Professional Documents
Culture Documents
st
Grade: _1 ____
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):
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
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.
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.