Hannah Broder: ESA

Name: Hannah Broder

Lesson #1 of 3 The White House
Duration of Lesson: 60 minutes Grade Level(s): 3rd Subject(s): Social Studies
Central Focus of Unit:

Essential Literacy Strategy Focus: To gather information and understanding about important landmarks and symbols
through various sources (text, videos, websites) and answer related questions.

Related Skills (skills that support the use of the strategy): To gain knowledge and understanding of symbols and
landmarks that represent the United State and reflect on what makes a symbol or landmark meaningful.

Content Focus: To learn about the White House as a landmark in the United States. To understand its historical
significance and importance to the nation and its citizens.

Standards:

HSS 3.4.3: Know the histories of important local and national landmarks, symbols, and essential documents
that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald
eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).
CCSS ELA RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Instructional Learning Objectives: Assessments:

Students will read and annotate an article about a national Students will underline important pieces of the text.
landmark (the White House).

Using their annotations, students will demonstrate their
understanding of the text to answer questions about the
article.
Students will write their answers to the questions on the
worksheet provided.
Informal assessment: written answers to presented
questions

Students will summarize their learning and understanding By completing their “Knew New Notes” I can see what
of the White House. the students learned from their research of the topic.
Students will share out what they learned as well.

Informal assessment: Completion of their worksheet

questions as well as their “Knew New Notes” chart will
pose as an exit slip.

Language Function and Demands:

Language Function: Additional Language Demands:

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Hannah Broder: ESA
Annotate text Key vocabulary:
Answer questions about text Symbol
Comprehend text ideas Landmark
Distinguish

“The White House is an important landmark because…”

Discourse : Interpret academic grade level text.

Annotating text.

English Language Development:

CA ELD.P1.3.6 Reading/Viewing Closely

Emerging: Reading/viewing closely Describe ideas, phenomena

(e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) based on understanding of a select set of
grade-level texts and viewing of multimedia, with substantial
support.

Expanding: Reading/viewing closely Describe ideas,

phenomena (e.g., how cows digest food), and text elements
(e.g., main idea, characters, events) in greater detail based on
understanding of a variety of grade-level texts and viewing of
multimedia, with moderate support.

Bridging: Reading/viewing closely Describe ideas, phenomena

(e.g., volcanic eruptions), and text elements (e.g., central
message, character traits, major events) using key details based
on understanding of a variety of grade-level texts and viewing
of multimedia, with light support.

Resources and Materials:

Document Camera
Photo of the White House
White board markers
Article about the White House
Pre-annotated article about the White House
“The White House Scavenger Hunt” worksheet
“Knew New Notes” worksheet
Pencils
Crayons

Student Prior Knowledge:

Students have gathered general knowledge of the geography of the United States. They have analyzed maps and have
an understanding of the location of the 50 states. Students have had multiple lessons in close reading and have acquired
the skills to be able to gather and comprehend information from a text to answer questions.

The class is also familiar with “Knew New Notes” which we have used in the past to organize any previous knowledge
of a topic and the new information we learn during the lesson.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?

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Hannah Broder: ESA
Transition from Previous Activity: How
will you transition students from the prior
activity/learning to this lesson? How will you
incorporate or build on students’ prior
knowledge? (Review.)
Convene students as a group. I will remind students of the Social Studies lesson from
the previous week. They had just learned about the 50 states and learned the “50 Nifty
United States” song. We will sing the song aloud as a class to motivate the students for
the upcoming lesson.

Hook/Purpose for Learning: What
experiences/backgrounds and/or interests do
students bring that could be used to excite
students to the activity? How will you set
learning expectations for your students?
(Introduce)
To begin the lesson, I will ask the students if they know what a landmark or symbol is. I
will call on students until we have defined the two terms appropriately (elicit: an object
or picture that represents a crucial time in history, is easily noticeable, or has important
meaning to it). I will then ask students if they can think of any landmarks or symbols
that represent San Diego. Some examples may be, the San Diego Padres logo, the cross
on the top of Mt. Soledad, or the school mascot.

I will then tell students that “there are many landmarks and meaningful symbols that
are significant to the United States. They are important because they represent
moments in history that we never want to forget! We are going to be looking at some of
the most famous landmarks and symbols and learning all about what makes them so
special!”

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?

To begin the lesson, I will ask students if they can think of any landmarks or symbols for the United States. I will then have the
students share with the person next to them any ideas they come up with. Once they have shared, I will invite the students to raise
their hands and share out loud. While the students list their ideas, I will be writing and/or drawing the answers on the white board.

Once a list of about 5 ideas has been made, I will go on to tell the students, “these are all wonderful examples of landmarks and
symbols! If you are walking on the street and you see someone wearing your favorite football teams’ logo, you may think…
‘hmmm they must be from that city, or hmmmm they love the same team as me!’ (modeling my thinking) When someone sees the
American Flag, that person knows that that symbol represents the United States.”

I will go on to say, “over the next few days, we will be researching and learning about some of the most important landmarks and
symbols in the United States. Today, we are going to begin with…THE WHITE HOUSE!” I will then place a photo of the White
House under the Document Camera for reference.

I will pass out a piece of paper with a table entitled “Knew New Notes”. Next, I will ask students what they already know about the
White House. Any students that have previous knowledge of the White House are then invited to write it in their notes under the
“Knew” section. Once all ideas have been written down, I will ask the students to put their notes to the side as they will be
completed later.

The students will then receive their article about the White House and we will have a read aloud as a class. I will model my reading
and thinking under the DocCam while students follow along with their fingers. I will stop for important points in the reading and
underline them with my pencil, instructing the students to do the same (see attached White House reading for annotations).

After we have read the article as a class, I will pass out the second worksheet entitled “The White House Scavenger Hunt”.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)

Any struggling readers or students who have trouble with comprehension will be offered an article that has been previously
annotated. The sentences in the text that contain the answers for the “White House Scavenger Hunt” worksheet will have already
been underlined. This will eliminate the pressure of having to comprehend the text while simultaneously annotating. Further, the
students will still gather and have access to the same content as their peers.

Any students that need extra time for processing questions and expressing their ideas will have sufficient wait time through pair
share.

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Hannah Broder: ESA
Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and collaborative learning
environment?

Once the students receive their “White House Scavenger Hunt” worksheet, I will place the teacher copy on the DocCam to guide
them through the instructions. I will have one student read the instructions aloud and we will answer the first question together as a
class.

The first question reads, “How many Presidents have lived in the White House?” I will then prompt the students to look back at
their article and check what important facts we had underlined. When they have found the correct answer, they will copy it onto
their worksheet. The students will continue filling out their worksheets independently using the information from the article.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)

Students who have a difficult time writing will have the article beside them to refer to when transferring the answers to their
worksheets.

Any child that completes their worksheet early, may begin coloring the photos on their article.

Independent Practice: How will you provide students opportunities to master what you taught them?

Students will complete their scavenger hunt worksheets to the best of their ability. I will be circling the room to ensure no child is
getting stuck on a particular question and assisting wherever needed.

When I notice some students are nearing the end of their worksheet, I will head to the front of the room and make an announcement.
I will say “If any of you detectives are looking for an extra challenge, I am going to write a bonus question on the board and you
will answer it on the back of your worksheet!” The question will read “If you were the President of the United States, what would
you want inside the White House”. I will then model my thinking by answering the question out loud saying, “Hmmm if I were the
President, I would want a movie theater inside the White House!”

The students will then continue working independently on their worksheets.

Differentiating/Scaffolds –

Students who have a difficult time writing will have the article beside them to refer to when transferring the answers to their
worksheets.

If students complete their worksheets early, they are invited to answer the challenge question as well as color in the pictures on the
article.

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?

After the above activities have been completed, the students will take out their “Knew New Notes” once again. I will then invite
the students to complete the “New” portion of the chart with some facts they learned during the lesson. I will call on students to
share out what they learned and I will write down their shared ideas on my “Knew New Notes” underneath the DocCam for
reference. This will not only wrap up the lesson, but will give students time to reflect back on all of the information gathered. By
having the class share their ideas, the students have an opportunity to write down anything they may have forgotten on their notes.

I will close by encouraging the students to keep their eye out for more landmarks and symbols throughout the week and to think of
what we may be exploring during tomorrow’s lesson.

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Hannah Broder: ESA
Name:_____________________ Date:________

The White House Scavenger Hunt Worksheet

1. How many Presidents have lived in the

White House? __________________________

2. Who was the first President to live in

the White House? ______________________
_______________________________________

3. Who else lives in the White House

besides the President? ________________
________________________________________
________________________________________
________________________________________

4. What has the White House been called in

the past? ______________________________
________________________________________
________________________________________
________________________________________

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Hannah Broder: ESA
The White House

The White House is where the President lives and

works in Washington DC. It was built from 1792 to 1800

and is one of the most famous buildings in the world.

Over 43 presidents have lived in the White House. Every

president has lived here except for George Washington.

Our second president, John Adams, was the first to live

here. Many other people live and work in the White House

too such as the President’s family, the cleaning and

cooking staff and the security team who keeps the

President safe. Over 400 pets have lived in the White

House too!

Before it was named the White House, it was known as

the “President’s Palace”

or the “Executive

Mansion”.

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Hannah Broder: ESA
Pre-annotated article

The White House

The White House is where the President lives and

works in Washington DC. It was built from 1792 to 1800

and is one of the most famous buildings in the world.

Over 43 presidents have lived in the White House. Every

president has lived here except for George Washington.

Our second president, John Adams, was the first to live

here. Many other people live and work in the White House

too such as the President’s family, the cleaning and

cooking staff and the security team who keeps the

President safe. Over 400 pets have lived in the White

House too!

Before it was named the

White House, it was known

as the “President’s

Palace” or the “Executive

Mansion”.

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Hannah Broder: ESA
Name: _________________________ Date: _____________

Knew New Notes

The White House

Knew New

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Hannah Broder: ESA

Name: Hannah Broder

Lesson # 2 of 3 The Bald Eagle
Duration of Lesson: 45 minutes Grade Level(s): 3rd Subject(s): Social Studies
Central Focus of Unit:

Essential Literacy Strategy Focus: To gather information and understanding about important landmarks and symbols through
various sources (text, videos, websites) and answer related questions.

Related Skills (skills that support the use of the strategy): To gain knowledge and understanding of symbols and landmarks that
represent the United States and reflect on what makes a symbol or landmark meaningful.

Content Focus: To learn about why the bald eagle is a meaningful symbol for the United States. To understand its historical
significance and importance to the nation and its citizens.

Standards:

HSS 3.4.3: Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of
community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S.
Constitution, the Declaration of Independence, the U.S. Capitol).

CCSS ELA RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).

Instructional Learning Objectives: Assessments:

Students will recall details from a video to answer true or Informal: completion of “Fact or Fiction” worksheet with
false questions. correct facts circles.

Students will collaborate to research evidence of the bald Students will provide evidence and explain how their
eagle as a symbol for the United States discoveries display symbolism.

Informal: Students will share out their research

Students will identify the eagle as a national symbol and They will create an original national symbol using the
use descriptive language to describe the bald eagle as a bald eagle (flag, money, crest etc.)
symbol.
Students will present their symbols to the class.

Formal: Students will be graded, using a rubric, on how

well they follow directions when creating their original
symbols

Language Function and Demands:

Language Function: Additional Language Demands:

Answering questions Fact

True or false statements Fiction
Resources
Symbol

Discourse: Interpret and comprehend academic, grade level

multimedia.

CA ELD.P1.3.6 Reading/Viewing Closely

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Hannah Broder: ESA

Emerging: Reading/viewing closely Describe ideas, phenomena (e.g.,

insect metamorphosis), and text elements (e.g., main idea, characters,
setting) based on understanding of a select set of grade-level texts and
viewing of multimedia, with substantial support.

Expanding: Reading/viewing closely Describe ideas, phenomena (e.g.,

how cows digest food), and text elements (e.g., main idea, characters,
events) in greater detail based on understanding of a variety of grade-
level texts and viewing of multimedia, with moderate support.

Bridging: Reading/viewing closely Describe ideas, phenomena (e.g.,

volcanic eruptions), and text elements (e.g., central message, character
traits, major events) using key details based on understanding of a
variety of grade-level texts and viewing of multimedia, with light
support.

Resources and Materials:

Document Camera
iPads
Photo of a bald eagle
YouTube video about bald eagles -
https://www.youtube.com/watch?v=lW4OmT9Dtm4&list=PL3Iegr4JU7JjvTF1JywtZYl9anap6zLDi&index=5
“Bald Eagles: Fact or Fiction” worksheet
YouTube video notes
List of Google searches for research
Original Bald Eagle Symbol Rubric
Blank paper
Pencils
Crayons

Student Prior Knowledge:

Students have now been introduced to the meaning of symbols and landmarks and their importance for our nation. They are
familiar with examples of various symbols and landmarks. They have had practice annotating text and can successfully remove
information from a text to answer questions. Students are also comfortable navigating their iPads and have had practice researching
information in this way.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.
Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?

Transition from Previous Activity: How
will you transition students from the prior
activity/learning to this lesson? How will you
incorporate or build on students’ prior
knowledge? (Review.)
I will begin the lesson by inviting students to share what a symbol or landmark is. This
will act as a refresher for students who need a reminder of the vocabulary and will also
set the tone for the remainder of the lesson.

Hook/Purpose for Learning: What
experiences/backgrounds and/or interests do
students bring that could be used to excite
students to the activity? How will you set
learning expectations for your students?
(Introduce)
“Did any of you notice any symbols or landmarks yesterday? Can anyone share any
they thought of?” If no one thought of any, I will model my thinking and tell the
following story “I remembered one when I was at dinner last night. I went to find the
restroom and could not figure out which one was the girls or
boys room! However, when I looked closely at the door I could
see…(I will hold up a photo of the ladies restroom sign, pictured
to the right) the SYMBOL for the girls room! It did not have any
words, but I knew, that was the symbol for the girls room!”

“Today we are going to explore another symbol of the United

States and it’s is special because it is an ANIMAL!”

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Hannah Broder: ESA
Focused Instruction (Modeling): How will you present/teach the content and skills to your students?

I will then place a photo of the Great Seal of the US on the DocCam and ask students if they know what animal is pictured in
the center. Students will share out their ideas and conclude it is a bald eagle. I will then reveal a photo of a bald eagle.

Next, I will hand out the “Bald Eagles: Fact or Fiction” worksheet. Some of the facts will be true and some will be false. As
a class, we will watch the first minute of an informational video entitled “Why Does the Bald Eagle Represent America?”.
At the end of the video, I will place a copy of the fact worksheet on the DocCam to model my thinking while reading the
sentences. I will have a student read the instructions aloud. I will then read #1 aloud to the class and model my thinking using
hand gestures and “I” statements. Once I have determined that #1 is true, I will circle the sentence and instruct students to
work with a partner to complete the rest of the worksheet.
Differentiating/Scaffolds –

For those students who struggle with comprehension or need extra scaffolding to answer the questions about the video, I will
provide pre-made video notes with the information from the video typed out prior to watching the video. These students can then
refer to the information in a text form in order to successfully answer the questions.

For those students who finish this activity early, I will encourage them to write any other facts they may know about bald eagles on
the back of the worksheet. If they do not know any additional facts, I will ask students to write something they like or dislike about
the bald eagle.

Guided Instruction/Practice:

Next, students will access the internet on their iPads. I will tell students we will be doing some research and discovering the various
places you can find the symbol of the bald eagle present. I will pass out a sheet with a list of resources they can use to find evidence
of the bald eagle symbol. I will go on to tell students that the bald eagle is present in song lyrics, on money, signs, flags etc. and
encourage them to search the internet for evidence of this. I will model a Google search on the computer at the front of the class and
pull up a photo of a bald eagle on a sign (pictured below). I will go on to tell students this is a state park and it has been named Bald
Eagle State Park because the bald eagle is an animal that symbolizes strength and importance.

It is crucial to tell students that their evidence does not have to have a picture of a bald
eagle, it can also simply be the words, but they have to have meaning to support the bald
eagle as a SYMBOL (elicit: song lyrics).

Students will then collaborate with a partner to find 2 places with a bald eagle present
(each student will have 1 symbol on their iPad). When they discover their evidence, they
will write notes explaining why it is significant on a blank sheet of paper. The notes are
not formal, as they are just to help organize their thoughts for if they choose to share their
evidence to the class.

Once students have found their symbols, they will raise their hands to signify they are finished. If some students have not had time
to write down their explanation, that is ok as they can simply recite why they chose the symbol from memory.

I will go over the requirements for the assignment and show the class the rubric they should follow. Their final symbol needs to
have 3 things -
1. Clear words that represent the meaning of their symbol
2. A thought out, colored design
3. A drawing of a bald eagle

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Hannah Broder: ESA

Once they have completed their research, I will ask the students if they would like to share their discoveries and proceed to call on
students who raise their hands. Once the students have shared out loud. I will then explain that for the remainder of the lesson they
will each get to create their own original bald eagle symbol for our country! (elicit: money, sign, song, flag, stamp).

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)

General supports: list of suggested Google searches, modeling of a proper Google search, pairing students together with
peers that will assist with their learning

Independent Practice: How will you provide students opportunities to master what you taught them?

Students will now go on to create their own bald eagle symbol for our country. I will pass out paper and markers. Further, I will
make sure to reiterate the importance of it representing the United States and what the eagle stands for (refer to the Fact or Fiction
worksheet - strength, beauty and long lifespan)

I will show students an example that I made and encourage the students to be as creative with their thinking as they can. The picture
will also include a sentence explaining what the symbol means, or some words to represent the drawing. The example picture will
have the words “Bravery, Strength, Courage” written underneath.

I will show students the rubric which they should follow and highlight the importance of making your symbol meaningful and well
thought-out.

Once students are wrapping up, they may come to the front of the classroom and grab a rubric for a self-evaluation. I will take their
reflection into consideration as well as my observations from walking around the room to determine their level of understanding and
the success of the lesson in meeting the objectives.

Differentiating/Scaffolds –

ELD/IEPs: Use of classroom word wall and/or iPads to assist with key words. If necessary, I will have coloring sheets if the
children would prefer to use a template instead of drawing themselves.

Closure:

We will conclude the activity by having the students pin their drawings around the classroom to share their interpretation of the bald
eagle as a symbol for our country. I will encourage the students to think of what the next days’ lesson will be about and leave them
with an anticipatory question: “When you think of liberty, what do you think of?”

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Hannah Broder: ESA

Bald Eagles
Fact or Fiction?
After watching the video, read the statements below. Circle
the sentences that are true.

1. The bald eagle was chosen as the national

bird because of its beauty, strength and long
lifespan.

2. Bald eagles are not native to North America.

3. Benjamin Franklin wanted the rooster to be

the national bird.

4. The bald eagle was chosen as the national

bird in 1772

5. Some of the other choices were chickens,

hummingbirds and crows.

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Hannah Broder: ESA
Why Does The Bald Eagle Represent America?
(YouTube video notes)

Have you ever wondered why a bird is one of Americas most prominent

symbols? The bald eagle was dubbed the national bird in 1772 because of

its beauty, strength and long lifespan. It is also the only eagle native to

North America. But not everyone was pleased with this decision.

Benjamin Franklin argued that the turkey should have been the national

bird because it is a much more respectable bird of courage that would

not hesitate to attack the British. Considering some of the other

contenders were crows, hummingbirds and chickens, the bald eagle

really doesn’t seem like that bad of a choice.

Source: https://www.youtube.com/watch?v=lW4OmT9Dtm4&list=PL3Iegr4JU7JjvTF1JywtZYl9anap6zLDi&index=5

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Hannah Broder: ESA

Search Ideas
Try typing these words into Google Images!

songs with bald eagle

bald eagle signs

bald eagle statues

money with bald eagle

bald eagle symbols

bald eagle stamp

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Hannah Broder: ESA

Coloring page #1

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Hannah Broder: ESA

Coloring page #2

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Hannah Broder: ESA

Name: ________________

Original Bald Eagle Symbol Rubric

4 -
-
My symbol has many words that go with the picture
My symbol has a bald eagle
- I put thought into my design
- My symbol is colored

3 -
-
My symbol has a few words that go with the picture
My symbol has a bald eagle
- I put some thought into my design
- My symbol is partially colored

- My symbol has words but they do not go with the

2 picture
- My symbol has a bald eagle
- I did not put much thought into my design
- My symbol is not colored yet

1 -
-
My symbol does not have any words on it
My symbol does not have a bald eagle
- I did not put thought into my design
- My symbol is not colored

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Hannah Broder: ESA

Name: Hannah Broder

Lesson # 3 of 3 The Statue of Liberty
Duration of Lesson: 45 minutes Grade Level(s): 3 Subject(s): Social Studies
Central Focus of Unit:

Essential Literacy Strategy Focus: To gather information and understanding about important landmarks and symbols through
various sources (text, videos, websites) and answer related questions.

Related Skills (skills that support the use of the strategy): To gain knowledge and understanding of symbols and landmarks that
represent the United States and reflect on what makes a symbol or landmark meaningful.

Content Focus: To learn about the Statue of Liberty as a landmark in the United States. To understand its historical significance
and importance to the nation and its citizens.

Standards:

HSS 3.4.3: Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of
community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S.
Constitution, the Declaration of Independence, the U.S. Capitol).

CCSS ELA RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when , why, and how key events occur).

Instructional Learning Objectives: Objectives are what students will
be able to do as a result of this lesson. These objectives will directly
support and align to the Central Focus. They should also align with
standards, instructional activities, and assessments. Write objectives
using clear, measureable terminology.
Assessments: How will students demonstrate their learning? List the
formal/informal assessments used to monitor student learning of each
objective.

Students will understand the significance of the statue of Students will work individually to answer multiple choice
Liberty by watching a video. questions relating to the Statue of Libert.

Informal: I will assess the students on their recalling of

details by their written responses to questions provided.

Students will read and annotate an article about the Statue Students will collaborate to answer questions about the
of Liberty as a national landmark text.

Informal: Judging by their answers to the questions, I will

decipher if they have understood the text

Students will collaborate and create a collage statue for By using all of the knowledge of symbols and landmarks
the school using magazine and newspaper clippings they have gained, students should know what makes a
symbol or landmark meaningful and be able to create one
for the school.

Formal: Students will be graded by how well they work as

a team to create their collage

Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you
provide students with opportunities to practice using the language function in ways that support the essential strategy.

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Hannah Broder: ESA
Language Function: Identify at least one language function essential
for students to develop and practice the literacy strategy within your
central focus. This language function should be derived from the
objectives.
Additional Language Demands: Identify additional language
demands required to achieve the objectives. Address vocabulary or key
phrases. Also, address syntax or discourse.

Annotating Liberty
Collaborating Immigrants
Creating Crown
Monument
Collage
Torch

Discourse: Interpreting and constructing visual representations

English Language Development:

CA ELD.P1.3.6 Reading/Viewing Closely

Emerging: Reading/viewing closely Describe ideas, phenomena

(e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) based on understanding of a select set of
grade-level texts and viewing of multimedia, with substantial
support.

Expanding: Reading/viewing closely Describe ideas,

phenomena (e.g., how cows digest food), and text elements
(e.g., main idea, characters, events) in greater detail based on
understanding of a variety of grade-level texts and viewing of
multimedia, with moderate support.

Bridging: Reading/viewing closely Describe ideas, phenomena

(e.g., volcanic eruptions), and text elements (e.g., central
message, character traits, major events) using key details based
on understanding of a variety of grade-level texts and viewing
of multimedia, with light support.

Resources and Materials:

Anchor chart
Photo of the Statue of Liberty
Markers
Anticipatory question set
Statue of Liberty article
Statue of Liberty scavenger hunt worksheet
Maryland Elementary Statue Collaboration Rubric
Pencils
YouTube video: https://www.youtube.com/watch?v=M1YKLOk8pmA
Magazines
Newspapers
Scissors
Glue
Construction paper

Student Prior Knowledge:

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Hannah Broder: ESA
Students have been introduced to the meaning of symbols and landmarks and their importance for our nation. They are
familiar with examples of various symbols and landmarks. They have had practice annotating text and can successfully
remove information from a text to answer questions. Students are also comfortable navigating their iPads and have had
practice researching information in this way.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.
Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?

Transition from Previous Activity: How
will you transition students from the prior
activity/learning to this lesson? How will you
incorporate or build on students’ prior
knowledge? (Review.)
Students will sit in their seats with attention toward the front when I will remind them of the
symbols and landmarks we have previously discussed. I will ask students if they have thought or
seen anymore that they would like to share to the class. “That’s great everyone! Today, we are
going to explore one more United States landmark!”

Hook/Purpose for Learning: What
experiences/backgrounds and/or interests do
students bring that could be used to excite
students to the activity? How will you set
learning expectations for your students?
(Introduce)
“Today is going to be really fun. We are going to learn about one more US landmark and then
we are going to take everything we have learned the past few days and create our own symbol or
landmark for our school!”
I will then ask students, “have any of you heard of the Statue of Liberty?” Wait for response.
Then ask, “okay, can you guys raise your hands and tell me what you know about the Statue of
Liberty?” As students respond, I will write their answers on an anchor chart at the front of the
classroom. Once they have shared all ideas I will then pass out an anticipatory worksheet.

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?

I will then post a photo of the Statue of Liberty on the DocCam for the students to reference when answering the following
questions. The anticipatory worksheet questions will encourage the students to think critically using all the information they have
learned about symbols and landmarks. I will ask students to try their best and that it is okay if they do not know all of the answers
yet!

Once students have had time to complete their worksheets the best they can, we will watch a short YouTube video of the book, The
Story of the Statue of Liberty by Betsy & Giulio Maestro. While they are watching I will model my thinking during important parts
by putting my hand on my chin and nodding so they can all see. At the conclusion of the movie, I will have students take another
look at their anticipatory set questions and see if they can change any of their answers with the new information they have learned.
On the teacher copy under the DocCam, I will notice that question #3 was answered in the story so I will circle the correct answer
and model my thinking by saying “Oh, I remember in the story they talked about what she was holding up in her hand…what was
it? A candle? No…a torch! That’s right! Now everyone, try and see if there was any other new information we learned in that story.
After, I will direct students to an article we will be reading and completing a scavenger hunt with.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)

General scaffolds: modeling thinking, anchor chart, photographs and visuals

ELLs: some of my English Learners have trouble with verbal instructions and comprehension, I will have the closed
captions tuned on for the YouTube video for them to read along.

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and collaborative learning
environment?

I will pass out the short article with more information about the Statue of Liberty. One student will read each paragraph out loud to
the class. I will encourage students to underline what they believe to be important parts of the article. I will then pass out the
“Statue of Liberty Scavenger Hunt” worksheet where they will use all of the knowledge from both the story and the article to answer
some final fill-in-the-blank questions. I will divide students into groups of no more than 3 for this portion to encourage students
with more advanced reading and writing skills to assist with the English Learners or students with IEPs.
I will walk around the classroom and facilitate the learning by asking further questions or clarifying where needed.

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Hannah Broder: ESA
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)

Struggling readers: I will hand them a previously annotated article with the key pieces of information already underlined.

IEPs/ELLs: By pairing these students with English first language students and/or strong readers and writers, they will have more
opportunities to succeed with some support.

Independent Practice: How will you provide students opportunities to master what you taught them?

Finally, I will gather the students’ attention toward the front of the classroom. I will ask students if they have any questions that
may need clarifying and if anyone wants to share their favorite thing about the Statue of Liberty. I will then introduce the last
portion of the lesson to the class. “Now, we have spent the past couple of days learning all about what makes a symbol and
landmark or monument important and meaningful to a nation or community.” I will remind students that a monument is a statue,
building, or other structure that honors a person, event, or an idea. “We learned all about the history of The White House, what a
bald eagle represents and also a ton of information about the Statue of Liberty. Now, it’s your turn to make a symbol or landmark
for Maryland Elementary School! We are going to use magazines and newspapers to create our own meaningful symbol or
landmark collage. But first, we have to decide as a class what we want this symbol or landmark to MEAN. What are some of the
things that are important to us in school?” We will brainstorm ideas and I will call on students who are raising their hands and write
their responses on the board (elicit responses such as: kindness, responsibility, respect, love, safety). Students are extremely
familiar with our “Social Contract” that was made at the beginning of the year and understand the most important values of our
classroom. Once I have made a list of about 5 things on the board, we will take a vote on the one we think is the MOST
IMPORTANT about our school. By a show of hands we will pick the top word that we would like to support or honor.

Keeping that word in mind, students will then go back into their previous groups and begin their art project. They will be
encouraged to take both words AND pictures from the magazines and newspapers and glue them to their construction paper in a
way that creates a symbol or idea for a landmark for our school. I will notify the students that they will be evaluated on how well
they collaborate as a group and share ideas in a kind and respectful manor. I will also be evaluating students on their concept and
how thought-out it is.
As the project is wrapping up, I will pass out their evaluation rubrics and ask the students to circle how well they think the
completed the tasks. I will use this self-evaluation as well as my observations to determine whether or not the students were
successful in their collaboration.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)

General scaffolds: modeling thinking, extensive review of covered topics and ideas

ELLs/IEPs: working with same groups, identifying the main focus is not on the work produced, but on the collaboration
and demonstration of working well as a group (present in the rubric)

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?

At the conclusion of the lesson, students will hang their collages on the walls of the classroom and walk around for a
“museum walk” to view their peers’ masterpieces. We will then sit on the carpet and close by singing our classroom
song about respect and I will remind the students that that song is a SYMBOL of our classroom values. I will motivate
the students to keep their eye out for symbols and landmarks throughout their time in the community and nation and to
report back with any they discover and why they are important!

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Hannah Broder: ESA
Name: ___________________________ Date: _______________

What do you know about

The Statue of Liberty?
#1 Her color is
a) Black
b) Blue
c) Green
d) Gold

#2 “Liberty” means
a) Really, really tall
b) Freedom and independence
c) A place where you can check out books
d) Kindness

#3 What is Lady Liberty holding up in the air?

a) A candle
b) A torch
c) A light saber
d) Nothing

#4 Can people climb inside the Statue of Liberty?

a) Yes
b) No

#5 The points on her crown represent

a) All the money she has
b) How famous she is
c) Rays of sunlight

#6 How do you think people feel seeing the Statue of Liberty for the first time?
a) Happy and excited
b) Scared
c) Sad

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Hannah Broder: ESA

Statue of Liberty: 1886

The Statue of Liberty is a
symbol of freedom and is
located in New York on Liberty
Island. It is a very tall statue of
a woman holding a torch in her
right hand and a tablet with the
date July 4, 1776, in Roman
numerals in her left hand.
Her crown has seven points that
represent rays of light; the
name for the statue is “Liberty
Enlightening the World.” There
are broken chains around her
feet that also symbolize her
freedom.

The Statue was a gift from

the people of France to the
United States. Planning for the
statue was started not long after
slavery was abolished in the
United States, but the statue
was not completely assembled
and dedicated until 1886.

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Hannah Broder: ESA

Statue of Liberty: 1886

The Statue of Liberty is a
symbol of freedom and is
located in New York on Liberty
Island. It is a very tall statue of
a woman holding a torch in her
right hand and a tablet with the
date July 4, 1776, in Roman
numerals in her left hand.
Her crown has seven points that
represent rays of light; the
name for the statue is “Liberty
Enlightening the World.” There
are broken chains around her
feet that also symbolize her
freedom.

The Statue was a gift from

the people of France to the
United States. Planning for the
statue was started not long after
slavery was abolished in the
United States, but the statue
was not completely assembled
and dedicated until 1886.
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Hannah Broder: ESA

Name: ________________________ Date: ____________

Statue of Liberty Scavenger Hunt

1. The Statue of Liberty is located in ________________.

2. The Statue of Liberty’s crown has _____________. They

represent _____________________________.

3. _____________ gave The Statue of Liberty to the

______________________.

4. The Statue of Liberty is a symbol for ___________________.

5. The Statue of Liberty is holding a ______________ and a

_________________________.

6. One thing I learned about The Statue of Liberty is

__________________________________________________

_______________________________________.

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Hannah Broder: ESA

Name: ____________________ Date:____________

Statue Collaboration Rubric

4 -
-
My group worked very well together
Everyone contributed to the project
- My group completed all tasks
- My group solved any problems in a positive way
- Our project is colorful and meaningful
- My group worked well together
3 -
-
Most members contributed to the project
My group completed most tasks
- My group tried to solve problems in a positive way
- Our project is colorful and meaningful
- My group worked well together some of the time
2 -
-
Some members contributed to the project
My group completed some tasks
- My group did not solve problems in a positive way
- We tried to make our project colorful and meaningful

1 -
-
-
My group did not work well together
Some members contributed to the project
My group did not complete all tasks
- My group did not solve problems in a positive way
- Our project is not colorful and meaningful

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Hannah Broder: ESA

Lesson Plan Resources: Some of the previously presented ideas were adapted
from the following sources

The White House worksheet:

http://www.afirstforeverything.com/search?updated-max=2014-06-15T18:25:00-07:00&max-
results=7

Bald eagle lesson plan ideas:

http://farr-integratingit.net/Integration/General/Eagle/eagle_lesson_plans.pdf

Statue of Liberty article:

https://bensguide.gpo.gov/liberty-bell-1753/35-age-4/apprentice-symbols-of-us-government/88-
statue-of-liberty-1886

American symbols and landmarks lesson plans:

https://3o83ip44005z3mk17t31679f-wpengine.netdna-ssl.com/wp-
content/uploads/2016/11/Lets-Represent-Listening-Reading-and-Writing-though-the-Study-of-
the-Symbols-of-American-Freedom.pdf

American symbols and landmarks lesson plans:

http://zunal.com/evaluation.php?w=128884

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