3.+Five+Day+Unit+Plan

Megan Geisler: Teacher(s) Name: Megan Geisler, Lauren Meyers, Heather Boyce, Cara Henderson, Danielle Downer Thematic Unit Theme/Title/Grade Level: Holidays/ Fourth of July/ 1st Grade Wiki space address: http://ucf1holidayssp10t.wikispaces.com/ = Daily Lesson Plan Day/Title: Introduction to the Fourth of July = The student will learn new vocabulary words and be able to connect to them. The student will be able to demonstrate understanding of independence day. The student will create a United States suitcase to hold their work from throughout the week. ||
 * =Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? ** || The student will complete the K and W of a KWL chart.
 * **NCSS Theme/Sunshine State Standards **List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || SS.1.C.3.2: Recognize symbols and individuals that represent American constitutional democracy. __

SS.1.A.2.3: Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage.

LA.1.1.6.1: The student will use new vocabulary that is introduced and taught directly;__

__LA.1.1.6.5: The student will relate new vocabulary to prior knowledge; || //** Teacher Activities/Student Activities **// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || # The teacher will introduce the class to set a vocabulary words and their definitions by writing the words on the board. As the teacher reads the definition, they will connect with the students by asking questions. o When are you not ruled by your parents or friends? o When is a time that you have promised or made a pledge to someone? o Have you ever been loyal to someone? How? o How do you celebrate a holiday? o When was a time that you have seen a parade? Has anyone ever been in a parade? o Give example: a rose is a symbol of love o Can anyone think of any more symbols? How about a stop sign, red light, or school sign? What are those symbols of? o Can anyone tell me what our flag looks like? Does anyone know what another countries flag looks like? KWL worksheet Cut out of United States Suitcase Crayons Markers || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || **Pre-Assessment: ** <span style="font-family: 'Times','serif';">The KWL chart, filling in the KW part
 * ** Student Activities & Procedures **
 * Independence: Having control of yourself
 * Pledge: A type of promise
 * Allegiance: Loyalty to a person or country
 * Celebrate: To honor a special event such as a holiday or birthday
 * Parade: A group of people moving down a street together to celebrate something
 * Symbols: An object or picture that represents something else
 * Flag: A piece of cloth with special colors and designs used as a symbol of a country
 * 1) The teacher will explain to students that we are learning about the fourth of July also known as Independence Day.
 * 2) Before asking students what they know about the holiday, the teacher will pass out a worksheet with a KWL graphic organizer. Each student will receive one.
 * 3) The teacher will explain to students that they need to fill in the first two columns. The first column they tell students to write about what they know about the fourth July. In the second column, they write about what they want to know about the fourth of July.
 * 4) After the allotted time given, the teacher will create a KWL chart on the board.
 * 5) The teacher will first model for the students what is expected and write something for the K and W on the chart on the board.
 * 6) The teacher will then call on students by raising their hand. Students will raise their hands and give the teacher some of the things that they know and want to know about the fourth of July.
 * 7) After discussion on the things students and know and want to know, the teacher will introduce the book //Fireworks, Picnics, and Flags: The Story of Fourth July Symbols by// James Goblin.
 * 8) The teacher will present the book with a picture walk and ask students what they think they will learn when reading this book.
 * 9) The teacher will read the book with correct tone and expressions to the class.
 * 10) Afterwards, the teacher will discuss the book with students and have students participate.
 * 11) The teacher will proceed to explain to students that they need to fill in what they have learned in the L part of their KWL chart. After giving students a few moments to fill in their chart, the teacher fills in the L chart on the board.
 * 12) Students will respond to the teacher with their answers they wrote on their worksheet.
 * 13) After the discussion was finished, the teacher will show students the suitcase craft they are going to make. The teacher will explain to students that that this will hold all their work from the week.
 * 14) Students will need to decorate the United States shape suitcase with things they think represent the United States. Some examples given could be the flag, fireworks, families, parades, and symbols of the U.S. ||
 * == Resources/Materials == || //Fireworks, Picnics, and Flags: The Story of Fourth July Symbols by// James Goblin.
 * **<span style="font-family: 'Times','serif';">Assessment **

<span style="font-family: 'Times','serif';">Filling in the L part on the KWL from the reading and discussions. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || **<span style="font-family: 'Times','serif';">ESOL/SLD: ** <span style="font-family: 'Times','serif';">use graphic organizer simplify vocabulary words key points on board provide explicit directions picture walk read aloud modeling asking higher level questions Taking assessment prior to learning new information ||
 * <span style="font-family: 'Times','serif';">Post-Assessment: **
 * == Exceptionalities ==
 * <span style="font-family: 'Times','serif';">Gifted/Talented: **<span style="font-family: 'Times','serif';">
 * == Discussion Notes == || <span style="font-family: 'Times','serif'; font-size: 12pt;">For extra things that students could do, would be to go home and with their parents research one thing about the United States and bring it in to share with the class. Students could also bring in any artifact or artifact that represents the United States to the classroom to share with peers. Another thing that students could do with their parents is to ask their parents what they know about the fourth of July in an interview. Students would bring this information back to class and share. ||

Heather Boyce: Flag Lesson Plan

= Daily Lesson Plan Day/Title: American Flag = **What will students accomplish / be able to do at the end of this lesson?** || The student will know the history of the United States American Flag. They will understand the meaning of the flag. They will know and understand the Pledge of Allegiance. They will know who Betsey Ross was. They will know a simple timeline of the American Flag. || SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. __ SS.1.A.3.1: Use terms related to time to sequentially order events that have occurred in school, home, or community. LA.1.2.1.5: The student will respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); and__ **»** LA.1.3.5.1: The student will produce, illustrate, and share a variety of compositions.  || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || **Language Arts/Reading** 1. We will read and discuss “Red, White, and Blue” by John Herman which describes how the flag came into meaning and how it has changed through the years and it’s importance as the symbol of our country.
 * = Learning Objectives =
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || __SS.1.A.2.3: Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage.__
 * Student Activities & Procedures

2. We will also read the passage “Betsey Ross and the Flag” by Harry Pringle Ford. Questions: What was the first flag supposed to look like? Where was Betsy Ross from? Why was she a widow? Do you think Betsy believed she could make the flag? Why or why not? Why had the Continental Congress selected a six-pointed star for the flag? How did Betsy prove to the committee that she should be the one to make the flag? How do you think Betsy Ross felt when her flag was accepted as the Nation's standard? How would you feel if you had designed America's first flag?

3. We will say the Pledge of Allegiance as a class. I will explain what “pledge” means (a promise) and we will write a class pledge together. Then the students will write one of their own on colored paper.

1. I will display the actual American Flag in front of the class.
 * Social Studies Lesson**

2. I will ask the students what they know about the flag. What they think the stripes and stars represent etc. (Pre Assessment)

3. I will tell them the following: The first official national flag was approved by the Continental Congress on June 14, 1777. It is widely believed, but not confirmed, that Betsy Ross sewed the first American Flag. The flag had 13 stars and 13 stripes to represent the 13 original colonies. The flag is nicknamed "Old Glory". [|More information] On August 3, 1949 President Truman officially declared June 14th Flag Day. After many design changes the flag currently has 50 stars. The last star was added when Hawaii became a state on July 4, 1960.

4. While talking about it’s history I will create a time line to stay displayed in the class on a long sheet of bulletin board paper. This will be on the timeline: June 14 1776— Continental Congress adopts the following: //Resolved: that the flag of the United States be thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new constellation.// Stars represent Delaware (December 7, 1787), Pennsylvania (December 12, 1787), New Jersey (December 18, 1787), Georgia (January 2, 1788), Connecticut (January 9, 1788), Massachusetts (February 6, 1788), Maryland (April 28, 1788), South Carolina (May 23, 1788), New Hampshire (June 21, 1788), Virginia (June 25, 1788), New York (July 26, 1788), North Carolina (November 21, 1789), and Rhode Island (May 29, 1790) 1795- Flag with 15 stars and 15 stripes for Vermont and Kentucky 1820- Flag with 23 stars and 13 stripes 1848- Flag with 30 stars and 13 stripes 1912- flag with 48 stars and 13 stripes 1959- 49 stars 1960- 50 stars

5. After our discussion the students will fill in their timeline sheet.

6. Then we will do a craft, creating the flag using pre-colored popsicle sticks. Cover work area with newspaper. Give each child a paint smock, a paintbrush, and10 craft sticks. Instruct children to count out five craft sticks and paint them red. Count out four more and paint them white. Set the remaining stick aside temporarily. Allow painted craft sticks to dry thoroughly. Glue painted craft sticks to an index card in alternating red-white-red order. (Be sure to begin and end with red.) Allow glue to dry. Trim off card excess. Then, paint a blue rectangle (approximately 1.5" -- 4 sticks -- tall by 2" wide) in the upper left-hand corner of the flag shape. Allow blue paint to dry. Use tiny star stamp to stamp white stars onto blue paint. If you cannot find very small star stamps, simply use paint and the handle of the paintbrush to make white dots. Allow these to to dry. Spray protective sealant onto flag if desired. Finally, glue unpainted craft stick vertically along left edge of flag. This will serve as the flag pole.

7. Students post assessment will be determined based on in class participation and the activities completed. || “Betsey Ross and the Flag” by Harry Pringle Ford American Flag 4 paper American Flags for each pod of desks Glue Markers Timeline worksheet Smart Board Picture of flag with 13 stars and stripes Wooden craft sticks (4 1/2" x 3/8")(10 per child) 3 x 5 index cards Wood glue Red, white, and blue paint Paintbrushes Small star stamp (optional) White pigmented ink (optional) Protective sealant (optional) Paint smocks Newspaper || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Discussion of what the students think the flags colors and symbols mean, and why it is important. Post-Assessment: Based on class participation and activities completed. (The pledge they create in Language Arts and the timeline. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Additional Time, Hand gestures, Use of pictures, Demonstrations. Written paper of Pledge of Allegiance. Gifted/Talented: Additional activities and worksheets if finished before the rest of the class, time to use computer and research more about the flag and timeline. Time to read in the class library on more books about the flag. ||
 * ==Resources/Materials== || “Red, White and, Blue” by John Herman
 * **Assessment**
 * ==Exceptionalities==
 * ==Discussion Notes== || Creating the First Flag

Materials Needed: Scratch paper Pencil Eraser Construction paper Scissors Glue Betsy Ross received the following directions for making the first flag: "RESOLVED, That the flag of the thirteen United States be thirteen stripes alternate red and white; that the Union be thirteen stars, white in a blue field, representing a new constellation." Within these guidelines, she was free to design the flag as she wished. She chose the size of the stripes, the arrangement of the stars, and the overall proportions of the flag. Explore various other flag designs that would satisfy the guidelines established by Congress. Select your favorite design, and create it from construction paper. Patriotic Collage

Materials Needed Red, white, and blue construction paper Scissors Glue Star stickers (optional) Red, white, and blue paint (optional) Red, silver, and blue glitter (optional) Give students red, white, and blue construction papers; scissors; and glue. Star stickers; red, white and blue paints; and glitters may be provided, if desired. Let imaginations have free reign! Tell students to assemble materials into an original patriotic wall hanging. They may want to create banners based on a stars-and-stripes theme. They may want to tear paper into small pieces, then assemble into the shape of a patriotic symbol (flag, eagle, Statue of Liberty, etc.) They may want to crate an abstrat design--anything goes! Stars and Stripes

Materials Needed Sponges Scissors Blue and red paint Heavy white paper From a sponge, cut out star shapes. Cut another rectangular sponge into 1" strips.  Provide children with blue and red paint as well as white paper. Show them pictures of American flags from the original design representing the thirteen colonies to today's design. Let them use sponges to re-create various flag designs. (You might wish to assign each child a different flag, then allow children to practice placing them in chronological order once dry.)  After flags have been created, encourage children to create other designs using the stars and stripes.  Note: If working with young children, you might pour a very thin layer of paint into a styrofoam tray. This helps limit the amount of paint children get on the sponge and also reduces the danger of spills. A Family Flag

Materials Needed: White scratch paper Pencil Eraser Heavy white paper Markers, crayons, colored pencils, and/or paint Ask children to look at the American flag and name the colors it contains. Explain that each color used in a flag has a special meaning. In the American flag, for instance, the blue stands for justice, the white stands for purity, and the red stands for courage. Not only the colors but also the symbols on the flag are significant. The original flag bore thirteen stars and thirteen stripes--one for each of the colonies. Today the American flag proudly displays fifty stars, one for each state in the union. The thirteen stripes remain unchanged, reminding America of its beginning as thirteen colonies. Ask children to think of items that have special significance to them or their family. Direct them to create a family flag, using only the most important of these symbols. You might also share the meanings of the following colors commonly used on flags so that children can choose appropriate colors for their designs. || blue ||  || justice; piety; sincerity || Teacher(s) Name__: Cara Henderson, Lauren Myers, Meagan Geisler, Heather Boyce, Danielle Downer__ Thematic Unit Theme/Title/Grade Level: __Holidays/ Fourth of July/ First Grade__ Wiki space address: __http://ucf1holidayssp10t.wikispaces.com/__ = Daily Lesson Plan Day/Title: Day 3/ The Star-Spangled Banner and Poetry =
 * black ||  || grief; sorrow ||
 * green ||  || hope ||
 * orange ||  || strength; endurance ||
 * purple ||  || high rank ||
 * red ||  || courage; valor ||
 * red-purple ||  || sacrifice ||
 * silver or white ||  || faith; purity ||
 * yellow or gold ||  || honor; loyalty ||
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || * The student will be able to identify the Star Spangled Banner as America’s national anthem.
 * The students will read selected poems chorally with the class.
 * The student will be able to identify and match rhyming words.
 * The student will be able to create her/his own poem.
 * The student will be able to demonstrate an understanding of the holiday, Fourth of July. ||
 * **NCSS Theme/Sunshine State Standards** || SS.1.A.2.3: Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage. __

__ [|LA.1.2.1.4: The student will identify rhyme, rhythm, alliteration, and patterned structures in poems for children;]

LA.1.1.5.1: The student will apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context; || //Teacher Activities/Student Activities// || # The teacher will begin the lesson by reading the book //The Star-Spangled Banner,// by Peter Spier. While the teacher reads the book in the background the song //The Star-Spangled Banner// instrumental version will be playing. //The Star-Spangled Banner// book, by Peter Spier, Fourth of July chorally reading sheet, AMERICA Poem page, Rhyme game board and pieces, Wonder Kids Silly Song CD – containing Yankee Doodle, Youtube video – Star-Spangled Banner, Other books pertaining to America's Independence in class library.
 * Student Activities & Procedures
 * 1) The teacher will talk about who wrote the Star-Spangled Banner, when it was written and how the author was inspired (discuss the meaning of inspired). The teacher will explain how it was a poem set to the tune of another song.
 * 2) Next, the teacher will split the class into small groups of three or four to play the Rhyming Match game.
 * 3) Students will receive a game board set and a small bag containing pictures of objects related to The Fourth of July and corresponding rhyming words.
 * 4) The teacher will discuss the instructions and review what a rhyming word is, words that end with the same sounding. The teacher will give examples and call on a few students to give examples out loud.
 * 5) The students will match the rhyming words and place the pictures in the square spots on the game board. (While students are engaged in the game the teacher will play the song Yankee Doodle in the background)
 * 6) The teacher will call on each group to give one answer from the rhyme game out loud as the teacher writes the rhyming words on the board. The teacher will ask the group if they can think of another rhyming word, if not they may make up a non-sense word that does rhyme.
 * 7) The teacher will transition to the next activity, Chorally Reading Poetry. Discuss how not all poems contain rhyming words.
 * 8) The teacher will have a student pass out a chorally reading sheet to each student. The teacher will instruct the class to read the poems together.
 * 9) After reading the poems as a class the teacher will ask the students how these poems are related to the Fourth of July. The students will be able to talk about their experiences during the holiday. Repeat Choral Reading 1 time.
 * 10) In the final activity, students will be able to create their own AMERICA poem. The teacher will have students engage in a group discussion of what America means to each student.
 * 11) The teacher will pass out the AMERICA poem paper to each student.
 * 12) The student will create her/his own poem, writing down a word that starts will each letter in the word America.
 * 13) When students finish, if time permits, they may color the poem page.
 * 14) At the end of the lesson, students will place the chorally reading sheet and the AMERICA poem in the suitcase they made in Monday. ||
 * ==Resources/Materials== || **__Materials-__**

CMC library -UCF ||
 * __Resources-__** []
 * **Assessment** || **Pre-Assessment:** The teacher will do an informal assessment while discussing with the class rhyming words. The teacher will take note of whether or not the students understand how words rhyme and if students are giving correct examples.


 * Post-Assessment:** The teacher will informally check for understanding by asking questions about the lesson taught on poems and rhyming words. The teacher will also asses the ability of each student to make her/his own AMERICA poem. ||
 * ==Exceptionalities== || ESOL/SLD: Pictures, visuals, small group work, whole group discussions, use of matching rhyming pictures together to see connection. Extra time will be given to complete the activity if needed.

Gifted/Talented: If these students finish ahead of time give them the opportunity to read through classroom books about how America gained Independence. Have the students create her/his own poem that could replace our national anthem. || · Send home art activity ideas to be done with parents such as how to make a coffee can drum or shoe box guitar. The students can make these crafts with their parents and pretend to be in a marching band for a Fourth of July parade. ||
 * ==Discussion Notes== || · Encourage parents come in and visit this week, especially on Friday for the celebration. The teacher will send home a letter to the parents about the Fourth of July lesson taking place and all of the activities the students will be engaged in.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher(s) Name: __Danielle Downer, Megan Geisler, Cara Henderson, Lauren Myers, Heather Boyce__ Thematic Unit Theme/Title/Grade Level: __Holidays/Independence Day-4th of July/1st Grade__ Wiki space address: <span style="color: windowtext; font-family: Arial,sans-serif; font-size: 10pt;"> __ucf1holidayssp10T__ =<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Daily Lesson Plan Day/Title: __Day 4/ U.S.A Symbols__ =
 * Day 4: U.S.A Symbols-Danielle Downer**


 * =<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Learning Objectives = || * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The students will be able to write the names of each symbol
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The students will be able to complete artwork associated with each symbol
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The students will be able to visually identify each symbol
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The student will be able to identify the purpose or reasoning for each symbol
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The student will be able to identify the purpose of a symbol ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">NCSS Theme/Sunshine State Standards ** || <span style="color: #2d2e2e; font-family: 'Arial','sans-serif'; font-size: 10pt;">SS.1.A.1.1- Develop an understanding of a primary source. Historical Inquiry and Analysis, (<span style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">SS.1.A.1.Pa.a Recognize an object or photograph related to a person or event)

SS.1.C.3.2- Recognize symbols and individuals that represent American constitutional democracy. Structure and Functions of Government.

SS.1.A.2.1- Understand history tells the story of people and events of other times and places. Historical Knowledge.

SS.1.A.2.3- Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage. Historical Knowledge.

LA.1.1.6.1 The student will use new vocabulary that is introduced and taught directly. Vocabulary Development - The student uses multiple strategies to develop grade appropriate vocabulary. || //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher Activities/Student Activities // || <span style="font-family: Arial,sans-serif; font-size: 10pt; font-weight: normal;">__Introduction:__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Start a discussion about what a symbol is and identify examples of symbols. Explain to the students that a symbol is something that brings to mind an idea or makes you think of something else. For example ask the class a series of questions…For example, when you see a picture of Mickey Mouse what do you think of? And when you see the American flag what do you think of? Explain that those are symbols that represent Disney and the United States. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 2. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Then Pass out the symbols matching worksheet, as you are passing out the work sheet ask the class if they can name any U.S.A symbols. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 3. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Instruct the class to follow the directions at the top of the worksheet and match the right word with the picture it goes with.(this will serve as the pre-assessment) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 4. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">When the students have completed their worksheet, have them turn them in ( this will become the first page of there book), then let the class know that they will be learning about U.S.A symbols and making a book about them.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student Activities & Procedures

<span style="font-family: Arial,sans-serif; font-size: 10pt; font-weight: normal;">__Lesson:__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Begin by reading //__L is for Liberty__// by Wendy Cheyette Lewison <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 6. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Then hand out the Statue of Liberty handout to the students. While holding the handout up for the class to see, explain that you would like them to write the name of the symbol and write something about the symbol that they remember from the story on the lines bellow the picture and then color the picture. Write out the words “Statue of Liberty” on the board as a reference for them. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 7. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Collect the worksheet when the students have finished( this will be one of the pages in their book) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 8. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">When you have collected all the Statue of Liberty handouts, start your discussion about the next symbol, the Bald Eagle. Touch on the fact that this is our national bird and that each state has a national bird. Explain that the eagle is not really bald but that the feathers on its head are just white. In addition inform the class that the bald eagle has been a symbol of strength and power for a long time that is why in 1782 congress choose the bald eagle to be our nation bird even though some people like Benjamin Franklin wanted the turkey to be our national bird. Allow for question and answer time. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 9. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Then pass out one yellow and one brown piece of constructions paper to each student. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 10. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Instruct them to fold the brown piece of paper in half, short ways. Then trace around their hand with their wrist lying on the fold. Then cut through both pieces of paper, these will be the wings. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 11. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Then instruct the class to place their foot on the yellow piece of paper and traces, then cut out. This will be the body of the eagle. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 12. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Have the pre-cut head and feet at the front of the class for the student to get when they have completed the body and wings. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 13. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Have them glue the bird together on a red piece of paper, and have an example at the front of the class. They can color there bird with colored pencils. 14. Collect the eagles and keep them with the other assignments this will be another page in their book. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">15. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">After the students have handed in their work for each of the symbols take one blue extra large piece of construction paper and fold it in half(short ways), this will make the cover of the book. Place the three sheets of paper each students has completed inside, and two staples about a quarter of an inch away from the fold ,one at each end(This will bind the book) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 16. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Hand the books back to the students graded and have them illustrate the cover write on the board “U.S.A. Symbols” and the word “By” followed by “Name” and instruct them to write this on the cover of their books, and decorate as they please. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> Brown construction paper Yellow construction paper Red construction paper Pre-cut head and beak (white and orange construction paper) Statue of Liberty worksheet Matching Symbols Worksheet Blue Extra long Construction paper Colored pencils Stapler
 * ==<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Resources/Materials == || <span style="font-family: Arial,sans-serif; font-size: 10pt; font-weight: normal;">__Materials:__

<span style="font-family: Arial,sans-serif; font-size: 10pt; font-weight: normal;">__Resources:__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">

L is for Liberty by Wendy Cheyette Lewison || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">To determine and get a good idea of what the students already know about the topic of United States symbols, before the lesson is taught. I will be conducting open ended questioning session. Where I will ask the class if they can name any U.S.A symbols, and what can they tell me about each one. In addition a matching worksheet will be completed on four U.S.A symbols, where the students are directed to match words with the correct corresponding picture the pictures will include Statue of Liberty, Liberty Bell, Mount Rushmore, and the Bald Eagle the students will receive a completion grade for this assignment.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Assessment ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">__Pre Assessment:__

<span style="font-family: Arial,sans-serif; font-size: 10pt;">__Post Assessment:__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The students will be assessed on the completion of each page in their book. They should have three pages in the, Symbols of the U.S.A Book. The fist page is the Symbols Matching Page that was completed during pre-assessment this page will revive a completion grade if all lines are filled in check + and if the assignment is incomplete check -. The second page is the Statue of Liberty page and it is worth 3pts, 1pt for spelling the symbols name correctly 1pt for writing something that they remembered from the book and 1pt for coloring the picture. The final page is the Bald Eagle page this page it is also worth 3pts they will receive one 2pt for cutting and pasting their eagle together and 1pts for coloring it. || For the ESOL students as well as the other students a visual completed copy of each assignment should be posted at the front of the class as a guide for the expectation of the lesson. The book that goes with the Statue of liberty activity is a great visual story teller for the low level ESOL students the colorful pictures reach from page to page and can be seen easily by everyone in the class. In addition the White house tour is also a great visual aid for ESOL students and the names of the room are easily related to their color.
 * ==<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Exceptionalities == || <span style="font-family: Arial,sans-serif; font-size: 10pt;">__ESOL__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">:

<span style="font-family: Arial,sans-serif; font-size: 10pt;">__Gifted/Talented__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">: If you have students that tend to finish their work faster than other and they need a challenge, keep some books on hand on the symbols that are being studied and have them pick a book and read it and write a couple facts about the symbol on the corresponding symbols page, or as an alternative to books have them research them symbol online.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">__SLD__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">: This lesson allows those students who tend to need more time on assignment to take that time, and be able to pace themselves. They do not need to move on to the next assignment or page if they are not done with the one they are working on. Also it is important to make sure that the students are completing the work before coloring a picture, as long as the work is done the picture can always be colored later. In addition make sure as a teacher you are writing new vocabulary words or words that are difficult to spell on the board such as “Statue of Liberty”, as a reference for students. ||
 * ==<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Discussion Notes == || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">-[] Is an addition resource and a fun web site for kids. This site is an official government web site that has some great information within it. In addition the site has a “Kids Quiz” that has a fun activity to see how much they know about Independence Day, this could be used as a pre-assessment strategy. It also provides kid friendly links for first pets, our presidents and fun white house facts. I was surprised to see that the site even had a link for teacher resources on celebrating Americas Freedom; it provided a lot of valuable information. I think this site is great!

-For SLD or other students not keeping up with the pace of the class, and ending up with incomplete work write a note home to the parent with the direction for the assignment and have them complete it as homework so everyone will have a completed book to take home.

-Cut the head and feet out for the bald eagle ahead of time. ||

Teacher(s) Name: __Lauren Myers, Heather Boyce, Danielle, Cara, Megan__ Thematic Unit Theme/Title/Grade Level: Independence Day/ USA Independence Day/ 1st grade Wiki space address: http://ucf1holidayssp10t.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 5/ Celebration = The student will know the meaning of Independence. The student will understand that we celebrate our Independence on July 4th. The student will know about people involved with getting our independence. || SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. LA.1.1.7.3: The student will retell the main idea or essential message; || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1.) Recap what Independence means, ask the class if they can come up with their own definition since this is the last day of the unit lesson. 2.) Can they recall any of the people involved in gaining our independence? 3.) Ask students how their family celebrates 4th of July. Have them write their ideas on paper; this will show you what they know about the celebration of Independence. 4.) Explain that today we are going to throw our own Independence Day celebration. //5.)// I will read the book Fireworks, Picnics and Flags by James Cross Giblin out loud to the class. //6.)// After reading we will discuss the book, and talk about ways in which we can celebrate our independence. //7.)// Do they have any stories of ways they have celebrated the 4th of July? //8.)// What are the traditional ways to celebrate the 4th of July? (Fireworks, picnics, food). 9.) Show the video of fireworks to activate prior knowledge for the students who have never seen them. //10.)// Have the students make their own fireworks at their table. Provide them with black construction paper, glitter, neon markers, and star stickers. Explain to them that they are to make their own fireworks that will go home in their suitcases. //11.)// At the end of the day ask the students to talk with their shoulder partners about the meaning of Independence, important people they learned about, different songs that are sung to celebrate our independence and symbols. //12.)// As they are doing this I will walk around and observer their conversations. I will work with any groups who seem to be having trouble. // 13.) //The students will each receive a 4th of July cookie to end the celebration. || Black construction paper Crayons Beads Cookies || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Their ideas of celebration and how their family celebrates the 4th of July.
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || The student will understand the importance of Independence Day in the United States.
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// [|//http://flstandards.org//]//.// || SS.1.A.2.3: Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage.
 * Student Activities & Procedures
 * ==Resources/Materials== || //Fireworks Picnics and Flags-// **James Cross Giblin**
 * **Assessment**

Post-Assessment: Working with their shoulder partners to discuss the meaning of Independence, important people they learned about, different songs they learned, and symbols used, along with ways to celebrate. I will walk around and talk to each group. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Have them work with a shoulder partner throughout the unit. Make sure you provide all of the background knowledge to them, and that they understand the 4th of July is the day that America celebrates its independence. Read aloud the children’s literature and use choral reading when appropriate. Provide an extra copy of the book to them if possible so they can follow along. Gifted/Talented: Provide them with extra activities, or more challenging coursework, have a prompt ready for them to write about if they finish their work early. || For homework ask the students to talk with their parents about what they will do for 4th of July this year. Tell them to share what they learned in class. For parent involvement you can send home a note discussing the week long unit we have been discussing in class. For the celebration day on Friday, you can request parents to bring in cupcakes or apple pie to help celebrate the classrooms 4th of July celebration. ||
 * ==Exceptionalities==
 * == Discussion Notes == ||