Edel453 Spring2013 Amybranstetter Unit 3 Civics Day 6

7/30/2019 Edel453 Spring2013 Amybranstetter Unit 3 Civics Day 6

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Title of Unit: Stars and Stripes Forever

Title of Lesson: Patriotic Symbols & Holidays Submitted By: Amy Branstetter

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

A. Summary of the Lesson Plan:This social studies lesson is designed for 3rd grade students to learn about patriotic

symbols, activities, and holidays such as the American flag, Pledge of Allegiance, and

Constitution Day. This lesson uses the childrens book Stars and Stripes: The Story of theAmerican Flag and the 3rd Grade Houghton Mifflin Social Studies textbook

Communities(p. 244-245).

B. Target Population: Grade Level: 3rd grade Skill Level: for all student learning levels Grouping: whole group discussion, small groups for learning stations, partners and

independent for activity, independent for homework

C. Materials: Childrens book: Stars and Stripes: The Story of the American Flag by Sarah L.

Thompson Harper, 2003

3rd Grade Houghton Mifflin Social Studies textbook- Communities Red, White, andBlue (p. 244-245)

Homework Review- Community Handbook: Government(Education Place)- see lastpage for example (students should have these completed by today)

Station 1: Pledge of Allegiance station (by class flag)see sample at the end of the lesson

Station 2: Multiple Scholastic Minibooks- Our Nationsee example at end of lesson

Station 3: Students do independent/partnered (work at desks )example at the end of lesson

One per student

Pencils Scissors Journal (optional) Civics Study Guidesee last page of lesson for example Homeworksee last page of lesson for example

D. Objectives:o NV State Social Studies Standards

C13.3.4 Recognize the Pledge of Allegiance and discuss its purpose.

C13.3.5 Explain why we have patriotic activities, holidays, and symbols.o Student-Friendly Standards

I can explain what the Pledge of Allegiance represents to me. I can tell and write about some holidays, symbols, and activities that are

patriotic.


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E. Procedure:1. Read the objectives from the board aloud. Have students repeat objectives aloud

also.

2. Review the vocabulary words listed on board. They should all be review vocabularyand students should have previously recorded in their journals (if not or missing any,

now is the time to have students catch-up during review).

3. Discuss and review the students Community Handbook: Government homework thattheyve been working on for the last week. Call on students randomly (draw name

sticks) to share and explain answers and resources. Ask if there are questions before

moving on.

4. Read the childrens book:Stars and Stripes: The Story of the American Flag by SarahL. Thompson Harper, 2003. It has dramatic illustrations and spare text that explores the

colorful history of the American flag.

5. Then, read 3rd Grade Houghton Mifflin Social Studies textbook- Communities Red,White, and Blue (p. 244-245)

6. Discuss both book readings with students. List main theme ideas and supportive detailsfor both of them on the whiteboard.

7. After the discussion, divide students up into 3 groups for station activities by countingoff one through three. Group 1 goes to Station 1, Group 2 to Station 2, and Group 3

stays at their desk for their first station.

8. Every 12 minutes the timer will go off and students will rotate to the next station.Students will have to take unfinished work with them back to their desks and finish later.

9. Review the directions for the homework minibook (since students are required to readfor 15 minutes a night anyway, this isnt asking much). Students will need to have

parents sign off their book reading as homework. It should be easy because theyve

been creating them at the stations already, they should have no problem knowing

what to do at home.

10. End the lesson with a simple review of what students were learning at each stationand call on students randomly (name sticks) to identify specific things, events, acts, or

symbols they learned about.

11.Tell students to turn in their Civics Study Guide as their ticket Out for the day.12.CLOSURE:

Have students reread the objectives on the board.- I can explain what the Pledge of Allegiance represents to me.

- I can tell and write about some holidays, symbols, and activities that are

patriotic.


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Ask students to give you a signal if they agree or disagree with having met theobjectives.

Have students turn and tell their neighbor one thing they learned today aboutthe Pledge of Allegiance and name one symbol or holiday.

F. Assessment: What will you use to measure student understanding?

I will use the Community Handbook: Government homework as a guide to check

student core concepts from past connections. I will check-in on students desk work

and station work periodically. I will informally assess students learning through

discussion and review of the readings.

Explain how you will know students understand the concepts from the lesson.I will use student responses, participation in activities, homework, and the Civic Study

Guide to check students understanding formally. I will checkstudents responses to

the objectives and review questions as an informal assessment.

G. Reflection:1. Which part of the lesson do you think will be the easiest for you to teach?

I think it will be easy to read the book and story aloud to students and review the

classs homework responses during the discussion. Also, reviewing the Pledge of

Allegiance should be no problem, because students recite it every day.

2. Which part will be most challenging for you to teach?Checking in on students comprehension during station rotations might be tough, whilechecking in on students doing desk work. Also, having the students move through the

stations quickly, but effectively in the time allotted might be challenging.

3. How will you follow up or extend this lesson?I would extend this lesson with an additional lesson on the celebration of

Independence Day in more details.

4. What will you do for students who dont grasp the concepts?I will work with struggling students by reviewing vocabulary and concepts. I will have

them draw concept maps with pictures for words and ideas. Students can partner up

and create charts in their journals or back of their study guide.

5. Which part of the lesson, if any, do you think might need to change?I like it a lot, I think students will enjoy while actively learning. I want to get rid of the

study guide and add a scavenger hunt instead, but am running out of time.

6. When you were writing this lesson plan, what was the most difficult part?Putting the stations together, it was a lot harder to put it down on paper. I had many

ideas in my mind and had to cut some out just to make the lesson meet the time limit.


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Community Handbook: Government


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Station 1: Pledge of Allegiance station (located by the class flag):


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Station 2: Symbols & Holiday Minibooks


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Civic Study Guide

Homework

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Edel453 Spring2013 Amybranstetter Unit 3 Civics Day 6

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