Liza Karras

Driver 1st Grade, John C. Myers

To be presented November 8, 2015
Submitted November 1, 2015
LESSON PLAN OUTLINE
JMU Elementary Education Program
TITLE OF LESSON: American Flag
CONTEXT OF LESSON
In my practicum class they will be discussing national symbols, with a focus on patriotism. On the
Wednesday before I lead my activity my teacher will introduce the idea of being patriotic and the importance
of loving our country. Each day after that she will teach a new American symbol, such as the Statue of
Liberty, the Pledge of Allegiance and the American flag. The flag will be introduced on Friday, and I will
lead this activity Monday morning. My activity is to create an American flag on graham crackers. The
students will use icing for the base, Twizzlers for the stripes and sprinkles for the stars. My activity is
relevant to the class because it will supplement the lessons they are already learning. My activity will help
them cement their understanding. I believe the children will be interested in this activity because of its
relevance to class, as well as their love for sweets. I think it is a good balance.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will create a craft based on
instructions.

2. The students will create a visual

representation of the American flag.

Plan for Assessment

I will assess their performance by how well they are able to follow the
instructions. After the students make their flags I will take a picture of
each child with their flag so that later I can go back and asses each child
individually. The children will have already learned about what a flag
looks like at this point, in addition to having the example in front of them.
They should know the blue only goes in the top left corner and the stars
go in this area. I will assess how well they were able to follow these
directions and use a model. Looking through these pictures I will assess
their performance on a scale of 1 to 3, 1 being the lowest level of
comprehension and 3 being a complete understanding. If a student is able
to produce a flag with the blue box in the top left corner, stars inside it,
and the stripes going the correct direction, I will give them a 3. If their
craft has a large blue area that takes up half the flag with red stripes
running through the blue, I will give this student a 1. Students who
achieve in the middle of this will receive a 2.
Through the questions I will ask the students if this activity will help
them commit the American flag to memory. I will also ask about what is
wrong with their models compared to the real flag. I will make sure they
understand the real flag should have 50 stars and 13 stripes.
I will look for specific language from the students that will let me know
they understand. I plan to do this not as a class discussion but to ask these
questions as I walk around the room so I can talk to each student. This
way I can assess their comprehension on an individual basis. If a student
is able to tell me the correct number of stars and stripes I will consider
their understanding satisfactory. I will rate their completion of this
objective on a scale of 0 to 11 being they were able to answer the
question, 0 being they were not able to, thus proving whether their visual
representation was effective.
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Liza Karras
Driver 1st Grade, John C. Myers
To be presented November 8, 2015
Submitted November 1, 2015

COLLECTION OF ASSESSMENT DATA

Studen
t
Comments
Stripes a little diagonal but good sized square.
1
Overall very neat
2
Blue icing on half of cracker. Stripes diagonal.
Best in class! Straight stripes, perfect blue
3
square.
4
Blue icing on half of cracker. Stripes diagonal.
Too much blue icing, stripes falling off the
5
cookie.
Stripes a little diagonal but good sized square.
6
Overall very neat
Straight stripes, blue square good sized. Very
7
neat
Straight stripes, blue in more of a circle than a
8
square. Sprinkles all over cracker.
Blue smeared over whole cracker. Ate all
9
twizzlers so no stripes.
Straight stripes, blue square good sized. Very
10
neat
Spent more time eating the frosting than
11
crafting. Stripes straight but box way too big
Straight stripes, good sized blue icing. Sprinkles
12
only in blue.
Not enough white icing, blue icing more of a
13
circle than a square.
14
Too much blue icing, stripes through the blue.
Stuggled with neatness. Final product had blue
15
box, but stripes were diagonal and messy
Not surprised he was able to recreate model.
16
Final product: very good
Blue icing smeared over whole cracker. Stripes
17
all over place.
A little messy, but had all necessary
18
components
19
Blue icing on half of cracker. Stripes diagonal.
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Objecti
ve 1

Objecti
ve 2

3
2

1
1

3
2

1
1

2
2

1
1

3
2

1
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Liza Karras
Driver 1st Grade, John C. Myers
To be presented November 8, 2015
Submitted November 1, 2015
20

very clean, impressive recreation. Final product:

good!

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS

(Preschool)

1.11 The student will recognize the symbols and traditional practices that honor and foster
patriotism in the United States by
a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty
MATERIALS NEEDED
- Graham crackers (I am responsible for supplying this)
- Fluffy white icing (I am responsible for supplying this)
- Red Twizzlers (I am responsible for supplying this)
- White circular sprinkles (I am responsible for supplying this)
- Blue food dye (My cooperating teacher is supplying this)
- Popsicle sticks (My cooperating teacher is supplying this)
- Plastic plates (My cooperating teacher is supplying this)

PROCEDURE
My procedure will be as followed:
- Purchase the following materials: popsicle sticks (20), graham crackers (at least 20, in
case some break), fluffy white icing (5 to 6 containers), red Twizzlers (two bags), blue
food dye, plastic plates, white sprinkles.
- Pass out the materials at the beginning of snack time
- Preface the activity with the disclaimer that this craft will not accurately depict the
correct number of stars and stripes on a flag. Ask the students how many are on the
actual flag before beginning.
- Instruct the students to use the popsicle stick to spread a thin layer of white icing onto
their graham cracker.
- In the top left corner, tell them to use other end of the stick to make a blue square in the
top left corner. After they have done this, ask them what goes in the blue square, to make
sure they have been paying attention to the lesson.
- Instruct them to use the sprinkles on the blue portion. Ask them what they think the dots
might represent. (Look for the answer stars.)
- Next, tell the students to rip the Twizzlers so it fits as two long stripes, and two shorter
ones next to the blue portion. Ask them if anyone remembers what the stripes are meant
to represent on the flag.
- Once they have finished they are able to eat their creation.
PREPARATION OF THE LEARNING ENVIRONMENT
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Liza Karras
Driver 1st Grade, John C. Myers
To be presented November 8, 2015
Submitted November 1, 2015
While my teacher is doing the morning meeting I will create plates of materials for each student.
Each student should be given two popsicle sticks, a graham cracker, a large dollop of white frosting, a
small dollop of blue frosting, and three Twizzlers.
My activity will be carried out during the childrens snack time. Before snack begins the students are
given a bathroom break, being sent three at a time. While this is happening the students are meant to be
sitting at their desks quietly getting their snacks out. During this time, I will pass out a plate with the
materials to each student.
INTRODUCTION AND ORGANIZATION
I will introduce this activity by asking them what a symbol is, and what the most famous symbol of
our country is. These are two concepts they have been taught in class. After the students answer I will
bring up the American flag. I will ask them if they remember how many stars and stripes are on the
flag. I will then ask if they remember what these symbols represent to our country. I will then show the
class my example flag and tell them today we will be recreating this to represent this important
symbol. Before beginning I will be sure to say that the flag we create will not have the correct number
of stars and stripes due to the size of the cracker. I will then ask them what the number of both starts
and stripes represent to our country.
I feel this will get the students attention because this is how my cooperating teacher usually starts
her lessons, so the students will know its time to get serious. I will allow the students to take turn
answering the questions by asking them to raise their hand to answer, instead of shouting out. Since I
will be asking multiple questions multiple students will have the opportunity to answer, allowing them
to take turns.
IMPLEMENTATION
After I have led the discussion, I will instruct the students to spread white icing all over the graham
cracker using the popsicle stick. Then with the blue icing I will tell the students to create a blue square
in the top left corner, like on the real flag. In the top left corner, tell them to use the second popsicle
stick to make a blue square in the top left corner. After they have done this, ask them what goes in the
blue square, to make sure they have been paying attention to the lesson. At this point I will walk
around and pour a small handful of sprinkles into each students hand so they can immediately put
them onto their blue square. I will then ask them what they think the dots might represent. (Look for
the answer stars.) The students will then use the Twizzlers to make the stripes. I will help them rip
the strands so two fit along the length of the cracker then rip the third Twizzler in halves to make two
shorter stripes next to the blue portion. Ask the class what the stripes are meant to represent on the
flag. Once they have finished, tell them they are able to eat their delicious (and not so nutritious!) treat.
CLOSURE
I will encourage the children to reflect on the experience by asking them if they think this activity
will help them remember what an American flag looks like. I will also ask them again how many stars
and stripes should be on the flag. I will do this as a I walk around as the students eat their crafts so I
can allow each student to reflect individually, instead of as a class. This will allow me to assess each
students comprehension. After this activity the students will be going into social studies, which is the
when the students will continue to learn about national symbols and patriotism. I feel this timing works
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Liza Karras
Driver 1st Grade, John C. Myers
To be presented November 8, 2015
Submitted November 1, 2015
out really well because it will be an introduction into their lesson for the day. This is beneficial to the
children, as well as to my cooperating teacher because it will not interrupt her lesson plans, or cause
her to fall behind. I will ask my teacher which specific topic she plans to discuss this day so that I can
provide a transition into her plans.
CLEAN-UP
This activity may be quite messy. After they have finished eating, I will pass out two wipes for each
student to clean their desks and their hands. If they are still messy they will be allowed to go to the
bathroom in pairs to wash up. I will take home all extra materials to my house.

DIFFERENTIATION
My class has a wide range of academic and physical abilities. In order to compensate for the large
learning gap in this classroom, I will provide extra assistance to those who need it. This craft
shouldnt be too difficult, however some students may struggle with neatness and making it
look like a flag. I will be walking around eager to help any student who seems to need it. If
students struggle to visualize what the flag should look like I will have the example ready for
them to use as a reference. For the more advanced students I will let them work individually,
assisting them whenever necessary.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
One of the main concerns with this craft is the mess aspect. Some students may struggle with
keeping it neat enough to create the actual flag. They may get icing all over themselves, and all over
their desk. To try and prevent this problem I have given them a paper plate and paper towels will be
handed out before, after and during the craft. If students need help spreading the icing I am more than
happy to help if it will prevent a mess.
Another concern is the sprinkles. If the students are not careful this can lead to a giant mess. I will
pass out the sprinkles last after the students have put the other components together; such as the white
icing, the blue icing, and the stripes. At this point I will come around with the container and pour a
small handful into each childs hands, over their plate, so they can immediately put it onto the blue
icing. This will prevent a mess and getting sprinkles all over the classroom and on the floor.
Behavior may be an issue during this lesson. This class has been known to get a little wild when they
are excited. I anticipate them getting a little worked up because of the sweets they know they will get
to eat. I will attempt to keep them focused and on task by walking around the classroom often. If a
student seems to get too silly, I will talk to them immediately before their behavior becomes a problem.
I will control the situation to the best of my abilities.

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