Professional Documents
Culture Documents
Essential
Understandings (or
Long-Term Goals):
Essential Questions
(help to answer and lead
students to the larger
essential understanding):
Objectives:
1. Inquiry: SWBAT identify American symbols and recognize the people and
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.
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.
SWBAT create a
cooperative piece of
art that accurately
represents the
American Flag.
INQUIRY LESSON
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)
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.
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.
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.
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.
c.
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.
Description
of the people
involved
Student is able to
describe the people
involved in the history of
the symbol with correct
information.
and the
symbolism
the symbolism
associated with it, with
correct information.
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.
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
DIRECT LESSON
Grade: 1
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
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.
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.
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
Statue of
Liberty
AND
cites relevant text as
support.
OR
cites relevant text as
support.
Inquiry
Cooperative Learning
14. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
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.
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.
COOPERATIVE
LESSON
Grade: 1
STUDENT-FRIENDLY TRANSLATION
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.
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
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.