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Teacher: Deborah Scott Date: October 24-28, 2016 Subject: READING Block:

Alabama COS: standards Sl.K.2, L.K.5c, SL.K.6, , , RI.K.1, R1.K.1, RI.K.10, RF.K2d,RF.K.3a, L.K.2c, RF.K.3c W.K.2, L.K.1b.L.K.6,RF.K.2c,L.K.5a,RI.K.1,RI.K.3

Unit 3 – Week 2 SOUNDS AROUND USACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

X KWL Word Splash Anticipation Guide Lecture Graphic Organizer/VLT X Poem, Rhymes, etc. Survey X Possible Sentence X Think-Pair-Share X Reading X Pictograph Acronyms/Word

X First Word Concept Map Vocabulary Overview Model Diagram Writing

Other: ____________

Word Map Frayer Model Daily Language Practice

(DLP)___________________ X Hands-on Mind Map/Visual Guide

Engagement Strategies:X - Collaborative Group Work X - Writing to Learn X - Literacy Groups TWIRL

- Questioning Techniques - Scaffolding Text X -Classroom Talk Other:_______________________________

Technology Integration: Smart board Document Camera IPADS Mac Books XComputers Kindles Interactive Tablets X Digital/ Video Camera Clickers ACCESS Computer Program:________________________________ Other:______________________________________

This Week’s Vocabulary: and

Lowndes County Public SchoolsLESSON PLANS

PROCEDURAL CONTENT (application)

Monday Tuesday Wednesday Thursday Friday

Essential Questions

What are the different sounds we hear?





Objective(s)

Use words and phrases acquired through conversations reading and being read to and responding to texts. L.K.6

Identify real-life connections between words and their use (e.g., note places at school that are colorful). L.K.5c

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.7

Demonstrate basic knowledge of one-to-one letter correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3a

Read common high-frequency words by sight. RF.K.3c


Count, pronounce, blend, and segment syllables in spoken words. RF.K.2b

Use words and phrases acquired through conversations, reading and bring read to, and responding to texts. L.K.6

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. L.K.5a

With prompting and support, ask and answer questions about key details in a text. RL.K.1

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.3

Actively engage in group reading activities with purpose and understanding. RL.K.10


Isolate and pronounce the initials, medical vowel, and final sounds in three phoneme words. RF.K.2d



Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about



With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.7



With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.9

Participate in collaborative conversations with diverse partners abut kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1

Isolate ad pronounce the initial, medial vowel, ad final sounds (phonemes) I three-phoneme words. RF.K.2d

Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.2d


Speak audibly ad express

Read emergent-reader texts with purpose and understanding. RF.K.4

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.5

Use frequently occurring nouns and verbs. L.K.1.b

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.7

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8




Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.2

Use frequently occurring nouns and verbs. L.K.1b

and supply some information about the topic. W.K.2



With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.5

Use frequently occurring nouns and verbs. L.K.1.b

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.7

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8

thoughts, feelings, and ideas clearly. SL.K.6


With prompting and support, name the author aned illustrator of a story and define the role of each in telling the story. RL.K.6

Capitalize the first word in a sentence ane the pronoun I. L.K.2a

Preview (Before)

Preview and Predict, Review Genre: Informational TextModel Concepts of PrintReview High-Frequency WordsEssential Question: What

Preview and Predict, Review Genre: Informational TextModel Concepts of PrintReview High-Frequency Words

Essential Question: What



Preview and Predict, Review Genre: Informational TextModel Concepts of PrintReview High-Frequency WordsEssential Question: Essential Question: What

are the different sounds we hear?





Instruction (During)

Include small group plans

Demonstrate, explain, and collaborative conversations





(After)

Review Review Review Review Review

Extension/Refining

High-Frequency words, Read, Spell, and Write





HomeworkYour turn Practice Book p. 86

Your turn Practice Book p. 87



Assessment (formal or informal): X class work notebook X homework quizzes tests computer activities collaborative work project based Other:___

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions X Student Summary Other:_______________________


Teacher: Deborah Scott Date: October 24-28 , 2016 Subject: Mathematics Block:

Alabama COS: standards

CC.K.OA.1

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES: KWL Word Splash Anticipation Guide X Lecture Graphic Organizer/VLT Poem, Rhymes, etc. Survey Possible Sentence X Think-Pair-Share X Reading Pictograph Acronyms/Word

First Word Concept Map X Vocabulary Overview X Model Diagram Writing

Other: ____________


(DLP)___________________ X Hands-on Mind Map/Visual Guide

Engagement Strategies:X - Collaborative Group Work - Writing to Learn - Literacy Groups TWIRLX - Questioning Techniques - Scaffolding Text X -Classroom Talk Other:_______________________________

Technology Integration: Smart board Document Camera X IPADS Mac Books X Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:________________________________ X Other:Elmo_______________

This Week’s Vocabulary: Subtraction, Addition



Essential Question

Chapter3How can you show, count, write numbers 6 to 9?

How can you show addition as adding to?

How can you show addition as putting together?

How can you solve problems using the strategy act it out?

How can you show subtraction as taking from?

Objective(s)

Assess number 6 to 9 using diagram, words, and numerals.

Use expressions to represent addition within 5.CC.K.OA.1

Use expressions to represent addition.CC.K.OA.1

Solve problems by using the strategy act it out.CC.K.OA.1

Use expressions to represent subtraction within 5. CC.K.OA.1

Preview (Before)

Access prior Knowledge

Make a row of three red counters followed by two yellow counters. How many red counters are in this row? How many yellow counters are in this row? How can you use the word and to tell about the counters in this row?


Have a group of two boys come to the front of the classroom. Then have a group of three girls come to the front of the classroom. As you point to the groups, ask: How many boys are in this group? How many girls are in this group? Continue with other groups of boys and girls using numbers 10 or less.


Make a row of three red counters followed by two yellow counters. How many red counters are in this row? How many yellow counters are in this row? How can you use the word and to tell about the counters in this row?


Remind children that they have previously used models to solve problems. Tell them that, in this lesson, they are going to use the strategy act it out to solve the problems. Have you ever been playing on your own and then a friend comes to play with you? How many children will you need to act this out? Let children share other experiences that they could act out.


Review with children that they have been learning to put together sets to add. Use iTools to model the addition expression 4 + 1. Explain the steps as you model 4 and 1. Show four counters. HOW MANY COUNTERS AM I STARTING WITH? Add one more counters did I add? Repeat for 3 + 2, 1 + 4.



Read this problem aloud as children listen. Have children locate the ten frame on the page. Guide them to use yellow and red counters to represent the addition word problem. How many yellow counter are in the ten frame? How many red counters are

Read this problem aloud as children listen. How many children are on the swings? Trace the number. How many children are being added to the group? Trace the number. Explain that when you put two groups together two groups together, such as 2 and

Read this problem aloud as children listen. Have children locate the ten frame on the page. Guide them to use yellow and red counters to represent the addition word problem. How many yellow counter are in the ten frame? How many red counters are

Read this addition word problem aloud as children listen. Ask children what they need to find to solve the problem. How many children are already painting at the easel? How many more children are coming to paint? How many more children are

Children will learn to understand subtraction as taking from in this lesson. Ask children to study the picture as you read the subtraction word problem. How many children in all are in the reading center? Trace the number that shows how

in the ten frame? You can say the counters show 6 plus 1. Point to 6 plus 1 on the page. Explain to children that when they put the set of yellow counters and the set of red counters together, they can use numbers and a plus symbol to show what they did. Point to the plus symbol. Explain that this symbol means to add. It takes the place of the word and. You can say 6 and 1 or you can say 6 plus 1 when you are adding. Explain that when there is a plus symbol, the symbol is read as plus. Guide children to trace the expression. Have them read the expression together. How many counters does Ryan have in all? Write the number.Ask children to listen to the problem. Carla has seven red counters and two yellow counters. How many counters does she have in all? The ten frame shows Carla’s red counters. Place counters on top of the red counters in the ten frame. How many yellow counters does Carla have? Have children place and draw the yellow counters. How many red counters does Carla have? How many yellow counters does she have? Have children place and draw the

1, you add to find how many there are now. What word can you use when you put together two groups? What word tells you to add? What is 2 and 1? Trace the number. Model how to point to each child on the page as you count aloud with the children to find how many children there are now: 1, 2, 3.

Read this addition word problem aloud to children. There are three children eating lunch. One more child comes. How many children are having lunch now? How many children are eating lunch? Trace the number. How many children are being added to group? Write the number. What will you have to do to find how many children there are now? Have children count all of the children. What is 3 and 1? Write the number. What word tells you to add? Remind children that when one group is put together with another group, the two groups are added together. More PracticeFor Exercise 2, read this addition word problem to children. Two children are playing with the soccer ball. There children come to them. How many children are

in the ten frame? You can say the counters show 6 plus 1. Point to 6 plus 1 on the page. Explain to children that when they put the set of yellow counters and the set of red counters together, they can use numbers and a plus symbol to show what they did. Point to the plus symbol. Explain that this symbol means to add. It takes the place of the word and. You can say 6 and 1 or you can say 6 plus 1 when you are adding. Explain that when there is a plus symbol, the symbol is read as plus. Guide children to trace the expression. Have them read the expression together. How many counters does Ryan have in all? Write the number.Ask children to listen to the problem. Carla has seven red counters and two yellow counters. How many counters does she have in all? The ten frame shows Carla’s red counters. Place counters on top of the red counters in the ten frame. How many yellow counters does Carla have? Have children place and draw the yellow counters. How many red counters does Carla have? How many yellow counters does she have? Have children place and draw

coming to paint? How can you find out how many children there are in all? Ask children to point to the is equal to symbol. This is the is equal to symbol. It means is the same as. The quantity on one side of the symbol is the same as the quantity on the other side of the symbol. Point to and define addition sentence Explain that it has a plus symbol and an is equal to symbol. What is on one side of the is equal to symbol? What is 2 + 2 the same as? How can you s ay say the addition sentence? Trace the addition sentence. What happens when two quantities are combined?Try Another ProblemAsk children to listen and invite volunteers to act the addition word problem for Exercise 1. There are two children playing at a sand table? How more children come to play with them? How many children are at the sand table now? Trace the numbers and the symbols. Write how many in all. How many in all. How would you say the addition sentence? How does the addition sentence tell about the children in the picture? What does the plus symbol tell you? What does the is equal

many children in all. The boy who goes to the sand table is leaving? Trace the number that show any children that are leaving or being taken from the group. To find how many children are left, you take away the number that is leaving from the number in all. Trace the number that shows how many children are left. Explain that 1 is written after the words taken from Discuss how the words take away to show how many are subtracted or taken from. Discuss how the words take away mean that something is taken from the original group. How many children are left in the reading center? How do you know?In Exercise 1. Ask children to describe what happening in the picture. Have children listen as you read the subtraction word problem. Four children are eating in the lunchroom. Then two children leave the table . How many children are left at the table? How many children are in the lunchroom? Trace the number that shows how many children in all. A boy and a girl are leaving the table. How many children are leaving Write the number that shows how many children are leaving. Four take away two

yellow counters. How many red counters does Carla have? How many yellow counters does she have? You can show this with numbers and words. Read 7 plus 2 with children. Explain that this can also be shown with numbers and a symbol. Write the numbers and symbol that tell how many counters Carla has. How many counters does Carla have in all? Write the number. More PracticeFor Exercise 2, read this addition word problem. Chas has two yellow counters and eight red counters does Chas have in all? Have children model the problem with counters. Have children complete the expression and write how many in all. H.O.T ProblemWrite 3+ 4 on the board. Ask children to describe an addition word problem that matches the expression. Then have them tell how many in all. Problem SolvingHave children listen to the problem. Four red apples and two green apples are on the table. Discuss what numbers the children need to write to show the apples being put together. Write the numbers and trace the symbol.

playing with the soccer ball now? How many children are playing with the soccer ball? Write the number. How many children are being added to the groups? Write the number. What will you have to do find how many children there are now? What is 2 and 3? Write the number. H.O.T Problem Read the following addition word problem. Two children are sitting on a rug. One more child joins them. How many children are sitting on the rug now? How can you solve this problem?Go DeeperDiscuss ways children can solve the problem. Some children may wish act out the problem while the rest of the class counts each groups and solves the problem.Problem SolvingHave children listen to the addition word problem. Two sheep are in a pen Two sheep are added to the pen. Explain to children that they need to write the numbers that are being added. How many sheep are in the pen? How many sheep are added to the pen? Some children may wish to draw a simple picture to show their thinking. For Exercise2, have children write how many sheep there are in the pen now. Have

the yellow counters. How many red counters does Carla have? How many yellow counters does she have? You can show this with numbers and words. Read 7 plus 2 with children. Explain that this can also be shown with numbers and a symbol. Write the numbers and symbol that tell how many counters Carla has. How many counters does Carla have in all? Write the number. More PracticeFor Exercise 2, read this addition word problem. Chas has two yellow counters and eight red counters does Chas have in all? Have children model the problem with counters. Have children complete the expression and write how many in all. H.O.T ProblemWrite 3+ 4 on the board. Ask children to describe an addition word problem that matches the expression. Then have them tell how many in all. Problem SolvingHave children listen to the problem. Four red apples and two green apples are on the table. Discuss what numbers the children need to write to show the apples being put together. Write the numbers and trace the symbol.

to symbol tell you?Focus attention on the children in the picture in Exercise 2. Then read the following problem and have children act it out. There are three children at the table. Then two more children come to the table. How many children are at the table? How many more children come to the table? Trace the numbers and the symbols. How many numbers are at the table now? Write the number. H.O.T ProblemIn Exercise 2, one child is wearing a green shirt. Suppose two more children wearing green shirts come to the table. Now how many children at the table are wearing green shirts?On Your OwnAsk children to look at the puppies at the top of the page. Have them explain how they will solve the addition word problem to find how many puppies there are now. How many puppies are in each set? Call on a volunteer to create an addition word problem to go with the picture. Trace the numbers and the symbols. Write the number. For Exercise 2, tell children to draw a picture to match the addition sentence,

tells how many children are left at the table. Write the number that shows how many children are left. Review with children that the words take away mean that something is taken from a group or set.More PracticeIn Exercise 2, read the following subtraction word problem and have children trace the numbers to show how many in all, how many are walking away, and how many are left. Five children are building at the block center. Then one girl leaves. How many children are left?H.O.T Problem How would the problem be different if two boys and girl leave the block center? How would you describe the subtraction? Problem SolvingHave children point to the minus symbol. Explain that it stands for the word minus, which mean taking sets apart. Read the subtraction word problem in Exercise 1. Blair has two marbles. His friend takes one marble from him. Draw to show the subtraction. Have children draw a picture to show the subtraction word problem. How many marbles does Blair have in all? How many marble does his friend take from him? Ask children to write the numbers and trace

Children may wish to draw to show their work. For Exercise 2, Discuss how they can find how many apples there are in all. Write the number of apples in all. SummarizeEssential QuestionHow can you show addition as putting together?

children explain how they found how many sheep are in the pen now. SummarizeEssential QuestionHow can you show addition as adding to?

Children may wish to draw to show their work. For Exercise 2, Discuss how they can find how many apples there are in all. Write the number of apples in all. SummarizeEssential QuestionHow can you show addition as putting together?

1 + 4=____. Then have them trace the numbers and symbols and write how many in all. Invite several children to share and discuss their drawings.SummarizeEssential QuestionsHow can you solve problems using the strategy act it out?

the symbol. Point out to children that the minus symbol means to subtract. In Exercise 2, have children write the number that shows how many marbles Blair has now.SummarizeEssential QuestionHow can you show subtraction as taking from?

(After)

Tier 1Use crayons or other classroom objects to demonstrate addition word problems. Put three crayons on the table. How many crayons are on the table? Hold two crayons in your hand. How many crayons are in my hand? Add the two crayons in your hand to the crayons on the table. Provide children with an addition sentence to complete. How many crayons are on the tables now? Have children show with their fingers the total number of crayons on the table. Repeat with other examples.

Materials: Crayons

Tier 2Tell children the following addition word problem. There

Tier 1 Have children use numbers to represent addition word problems. On the board write: _____ and ______ and below that write: ______. Tell the following word problem as you act it out. There is one book on the desk. Then I place four more books on the desk. How many books are on the desk now? Call on volunteers one at a time to write a number on a self stick note and place it on the board in the correct place. Repeat with other addition word problems with sums to 5 or less.

Materials: self stick notes

Tier 2 Children will represent addition word problems with numbers. Show a picture that shows a simple addition word

Tier 1 Have children use a ten frame and counters to solve the following problem. Meg has four yellow counters and two red counters. How many counters does she have in all? Have children place four yellow counters in the ten frame. Then have them place two red counters in the ten frame. How can you show adding with numbers and a symbol? How many counters are there in all? Repeat with other combinations of 10 or less.

Materials : Two color counters, Workmat 3 (ten frame)

Tier 2 James has four red counters and five yellow counters. How many counters does he

Tier 1Use crayons or other classroom objects to demonstrate addition word problems. Put three crayons on the table. How many crayons are on the table? Hold two crayons in your hand. How many crayons are in my hand? Add the two crayons in your hand to the crayons on the table. Provide children with an addition sentence to complete. How many crayons are on the tables now? Have children show with their fingers the total number of crayons on the table. Repeat with other examples.

Materials: Crayons

Tier 2Tell children the following addition word problem.

Tier 1Ask one child to place five red counters in a row. Ask another child to remove four of the counters. Explain that children can describe what happened by saying, 5 take away 4. Then write 5 take away 4 on the board. Help children read the words on the board. Repeat the activity with five red counters and take away 2.

Materials: Two color counters, red and yellow crayons, paper

Tier 2 Place five crayons in a row. How many crayons are in this set of crayons? Have children count the crayons in unison, 1, 2, 3, 4, 5. Remove two of crayons. How many crayons did I take away from the set

were three bears in the forest eating berries. Two more bears came into the forest to eat berries with them. Tell the children that they are going to middle the adition problem. Ask for three volunteers to come to the forest in the front of the class and pretend they are bears eating berries. How can you show the two more bears came to them in the forest? Have children with act out the problem. Provide children with an addition sentence to complete. How many bears are in the forest now? Repeat with other examples.

Tier 3Children can practice their comprehension by describing what they have seen or heard. Place three blocks on a table. Then add two more blocks to the set. Ask children to complete an addition sentence to tell how many blocks. Make sure that children say how many blocks there are in all. Repeat the activity with a different number of patterns blocks.

Materials: Pattern

problem. For example, three sheep in a field and one horse in a barn. Ask a simple word problem to match the picture. Three animals were in the field and one more came. How many animals are there now? Have children select a numeral card that matches each of the sets in the word problem. Then have them choose the numeral card that shows how many there are now.

Materials: Numeral Cards (0-7)

Tier 3Children can practice their comprehensions by describing in words what they have seen. Have children make a green two cubes train. Have children add one orange cube to train and describe the train. You can also say that the cube train has three cubes. Have children repeat this phrase. Repeat with other examples.

Materials Connecting cubes

have in all? How many read counters does James have? How many yellow counters does James have? Where do you place the plus tile to show the counters put together? So, how many counters does James have in all?

Materials: Two color counters, Number and Symbol tiles

Tier 3 Children can learn new vocabulary by rephrasing a sentence made up of familiar words. Put together five read crayons. I can put together 5 and 2. Tell children that another way to say this is, I can add 5 plus 2. Have children repeat both sentences. Put together four orange pencils and four green pencils. I can put together four orange pencils and four green pencils. Ask children to tell the same information in another way. Repeat with other sets of classroom objects.

Materials: Classroom objects

There were three bears in the forest eating berries. Two more bears came into the forest to eat berries with them. Tell the children that they are going to middle the adition problem. Ask for three volunteers to come to the forest in the front of the class and pretend they are bears eating berries. How can you show the two more bears came to them in the forest? Have children with act out the problem. Provide children with an addition sentence to complete. How many bears are in the forest now? Repeat with other examples.

Tier 3Children can practice their comprehension by describing what they have seen or heard. Place three blocks on a table. Then add two more blocks to the set. Ask children to complete an addition sentence to tell how many blocks. Make sure that children say how many blocks there are in all. Repeat the activity with a different number of patterns blocks.

Materials: Pattern

of crayons? Have children count the crayons you took from the set, 1, 2. You can use the words 5 take away 2 to describe what I did. What will you say? Have children say these words together as you put the five crayons together and move two crayons away when children say, “take away 2.” Replace the crayons and repeat with three crayons being taken from the set.

Tier 3Children restate vocabulary to help understand subtraction. Have children place five counters in a five frame Count to 5. Take two counters away. I started with a set of five counters. What did I do? I take two counters from the set of five counters. When I take from a set, I say “take away.” This is 5 take away 2. Have children repeat. Write 5 take away 2 on the board. Point to the numbers and words, and have children restate as 5 take away 2. Repeat the activity by taking one counter from three counters and have children restate as 3 take away 1.

Materials: Two color counters, Workmat 2 (five frame)

Extension/Refining

Homework5.1 Standard Practice Book 5.2 Standard Practice Book 5.3 Standard Practice Book 6.1Standard Practice Book

Assessment (formal or informal): X class work X notebook X homework X quizzes X tests X computer activities X collaborative work project based Other:___

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards X Teacher Questions Student Summary Other:_______________________

Teacher: Deborah Scott Date: October 24-28, 2016 Subject: Social Science Block:


Alabama COS: standards

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES: KWL Word Splash Anticipation Guide Lecture Graphic Organizer/VLT Poem, Rhymes, etc. Survey Possible Sentence Think-Pair-Share Reading Pictograph Acronyms/Word

First Word Concept Map Vocabulary Overview Model Diagram Writing

Other: ____________


(DLP)___________________ Hands-on Mind Map/Visual Guide

Engagement Strategies: - Collaborative Group Work - Writing to Learn - Literacy Groups TWIRL - Questioning Techniques - Scaffolding Text -Classroom Talk Other:_______________________________

Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:________________________________ Other:______________________________________

This Week’s Vocabulary: pure, Yankee Doodle, flag, Pledge of Allegiance



Essential Question

What does the American flag means to you?

Reteach

Continue from Monday

Reteach

Why do we recite the Pledge of Allegiance?

Reteach Reteach

Objective(s) Recall details from a song. Use the details to retell the song. Respond to a song from early America.

Recall details from a song. Use the details to recall the

song. Respond to a song from early America.

Listen and respond to a poem about the American flag.

Identify the flag of the United States. Recite the Pledge of Allegiance.

REVIEW

Preview (Before)

Discuss the big idea. Hold up an American flag. Ask this question to help children express how they feel about their country: What does this flag stand for? What does the flag means to you?

Introduce: Why it matters tell children that after reading a poem or story, readers sometimes try to recall, or remember, details to retell the story or poem in their own words.

Quick Summary: This poem tells how many American feel about their flag. It describes its colors and shapes and tells what the colors symbolize.

This lesson tells about an American symbol. Introduce: We will learn about the flag of the United States of America and the Pledge that we say to honor it. Build Background Ask volunteers to hold small flags and have them take turns describing the flag. Then have them tell places they have seen the flag and record their responses in a chart.



Access Prior Knowledge: Remind children of ways people represent their belonging to a particular group, such as wearing military or sports uniforms, T-shirts, buttons, or flags.Discuss the picture on the big book page 12. Invite them to look at and comment on the photograph from our nation’s capital. Why do you think our nation’s capital has so many

Ask children whether any of them know the song Yankee Doodle. Explain that this is a very old American song that soldiers sang long ago. Encourage children to sing the words with you.

Play “The Star Spangled Banner as you display an American flag. Tell them that the flag even has nick names.Read the poem Our Flag. Invite children’s comments and observations. Where do you see flags in your neighborhood? Why you think the poet wrote this poem?

Visual Literacy: Show children color photos of people celebrating Memorial Day or July 4th big book page 14. Read aloud the text as children follow along. Talk about what the words in the Pledge mean. Then review the rules for reciting it: stand quietly. Hold your right hand over your heart, look at the flag as you say the words.

beautiful statues and buildings?

(After)

Encourage children to ask and answer additional questions about either the large photograph or Talk About.

Invite two or more children to act out the song while everyone sings it again. Then we will fill in a graphic organizer that shows details to recall in order to retell the song.

Recall and Retell: Reread the title of the poem and talk about the main idea. Reread the first four lines and have children tell why the poet loves the flag.

Children will color a flag of the United States.Have children use strategies for recalling and retelling to describe the American flag.

Extension/Refining

Homework NonePractice Book page 22 Worksheet of the

flag.

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:___

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:_______________________

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