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Name: _____Cyrsten Hammer______________ Due Date_____1/31/18_______

Social Studies Lesson Plan—EED 4270 Teaching Social Studies in Elem.

GRADE LEVEL: ____2nd_____

LESSON DURATION: _____90 minutes, two school days/45 minutes each day ____

Social Studies:
2 – C2.0.2: Describe how the Pledge of Allegiance reflects the core democratic value of patriotism.

Language Arts:
SL.2.1a, 1b, 1c:
Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under
L.2.2.a, 2b, 2c, 2d, 2e.
List all of the
Demonstrate command of the conventions of standard English capitalization, punctuation, and
GLCEs and
spelling when writing.
Common Core
a. Capitalize holidays, product names, and geographic names.
Standards that
b. Use commas in greetings and closings of letters.
apply here.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct

W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.

Visual Arts:
ART.VA.II.2.2 Combine the use of elements of art and principles of design to communicate ideas.

 American flag
INSTRUCTIONAL  Overhead projector/document camera
RESOURCES  Student journal/notebook
 Large piece of chart paper with the Pledge of Allegiance written on it
What materials  Book- The Pledge of Allegiance by Scholastic
were used in  World map
the lesson?
 Teacher computer & internet access
How will you access students' prior knowledge? What assumptions will you make regarding what
you believe the students should already know and be able to do in relationship to the lesson?

In Kindergarten and First grade, students in this school learned about important symbols of our
country. However, this will be discussed and reviewed at the beginning of the lesson.

Based on the earlier lessons in the unit, students will have learned about:
 How citizens live together in a community
 Why people form governments
 Why communities need laws
Formative  How the local government is organized
Assessment  What their government does
 How Core Democratic Values relate to the government
 The roles and responsibilities of citizens in the local community

During the whole group discussion, I will perform a formative and informal assessment on their
prior knowledge based on their responses in the discussion. Some of the questions will include:
 What is a symbol?
 What are some of our country’s symbols?
 Do you know the Pledge of Allegiance?
 What is patriotism? How can we show patriotism?

How will you incorporate trans-disciplinary skills?

Thinking Skills-
1. Acquisition of Knowledge: we learn new facts, vocabulary and ideas.
Students will practice this skill as they gain new knowledge on the meaning of the words
and phrases in the Pledge of Allegiance. They will also acquire new knowledge on the
etiquette of reciting the pledge and handling/respecting our flag.
2. Application- we use the information we find to make or do something.
Students will practice this skill when they create their own Patriotism Posters at the very
end of the lesson and unit. They will showcase what they have learned about showing
Communication Skills-
1. Listening and speaking- we listen to directions, instructions, information and ideas. We
talk clearly and respectfully to other people. We can express our ideas and feelings.
Students will listen to directions and instructions given by the teacher all throughout the
lesson. They will also listen to peer’s ideas during pair and share and when we share out in
a large group. They will express their ideas clearly and respectfully and others during the
designated share times.
2. Viewing and presenting- we can ‘read’ and create multimedia and visual texts. We can
understand how images and language interact.
Students will present their Patriotism Posters and view other’s posters during the gallery
walk at the end of the lesson.
How does your lesson integrate multiple disciplines?

My lesson integrates multiple disciplines. It integrates Language Arts because the students will
Cross- participate in collaborative conversations with peers and adults during the entire lesson. Students
disciplinary will also do some writing during the discussions, and will be creating a Patriotism poster, using at
connections the end of the lesson as well.

My lesson also integrates art, as the students will creatively create Patriotism posters at the end of
the lesson.

How do you plan to collaborate with your colleagues on this lesson?

I will attend the grade level meeting the week before my lesson. Grade level meetings are held
every Wednesday and the 2nd grade teachers meet to discuss the lesson plans for the upcoming
Collaboration week.

I also worked closely with my cooperating teacher to come up with a lesson that fit the curriculum
and standards, during the time I will be in her class, and that would be appropriate for the
students. We talked in person several times, and also refined my lesson via email.

BEGINNING: How will you begin the lesson? Explain your provocation. Use total participation
techniques and highlight them.
I will show students a photo from 1942 where the students were citing the Pledge of Allegiance.
The students will not be told about the photo, and will be asked to do a “See, Think, Wonder”
sheet after looking at the photo. After they are finished, I will ask them to Whisper and Release
their answer to my question, “What are the students doing in this picture?”

MIDDLE: What steps will you follow during the heart of the lesson? (Use numbers) Highlight the
total participation techniques applied during the lesson. Remember to use multiple learning
strategies, i.e., not just watch a video. Italicize each learning strategy.

1. After showing the students the provocation photo and completing their See, Think,
Wonder sheets and the “Whisper and Release”, I will review some of the responsibilities of
citizens which from the previous lesson such as voting and obeying laws.
2. We will discuss how the students are not only citizens of their community and their state,
but also citizens of their country. As citizens of the United States, we need to learn about
LESSON our country and respect our country.
STRUCTURE 3. I will ask the students to Turn and Talk to their elbow partner about what the term
“symbol” means. Then I will ask some students to share what they talked about with their
partner. I will connect it back to their prior knowledge learned in kindergarten and first
grade. We will list some of our countries symbols (the flag, the white house, the Statue of
Liberty, the bald eagle) on the board.
4. Next, we will look at the flag and I will display a large piece of chart paper with the Pledge
of Allegiance written on it. We will break the words down in a large group discussion so
the students better understand it.
5. Next, I will read The Pledge of Allegiance book by Scholastic.
6. I will then connect the lesson globally by showing them a YouTube video of students doing
the Pledge of Allegiance in Singapore, India and the UK. We will then find these countries
on the world map to give the students some context. We can then discuss the similarities
and differences between our Pledge of Allegiance and the Pledges of Allegiance we
7. We will then discuss the proper etiquette for reciting the Pledge of Allegiance. We will do a
Think, Pair, Share, then share out our ideas to the class. We will discuss the proper ways to
handle and respect our flag. I will connect this to our final big idea word, Patriotism.
8. The students will each get out their white boards and dry erase markers. I will ask them to
think about what we have learned so far, write down one way a citizen can show
patriotism. The students will each write their answer on their White Board and put a
Thumb Up When Ready. When everyone is ready, I will write their ideas on a large sheet
of chart paper. Some ideas may include: singing a patriotic song, flying the flag, learning
about our country’s history, celebrating a patriotic holiday, etc.

ENDING: How will you end the lesson? Make sure you provide time for a thorough reflection.

We will have a thorough class discussion about the entire lesson and unit. We will review what we
learned from each of the lessons. The students will work in their table groups (groups of 4) and
create a Bottoms Up poster on What it Means to be Patriotic. Then, as a culminating project,
students will end the lesson, and unit, by creating Patriotism Poster individually. Students will
create a poster that shows what they have learned about their local community and their country.
After their posters are complete, they will write a short expository text to explain their poster.
When finished, the students will do a Gallery Walk to see their peers’ posters.

How will your students apply the content in a deep and meaningful way?

The students will apply their new knowledge of the Pledge of Allegiance as they state it every
Application of
morning in school. Now that the wording has been broken down for them, they can better
understand what they are saying when they recite the Pledge of Allegiance, instead of just
mindlessly saying it.

How will you incorporate a global connection into your lesson?

I will show the students a YouTube video of children in Singapore reciting their Pledge of
Allegiance. Afterwards, we will find Singapore on a map to give the students some context of
where Singapore is in the world.

Global I will also show the students a YouTube video of the UK Affirmation of Allegiance and find the UK
Connections on a map.

And finally, I will show the students the Indian National Pledge (in English) and show them where
India is on a map.

How will you know that your students understood the content of the lesson?

After the lesson is finished, students will complete the Lesson Assessment provided by the
Michigan Citizenship Collaborative Curriculum. This assessment consists of 5 multiple-choice
questions on the content covered in this lesson.
The questions on the assessment are:
How did you 1. Which of the following is an important symbol of our country?
know what they (a. a bank, b. the American Flag, c. a key, d. a McDonald’s Restaurant)
learned? 2. What is the Pledge of Allegiance?
(a. a promise to honor and love our country, b. a symbol of our country, c. a song all
Americans should learn to sing, d. some words that are hard to understand)
3. How should the flag be stored?
(a. It should be put in a plastic bag, b. It should be rolled up in a ball, c. It should be tied up
with ribbons, d. It should be folded neatly and carefully)
4. What is patriotism?
(a. a symbol for our country, b. showing love and respect for our country, c. trying to prove
that you are better than other people in our country, d. a promise you make)
5. Which of the following would be the best way to show patriotism?
(a. drawing a map of the United States, b. learning to cook a lot of American foods, c.
saying the Pledge of Allegiance with your hand on your heart, d. reading a book about
rivers in the United States)
Cite the sources of your lesson here.

Egbo, C. Supplemental Materials (Unit 3, Lesson 8). Teacher-made Material. Michigan Citizenship
Collaborative Curriculum, 2010.

GarudaPublications. (2015). The Affirmation of Allegiance (UK). [YouTube]. Retrieved from:
Tan, R. (2012). Pledge Taking Ceremony 2012. [YouTube]. Retrieved from:

Tawade, M. (2017). The Indian Pledge, India is My Country, Indian National Pledge in English.
[YouTube]. Retrieved from:

Scholastic. (2001). The Pledge of Allegiance. New York, NY: Scholastic.

Provocation Photo: