Indiana Wesleyan University

Elementary Education Lesson Plan

Social Studies

Unit: “The Underdogs Fights to the Top”

Lesson: “Land of the Free, Home of the Brave”

Student: Bailey Count School: Eastbrook South Elementary

IWU Supervisor: Sarah Jones Co-op Teacher: Martha Baker
Teaching Date: March 21, 2018 Grade Level: 1st Grade

Readiness:
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will be able to understand the beginnings of America and how it
has changed over time due to people who desired freedom and representation.
B. Objective(s)—
 The students will demonstrate through a grand discussion, their knowledge of
the American flag and what the colors represent.
 After learning about the symbolism of the American Flag, students will
demonstrate their knowledge by filling out a page in the American symbol flip
book.
C. Standard(s)—IAS: 1.1.3 Identify American songs and symbols and discuss their origins.
Example: Songs: “The Star-Spangled Banner” and “Yankee Doodle”, Symbols: The
United States Flag, the bald eagle and the Statue of Liberty
NCSS: Time, Continuity, and Change

II. Materials & Management

A. Materials
 Twizzlers
 Marshmallows
 Blue M&M’s
 Star Spangled banner-https://www.youtube.com/watch?v=xh20Xsn_p9k
 American Symbols Flip Book
 Cutout of American flag
 White Poster board
 Blue, and white paint
 Ziploc baggies
 B. Time (45 minutes)
Anticipatory set-5 minutes
Direct Instruction/Input-15 minutes
Guided Practice-10 minutes
Independent Practice-10 minutes
Closure-5 minutes
C. Space
Anticipatory set-carpet area
Direct Instruction, Guided & Independent practice, Closure-desks
D. Behavior
I will pre-correct in the beginning of the lesson, explaining my expectations of
behavior during the lesson. I will also explain that students who behave and listen
well are the ones who are going to get the special treats I brought for the lesson. If it
is absolutely necessary, I will use the card flip chart that the teacher uses for overall
classroom behavior management.
E. Technology
 (anticipatory set) Smart board-blank American flag
 YouTube video of the Star-Spangled banner
 PowerPoint that includes YouTube video and pictures

III. Anticipatory Set

 I will have pulled up a template of the American flag without any colors in it. I will
ask students what this is a picture of. I will allow students to share what they think it
is. I will then say, “Something seems to be missing from this picture, can anyone
guess what that may be?” I will give students a chance to provide the answer, which
would be “color.” I will explain how many of us will know what colors are on the
flag, which are red, white, and blue. I will ask student volunteers to come help me fill
in the flag with the correct colors, using our flag in the classroom as an example. I
will then explain how many of us look at the flag every day and say the pledge of
allegiance but are not really sure what the American flag and the colors red, white,
and blue mean.

IV. Purpose Statement: “Today we are going to learn about the American flag and what
the colors represent. This is important to know because the American flag is a symbol
of how our country has changed over time.”

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that
support students’ development, acquisition of knowledge, and motivation.
 Adaptations to Diverse Students—During whole group discussion, students will be able
to express personal interpretation of what the American flag means and why we use the
colors red, white, and blue. The actions that the children will take in the activities will
give opportunity for every level to engage at their appropriate developmental level.
Struggling learners will also have support by me scaffolding them into the independent
practice activity and allowing extra time to process what was discussed during direct
instruction.
 Exceptional Needs—One of my students is diagnosed with bipolar disorder, he will be
allowed to have his support stuffed animal with him while working. Noise blocking
headphones will be provided for when he is doing the independent practice. For students
who have trouble concentrating while working independently, they will be given offices
or folders to put around their desk when finishing the page in the flip book.
 I will provide a writing prompt to use when students begin to fill out the American
symbols flip book.

V. Lesson Presentation
A. Input Modeling/Modeled Practice
 I will have pictures on a PowerPoint that has symbols that we see every day
(fast food, shoe/clothes companies, well known brands) and explain how
when we see them, we understand that the symbol represents something about
that company. The same applies for the different symbols we have for
America.
 I will begin the lesson by pulling up the YouTube video of the Star-Spangled
Banner and play it for the students.
 I will then go to a picture of Francis Scott Key. I will tell students how this
song was written by a man who saw his fellow men fighting for their country
against a very powerful army. When he saw the American flag waving, he
wrote this song to recognize their bravery and strength. Just like this song
represents the courage and strength of our people when they were fighting for
freedom, that is what the colors of the American flag represent.
 I will pull up slides that are red, blue, and white, each one with the
explanation of what each color means. Each student will be given a paper with
a flag that has no color, and as we go through each color the students will
color in the flag. This paper will be put in their American symbol booklet.
 I will ask a student to read it aloud for everyone. After each student reads a
slide, I will pass out the food items that correlate with the color of the flag we
are going over.
 Students are to color in the part of the flag we went over, once they have done
that, they are allowed to eat the food item if they wish too. I will provide
baggies for students who do not want to eat them right away.
 B. Checking Understanding
At the end of the lesson, I will ask targeted questions that will evaluate whether or not
students understand which colors are on the flag, how they came to be, and why it’s
important we know them today even though our country has changed over time.
C. Guided Practice
Students will then show they understand what the flag and its colors mean by filling
out the American flag page for the symbol booklet they will complete later on. A
writing prompt will be provided but students are expected to complete the sentence
with the knowledge they have gained from the lesson.

D. Independent Practice
As students are finishing their guided practice activity, students will go to a white
poster flag placed in the classroom. They are to dip their hands in red or white paint
and fill up the American flag and write their names on their handprints once the paint
has dried.

VI. Review Learning Outcomes/Closure

“Our country was founded on courage, strength, and determination. We should be
proud of the fact that our American flag represents great qualities such as this. Now,
when we say the Pledge of Allegiance every morning, you will better understand why
it is important we do it, to respect our country and every single person within it. Later
on, we will learn about more of our American symbols and their meaning and be able
to fill out the rest of your American symbols booklet. For now, I will gather them to
keep them safe for next time.”

PLAN FOR ASSESSMENT

Formative: I will gather information of student comprehension when I am checking for
understanding and asking questions about the American flag as a symbol. I will walk around as
students are working to see what they write in their flip book. I will ask guided questions during
whole group discussion to evaluate student engagement and understanding.

Summative: Students are going to be creating an American Symbols booklet between the two
social studies lessons. They will be turning this in and it will allow me to assess whether students
are understanding the significance of the American symbols and why they exist.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Were students able to demonstrate their understanding of the American flag as a patriotic
symbol?