Teacher(s) Name: Katherine Jensen, Christa Haggerty, Brandi Marshall, Adrina Burney

Thematic Unit Theme/Title/Grade Level: A Salute to American Symbols/Introduction to American

Symbols/2nd grade
Wiki space address: http://ucfgr2americansymbolssp15t.weebly.com/
Daily Lesson Plan Day/Title: Monday: Introduction to American Symbols
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable Students will recognize the nine U.S. symbols we discuss, will know basic facts
todoattheendofthislesson?Besure
about each symbol, and will understand that all of the symbols represent our
tosetsignificant(relatedto
freedom.
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

LearningObjectives:
1.Whenaskedtodefinethewordsymbol,thestudentswillbeabletoprovidea
descriptionofthewordwith80%accuracy.
2.ThestudentswillbeabletolistafewdifferentsymbolsoftheUnitedStates
with80%accuracy.
3.Whengivenabargraphconsistingoftheclassesvotes,thestudentwillbeable
toexplainwhichareagotthemostvotesandwhichareagottheleastvoteswith
80%accuracy.
4.Givenamap,hestudentwillbeabletoidentifyourlocationwith80%accuracy.
5.Thestudentwillbeabletorecountkeydetailsfromatextthatwasreadaloudto
themwith80%accuracy.

NCSS theme(s):
Power, Authority, and Governance
Common Core State Standard(s):
LAFS.2.SL.1.2: Recount or describe key ideas or details from a text
read aloud or information presented orally or through other media.
LAFS.2.SL.1.1: Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and adults in small
and larger groups.
Next Generation Sunshine State Standards:
SS.2.C.3.2: Recognize symbols, individuals, events, and documents that
represent the United States.
SS.2.G.1.2: Using maps and globes, locate the student's hometown,
Florida, and North America, and locate the state capital and the national
capital.
MAFS.2.MD.4.10: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve
simple put-together, take-apart, and compare problems using
information presented in a bar graph.
UnitPreAssessment:
Two weeks prior to the Unit, the students will be given an assessment
consisting of 10 questions. The questions include circling one of three images
that represent the United States, circling one of three images that does NOT
represent the United States, writing a brief sentence about what US symbols
stand for, and creating a symbol that represents the United States. This
assessment should be used to guide instruction.
UnitPostAssessment:
Wewillusethesameassessmentweusedforthepreassessment,however

someofthequestionswillbemovedaround.

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

Ongoingdaily(progressmonitoring)Assessment:
Attheendofthelesson,wewillaskstudentstoholdup04fingersregarding
theirknowledgeofsymbolsingeneral,andAmericansymbolsspecifically.We
wouldhavethefollowingchartlistedsomewhereintheclassroomthatis
visibletostudentssothattheycanselfassesstheirknowledge:
1: I have no idea what a symbol is, and I could not list any symbols of the
United States.
2. I have some idea what a symbol is and, with help, I could list a couple
symbols of the United States.
3. I know what a symbol is, and I could list some symbols of the United States.
4. I know what a symbol is, I could list a lot of symbols of the United States,
and I could teach a friend about American symbols.
Activate Prior Knowledge (15 minutes):
1. The teacher will activate prior knowledge by pulling up google earth on the
interactive white board. Zoom in to the United States and ask the students if
anyone knows what the map is and pause for answers (a map of the United
States). Then, ask the students if anyone knows where we are on the map and
pause of answers (Orlando, Fl.). Zoom in closer to Orlando, Fl and indicate for
the students how small Orlando is compared to the whole map. State: We are
just a small part of a much larger nation: The United States of America.
2. Define the term symbol for the students by writing it on the board.
Symbol: An object that represents or stands for something else.
3. Ask the students to think of any symbols that they might know. Write their
responses on the board.
4. After a couple minutes, start to guide the students towards American
symbols. Ask the students if they know any symbols that represent the United
States. If the students cannot think of any, point to the flag in your classroom
and tell them that the flag is one symbol of the United States. Then, ask them if
they can think of any other symbols.
(ESOL: Use of visuals, define the term symbol in students native language.)
(ESOL/ESE: List the important terms and phrases on the board; simplify
speech by making it slower and redundant; link the lesson to students prior
knowledge.)
American Symbols story/discussion (20 minutes):

1. Read the story America Is by Louise Borden. Tell the students This week
we will be learning about a lot of different American symbols. Im going to
read you a book that shows you a lot of different symbols for the United States.
While I am reading, I want you to write down any symbols you see that you
think represent the United States.
2. After reading the story, discuss any additional symbols the students saw that
are not already written on the board. Add those symbols to the list on the board.
(ESOL/ESE: Integration of speaking, reading, listening, and writing activities;
check for comprehension often)
Song (8 minutes):
1. Watch the following video: http://safeshare.tv/w/QNeYIOLVxh
2. Encourage the students to sing along as they learn about the symbols of the
United States.

(ESOL/ESE: Provide contextual support through audio visuals)

Resources/Materials

Closure (15 minutes):

1. Say to the students: We will be learning about a lot of different American
symbols this week, which one are you most looking forward to learning
about?
2. One by one, call the students to come to the front of the class and put a
sticker under the name of which symbol they are most excited to learn about.
3. Once each student has had a chance, look at the graph as a class. Ask the
students: Which symbol has the most votes? Which one has the least?
(ESOL/ESE: Model the activities for students, provide more wait time for
students to think)
(GIFTED: Use questions that require higher level thinking)
Resources:
1. Google Earth
2. http://safeshare.tv/w/QNeYIOLVxh
Materials:
1. Map of the United States
2. America Is by Louise Borden
3. American Symbols Graph

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.