Student: Bailey Count School: Eastbrook South Elementary

IWU Supervisor: Sarah Jones Co-op Teacher: Mrs. Baker

Teaching Date: April 11, 2018 Grade Level: First Grade

Indiana Wesleyan University

Elementary Education Lesson Plan
Social Studies

Unit: “Freedom Takes Bravery”

Lesson: (Continuation) “Land of the Free, Home of the Brave”
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)—
 Through a grand discussion, children will review what they remember
about the symbolism of the American flag.
 After learning the symbolism of the Statue of Liberty and Bald Eagle,
students will demonstrate their knowledge by filling out pages in a
modified American Symbols passport.
 After participating in two learning stations, students will have created
examples of the American symbols and discuss them among their small
groups.
C. Standard(s)—
NCSS: Time, Continuity, and Change
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
ISTE: S.3.3b Students evaluate the accuracy, perspective, credibility, and relevance
of information, media, data or other resources.

II. Materials and Management

A. Materials
 Passport
 https://www.youtube.com/watch?v=qS6YMKlwpjs
 https://www.youtube.com/watch?v=fxwZ91VnS1k
 Picture of fireworks
  Dreams of Freedom collection https://www.theguardian.com/childrens-
books-site/gallery/2015/feb/11/dreams-of-freedom-human-rights-amnesty-
international
 Two tables for stations
 Stickers for grouping
 Stamps with ink
 Red, orange, yellow construction paper
 Black markers
 Scissors, glue, tape
 Toilet paper rolls, green construction paper
B. Time
Anticipatory Set-5 minutes
Lesson Presentation-15 minutes
Stations-20 minutes
Closure-5 minutes

C. Space
Anticipatory Set/Lesson Presentation-students will be at their desks
Stations-students will be split up into two different tables that sit across the room
from each other (groups will be pre-decided by the teacher)
Closure-students will come to the rug

D. Behavior
I will pre-correct in the beginning of the lesson, explaining my expectations of behavior
during the lesson. I will also explain before beginning what the transitions within the
lesson are going to look like, to ensure fluidity and preventing having to re-explain when
the time comes to transition to stations. If it is absolutely necessary, I will use the card
flip chart that the teacher uses for overall classroom behavior management.

E. Technology
 Picture of fireworks pulled up on Smart board
 YouTube video about the Statue of Liberty
 YouTube video about the bald eagle

III. Anticipatory Set

I will start the lesson by pulling up a picture of some fireworks. I will tell the students of
my fondest memories of the Fourth of July. I will tell them about the times my family along
with many other families from my church would meet up at a local park that put on this
fantastic firework show with some of the biggest fireworks I’ve ever seen. I will describe the
barbeques I had and how I would eat till I could not eat anymore. I will then ask students if
they have any fun or special memories from Fourth of July, or if they have any annual
traditions for that day.
I will transition this story by pointing out that the reason we celebrate Fourth of July, and
the reason I have the luxury of enjoying fun moments like this with my family are because I
have freedom as a citizen of the United States, and so does everyone else in this classroom.
We only have freedom because a long time ago, people decided they wanted the freedom to
make their own decisions. From that point on, people have fought many years to keep that
freedom and continue to right now, which is why we have a military and government.

IV. Purpose Statement

“Today we are going to continue learning about American symbols, paying close attention to
the key word ‘freedom.’ This information helps us better under why we have the freedoms
we do to live as citizens in our country.”

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students—Students are given the freedom to share their
personal experiences of the Fourth of July if called upon in the anticipatory set. I
will read a book at the end of the lesson for students who have finished early.
This book will a wide variety of diversity within it and addressing some point of
freedom. Students who are struggling to keep up by me scaffolding them into the
independent practice activities at the stations and allowing extra time to work if they
need it while the others come sit on the rug for a story.
A. 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 working on the crafts of the American symbols.
 Another student in my class has recently been struggling with hitting and biting himself
when frustrated. As a means to help him direct those feelings, I will allow him to use the
plush toy given to him for squeezing and manipulating.

VI. Lesson Presentation (Input/Output)

--active participation, multiple levels of questioning, modeling/monitoring
 I will begin by showing a YouTube video about the Statue of Liberty which explains
in simplistic detail, where it came from, what it represents, and why it is so important
to remember what it represents.
 Once the video has ended, I will ask the class to brainstorm with me what they think
the word “freedom” means. I will create a word web and write student’s ideas as they
say them.
 Once I have a significant amount of answers, I will then give them a couple examples
of the freedoms that we get to enjoy today such as freedom of religion, speech, to
have our own opinions.
 I will tell the students that we did not always have these freedoms, and that is actually
how America first started was when people were seeking religious freedom. People
that were once oppressed, fought from the very bottom, as underdogs, and because
of that, they built a nation that is based on the ideas of freedom.
 This will be the time to transition to stations
 “Now we are going to split up into two groups that I have already picked out for
these activities. One group will go to this table where you will be creating your own
Lady Liberty torch. Someone will be sitting at the table with you that is going to give
you step by step instructions on how to do this. While you are creating these torches,
I will come around and ask you some questions about what we have discussed today
regarding freedom and the symbols we have learned about. At the other table, you are
going to be watching a video about the last American symbol we will be learning
about for now which is the bald eagle. After watching the video, you are going to fill
out your passports. On the front is the symbol of the bald eagle which you will now
understand why they chose it. You are to put your name and number on your
passport as soon as you get it so that we do not get them mixed up. Once you are at
the table, you will be given more instructions on what to do with your passport.”
 At the bald eagle station, myself or an aide will have students color in the cover, glue
their picture in and fill out all the applicable parts, and then answer the provided
reflection questions inside the passport.
 After 10 minutes, both tables will switch and move on to the next activity. If students
did not finish the activities, time will be provided later to work on them.
 For the students who finish early, myself or a designated teacher aide will be reading a
story relating to the concept of freedom on the rug. The story is a collection of
quotes and illustrations relating to the creator’s interpretation of freedom, the
collection is called, Dreams of Freedom.
VII. Check for Understanding
 At the end of the lesson, I will ask targeted questions that will evaluate whether or not
students understand the two additional symbols they have learned, how they came to be, and
why it’s important we know them today even though our country has changed over time. I
will ask questions such as: “What is freedom? Why do we have it? Why is it important to
have symbols in our country that remind us of freedom?”

VIII. Review Learning Outcomes/Closure

“We have now come to a point where we have learned about some of the most significant
symbols that represent our nation. I hope that as you have learned about these symbols, you
have begun to understand that our country, from the very beginning, has fought to provide
us with the freedom we enjoy on a daily basis. Freedom comes at a price and it is something
that requires strength and courage. We want everyone around us to have the same freedoms,
so we need to make sure we stick up for the people who get knocked down or treated
unfairly. Because as an American citizen, you stand up for things like equality and freedom. I
would like to gather your passports now so that I can see all the different answers you put
down. I will return them to you soon.”

PLAN FOR ASSESSMENT

Formative: I will gather information of student comprehension when I am checking for
understanding and asking questions about freedom and the importance of having symbols
that represent these qualities. As students are working within their stations, I will observe
their natural responses and discussions as well as their answers to my “checking for
understanding,” questions.
Summative: I have made a modification to my American Symbols booklet and created a
passport for them to clue their class picture in and write the remaining of their responses
within it. They will be turning this in and it will allow me to assess whether students are
understanding the connection between the symbols and meaning of freedom we derive from
them.

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 Theory of Intelligences
7. Were students able to demonstrate their understanding of the remaining
American symbols within their discussions and response activities?