Tarleton State University’s Expected Lesson Cycle

US v. State Symbols Mini-Lesson

Teacher’s Name: Sierra Gentry Subject/Grade: Social Studies – First Grade
Objectives of the Lesson:
 Differentiate between national and state symbols
 Summarize the important information about national and state symbols
TEKS Addressed: 1.14 Citizenship. The student understands important symbols, customs, and
celebrations that represent American beliefs and principles and contribute to our national
identity. The student is expected to: (A) explain state and national patriotic symbols, including
the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo; (B)
recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the
Pledge to the Texas Flag; (C) identify anthems and mottoes of Texas and the United States…
ELPS Addressed: C.2. Cross-curricular second language acquisition/listening…The student is
expected to: (B) recognize elements of the English sound system in newly acquired vocabulary
such as long and short vowels, silent letters, and consonant clusters; (C) learn new language
structures, expressions, and basic and academic vocabulary heard during classroom instruction
and interactions; (D) monitor understanding of spoken language during classroom instruction
and interactions and seek clarification as needed; (E) use visual, contextual, and linguistic
support to enhance and confirm understanding of increasingly complex and elaborated spoken
language;
C.3. Cross-curricular second language acquisition/speaking…The student is expected to:
(A) practice producing sounds of newly acquired vocabulary such as long and short vowels,
silent letters, and consonant clusters to pronounce English words in a manner that is increasingly
comprehensible; (C) speak using a variety of grammatical structures, sentence lengths, sentence
types, and connecting words with increasing accuracy and ease as more English is acquired;
(D) speak using grade-level content area vocabulary in context to internalize new English words
and build academic language proficiency; (E) share information in cooperative learning
interactions; (H) narrate, describe, and explain with increasing specificity and detail as more
English is acquired;
C.4. Cross-curricular second language acquisition/reading…The student is expected to: (D) use
prereading supports such as graphic organizers, illustrations, and pretaught topic-related
vocabulary and other prereading activities to enhance comprehension of written text; (F) use
visual and contextual support and support from peers and teachers to read grade-appropriate
content area text, enhance and confirm understanding, and develop vocabulary, grasp of
language structures, and background knowledge needed to comprehend increasingly challenging
language; (G) demonstrate comprehension of increasingly complex English by participating in
shared reading, retelling or summarizing material, responding to questions, and taking notes
commensurate with content area and grade level needs;
C.5. Cross-curricular second language acquisition/writing…The student is expected to: (B) write
using newly acquired basic vocabulary and content-based grade-level vocabulary; (F) write
 Tarleton State University’s Expected Lesson Cycle

using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine
phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area
writing needs as more English is acquired.
Materials and Resources Needed
 Slideshow of symbols (American flag, bald eagle, Liberty Bell, Pledge of Allegiance,
Star-Spangled Banner, Statue of Liberty, the White House, In God We Trust [US
motto], Texas flag, mockingbird, bluebonnets, the Texas Pledge, Texas Our Texas,
pecan tree, the Alamo, friendship [Texas motto])
 Resources (books, textbooks, websites, etc.)
 White paper
 Construction paper
 Pencils
 Markers, colored pencils, and/or crayons
 Glue and tape
 Student iPads w/ HP Reveal application
 Zip Kit
o Gallon Ziploc bag
o Magnetic small symbol picture cards
o Magnetic paint sticks (2)
o Instruction sheet w/ item checklist (English/Spanish)
o Answer key in folder

Lesson Cycle Estimated Time Checks for understanding, questioning, monitoring, adjusting,
Component Assessing
Focus: 5 minutes The teacher explains that she will show the students some pictures
and the students will do thumbs up or thumbs down with if they
Teacher reintroduces do or don’t recognize the images.
some common
American and Texas The teacher shows the students pictures of American symbols (i.e.
symbols the American flag, Liberty Bell, etc.) and Texas symbols (i.e. the
Alamo, bluebonnet, etc.). During this time, the teacher will take
Students identify what note of symbols that most students are unfamiliar with and which
is familiar and symbols specific students do not know about.
unfamiliar
Lesson Cycle Estimated Time Checks for understanding, questioning, monitoring, adjusting,
Component Assessing
Guided Practice and 10 minutes Students will work in groups of three to research their assigned
Check for Mastery: symbols. Each group will be assigned one symbol that they are
struggling to remember. Students will be provided with books,
Students will work in textbooks, and websites to explore to get information.
collaborative small
groups to review Using their resources, groups create one poster with a drawing of
specific American and the symbol and any necessary information that they learned.
Texan symbols and
 Tarleton State University’s Expected Lesson Cycle
make a poster to
present to the class.
Students will also
record a narration of
their poster using the
HP Reveal app.
Teacher will guide
groups and facilitate
small group and large
group discussions. She
will also visit each
group to record their
narration on the HP
Reveal app.
Lesson Cycle Estimated Time
Component
Independent Practice
and Monitor
Students will create
their own “textbooks”
of the information that
they learned from the
presentations, posters,
and HP Reveal app.
Teacher will assist
students when needed.
Extension (Zip Kit)
Students will rotate
taking home the
symbols zip kit to
practice their
knowledge about
American and Texan
symbols.
Teacher will visit each group to put their posters and narration into
the HP Reveal app on the student iPads.
Once groups are finished, each group shares their poster with the
class in a large group setting. Each group member must contribute
to the presentation.
When presentations are done, all posters will be displayed on a
wall in the classroom.
Teacher can assess students’ grasps of knowledge via the posters,
narration, and presentation.
Checks for understanding, questioning, monitoring, adjusting,
Assessing
Varies Time permitting, students will be use craft supplies to make their
own “textbooks” containing information that they learned about
the different symbols. This can be told through writing or pictures
AND writing.
Students will label which symbols are related to America and
which are related to Texas.
Students may use the posters made by their peers and the HP
Reveal app to recall information about the symbols.
Teachers can monitor the understanding of the students by
observing student creation of books and the final products.
If students do not finish within the remaining class time, they can
work on it at home or during their free time.
Varies Students will take home this kit to reinforce their knowledge of
American and Texan symbols.
Students will sort the symbol pictures by American and Texan
symbols. They will provide an oral summary of what each symbol
is and the significance based on their ability level.
Students will have a trusted older figure (i.e. parent, tutor, older
sibling, etc.) work with them to complete this assignment. They
will use the answer sheet to verify sorting and oral descriptions.
 Tarleton State University’s Expected Lesson Cycle

Resources

Dang’s Digs. Texas Symbols Clip Art / Graphics. (n.d.). Retrieved March 27, 2018, from
https://www.teacherspayteachers.com/Product/Texas-Symbols-Clip-Art-Graphics-
448053

Duvall, R. (2012, April 11). Paint Paddles Turned Bible Facts Review Sticks!!! [Web log post].
Retrieved March 26, 2018, from http://handsonbibleteacher.blogspot.com/2012/04/paint-
paddles-turned-bible-facts-review.html

Open Clipart: Royalty Free Clipart. (n.d.). Retrieved March 27, 2018, from
https://openclipart.org/royalty-free-clipart
State Symbols USA. (n.d.). Retrieved March 27, 2018, from https://statesymbolsusa.org/
Texas Education Agency. Texas Essential Knowledge and Skills. (n.d.). Retrieved February 05,
2018, from https://tea.texas.gov/index2.aspx?id=6148
 Tarleton State University’s Expected Lesson Cycle

Texas Our
Friendship
Texas

In God
We Trust
 Tarleton State University’s Expected Lesson Cycle

I pledge allegiance
to thee, Texas,
one state under God,
one and indivisible.

I pledge allegiance to the flag

of the United States of America,
and to the republic Star Spangled
Banner
for which it stands,
one nation under God, indivisible,
with liberty and justice for all.