3.+Five+Day+Unit+Plan

= = = = = Teacher(s) Name: Ashley Plecki = = Thematic Unit Theme/Title/Grade Level: Symbols - US Symbols - Kindergarten = = Wiki space address: http://ucfgrkussymbolsf09.wikispaces.com/ = = Daily Lesson Plan Day/Title: United States Symbol: The Constitution (Monday) = = Learning Objectives = What will students accomplish / be able to do at the end of this lesson? || The student will be able to identify a primary source when given detail on where the artifact came from.

The student will be able to recognize the Constitution of America when given three pictures to choose from.

The student will be able to orally explain what the Constitution of America is when asked the question what is the Constitution of America.  The student will be able to give an example of a rule when asked to write or name one. || NCSS Theme/Sunshine State Standards || SS.K.A.1.2 Develop an awareness of a primary source.

SS.K.A.2.5 Recognize the importance of U.S. symbols.

SS.K.C.1.1 Define and give examples of rules and laws, and why they are important. SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school, and community.

SS.K.C.2.3 Describe fair ways for groups to make decisions

LA.K.6.2.3 The student will participate in creating a simple class report where the teacher is the scribe; and

Re-enforced (re-taught) Standards:

LA.K.5.2.2 The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;

LA.K.5.2.6 The student will use complete sentences when speaking. || |||||| || Lyrics will be scrolling across the bottom of the screen. Printed lyrics will be provided for each student.
 * ** Student Activities & Procedures ** || ||
 * 10 minutes
 * ^  ||  Play Homemade Video with pictures and music.

First time the video plays the students are just to watch and listen to music. The second time, the students will try to sing along with the music and lyrics.

Pre-Assessment: Use smart board to show pictures and have students decide what the name of the item is. Multiple choice options will be provided and students will select A, B, C, or D. Show poll results and have fun playing pre-assessment game with the students.

Be sure each student is assigned a smart board clicker number and be sure to keep results from pre-assessment to review after the week of lessons on United States Symbols is completed. ||
 * 15 minutes || Show a homemade Constitution to active the students’ prior knowledge.

Tell them if this were the real Constitution it would be a primary source. Explain that you also created the video using pictures found online, which is a secondary source. Briefly explain what those terms mean.

Then go back to the Constitution and ask questions to see what students know about the Constitution.

With excitement and zesty, read aloud: The U.S. Constitution, by Norman Pearl. Remind students to be attentive and pay close attention to the information in the story for better understanding of the United States Constitution.

After the story is read, start a discussion on the story. Remind students that we use full and complete sentences when holding discussions. Discuss the information found in the book, further explanation may be needed along with an answers to questions about the U.S. Constitution.

Review this information again by using simple questions to check for students understanding. || 5 minutes || Talk about our Social Studies Word-Wall for the week. Explain that each of the symbols’ names will be added to the Word-Wall so that the students can use it as a reference.

Also, a picture of the symbol with its' name label below it will be posted on the white board during the lesson. Each day these pictures of the symbols with their labels will be posted on the board so student gain more experience seeing the symbol and it’s name repetitively. || Create classroom constitution (create rules that are important to our classroom, ask the question: “what should we put on our classroom constitution?”) Neatly (with a black marker) write out the rules of our classroom constitution on a poster board (preferably one that is made to look like the authentic, real constitution). Each time you write a rule, have the students re-state the rule aloud so these rules are being enforced in their minds.
 * 15 Minutes || Start a discussion on rules, again remind the students to use full and complete sentences when holding this discussion. Talk about how rules were set for the new country of America and how rules need to be set for our classroom. Start discussing rules of the classroom, community, and government.
 * Ask examples for rules they can think of.
 * Discuss why rules are important.
 * Get ideas from students on rules (have rules in your mind that you know you want for the class and focus students in that direction)
 * Write lists of all students’ ideas on the white board
 * Make a list of about ten or more. Then decide how we should fairly decide what rules are important. Then vote as a class to take only the top five rules or more (up to your digression).

Have each student sign their name to the bottom of the classroom constitution. ||
 * 10 minutes || Start on United States Symbols Flip Book – create outside of flip book using construction paper.

Start on first page of Flip Book (the Constitution page)

Color a small clip art picture of the constitution, cut it out, paste it into their symbol Flip Book and copy the word “Constitution” from the word-wall to write underneath it. Students can try to write the word on their own or refer back to the word wall or dry-erase board for the correct spelling of Constitution. ||
 * 5 minutes || Do a small closing review of the information on the Constitution. ||



Resources/Materials
|| Materials: - Computer - Screen/Projector to show video - Homemade Video (with pictures, music, and lyrics) - Printed off lyrics for students to each have to hold during video. - Smart board - Pictures for smart board activity. - Clickers for students. - Homemade Constitution - Book: The U.S. Constitution, by Norman Pearl - Word Constitution written on a piece of cardstock paper (for the Word-Wall) - Picture of Constitution labeled Constitution with magnets on the back (for the White Board) - Poster-board (authentic looking so it looks like real constitution) - Black Marker - Pens/Pencils for each student - Construction Paper - Constitution Clip Art Picture/Coloring Sheet - Crayons/Markers - Scissors - Glue/Stapler || Assessment || Pre-Assessment: Before beginning the lesson, I will use the Smart Board to show pictures of all the United States Symbols that will be discussed either today or on next few days of the week. For each picture, the student will respond by punching in A, B, C, or D to tell what they think the name of the picture is. I will keep all records of students’ answers to refer back to.

Post-Assessment: The student will think of rules for our classroom based on their knowledge of rules and also based on their understanding of the story read during the lesson. The students will also color and label a picture of the Constitution, which will be put into a flip book of all the different symbols being discussed for that week. ||

Exceptionalities
|| ESOL/SLD: Visuals (Pictures, Illustrations, arti-fake of Constitution), Read Aloud, Word-Wall, and provide sufficient wait time after questions.

Gifted/Talented: Write a sentence describing their understanding of the importance of the United States Constitution. ||

Discussion Notes
|| Have students sit down with parents and discuss the rules they have at home. Pose the question: What are your parent’s rules at home? Have the students write a short list of rules they have at home on a sheet of paper. Ask students to talk with parents about why these rules are important; tell the students they will talk about this tomorrow during class. ||

= = = Teacher(s) Name: Jennifer Phillips = = Thematic Unit Theme/Title/Grade Level: Symbols - US Symbols - Kindergarten = = Wiki space address: http://ucfgrkussymbolsf09.wikispaces.com/ = = Daily Lesson Plan Day/Title: United States Symbol: The American Flag (Tuesday) = = Learning Objectives = || The student will be able to recognize the American Flag.

The student will understand the importance of the American Flag.

The student will understand the changes that have been made from the first American flag to the flag we use today.

The student will be able to orally explain what the flag’s stars and stripes represent, along with the colors (red, white, and blue.)  || NCSS Theme/Sunshine State Standards || SS.K.A.2.5 Recognize the importance of U.S. symbols. LA.K.5.1.5 The student will understand the concept of writing and identifying numerals.

LA.K.5.2.1 The student will listen carefully and understand directions for performing tasks (e.g., three or four-step oral directions)

LA.K.1.7.1: The student will make predictions about text content using pictures, background knowledge, and text features (e.g., title, sub-heading, captions, illustrations); ||
 * ** Student Activities & Procedures ** || ||
 * 5 minutes |||||| ||
 * ^  ||  Review of the United States Constitution

To start the review show the symbols video again and then talk about what the students remember about the U.S. Constitution.

Show a real flag to activate the students’ prior-knowledge and discuss what they know about the American Flag. ||
 * 15 minutes || Read aloud - Our American Flag, by Mary Firestone

Have students make predictions before and during the book

Discuss what the flag’s stars, stripes, and colors signify (13 stripes = 13 original colonies, 50 stars = 50 states, white = purity and innocence, red = courage and bravery, blue = determination, awareness, and justice)

Have the students count the stars and stripes aloud along with the teacher.

Review; ask students what the symbols and colors represent. ||
 * 30 minutes || Explain the three centers. Rotating around the classroom with the children to explain what they will be doing at each center.

Centers (3 centers)

(1) Coloring a flag correctly and writing the names of the three colors

(2) Counting and writing how many stars and stripes (red stripes and white stripes) are on the flag. Also have the students label the shapes (stars, square, and rectangles) (3) Create/design their own flag using colors (up to 3) and a symbol (with teacher supervision so they can share the book Flags of the World with its 350 pictures of flags from around the world, and so they can also discuss the meaning for their choices in color and symbol.) Once complete, students will share the flag they created with the other students in their group. Provided examples will be left at each center to help the students. Play the Star-Spangled Banner as background music while students work in centers (which was introduced in the book Our American Flag) ||
 * 10 minutes || Teacher will post a picture of and the word “Flag” onto the word wall so students can use it as a reference.

Students will color a flag, cut it out, paste it into their symbol book and write “Flag” underneath it. ||



Resources/Materials
|| Our American Flag, by Mary Firestone
 * Flag
 * Flag worksheet
 * Flag coloring sheet
 * My Flag coloring sheet
 * Scissors
 * Crayons
 * Glue
 * Flag word card (word wall)
 * Star-Spangled Banner song
 * Radio
 * Flag coloring picture (flipbook)

Flags of the World by Gaby Goldsack || Assessment || Pre-Assessment: After showing students a flag, to active their prior-knowledge, we will have a class discussion about what they know about the American flag. Post-Assessment: The student will color and label a picture of the American Flag, which they will put into their U.S. Symbols flip book. ||

Exceptionalities
|| ESOL/SLD: Read Aloud, Visuals (flag, books illustrations), Examples of Activities, Word-Wall, Sufficient wait time after questions

Gifted/Talented: Provided more challenging assignments, asked higher-level questions. They can also help other students when they are finished with assignments or they can revisit the read aloud text. ||

Discussion Notes
|| Tell the students to look for the American flag the next time they are out driving around town with their parents. ||



= Teacher(s) Name: Caitlin Dillion = = Thematic Unit Theme/Title/Grade Level: Symbols - US Symbols - Kindergarten = = Wiki space address: http://ucfgrkussymbolsf09.wikispaces.com/ = = Daily Lesson Plan Day/Title: United States Symbol: White House/President (Wednesday)  = What will students accomplish / be able to do at the end of this lesson? || The student will be able to recognize the White House when given pictures to choose from.
 * = Learning Objectives =

The student will orally tell what the White House is and who lives there.

The student will be able to give at least two names of presidents from any time period (current or past)

The student will be able to say the name of the current president when shown a picture. || LA.K.5.2.2 The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding; LA.K.1.7.1: The student will make predictions about text content using pictures, background knowledge, and text features (e.g., title, sub-heading, captions, illustrations) LA.K.5.2.6: The student will use complete sentences when speaking.
 * NCSS Theme/Sunshine State Standards || SS.K.A.2.5: Recognize the importance of U.S. symbols.

LA.K.6.4.1: The student will use technology (e.g., drawing tools, writing tools) resources to support learning.

SS.K.A.2.4: Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility.

LA.K.3.1.2: The student will prewrite by drawing a picture about ideas from stories read aloud or generated through class discussion. || To start the review, I will show the flag to the students and have a quick discussion of what they remember yesterday.
 * ** Student Activities & Procedures ** || ||
 * 15 Minutes |||| Review of Constitution and Flag

Pre-Assessment: To begin the new lesson, I will show the students a picture of the White House. I will see what they know by having an open discussion. I will write the things they say about the White House on the board in a word web. I will then show them a picture of President Obama and do the same discussion and word web but with the President. ||
 * 15 Minutes || Read Aloud: The White House, by Mary Firestone. I will remind students about predictions before starting. I will ask students what it is to make predictions and what they remember on how to make predictions. They do this before every story, so they are aware but may need reminders. Have students make predictions about the book based on a picture walk. Read the story aloud. Discuss major facts about book and refer to pictures when discussing. Have student ask questions so that the teacher can clarify. Review the book. Ask specific questions such as; who lives in the White House, why is it there, etc. When asking students specific questions, I will remind them how to speak using complete sentences and that they need to use complete sentences when answering a question.

Show the youtube video listed below. Have students watch it once, and then sing along the second time. Discuss information given during the video when it is over. http://www.youtube.com/watch?v=ettl3zfLWus&feature=related Pass out lyrics to video so that students have the option of following along with the lyrics on the screen or on the paper in front of them. ||
 * 5 Minutes || Explain the different centers with the students. Group them into their groups. Go over by showing them exactly where to go and what they need to be doing in each center. ||
 * 25 Minutes || Students will go to centers.

1) Teacher will be at a center with the Obama bio book. I will read the story with the students and participate in trivia and activities. It will be interactive and students will have the chance to look through pictures. 2)  Students will have a penny and quarter at a center. They will have pictures and a few words on the two presidents on them and will have to match the coins to the correct president. I will be able to walk over and help them if needed. 3) Students will be at the computer taking a look at http://bensguide.gpo.gov/ In this website the students will be able to see pictures of the website and learn a little bit about what the president does.

Journal Activity: I will explain to students that this is a pre-writing activity and we will go over that before beginning. The question to answer during the journal activity is, what would you do if you were president? I will remind them that they can think back on the read aloud or centers in order to form ideas. We will have a discussion and I will list the things the students say on the board. They will also draw themselves as president, and copy one of the things listed on the board onto their paper. ||
 * 10 Minutes || Color a picture of the White House, cut it out, paste it into their symbol book and write “White House” underneath it. This will go into their flipbook for the end of the week.

Review the information they learned today. Go over the presidents, the White House, etc. Review with artifacts while talking so students can make connections. I will remind students how to use complete sentences and enforce using complete sentences.

Post a picture of and the word “White House” onto the word wall so students can use it as a reference. ||

|| The White House, by Mary Firestone President Barack Obama Biography Fun Book, by Carole Marsh Computer Screen/Projector Smart Board Quarters and pennies Crayons Markers Scissors Glue Stapler Pens/Pencils Speakers for music Lyrics for YouTube video Construction Paper White House Picture White House Picture worksheet to color in Picture of the White House for the word wall White House word to put on the word wall Flip book picture ||
 * == Resources/Materials ==
 * Assessment || Pre-Assessment: Activate prior knowledge by showing them a picture of the White House and see what information they already know. Do the same for the picture of President Obama. Discuss the information they say and agree or disagree with it. During class discussion, write key words on the board.

Post-Assessment: The student will color in the picture of the White House and write a few words of what they would do if they lived there/was president. I will orally assess the students based on my objectives previously stated. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Word Wall (this includes the picture of the symbol and the word of what it is so they can see both at the same time), Graphic Organizers on board, slow pace during reading with showing visuals in books, pictures to show the whole class, coins with presidents on them to pass around. ESOL students will be able to use the book during activities, partner with a student, and/or receive more time to work on assignments.
 * == Exceptionalities ==

Gifted/Talented: They can reread or relook at the different books available and/or read aloud during the lesson plan. Write more than provided during journal writing assignment. ||
 * == Discussion Notes == || For homework students can go to a different section (than the one we used in centers) on the White House for kids website and view it with their parents. The parents can help them find a newspaper article about the president and what he is doing and have the parents read it to them. The student should bring the newspaper article into class the next week. Students can be given another worksheet to color in for the White House and bring it into class. ||



= Teacher(s) Name: Melanie Hochsztein = = Thematic Unit Theme/Title/Grade Level: Symbols - US Symbols - Kindergarten = = Wiki Spaces Address: http://ucfgrkussymbolsf09.wikispaces.com/ = = Daily Lesson Plan Day/Title: United States Symbol: The Statue of Liberty/Ellis Island (Thursday) = What will students accomplish / be able to do at the end of this lesson? || The student will be open and willing to learn about people who came from other countries. The student will understand the importance of the Statue of Liberty to immigrants. The student will understand freedom and why people came to America looking for it. The student will know where the Statue of Liberty and Ellis Island are and why immigrants went there first. || SS.K.A.2.5 Recognize the importance of U.S. symbols. SS.K.G.1.2: Explain that maps and globes help to locate different places and that globes are a model of the Earth. SS.K.G.1.4: Differentiate land and water features on simple maps and globes. SS.K.G.3.2: Identify basic bodies of water. LA.K.5.1.4 The student will print own first and last name; and (On Flip Book Pages) LA.K.5.2.2 The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding; (reading the story about the statue of liberty and discussing it) LA.K.5.2.6 The student will use complete sentences when speaking. (asking questions and they answer in complete sentences) MA.K.G.3.1: Compare and order objects indirectly or directly using measurable attributes such as length, height, and weight. || Show artifacts: passport, picture of the Wall of Honor, etc Read aloud - The Statue of Liberty by Mary Firestone Tell about how my grandparents names are on the Wall of Honor because they came through Ellis Island. Pre-assessment: Have students raise their hand and discuss if they or a family member has been to the statue of liberty or if from another country. Explain learning centers and behavior expectations || || Show a labeled globe with a Statue of Liberty sticker over New York and show the journey from Europe to America. Discuss Learning Centers ||
 * = Learning Objectives =
 * NCSS Theme/Sunshine State Standards ||
 * ** Student Activities & Procedures ** || ||
 * 5 Minutes || Review of Constitution, Flag, White House, & President by bringing out their flip books and discuss what is already in it. Students can flip to a page, raise their hand, and be called on to say something they know about what is on that page. ||  ||   ||
 * 10 Minutes || Watch Schoolhouse Rock – The Great American Melting Pot
 * 30 Minutes || Learning Centers:
 * 1) Color, cut, fold, and glue 3D paper statue of liberty.
 * 2) Students can stand next to either measuring tape or a yard stick to determine their height, with the help of the teacher if necessary, and then can compare it to the height of the statue of liberty (148 feet tall).
 * 3) Watch Statue of Liberty eTour on the computers. Students can look through the pictures, watch the videos, and listen to readings to get an up close look at the statue.
 * 5 minutes || Read Aloud: The New Colossus, inscribed on the plaque at the base of the statue.
 * 10 Minutes || Color & Label Statue of Liberty, Cut out Statue of Liberty, Add to Flip Book ||

|| The Statue of Liberty, by Mary Firestone http://www.factmonster.com/ipka/A0101054.html http://www.youtube.com/watch?v=ZWJ4udW41Ns ||
 * == Resources/Materials ==
 * Assessment || Pre-Assessment: Have students raise their hand and discuss if they or a family member has been to the statue of liberty or if from another country.

Post-Assessment: Final Discussion and Flip Book || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Visuals, videos, students go to stations in groups and can work with a buddy or help each other out. Gifted/Talented: If students finish early, they can look read though other books about the Statue of Liberty || Have students go home and ask their parents about relatives and ancestors and what countries they came from. Also, ask parents if any family members came through Ellis Island and the Statue of Liberty was the first thing they saw. ||
 * == Exceptionalities ==
 * == Discussion Notes == ||

= Teacher(s) Name: Sara Shrourou = = Thematic Unit Theme/Title/Grade Level: Symbols - US Symbols - Kindergarten = = Wiki Spaces Address: http://ucfgrkussymbolsf09.wikispaces.com/ = = Daily Lesson Plan Day/Title: United States Symbol: Review of Symbols/Assessment (Friday) = =<span style="color: black; font-weight: normal; mso-bidi-font-size: 12.0pt; mso-themecolor: text1; msobidifontsize: 12.0pt; msotabcount: 1; msothemecolor: text1;"> = || The student will have successfully learned about what a symbol is and why it is important. The student will have understood the importance of the Constitution. The student will be able to say at least one thing about each of the symbols we learned. The student will understand the concept of voting and how it works. || SS.K.C.2.3 Describe fair ways for groups to make decisions SS.K.A.2.5 Recognize the importance of U.S. symbols. // MA.K.A.1.2 Solve problems including those involving sets by counting, by using cardinal and ordinal numbers, by comparing, by ordering, and by creating sets up to 20. // LA.K.5.2.6 The student will use complete sentences when speaking. (asking questions and they answer in complete sentences)
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * ** NCSS Theme/Sunshine State Standards ** || SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school, and community.

||
 * ** Student Activities & Procedures **

//10 Minutes// ||||||

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: #0400; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; mso-themecolor: text1;"> //Review of Symbols: Constitution, Flag, White House, President, Statue of Liberty//

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: #0400; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; mso-themecolor: text1;">//Place 5 magnetic pictures of each symbol on the white board; going over each one at a time. Ask students what they know about each symbol and allow a few minutes for an informing class discussion. Make sure to go over class constitution and reiterate the importance of unity in the classroom.// || // Read aloud – The Liberty Bell // || // Introduce matching game and go over the instructions with the students. // // Provide students with materials for matching game: // // Monitor the class as they work and provide them with help if they need it. // || // Pass out voting ballots for our class symbol. Each ballot will contain two pictures and students will be asked to vote on the symbol they prefer for the class. Once they have voted, I will collect them and count them in front of the class. To practice their math skills, we will count and tally up the results together on the white board. // ||
 * // 10 minutes // || // Introduce new symbol- liberty bell //
 * // 15 minutes // || // Matching Game //
 * // Instructions: //**// Use the cards I give you to match the right words with the right pictures. Remember what you learned! You’ll have about 15 minutes to complete your board. //
 * // Cards w/pictures //
 * // Cards w/words //
 * // Matching game board //
 * // 20 minutes // || // Introduce the concept of “voting” to the classroom. Explain how voting works and the way it works in our country. //
 * // 10 Minutes // || // Introduce instructions for flipbook activity. Pass out materials: //
 * // Liberty bell sheet //
 * // Crayons, markers, colored pencils. //
 * // Glue //
 * // Scissors //

// Pass out picture of Liberty Bell and have students color it in and cut it out and then add it to the flipbook. // ||

|| Read aloud - //The Liberty Bell,// by Mary Firestone || Pre-Assessment: As they go along, children will be adding to their flip book.
 * == Resources/Materials ==
 * ** Assessment ** ||

Post-Assessment: Children will be assessed on their knowledge of the U.S. symbols during the matching game. This will test whether they can match a picture with its text representation. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Gifted/Talented: Gifted students will receive slightly more challenging matching game. ||
 * == Exceptionalities ==
 * Magnetic pictures during the review will be large and clear enough for all students to understand.
 * Give ESOL and SLD students extra time during the matching game if necessary.
 * == Discussion Notes == || ||