes. Are you
sure you have the right amount?
CLOSE: (6 minutes total)
7. Independent Practice (5 mins)
SW be prompted to complete a new set of tasks. This includes gluing all the papers together. The RED,
WHITE, and BLUE members specific jobs are on the PowerPoint (Please see presentation link in material
section).
Closure (2 minutes)
All SW reflect on their group work and individual work. Referring to the ELD standard, TW ask the students
to respond as a class with simple yes or no to questions the ask them to evaluate their performance and
product. Does your art look like a real flag? Were you able to complete your job? Did you work well
with your group? TW ask students to review student-friendly objective. In a small group, I will be able to
create an American flag. TW ask students to read it aloud with me.