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From Sea to Shining Sea:Patriotic Songs and Symbols

History and Social Studies - Grade 1North Adams Public Schools

Sullivan School-Jane Farnham, Teacher Leader

This unit will allow students to explore the historical and cultural significance of patriotic songs and symbols of America. Students will discuss and analyze how these songs and symbols represent the values and pride of our country.

Table of Contents

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Draft 8/ 2013 P age 1 of 110

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Unit Plan ……………………………………………………………………………………………..……………………………………………3-5

Lesson 1……….………………………………………………………………………………………………….………………..………….…. 6-9

Lesson 2 ………………………………………………………..……………………………………………………………………..…….……10-16

Lesson 3 ………………………………………………………………………………………………………………………………..…………17-23

Lesson 4 ………………………………………………………………………………………………….……………………………………….24-30

Lesson 5 …………………………………………………………………………………………………………………………………………..31-36

CEPA …………………………………………………………………………………………………………………………………..……………37-42

Unit Resources …………………………………………………………………………………………………………………………..……..43-111



Stage 1 Desired ResultsESTABLISHED GOALS GHistory and Social Science1.3 Identify and explain the meaning of American and National Symbols. (H,C)1.4 Demonstrate the ability to recite the Pledge of Allegiance, to explain its general meaning, and to sing national songs such as America the Beautiful, My Country ‘Tis of Thee, God Bless America, and the Star Spangled Banner and explain the general meaning of the lyrics (H,C)

English Language Arts1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other medial.1.W.2 Write informative/explanatory texts inWhich they name a topic, supply some facts about the topic, and provide some sense of closure.1.L.4 Read with sufficient accuracy and fluency to support comprehension.

Transfer

Students will be able to independently understand that national symbols have meaning and purpose in their use. T

MeaningUNDERSTANDINGS UStudents will understand that…U1 Patriotic symbols and songs represent specific values and principles that have shaped our country.U2 Symbols represent or stand for something else and convey meaning.U3 Writers choose words and phrases to evoke emotions and feelings.U4 Words can paint mental pictures.

ESSENTIAL QUESTIONS QEQ1 Why do we have patriotic symbols?EQ2 What can we learn about a nation or society through patriotic symbols and songs?EQ3 How can words suggest feelings or appeal to the senses?

AcquisitionStudents will know… KK1 The four American and National symbols (The American Flag, The Bald Eagle, The White House, and the Statue of Liberty), and their specific values/meanings to our society.K2 Words and phrases in stories or poems/songs can suggest feeling or appeal to the senses.K3 Nonfiction text featuresK4 Four patriotic songsK5 Illustrations provide information

Students will be skilled at… SS1 Identifying national symbolsS2 Explaining the meaning of four national symbolsS3 Singing patriotic songsS4 Interpreting words or phrases in stories or poems that suggest feelings or appeal to the sensesS5 Identifying key details and main ideas within a textS6 Asking and answering questions to help determine or clarify the meaning of words and phrases to understand a textS7 Knowing and using text features to understand the text.S8 Comparing and contrasting different texts on the same topicsS9 Drawing from multiple sources to synthesize information



Arts Standards1.1 Demonstrate the ability to use representation, abstraction or symbolism to create 2D and 3D artwork that conveys a personal point of view about issues or ideas.3.5: Create symbolic artwork by substituting symbols for objects, relationships or ideas.10.1 Integrate knowledge of visual arts and apply the arts to learning other disciplines.

Stage 2 – EvidenceEvaluative Criteria Assessment Evidence-Justify the importance of the patriotic symbols and songs.-Write informative/explanatory texts in which the student names a topic, supplies some facts about the topic, and provides some sense of closure.-Use text features including headings, tables of contents, and glossaries.

CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PTStudents will be asked to create a way to share information about one of the four patriotic symbols they have learned about, and explain its significance to our culture. This information will be shared with other students from the school.This presentation should include:

The topic, keys facts about the topic, and a sense of closure.Information to help students learn what this symbol means.Information about words that evoke feelings about the patriotic symbol.Appropriate text features that you have learned in class.

-Know and justify the importance of a symbol and/or song.-Reflect on newly learned information.-Recite with fluency and accuracy patriotic songs and the Pledge of Allegiance.

OTHER EVIDENCE: OEPre-assessment- Patriotic Symbols sheetAnecdotal notes and/or teacher notesThinking/Anchor chartsFormative assessment: Represent a Patriotic Song demonstrating the meaningFormative assessment: Patriotic Symbol Fact SheetFormative assessment: Venn DiagramLesson 1: What is a symbol?Lesson 2: Statue of Liberty – PosterLesson 3: The American Flag- Creating the flagLesson 4: The White House – Illustration Lesson 5: The Bald Eagle - Illustration



Stage 3 – Learning PlanSummary of Key Learning Events and Instruction

Lesson 1: What is a Symbol?In this lesson, students will learn about general symbols found around them (street symbols, bathroom symbols, directional symbols, etc.). Students will give examples of symbols that represent or stand for something else and convey meaning. Students will orally demonstrate understanding that symbols help us connect our feelings to an object or event by giving examples. Students will also be introduced to four patriotic symbols in the frameworks and how these symbols hold specific meanings and values in our society .Lesson 2: Statue of LibertyThe Statue of Liberty is a symbol of freedom in our society. This lesson will provide factual information for students about the Statue of Liberty through books and a virtual tour. Students will collect, chart, and create a fact sheet of their understanding. Through this lesson, students will learn about the patriotic song, My Country ‘Tis of Thee. Students will make connections between the symbolisms in the song to the Statue of Liberty.Lesson 3: The American FlagThe American Flag has been a symbol of America’s strength and unity over the last two hundred years. The students will be provided with factual information about the American Flag such as who created the flag, the symbolism behind each component of the flag, and connections to the patriotic song, The Star Spangled Banner. Students will create their own flag for first grade. Student will draw a flag they choose and write why they chose it and the symbolism of it.Lesson 4: The White HouseThe White House is located at 1600 Pennsylvania Avenue. For two hundred years, the White House has stood as a symbol of the Presidency, the United States government, and the American people. In this lesson, students will be provided with factual information about the White House through a virtual tour of the White House, informational books, website demonstrating the changes of the building overtime, and information about the President. They will discuss and record new information they have learned about White House. In the lesson, the students will connect the Patriotic song, God Bless America, to the White House understanding the meaning of the song and lyrics.Lesson 5: The Bald EagleThe bald eagle has been the national bird of the United States since 1782. Congress declared the bald eagle the nation’s bird in 1789. It is a symbol of strength, courage, and freedom. This lesson will connect this symbol to the patriotic song, America the Beautiful from a bird’s eye view.

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with PermissionJuly 2012





Lesson 1: What is a Symbol?

Student Learning Objective: I can tell that a symbol stands for something.

Brief Overview: Students will understand that a symbol represents or stands for something else. They will also learn that all of us live in a world where symbols convey meaning, and that every country in the world has symbols that give citizens a sense of national pride. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Students have learned about symbols in kindergarten and this lesson should be an extension of that knowledge. Students will continue to be exposed to the national symbols on a weekly basis during morning meeting.

ELL – Tiered language objectives, activities, supports and assessments are at the end of this lesson.

Estimated Time: 40 minutes

Resources for Lesson: Picture cards of environmental and patriotic symbols Patriotic Symbols Pre-assessment Access to the internet



Unit: From Sea to Shining Sea: Patriotic Songs and SymbolsContent Area/Course: History and Social Science – Grade 1Lesson # and title: Lesson 1 - What is a symbol?Time: 40 minutes

By the end of this lesson students will know and be able to: Define and provide examples of general symbols.Recognize four patriotic symbols.

Essential Question addressed in this lesson: EQ2 What can we learn about a culture, nation or society through patriotic symbols?

Standard(s)/Unit Goal(s) to be addressed in this lesson: G.1.3 Identify and explain the meaning of American and National Symbols. (H, C)

a. The American Flag b. The Bald Eagle c. The White House d. The Statue of Liberty

Instructional Tips/Strategies/Notes for Teacher:This lesson assumes the Gradual Release of Responsibility (I do, we do, you do). The teacher is directly modeling and providing students the needed information to build upon. The teacher and students will participate in shared activities (shared readings, choral readings, shared writing, interactive writing, shared research, etc.) that scaffold students from learning to independence. As with all good teaching, the teacher should use this lesson as a model and adapt instruction to meet the needs of the classroom. Suggestions for differentiation include, but are not limited to:

1. Adapting the length of the lesson.2. Creating visual aids that connect to the lesson.3. Providing extra time or extra days for student understanding.4. Creating additional opportunities for students to work with learned information (placing in centers, sending information home for parents, etc.).5. Using shared or interactive reading/writing in place of independent reading/ writing to scaffold success (choral reading, shared writing, etc.).6. Scaffolding supports as needed for ELL’s and other students to access information at an appropriate level for academic vocabulary and discourse. (ELL Tiered Language

Objectives and Activities attached). 7. Locating additional resources and materials to meet the needs of the classroom.8. Balancing and/or adjust whole group, small group, partner work, and individual work for student success.9. Pre- and post- assessing as a whole group if needed.

Anticipated Student Preconceptions/Misconceptions:Symbols are just pictures.



Lesson Sequence:1. Pre-assessment: What is a symbol? What are some symbols that are important to us? (Use the Patriotic Symbols Pre-assessment.) 2. Explicit instruction: Provide background information through a variety of symbols. (Examples: smiley face, stop sign, crosswalk, etc.). Students should be able to easily

identify these symbols found in society. Lesson: Whole group: Show smiley face symbol. Ask students if they have ever seen it and where they have seen it. Have them turn to a partner and share their thoughts. As a group discuss their findings.

3. Create a chart of other known symbols with student input. 4. Introduce vocabulary: patriotic, country, culture, nation (*Show the symbols and ask them to identify them). 5. Create an anchor chart with the four patriotic symbols to be discussed in this unit. Have students make predictions about the symbols and what they think they are and

what they represent. Post anchor chart to add information and vocabulary taught throughout the unit.

Formative Assessment:Knowledge revealed from class discussionsPatriotic Symbol Pre-assessment recording form

Summative Assessment:Worksheet with pictures of patriotic symbols for students to be able to identify and match:


Preview outcomes for the next lesson:Why we have patriotic symbolsWhy the Statue of Liberty is important to our societyWhat we can learn about a nation or society through patriotic symbolsWhat do patriotic symbols and songs reveal about our culture and nationHow words can suggest feelings or appeal to the senses

From Sea to Shining Sea-NA Public Schools Lesson 1- What is a Symbol? ELL-Tiered Language Objectives/Activities

Level B/C Level A/B



Can-Do Descriptors

R4- Distinguish between general and specific languageW- (No higher-level writing in this lesson)L4- Locate objects figures, places based on visuals and detailed oral descriptionsS3- Make predictions or hypotheses

R1- Identify symbols, icons, and environmental printW1-Label familiar objects or picturesL2- Match oral reading of stories to illustrationS1- Repeat simple words, phrases memorized chunks of language

Additional Activities

-”I spy” game based on images of symbols. “I spy a yellow and black circle. It looks happy.” “It’s the smiley face…” Led first by teacher, then students-After sorting environmental signs from patriotic symbols, form a hypothesis about what makes the two groups different

-Label symbol/ sign pictures to create flashcards

-Play a memory game with symbol flashcards, repeating the word each time it appears

-Sort environmental flashcards and patriotic symbol pictures in response to discussion

Support -Teacher modeled example of “I spy” game with suggestions such as “include one color or one shape in your description”-Model sorting strategies with a think aloud

-Word bank of sign/ symbol names-Picture cards with a space to copy the words to make flash cards or pre-made cards for lowest level

Assessment -Drill-type questions e.g “Which sign is a red octagon?”-Concept-check questions. “What’s the difference between a stop sign and the American flag?”

-Label symbols on worksheet using the completed flashcards



Lesson 2: Statue of Liberty

Student Learning Objective: I can tell the Statue of Liberty is a symbol of our freedom.

Brief Overview of Lesson: The Statue of Liberty is a symbol of freedom in our society. This lesson will provide factual information for students about The Statue of Liberty through books and a virtual tour. Students will collect, chart, and create a poster of their understanding. Through this lesson, students will learn about the patriotic song My Country ‘Tis of Thee. Students will make connections between the symbolisms in the song to the Statue of Liberty. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: An understanding of what symbol means. The ability to recognize an informational/non-fiction text and understand its purpose. Knowledge gained from previous lesson.


Estimated Time: 4 sessions, 30-40 minutes each (If taught during reading group time, each session will be approximately 20 mins. each)

Resources for Lesson:World Map and United States MapStatue of Liberty picture sheetMy Country ‘Tis of Thee song illustration sheetPatriotic Fact SheetSome or all of the following books:

Lily and Miss Liberty by Carla Stevens The Statue of Liberty by Mary Firestone The Copper Lady by Alice Ross and Kent Ross Lady and Miss Liberty By Deborah Hogan RayThe Story of the Statue of Liberty by Betsy and Guilio Maestro



The Statue of Liberty, Wonder of the World by Barry MorenoThe Statue of Liberty (American Symbols and Landmarks) by Holly KapapetkovaThe Statue of Liberty by Nancy HarrisThe Statue of Liberty by Natalie MillerSweet Land of Liberty by Callista GingrichL is for Liberty by Wendy Cheyette Lewison“My Country, '‘Tis of Thee” by Samuel Francis Smith

Access to the internet to utilize some or all of the following websites:http://kids.nationalgeographic.com/kids/stories/history/statue-of-liberty/http://edsitement.neh.gov/lesson-plan/statue-liberty-meaning-and-use-national-symbolhttps://umdrive.memphis.edu/g-sig/www/statueofliberty.htmhttp://www.nps.gov/stli/index.htmhttp://www.thestatueofliberty.com/liberty_games.htmlhttp://www.pbs.org/kenburns/statueofliberty/educators/http://www.americanheritage.org/AHEF_National_Elementary_Extraction_08_13_StatueofLiberty.pdfhttp://americanhistory.pppst.com/symbols.htmlhttp://www.buzzle.com/articles/statue-of-liberty-facts-for-kids.htmlhttp://www.texaslre.org/asymbols/symbolsgame.html

http://www.youtube.com/watch?v=onY6D1YsGcghttp://www.youtube.com/watch?v=pG1W7JDWy50



http://www.youtube.com/watch?v=pG1W7JDWy50

http://www.youtube.com/watch?v=onY6D1YsGcg

http://www.texaslre.org/asymbols/symbolsgame.html

http://www.buzzle.com/articles/statue-of-liberty-facts-for-kids.html

http://americanhistory.pppst.com/symbols.html

http://www.americanheritage.org/AHEF_National_Elementary_Extraction_08_13_StatueofLiberty.pdf

http://www.pbs.org/kenburns/statueofliberty/educators/

http://www.thestatueofliberty.com/liberty_games.html

http://www.nps.gov/stli/index.htm

https://umdrive.memphis.edu/g-sig/www/statueofliberty.htm

http://edsitement.neh.gov/lesson-plan/statue-liberty-meaning-and-use-national-symbol

http://kids.nationalgeographic.com/kids/stories/history/statue-of-liberty/

Unit: From Sea to Shining Sea: Patriotic Songs and SymbolsContent Area/Course: History and Social Science – Grade 1Lesson # and title: Lesson 2 – The Statue of LibertyTime: 5 sessions, 30-40 minutes each

By the end of this lesson students will know and be able to: Identify the Statue of Liberty as a national symbol. Explain the meaning of this national symbol. Sing the patriotic song My Country ‘Tis of Thee Interpret words or phrases in stories or poems that suggest feelings or appeal to the senses.

Essential Questions addressed in this lesson:EQ1 Why do we have patriotic symbols?EQ2 What can we learn about a culture, nation or society through patriotic symbols?*EQ3 What do patriotic symbols and songs reveal about our nation?EQ4 How can words suggest feelings or appeal to the senses?

Standard(s)/Unit Goal(s) to be addressed in this lesson:1.3 Identify and explain the meaning of American and National Symbols. (H,C)


1.4 Demonstrate the ability to recite the Pledge of Allegiance, to explain its general meaning, and to sing nationals songs such as America the Beautiful, My Country ‘‘Tis of Thee, God Bless America, and The Star Spangled Banner and explain the general meaning of the lyrics (H, C)1.RL.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.1.RI.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Instructional Tips/Strategies/Notes for Teacher: The Statue of Liberty stands in upper, New York Bay and is considered a universal symbol of freedom. Originally conceived as an emblem of friendship between the people of France and the United States, it stood for their mutual desire for liberty. Yet, over the years the Statue has become much more to the American people. This Statue is referred to as the “Mother of Exiles”, greeting millions of immigrants and embodying hope and opportunity for those seeking a better life in America. It stirs the desire for freedom in people all over the world. http://edsitement.neh.govSee also the Instructional Tips/Strategies/Notes for Teacher in previous lesson.Anticipated Student Preconceptions/Misconceptions:Students might not be aware that The Statue of Liberty is considered a patriotic symbol to our society. Some students might have knowledge of this site due to a visit or family history.



http://edsitement.neh.gov/

Lesson Sequence:Day 1 & 2:

1. Begin with reviewing the information gathered on the pre-assessment in lesson 1. Discuss, “What is the Statue of Liberty? What idea does this patriotic symbol represent?” Have students make predictions.

2. Show the video: Statue of Liberty for Kids http://www.youtube.com/watch?v=onY6D1YsGcg. 3. Building Academic Vocabulary: In order for students to understand terms within this lesson, students should be explicitly taught steps to learn new, academic vocabulary in

a prescribed sequence. Review vocabulary: patriotic, symbols. New Vocab: freedom, friendship, statue, liberty (tablet, crown, torch). ** Use may choose to use the Seven Steps for teaching vocabulary (attached).Steps to the process:

a. Provide a description, explanation, example/visual image, or experience of the new term for students.b. Ask students to restate the description, explanation or example in their own words.

4. Explicit Instruction: Provide background information through a read aloud (Cornerstones of Freedom: The Story of the Statue of Liberty and The Statue of Liberty-An American Symbol by Alison and Stephen Eldridge) about the history of the Statue of Liberty and the symbolism behind theStatue.

a. Ask students to construct a picture, symbol, or graphic representing the term or phrase (visual memory). Students will record their definition and understanding of the new term on their Patriotic Symbol Fact Sheet (students will label crown, table, torch).

5. For this first set of terms, you will find a resource page for this lesson as a model. This resource page has a general definition for each term and picture. The teacher may use this as a model for the future academic vocabulary lessons.

6.State and restate essential questions to keep the students focused on the symbolism of the statue. Why do we have patriotic symbols? What can we learn about a culture nation or society through patriotic symbols? What do patriotic symbols and songs reveal about our nation? How can words suggest feelings or appeal to the senses?

7.Begin reading “Lily and Miss Liberty”. Read the title and ask students to make predictions about what they think the story will be about, etc.**Vocabulary for review by chapter: (Chapter 1: parlor, pedestal, immigrants, peddler, curiously, hesitated, persisted, cobblestone; Chapter 2: tightfisted; Chapter 3: pew, impatiently, buckram; Chapter 4: plank, eagerly, impulsively, perched; Chapter 5: admiringly, persisted, contribute/contributions; Chapter 6: crates, companion, accordion, anxiously, deafening, handkerchiefs; Chapter 7: approaching, interrupted, enlightening).***Cause and effect: What do you think will happen if Lily and others don’t raise the money for the pedestal? What will happen if they don’t raise enough money? etc.

***As a whole class, continue reading and discussing “Lily and Miss Liberty” during whole group instruction each day.

Day 3:1. Have students view the virtual tour of The Statue of Liberty:

http://www.nps.gov/featurecontent/stli/eTour.htmhttp://www.statueofliberty.net/flash/solflashtour_v2.html



http://www.statueofliberty.net/flash/solflashtour_v2.html

http://www.nps.gov/featurecontent/stli/eTour.htm

http://www.youtube.com/watch?v=onY6D1YsGcg

2. Review vocabulary: tablet, crown, torch, liberty, and freedom. Discuss any new vocabulary terms that may arise for students they are not familiar with during this lesson. Provide the same structure for students to use to acquire academic vocabulary. (Please note: Use this method for academic vocabulary that will help students in this unit. There may be many interesting words that will be discussed but do not need to be instructed for understanding of this topic/symbol.)

3. Chart new learning and understanding together. (Some students will work in smaller group with teacher during whole group).4. Teacher and student will document their learning and understanding on a (Patriotic Fact Sheet).

Day 4: 1.Many patriotic symbols are related to patriotic songs. On this fourth day of instruction the Music teacher will introduce the song, My Country ‘‘Tis of Thee. Students will watch

a short video clip about illustrating the song. Discuss the meaning behind the song as a class. 2. Teacher will ask students about key vocabulary and phrases that appear in the lyrics of the song (tis, thee, liberty, fathers, pilgrim’s pride, freedom).3. Class will go over each line of the first verse and discuss what each line means.4. Class will learn the song line by line.5. Class will sing the song in unison together. 6. Teacher will start by leading the students in a call and response fashion and then work their way up to singing the song as a class.

Day 5:

1. Students will go to art class and will discuss their prior knowledge about the Statue of Liberty. 2. Discuss their prior knowledge about the Statute of Liberty and check for understanding of key terms: statue, crown, torch, book, island, New York, shapes (triangle,circle,

rectangle, etc.), seas, continents. Correct any misconceptions about these terms. 3. Provide visual examples of the Statue of Liberty and discuss what it represents.4. Ask: Do you think you can draw the Statue of Liberty?5. Lead demonstration using basic shapes and discussing the shapes that represent symbols such as the crown and the triangle shapes drawn that represent the 7 seas and

7 continents. 6. Students will draw the entire Statue step-by-step with detailed instructions and facts as to why the Statue of Liberty carries her book and a torch. 7. While they are drawing, we will discuss the island where she resides and the building she is standing on.8. After the Statue is drawn, we will color her in all green and we will discuss why she is green.9. Students will add fireworks in the background of the statue and we will discuss the original meaning of July 4th and why we celebrate with fireworks.

Formative Assessment:Knowledge revealed from class discussions

Summative Assessment:Statue of Liberty Fact Sheet



Preview outcomes for the next lesson: Name the next patriotic symbol and song to be studied: The American Flag and Star Spangled BannerIdentify that the patriotic symbol represents ideas in societyWhy we have patriotic symbolsWhat we can learn about a culture or society through patriotic symbolsWhat patriotic symbols and songs reveal about our culture

From Sea to Shining Sea-North Adams Public Schools Lesson 2- The Statue of Liberty ELL- Tiered Language Objectives/Activities

Level B/C Level A/B

Can-Do Descriptors

R5- Identify main ideasW4- Use classroom resources (e.g., picture dictionaries) to compose sentencesL4- Find details in illustrated, narrative, or expository text read aloudS3- Retell stories with details

R1-Follow directions using diagrams or picturesW1-Communicate through drawingsL2- Match oral reading of stories to



illustrationsS1-Participate in whole group chants and songs


-Pre-video activation giving a summary of the story and a list of words to listen for (France, America, 1871, liberty, copper...etc) As the words come up in the video, students raise their hands and teacher crosses off the words-Re-tell main ideas of video or story book in pairs using each word from a list of key terms. Scavenger hunt listening activity- cross off words as partner uses them

-Same pre-activation with fewer words-Listen to key phrases from the video or story and point to illustrations to demonstrate understanding-Draw pictures to illustrate abstract vocabulary terms (friendship, freedom) to add to poster project-Participate in class sing-along by clapping and learning the chorus

Support -Word list for video (board or paper)-Same word list for second activity with additional terms from the book-Picture dictionary used when working on posterSeven-step vocabulary method for all terms

-Word list for video (board or paper)-Teacher gestures when chorus of song begins to alert student-Picture dictionary used when working on posterSeven-step vocabulary method for all terms

Assessment -Check usage of vocabulary on poster and speaking activities-Listen to retell of video/story/song to check comprehension

-Observe student listening and check that they are raising hands or crossing the word off the list-Check poster and listen to description of drawings



Lesson 3: The American FlagStudent Learning Objective: I can tell the American Flag is a symbol of our strength and unity.

Brief Overview of Lesson: The American Flag has been a symbol of America’s strength and unity over the last two hundred years. The students will be provided with factual information about the American Flag such as who created the flag, the symbolism behind each component of the flag, and connections to the patriotic song, The Star Spangled Banner. Students will create their own American flag. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Knowledge gained from previous lessons.


Estimated Time: 4 sessions, 30-40 minutes each (If taught during reading group time, each session will be approximately 20 mins. each)

Resources for Lesson:Pictures of the progression of The American FlagInformation about Betsy Ross (stories, websites, etc.)The Star Spangled Banner song illustration sheetConstruction paper (red, white, blue), star stickers, glue sticks, scissorsThe Flag we Love by Pam Munoz RyanBetsy Ross by Becky WhiteMy Flag by Brenda ParkesThe Star Spangled Banner http://www.usa-flag-site.org/song-lyrics/star-spangled-banner.shtmlHistory of the song http://danieljepsen.com/the-story-of-the-the-star-spangled-banner-with-all-four-versesAmerica the Beautiful by Katharine Lee BatesHistory of the American Flag http://www.youtube.com/watch?v_tuksrK_lhJwUStar Spangled Banner http://www.you.tube.com/watch?v=f5glckBtRk_UStar Spangled Banner, America the Beautiful and Star Spangled Banner: http://ses.napsk12.org/apps/pages/index.jsp?uREC_ID=460212&type=u



http://ses.napsk12.org/apps/pages/index.jsp?uREC_ID=460212&type=u


http://www.you.tube.com/watch?v=f5glckBtRk_U

http://www.youtube.com/watch?v_tuksrK_lhJwU

http://danieljepsen.com/the-story-of-the-the-star-spangled-banner-with-all-four-verses

http://www.usa-flag-site.org/song-lyrics/star-spangled-banner.shtml

Unit: From Sea to Shining Sea: Patriotic Songs and SymbolsContent Area/Course: History and Social Science – Grade 1Lesson # and title: Lesson 3 – The American FlagTime: 4 sessions, 30-40 minutes each

By the end of this lesson students will know and be able to: Identify the American flag as a national symbol. Explain the meaning of this national symbol. Describe the locations that the American Flag is usually found. (classrooms, federal buildings, town offices, post offices, elections, debate, etc.) Sing the patriotic song, Star Spangled Banner. Interpret words or phrases in songs or poems that suggest feelings or appeal to the senses.

Essential Questions addressed in this lesson: EQ1 Why do we have patriotic symbols?EQ2 What can we learn about a culture, nation or society through patriotic symbols?EQ3 What do patriotic symbols and songs reveal about our culture and nation?EQ4 How can words suggest feelings or appeal to the senses?

Standard(s)/Unit Goal(s) to be addressed in this lesson: 1.3 Identify and explain the meaning of American and National Symbols. (H, C)


1.4 Demonstrate the ability to recite the Pledge of Allegiance, to explain its general meaning, and to sing nationals songs such as American the Beautiful, My Country ‘Tis of Thee, God Bless America, and The Star Spangled Banner and explain the general meaning of the lyrics (H, C)

Instructional Tips/Strategies/Notes for Teacher: The American flag has been the symbol of the nation's strength and unity over the past 200 years. It represents a source of pride and inspiration for millions of citizens and the American flag has been a prominent icon in the nation’s history. Here are the highlights of its unique past.

On January 1, 1776, the Continental Army was reorganized in accordance with a Congressional resolution, which placed American forces under George Washington's control. On New Year's Day the Continental Army was approaching Boston, which had been taken over by the British Army. Washington ordered the Grand Union flag hoisted above his base at Prospect Hill. It had 13 alternate red and white stripes and the British Union Jack in the upper left-hand corner.

In May of 1776, it was reported that Betsy Ross sewed the first American flag. (Historians are debating this fact). On June 14, 1777, in order to establish an official flag for the new nation, the Continental Congress passed the first Flag Act: "Resolved That the flag of the United States be made of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new Constellation."



Between 1777 and 1960, Congress passed several acts that changed the shape, design and arrangement of the flag and allowed for additional stars and stripes to be added to reflect the admission of each new state.

Today the flag consists of thirteen horizontal stripes, seven red alternating with 6 white. The stripes represent the original 13 colonies, the stars represent the 50 states of the Union. The colors of the flag are symbolic as well: red symbolizes hardiness and valor, white symbolizes purity and innocence and blue represents vigilance, perseverance and justice.

See also the Instructional Tips/Strategies/Notes for Teacher in Lesson One.

Anticipated Student Preconceptions/Misconceptions:The flag has always had 50 stars and 13 stripes.

Lesson Sequence:In this third lesson, the vocabulary words students will be introduced to include: perseverance and justice (show pictures that represent). The teacher should provide a description of the terms. Explain the term in kid friendly language. Provide an image or images of the new vocabulary term to help students connect to a mental image (if appropriate). If the term is abstract, have students discuss what images they associate with term and have students create visuals for transfer of short term to long-term memory. Next, students should discuss their understanding of the new term and record a picture and words on their Patriotic Symbol Fact Sheet. (See example in lesson 2).

Day 1 & 2:1. Begin with reviewing the information gathered on the pre-assessment in lesson one. Show different images of the flag. Compare and contrast the first American flag with

13 stars to the American flag with 50 stars (Discuss how to use a Venn Diagram). Ask: Where have you seen it? Why do you think it is there? Discuss, “What is The American Flag? What idea does this patriotic symbol represent?”

2. Resource: History of the American Flag (youtube.com/watch?v_tuksrK_lhJwU).3. Build Academic Vocabulary from “The Flag We Love”: In order for students to understand terms within this lesson, students should be explicitly taught steps to learn new,

academic vocabulary in a prescribed sequence. (Review: symbol - New: allegiance) Use environmental print/pictures to guide their understanding of the new term(s). a. Provide a description, explanation, example/visual image, or experience of the new term for students.b. Ask students to restate the description, explanation or example in their own words. c. Ask students to construct a picture, symbol, or graphic representing the term or phrase (visual memory). Students will record their definition and understanding of

the new term on their Patriotic Symbol Fact Sheet.

Day 31. Explicit instruction: Provide background information through a read-aloud (The Flag We Love, Betsy Ross), video, or other method about the history of the American Flag

and the symbolism behind the object. Chart learning, vocabulary, and understanding with students about the American Flag. Discuss the history behind the flag’s creation, progression of the Flag, and what the colors represent. Discuss where you can see the American Flag and hypothesize the reasons behind the locations.

2. State and restate essential question to keep the students focused on the symbolism of the structure. “Why do patriotic symbols matter to our culture, nation or society?



Day 4 & 5:1. Students will go to Art class with prior knowledge of the American Symbols and the history of these symbols. Review what the students have learned about the American

Flag, focusing on the symbolism (colors, number of stripes, and number of stars). Provide additional information about the flag that helps students understand the symbolism behind each component. This can be accomplished by using any of the resources provided (book suggestions, websites, etc.). Chart the knowledge about parts of the flag. This information should include: number of stars and why and number of stripes and why.

2. Students will create their own flag for the classroom or our school. 3. We will discuss creating a symbolic flag for grade 1 using these symbols. 4. Each student will be given a 12 x 18 sheet of watercolor paper. They will draw while watching the teacher demonstration. They will be drawing symbolic representations of

The Statue of Liberty, The White House and The Bald Eagle. These images will be drawn large and the background will actually look like an American Flag. In the corner blue box where stars are usually seen on the flag we will write 1st grade.

5. During the second 40 minute class period, the teacher will begin with a brief demonstration on how to use the watercolor paints properly. 6. After the demonstration we will talk about some of the colors to use today to properly represent your American Symbols on your flag. 7. Students will begin painting, trying to stay within their drawn lines. 8. After paintings are complete, they will need to dry for at least 24 hrs. The teacher will assess and see if anything else will need to be done to the paintings after they are

dry. 9. The finished product will be a colorful, symbolic flag representing grade 1 students.10. Each student will orally explain why he/she chose the symbol(s) they did. “I chose these symbols because…”. Students will present their individual flags and explanation to

their classmates. 11. Students will compare and contrast their 1st grade flag to the American flag.**Provide sentence starters for some students who made need accommodations (Examples: __________ is important to me because____________; ___________ represents ______________; _____________is important on my flag because_________________).

Day 6:1. Many patriotic symbols are related to patriotic songs. On this fourth day of instruction the teacher will introduction the song, The Star Spangled Banner. Students will

watch a short video clip about illustrating the song. Resource: (you.tube.com/watch?v=f5glckBtRk_U)2. Build off of prior knowledge and build/review Academic Vocabulary using the lyrics of the song (Ex. “dawn’s early light, twilight’s last gleaming”, etc.). 3. Teacher will read the story of Francis Scott Key and will go over the lyrics to The Star Spangled Banner in an attempt to draw comparisons between the two. In The Star

Spangled Banner, it discusses the historical significance of the War of 1812 and how Baltimore was being attacked. Lawyer, Francis Scott Key, watched the attack and wrote about what he saw and wondered whether the American Flag would still be flying the following day.

4. Students should be able to use the vocabulary and explain the significance of the song over time. 5. Students will create a picture using a 4-square worksheet that looks like a window. 6. They will draw the scenery of what they imagined Francis Scott Key was looking at and singing about.

Day 7: 1. Begin by choral re-reading the patriotic song, The Star Spangled Banner. Provide students a copy of the song. Have students each take one line and illustrate the poem

to help them remember the symbolism behind the song. Tie in symbolism with feelings of seeing the flag. Students should share out their illustrations.2. After the students complete their illustrations, have them add any additional information to their fact sheet about The American Flag and the Star Spangled Banner.



3. Teacher and students will generate a Venn Diagram comparing and contrasting two patriotic symbols. For example, compare the Statue of Liberty and American Flag.

Formative Assessment:Knowledge revealed from class discussions.

Summative Assessment:American Flag Fact SheetIndividual flagsIllustrations

Preview outcomes for the next lesson: The White House and God Bless America.We can learn about a culture or society through patriotic symbols.What patriotic symbols and songs reveal about our culture, nation and society.How words suggest feelings or appeal to the senses.

From Sea to Shining Sea-North Adams Public Schools Lesson 3- The American Flag ELL-Tiered Language Objectives/Activities

Level B/C Level A/B

Can-Do Descriptors

R5-Match figurative language to illustrations (e.g., “as big as a house”)W3- Form simple sentences using word/phrase banksL5- Locate objects, figures, places based on visuals and detailed oral descriptionsS5-Use academic vocabulary in class discussions

R1-Connect print to visualsW3- Form simple sentences using word/phrase banksL2- Carry out two- to three step oral commandsS1-Participate in whole group chants and songs




-Create an on-going class timeline-Follow directions to add to class timeline (Find the picture of the statue of liberty and place it on 1871 on the timeline....)-Compare early flags with modern flags-Play “I spy” game with student-made flags (I spy a flag with a symbol that means love….it’s a heart)

-Point to features of the timeline in response to questions (When was the first flag created? Show me the flag that Betsy Ross made…)-Identify and practice rhyming words in The Star-Spangled banner (fight, night, gleaming, streaming etc.)-Play a similar “I spy” game with straightforward language (“I spy a flag with a green triangle)-During activity to illustrate a line from the national anthem, provide a picture dictionary

Support -Pictures of early flags-Timeline-Sentence frames (I chose_______as a symbol on my flag because________)Seven-step vocabulary method for all terms

-Pictures of early flags-Timeline-Sentence frames (_______ is a symbol of _____)-Matching activity for USA flag symbolism plus sentence frame- use both to generate written sentences (The stars are a symbol of the fifty states in the American flag)Seven-step vocabulary method for all terms

Assessment -Written examples using sentence frames in response to personal and USA flag

-Oral examples using sentence frames in response to personal and USA flag-Written description of USA flag



Lesson 4: White House

Student Learning Objective: I can tell the White House is a symbol of the Presidency, leadership and the American people.

Brief Overview of Lesson: The White House is located at 1600 Pennsylvania Avenue. For two hundred years, the White House has stood as a symbol of the Presidency, the United States government, and the American people. In this lesson, students will be provided with factual information about the White House through a virtual tour of the White House, informational books, website demonstrating the changes of the building overtime, and information about the President. They will discuss and record new information they have learned about White House. In the lesson, the students will connect the Patriotic song, God Bless America, to the White House understanding the meaning of the song and lyrics. As you plan, consider the variability of learners in your class and make adaptations as necessary.



Estimated Time: 4 sessions, 30 minutes each (If taught during reading group time, each session will be approximately 20 mins. each)

Resources for Lesson:God Bless America song illustration sheetBook - God Bless America by Lynn Munsinger Music - God Bless America by Irving BerlinAccess to the internet to utilize some or all of the following websites:

Progression of White House building projects: http://www.whitehousehistory.org/whha_classroom/classroom_K-3-leadership.html

The White House: Changes over time. Pictures available at www.whitehousehistory.org/index.html White House Tour: Inside the Residence of US President http://www.youtube.com/watch?v=itBNuCfBpUo The White House, Washington: http://www.youtube.com/watch?v=Rf6r8Zcj7Sc



http://www.youtube.com/watch?v=Rf6r8Zcj7Sc

http://www.youtube.com/watch?v=itBNuCfBpUo

http://www.whitehousehistory.org/index.html

http://www.whitehousehistory.org/whha_classroom/classroom_K-3-leadership.html


Online Scavenger Hunt: http://familyinternet.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=familyinternet&cdn=parenting&tm=9&f=11&su=p284.13.342.ip_&tt=2&bt=0&bts=1&zu=http%3A//www.whitehouse.gov/about/interactive-tour

God Bless America: http://www.usa-flag-site.org/song-lyrics/god-bless-america.shtml http://www.whitehousehistory.org/whha_classroom/classroom_K-3-leadership.html - In this lesson plan, students learn

about the building of the White House additions and the symbolism behind each stage of development. http://clinton4.nara.gov/WH/kids/html/home.html- See “White House for Kids” section for background information about

the White House, take a virtual tour, and learn about the President. http://ses.napsk12.org/apps/classes/show_class.jsp?classREC_ID=658289

Other age appropriate books, websites, http://www.youtube.com/watch?v=Rf6r8Zcj7Sc or other materials that provide information for students that can be read by or to students, including those in the Unit Resources section.




http://clinton4.nara.gov/WH/kids/html/home.html-


http://www.usa-flag-site.org/song-lyrics/god-bless-america.shtml

http://familyinternet.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=familyinternet&cdn=parenting&tm=9&f=11&su=p284.13.342.ip_&tt=2&bt=0&bts=1&zu=http%3A//www.whitehouse.gov/about/interactive-tour

http://familyinternet.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=familyinternet&cdn=parenting&tm=9&f=11&su=p284.13.342.ip_&tt=2&bt=0&bts=1&zu=http%3A//www.whitehouse.gov/about/interactive-tour

Unit: From Sea to Shining Sea: Patriotic Songs and SymbolsContent Area/Course: History and Social Science – Grade 1Lesson # and title: Lesson 4 – The White HouseTime: 4 sessions, 30 minutes each

By the end of this lesson students will know and be able to: Identify the White House as a national symbol. Explain the meaning of this national symbol. Describe the location of the White House on a map and its components. Sing the patriotic song, God Bless America. Interpret words or phrases in songs or poems that suggest feelings or appeal to the senses.

Essential Question addressed in this lesson: EQ1 Why do we have patriotic symbols?EQ2 What can we learn about a culture or society through patriotic symbols?*EQ3 What do patriotic symbols and songs reveal about our culture, nation or society?EQ4 How can words suggest feelings or appeal to the senses?

Standard(s)/Unit Goal(s) to be addressed in this lesson: 1.3 Identify and explain the meaning of American and National Symbols. (H,C)


1.4 Demonstrate the ability to recite the Pledge of Allegiance, to explain its general meaning, and to sing nationals songs such as American the Beautiful, My Country ‘‘Tis of Thee, God Bless America, and The Star Spangled Banner and explain the general meaning of the lyrics (H, C)

Instructional Tips/Strategies/Notes for Teacher:This lesson is designed to help students understand the history of the White House and how it has changed over time for difference reasons. With each new President, the White House evolved, yet, this symbol represents strength, courage, and perseverance to this day.See also the Instructional Tips/Strategies/Notes for Teacher in Lesson One.

Anticipated Student Preconceptions/Misconceptions:George Washington lived in the White House. Lesson Sequence:In this third lesson, the vocabulary words students will be introduced to include: capitol, Washington D.C., president, and nation (pictures of the White House, George Washington, Abraham Lincoln, Barack Obama). The teacher should provide a description of the terms. Explain the terms in kid friendly language. Provide an image or images of the new



vocabulary term to help students connect to a mental image (if appropriate). If the term is abstract, have students discuss what images they associate with term and have students create visuals for transfer of short term to long-term memory. Next, students should discuss their understanding of the new term and record a picture and/or words on their Patriotic Symbol Fact Sheet.

Day 1:1. Begin with reviewing the information gathered on the pre-assessment in lesson. Connect the American Flag with the White house. Hook: show a picture of Barack Obama

in front of the White House with the American Flag on top of the building. Ask: What are you thinking? What do you wonder? What do you know about the White House (K-W-L chart). Discuss, “What is the White House? What idea does this patriotic symbol represent?”

**Use Scholastic News - Our President Jan. 2013 cover story (Main idea: the President represents leadership) **Hopes and Dreams. The Story of Barack Obama by Steve Dougherty.

2. Begin with reviewing the information gathered on the pre-assessment in lesson. Hook: show a picture of the White House. Ask: What are you thinking? What do you wonder? What do you know about the White House (K-W-L chart). Discuss, “What is the White House? What idea does this patriotic symbol represent?”

3. Build Academic Vocabulary: In order for students to understand terms within this lesson, students should be explicitly taught steps to learn new, academic vocabulary in a prescribed sequence.

a. Provide a description, explanation, example/visual image, or experience of the new term for students.b. Ask students to restate the description, explanation or example in their own words.

4. Explicit instruction: Provide background information through the read-aloud “The White House-An American Symbol”, about the history of White House and the symbolism behind the building. Chart learning, vocabulary, and understanding with students about the White House.

a. Ask students to construct a picture, symbol, or graphic representing the term or phrase (visual memory). Students will record their definition and understanding of the new term on their Patriotic Symbol Fact Sheet.

5.State and restate essential question to keep the students focused on the symbolism of the structure. 6.Why do we have patriotic symbols?7.What can we learn about a culture or society through patriotic symbols?8.What do patriotic symbols and songs reveal about our culture, nation or society?9.How can words suggest feelings or appeal to the senses?

Day 2:1. The White House is found at 1600 Pennsylvania Avenue, Washington DC. Students will locate the White House on a map of the United States. In this lesson, students will

learn about the progression of the building and its wings using: http://www.whitehousehistory.org/whha_classroom/classroom_K-3-leadership.html; http://www.youtube.com/watch?v=Rf6r8Zcj7Sc

2. This primary source document provides photos from the Library of Congress about the history of the building projects to expand the White House.Once the students have seen how the White House has changed from the outside, they will now take a virtual tour of the White House. Using http://www.youtube.com/watch?v=itBNuCfBpUo “White House Tour: Inside the Residence of the US President”. This virtual field trip takes the students through the White House.

3. Students will review information about what they already knew and have learned. Teacher and students will record information on the anchor chart and on their White House fact sheet through discussion.

4. The teacher should help the students connect the building and President to the idea of its symbolism in today’s society.



http://www.youtube.com/watch?v=itBNuCfBpUo



Day 3:

1. During Music, students will be introduced to the Military Branches Medley (http://ses.napsk12.org/apps/pages/index.jsp?uREC_ID=460212&type=u). This presentation shares the beginning of each of the songs representing the 5 branches of the United States military. Pictures of each of the branches will be shown as the corresponding songs play. Before, during and after this presentation, teacher will discuss the branches of the military and will briefly explain what each branch does. The focus of this presentation will be based on the president, who works and resides in the White House. For discussion: “Commander In Chief” is a term commonly used for the president of the United States. But it’s only one of several titles conferred on the nation's chief executive. Commander In Chief refers to the president’s duties as head of the U.S. armed forces: the Air Force, Army, Navy and Marines. The U.S. Constitution establishes this power for the president.

Day 4:1. Many patriotic symbols are related to patriotic songs. On this third day of instruction, the teacher will introduce the song, God Bless America. (See Unit Resources)

Teachers may use a recording to have students listen to this song. Displaying the song on a chart, students will choral read the chart with the teacher. The teacher and students will discuss the vocabulary and meaning behind the song together. Students create a chart of the song, highlight the key phrases that are significant understanding the history behind this patriotic symbol. Students should be able to use the vocabulary and explain the significance of the song over time. Suggestions to reinforce this learning include: Singing the song each morning in morning meeting, placing the song in the poetry center, connecting the learning in music class, etc.

2. Connecting the symbol to the song: In God Bless America, the song states, “stand beside her and guide her” similar to the role of the President guiding the people of the United States. It is important to help students make connections between the song and our patriotic symbols.

3. Students may work with the song through a number of extension activities. Connect the instruction through other parts of the students’ day such as literacy times, students can continue to learn the song and its significance.

Day 5: 1. Begin by choral reading the patriotic song, God Bless America. Provide students with a copy of the song, have students illustrate the poem to help them remember the

symbolism behind the song. 2. After the students complete their illustrations, have the students add any additional information to their fact sheet about the White House.

Formative Assessment:Knowledge revealed from class discussions.

Summative Assessment:Patriotic Symbol Fact Sheet.

Preview outcomes for the next lesson:Build on knowledge of the bald eagle and learn the song, America the Beautiful




What we can learn about a culture or society through patriotic symbolsWhat patriotic symbols and songs reveal about our culture, nation or societyHow words suggest feelings or appeal to the senses

From Sea to Shining Sea-NA Public Schools Lesson 4-The White House ELL-Tiered Language Objectives/Activities Level B/C Level A/B

Can-Do Descriptors

R5-Distinguish between general and specific language (e.g., flower v. rose) in contextW4-Produce original sentencesL4- Find details in illustrated, narrative, or expository text read aloudS3- Retell stories with details

R1-Identify symbols, icons, and environmental printW1-Label familiar objects or picturesL1- Match people with jobs or objects with functionsS3- Identify and name everyday objects




-Distinguish between particular presidents and the idea of the presidency-Use a word bank to fill in the KWL chart (words are provided but student generates sentences)-Use a word bank to give a partner a mini-tour of the White House using a picture and a map

-Identify aspects of a map (blue means water, lines between states, star means capitol…)-Label map (Washington D.C., New York, North Adams…) or match pre-made labels or pictures-Identify pictures of Washington, Lincoln and Obama as presidents of the USA

Support -KWL chart-White House word bank (president, Washington D.C., capitol....)-Map with appropriate labels (White House, Statue of Liberty)Seven-step vocabulary method for all terms

-Word list for White House tour-Word list for KWL chart-Video with subtitles for the song God Bless America

Seven-step vocabulary method for all terms

Assessment -Check usage of vocabulary on poster and speaking activities-Listen to retell of White House tour to check comprehension

-Ask student to point to the map to show where the symbols in this lesson are located-Label a blank picture of the White House (door, window, roof, house…)



Lesson 5: Bald Eagle

Student Learning Objective: I can tell the Bald Eagle is a symbol of strength, courage and freedom.

Brief Overview of Lesson: The bald eagle has been the national bird of the United States since 1782. Congress declared the bald eagle the nation’s bird in 1789. It is a symbol of strength, courage, and freedom. This lesson will connect this symbol to the patriotic song, America the Beautiful from a bird’s eye view. As you plan, consider the variability of learners in your class and make adaptations as necessary.





Estimated Time: 4 sessions, 30 minutes each

Resources for Lesson:Music - All Aboard America The Soundtrack by Various Artists - Soundtracks - Film Scores Some or all of the following books –

The Bald Eagle (Patriotic Symbols) by Nancy Harris The Bald Eagle (Welcome Books) by Lloyd G. DouglasSoaring with the Wind: The Bald Eagle by Gail GibbonsThe Bald Eagle (True Books: American History) by Elaine LandauThe Bald Eagle (American Symbols) by Pearl, Norman, Skeens and MatthewThe Bald Eagle (American Symbols & Their Meanings) by Hal Marcovitz America the Beautiful by Scholastic (Special Commemorative Edition)

Access to the internet to utilize some or all of the following websites:www.teachersdomain.orghttp://mass.pbslearningmedia.org/http://www.baldeagleinfo.com/www.nationalzoo.si.edu/animals/birds/facts/factsheets/fact-baldeagle.cfmhttp://www.baldeagleinfo.com/eagle/eagle-facts.htmlhttp://www.patrioticcoloringpages.com/eagle/http://www.baldeagleinfo.com/eagle/eagle9.html

https://www.youtube.com/watch?v=ze0hkcKj2Ns http://www.youtube.com/watch?v=okficmlxza1 http://www.youtube.watch?v=KC3Wjt1noQW http://www.youtube.com/watch?v=KJ6jz9n9y8o


http://www.youtube.watch?v=KC3Wjt1noQW


http://www.youtube.com/watch?v=KJ6jz9n9y8o

http://www.youtube.com/watch?v=okficmlxza1

https://www.youtube.com/watch?v=ze0hkcKj2Ns

http://www.baldeagleinfo.com/eagle/eagle9.html

http://www.patrioticcoloringpages.com/eagle/

http://www.baldeagleinfo.com/eagle/eagle-facts.html

http://www.baldeagleinfo.com/

http://mass.pbslearningmedia.org/

http://www.teachersdomain.org/

Unit: From Sea to Shining Sea: Patriotic Songs and SymbolsContent Area/Course: History and Social Science – Grade 1Lesson # and title: Lesson 5 – The Bald EagleTime: 4 sessions, 30 minutes each

By the end of this lesson students will know and be able to: Identify the bald eagle as a national symbol. Explain the meaning of this national symbol. Sing the patriotic song, America the Beautiful. Interpret words or phrases in songs or poems that suggest feelings or appeal to the senses.

Essential Question addressed in this lesson: EQ1 Why do we have patriotic symbols?EQ2 What can we learn about a culture or society through patriotic symbols?*EQ3 What do patriotic symbols and songs reveal about our culture, nation or society?EQ4 How can words suggest feelings or appeal to the senses?

Standard(s)/Unit Goal(s) to be addressed in this lesson: 1.3 Identify and explain the meaning of American and National Symbols. (H, C)


1.4 Demonstrate the ability to recite the Pledge of Allegiance, to explain its general meaning, and to sing national songs such as America the Beautiful, My Country ‘‘Tis of Thee, God Bless America, and The Star Spangled Banner and explain the general meaning of the lyrics (H, C)1.RL.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.1.RI.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.1.RI.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.1.SL.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Instructional Tips/Strategies/Notes for Teacher:The bald eagle has been the national bird of the United States since 1782, when it was placed with outspread wings on the Great Seal of our country. Although not everyone at that time wanted the bald eagle as our nation’s bird. Benjamin Franklin wanted the turkey. It took six years, but Congress finally declared the bald eagle as our nation’s bird in 1789. Bald eagles have been seen by many as a symbol of strength, courage freedom and immortality for generations. Unlike other eagles, the bald eagle was indigenous only to North America. You can find this symbol on flags, dollar bills, coins, and military insignia. http://www.baldeagleinfo.com/eagle/eagle-facts.html.



http://www.baldeagleinfo.com/eagle/eagle-facts.html

See also the Instructional Tips/Strategies/Notes for Teacher in Lesson One.

Anticipated Student Preconceptions/Misconceptions:The bald eagle lives in every state of the United States.

***Introduce the “live web cam” of the Decorah bald eagle in Iowa

Lesson Sequence Day 1&2:

1. Begin with reviewing the information gathered on the pre-assessment in lesson. Discuss, “What is the bald eagle? How do you feel when you see an eagle flying with their wings open, soaring through the air? (Watch you tube video clip). What idea does this patriotic symbol represent?”

2. The vocabulary words students will be introduced to include: raptor, talons, soar, beak, and crown. The teacher should provide a description of the term. Explain the term in kid friendly language. Provide an image or images of the new vocabulary term to help students connect to a mental image https://www.youtube.com/watch?v=ze0hkcKj2Ns . If the term is abstract, have students discuss what images they associate with term and have students create visuals for transfer of short term to long-term memory. Next, students should discuss their understanding of the new term and record a picture and words on their Patriotic Symbol Fact Sheet. (See previous example in lesson 2).

3. Provide background information through the read-aloud, “Eagles” by Adele Richardson, about the history of the bald eagle and the symbolism behind the object. Chart learning, vocabulary, and understanding with students about the bald eagle. Discuss the history behind choosing the bald eagle. Discuss where you can see the bald eagle and hypothesize the reasons why it might be on those items. (examples: coins, flag, documents). Review what the students have learned about the bald eagle, focus on physical structure of the bird and its symbolism (colors) (See Unit Resources). Provide additional information about the bald eagle that helps students understand the symbolism behind the bird. www.teachersdomain.org or http://mass.pbslearningmedia.org/ .Other Resources: Enchanted Learning – The Bald Eagle (Illustration with labels and background information) http://www.enchantedlearning.com/subjects/birds/printouts/Eaglecoloring.shtml

Bald Eagle: Animals for children. Kids Videos (youtube.com/watch?v=oKficmlxza1; Sesame Street: The National Bird (youtube.com/watch?v=KC3Wjt1noQw; Wild Animals: The American Bald Eagle/National Geographic Kids Documentary HD (youtube.com/watch?v=KJ6jz9n9y8o

4. Students will create a map and illustrate where they would find the eagle. The teacher should have materials in central locations (on table groups, front and back of the room, etc.) for students to collect. Provide more materials then the students need so they can adequately apply their knowledge about where they find eagles and the symbolism behind each component of the eagle. Have students write about or discuss each component. (Map will include top 10 places to find the Bald Eagle in the United States- starring the state of Iowa where the Decorah eagles are that we are following)

5. Teacher and students will record information on the anchor chart through an Interactive Writing Context and on their Patriotic Symbols fact sheets together. 6. State and restate essential question to keep the students focused on the symbolism of the structure. “Why do patriotic symbols matter to our culture, nation or society?”

Day 3:1. Many patriotic symbols are related to patriotic songs. The teacher will introduce the song, America the Beautiful. (See Unit Resources) . Students will watch a short video

clip about illustrating the song, America the Beautiful. 2. The teacher and students will review and discuss the vocabulary and meaning behind the song. 3. Class will discuss the different lyrics and landmarks sung about/seen in the video.



http://www.enchantedlearning.com/subjects/birds/printouts/Eaglecoloring.shtml

http://mass.pbslearningmedia.org/

http://www.teachersdomain.org/



4. Class will discuss why these things make the United States beautiful.5. Class will complete a worksheet creating sentences and pictures about the different beauties of America. 6. Students should be able to use the vocabulary and explain the significance of the song over time. Suggestions to reinforce this learning include: Singing the song each

morning in morning meeting, placing the song in the poetry center, connecting the learning in music class, etc.

Day 4:1. Begin by choral reading the patriotic song, America the Beautiful. 2. Build/review Academic Vocabulary: (spacious, amber, majesties, “crown the good with brotherhood”). (See Unit Resources) 3. Provide students with a copy of the song, have students illustrate the poem to help them remember the symbolism behind the song.4. After the students complete their illustrations, have them students add any additional information to their Patriotic Symbols Fact Sheets about the bald eagle.5. Teacher and students will generate a large Venn diagram on chart paper comparing and contrasting two patriotic symbols. For example, compare the White House

and Bald eagle.

Formative assessment:Knowledge revealed from class discussions.

Summative Assessment:Patriotic Symbols Fact SheetVenn Diagrams

Preview outcomes for the next lesson:CEPA



From Sea to Shining Sea-NA Public Schools Lesson 5- The Bald Eagle ELL-Tiered Language Objectives/Activities

Level B/C Level A/B

Can-Do Descriptors

R5- Identify main ideasW4- Compose journal entries about personal experiencesL5-Identify ideas/concepts expressed with grade-level content-specific languageS5-Express and support ideas with examples

R2-Identify and interpret pre-taught labeled diagramsW1-Copy written languageL2- Locate objects described orallyS2-Compare real-life objects (e.g., “smaller,” “biggest”)


-Describe main idea of “America the Beautiful” using examples for support-Journal about patriotic feelings-Listen to description of using the Venn diagram to compare various symbols and participate in discussion using oral sentence frames

-Use illustrations of emotions to describe feelings about the eagle-Understand vocabulary country/state/city while identifying the eagles’ range on the map and point to places on the map described orally ( can be up/down/left/right or cardinal directions)-Use new eagle vocabulary (talon, feather…) word bank to label diagram-Compare symbols during Venn diagram activity using simple adjectives (the White House is bigger than an eagle…)

Support -Sentence frames “When I see the eagle I feel______ because_____” for journal writing-Sentence frames for discussion of Venn diagram “_____is like_____because they both______’

Seven-step vocabulary method for all terms

-Illustrated list of feelings words (Picture dictionary)-Map from previous lessons-Eagle diagram-List of adjectives for Venn diagram activity (big, small, fast, heavy…)Seven-step vocabulary method for all terms

Assessment -Check journal writing for correct use of sentence frames and new vocabulary-Listen for comprehension and usage of key vocabulary

-Check eagle diagram-Listen for correct usage of emotion words and adjectives



Curriculum Embedded Performance Assessments (CEPA)For: From Sea to Shining Sea: A Focus on Patriotic Symbols and Songs

CEPA Overview:This CEPA requires the students to utilize the information they have gathered through the five lessons for this unit. In order to engage students and assure that they put forward optimal efforts, your can make this CEPA rubric more student friendly by constructing a rubric with your students.

You have been asked to create a way to share information about one of the four patriotic symbols you have learned about and explain its significance to our culture to share with this other students in your building. Your creation should include: The topic, facts about the topic, and an appropriate closure (1.W.2) Information about one of the following symbols: the American Flag, the Bald Eagle, the White House, or the Statue of Liberty (G.1.3) Information to help students learn what these symbols mean (G.1.3) Appropriate text features (1.RI.5) Information about words that evoke feelings about the patriotic symbol. (1. RL.4)

You can use the information collected on your facts sheets to help you with your creation.

Suggestions include, but are not limited to: Written and illustrated brochure, book, poster, or other visual display PowerPoint presentation Combination (example, some pages had clip art with written information) Other creative ways to share your information



CEPA Teacher Instructions:

This CEPA should prepare students to write about what they have learned through an informational/explanatory piece. The facts sheets the students are working on and collecting information throughout this unit support the CEPA. Scaffolding should include:

Modeling the collecting of information from books, videos, discussions, and other sources and recording this information on the charts and individual student facts sheets. Each student should have one facts sheet per national symbol.

Providing students with multiple examples of nonfiction text features in reading and writing. Connecting informational texts read aloud to their CEPAs.

In each lesson, the teacher needs to be explicitly modeling how to gather and record nonfiction information (books, videos, multimedia presentations, etc.) to determine important information from a variety of sources and record the information in a manageable way. The teacher should model by creating a class chart with the students (using an Interactive Writing format is preferable). In each lesson, students will be completing individual facts sheets in to collect key information that the students can use in their national symbols.

Beyond the facts collected for the CEPA, the teacher is also going to be teaching the students specific patriotic songs. In this unit, each song is connected to a national symbol.

1. The Statue of Liberty/ My Country ‘Tis of Thee2. The White House/ God Bless America3. The American Flag/ Star Spangled Banner & Military Branches Medley4. The Bald Eagle/ America the Beautiful5. End of the Unit/Lift Every Voice and Sing



First Grade Final Project“From Sea to Shining Sea”

Hook to get students interested in the final project:

Have students look at pictures of money and real money Tell students that when money was made, people had to decide what symbols to put on the different denominations of

moneyo In small groups, ask students to find as many examples of the 4 national symbols

Focus the discussion around the following guiding questions:

What did you find? Why do you think they chose those symbols? What message do you think it gives to have that symbol on the money? Would you have chosen that symbol? Why or why not? What symbol would be better? Why?

Student Instructions:Many students in your building have not had the opportunity to travel across our beautiful nation and visit different national symbols. You have been asked to create a way to share information about one of the four patriotic symbols and its significance to our nation to share with the other students in our building. Your creation should include:

The topic, keys facts about the topic, and a closure. Information to help students learn what this symbol means. Appropriate text features, which you have learned about in class (headings, Title). Map(s) that help others know where to find this symbol in the United States.

Use the information collected on your “Patriotic Facts” sheets to help you with your creation.



Project: Choose one of the four national symbols Create a poster, diorama, report, brochure, pictures with captions, or any other creative idea you may have Draw a detailed picture of your symbol Write about what the symbol represents/means (use Patriotic Symbol Fact Sheet) *Be sure to include where it is

located, and some background information about your symbol using words you have learned about your symbol When the project is complete, in writing, you will persuade your audience (Mrs. Fachini, Principal) to choose your

symbol as the best representation of the symbol to teach other students.

**The District’s Persuasive/Opinion writing rubric will be used to score the writing.

**The two first grade teachers will choose the top three prompts and the Principal will choose one project from each class and these projects will be used to teach other classes about the symbol.



CEPA Rubric:Advanced Proficient Developing Beginning

Audience N/A I have provided information that is appropriate for students in a school.

I have provided some information that is appropriate for students in a school.

I have provided little information that is appropriate for students in a school.

Purpose N/A I have provided information about one of the patriotic symbols that allows someone who has not visited this patriotic symbol to understand its location, symbolism, and why it is important to our society.

I have provided some information about one of the patriotic symbols that allows someone who has not visited this patriotic symbol to understand some of the following: its location, symbolism, and why it is important to our society.

I have provided little information about one of the patriotic symbols that allows someone who has not visited this patriotic symbol to understand some of the following: its location, symbolism, and why it is important to our society.

Organization N/A My project has nonfiction text features for my project. This may include headings, table of contents, diagrams, labels, charts, etc.

My project has some text features.

My book does not have the text features that help others understand the information provided.

Evidence and claims

I have included all information in the proficient category.

I have provided additional information that I did not learn in class that is accurate and extends my understanding.

My information is accurate. Some of my information is accurate, but includes some misinformation.

My project includes few accurate facts.



Content Knowledge

I have included all information in the proficient category.

I have made connections between patriotic songs and the national symbols.

I have included one national symbol.

I have explained the meaning of this symbol.

I have explained the history of the symbol.

I have identified words and phrases associated with the symbol.

I have included key details about the symbol.


I have explained some the meaning of this symbol.

I have explained some of the history of the symbol.

I have identified some words and phrases associated with the symbol.

I have included some key details about the symbol.


I have not explained the meaning of this symbol.

I have not explained the history of the symbol.

I have not identified words and phrases associated with the symbol.

I have not included key details about the symbol.

GrammarUsage

N/A I have used the correct conventions including capital letters, punctuation, and spelling.

I have used some capital letters, punctuation, and some of my spelling is correct.

I have not used capital letters and punctuation correctly.

Most of my spelling is incorrect.



Unit ResourcesLesson 1: What is a symbol?

Picture cards of environmental symbols Patriotic symbol pre-assessment Patriotic pictures for charting

Lesson 2: The Statue of Liberty Pictures of the Statue of Liberty My Country ‘‘Tis of Thee song illustration sheet Patriotic fact sheet Academic Vocabulary examples (term and picture)

Lesson 3: The American Flag Pictures of the flag Star Spangled Banner song illustration sheet Venn diagram template Patriotic fact sheet

Lesson 4: The White House Pictures of the White House Patriotic fact sheet God Bless America song illustration sheet

Lesson 5: Bald Eagle Pictures of bald eagles Patriotic fact sheet America the Beautiful song illustration sheet Enchanted Learning Bald Eagle with labels and background information

Additional resources:Post assessmentLife Every Voice and Sing Illustration sheet





Student Learning Objectives:

I can tell a symbol stands for something.

I can tell the Statue of Liberty is a symbol of our freedom.



I can tell the American Flag is a symbol of America’s strength and unity.

I can tell the White House is a symbol of leadership, the presidency, and the American people.



I can tell the Bald Eagle is a symbol of our strength, courage and freedom.



From Sea to Shining Sea

Transfer Goal:Students will be able to independently understand that national symbols have meaning and purpose in their use.

Essential Questions: Why do we have patriotic symbols? What can we learn about a nation or society through patriotic

symbols and songs? What do patriotic symbols and songs reveal about our

nation? How can words suggest feelings or appeal to the senses?













Name__________________________ Date_________________Patriotic Symbols Pre-assessment

1. Tell me what you know about the Statue of Liberty? What does this symbol say about our nation?_____________________________________________________

_____________________________________________________

_____________________________________________________

2.Tell me what you know about the White House? What does this symbol say about our nation?_____________________________________________________

_____________________________________________________

_____________________________________________________3. Tell me what you know about the American Flag? What does this symbol say about our nation? _____________________________________________________

_____________________________________________________

_____________________________________________________

4. Tell me what you know about the Bald Eagle? What does this symbol tell about our nation? _____________________________________________________

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/Draft 8/ 2013 P age 54 of 110


_____________________________________________________

_____________________________________________________

5. How do patriotic songs make you feel? _____________________________________________________

_____________________________________________________

_____________________________________________________

America, My Country, ‘Tis of Thee

By Samuel F. Smith 1832

My country, '‘Tis of Thee,



Sweet Land of LibertyOf thee I sing;

Land where my fathers died,Land of the pilgrims' pride,From every mountain side

Let Freedom ring.



God Bless AmericaBy Irving Berlin

God bless America,Land that I love,

Stand beside her and guide herThru the night with a light from above;

From the mountains, to the prairies,To the oceans white with foam,

God bless America,My home, sweet home.

God bless America,My home, sweet home.

The Star Spangled BannerBy Francis Scott Key

Oh, say can you see by the dawn's early light This work is licensed by the MA Department of Elementary & Secondary Education under the Creative

Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/Draft 8/ 2013 P age 57 of 110


What so proudly we hailed at the twilight's last gleaming?

Whose broad stripes and bright stars thru the perilous fight,

O'er the ramparts we watched were so gallantly streaming?

And the rocket's red glare, the bombs bursting in air,

Gave proof through the night that our flag was still there.

Oh, say does that star-spangled banner yet wave

O'er the land of the free and the home of the brave?



America The BeautifulBy Katharine Lee Bates 1913

O beautiful for spacious skies,For amber waves of grain,

For purple mountain majestiesAbove the fruited plain!

America! America! God shed His graceon thee,

And crown thy good with brotherhoodFrom sea to shining sea!

Lift Every Voice and Sing



Lift every voice and singTill earth and heaven ring,Ring with the harmonies of Liberty;Let our rejoicing riseHigh as the listening skies,Let it resound loud as the rolling sea.Sing a song full of the faith that the dark past has taught us,Sing a song full of the hope that the present has brought us,Facing the rising sun of our new day begunLet us march on till victory is won.

Name__________________________ Date_________________Patriotic Symbols Post-assessment



1. Tell me what you know about the Statue of Liberty? What does this symbol say about our nation?_____________________________________________________

_____________________________________________________

_____________________________________________________

2.Tell me what you know about the White House? What does this symbol say about our nation?_____________________________________________________

_____________________________________________________

_____________________________________________________3. Tell me what you know about the American Flag? What does this symbol say about our nation? _____________________________________________________

_____________________________________________________

_____________________________________________________

4. Tell me what you know about the Bald Eagle? What does this symbol tell about our nation? _____________________________________________________

_____________________________________________________

_____________________________________________________



5. How do patriotic songs make you feel? _____________________________________________________

_____________________________________________________

_____________________________________________________

6.What did you like best about this Unit?



Bald Eagle



The bald eagle, Haliaeetus leucocephalus, is a magnificent bird of prey that is native to North America. This majestic eagle is not really bald; white feathers cover its head. The derivation of the name "bald" is from an obsolete English word meaning white. The bald eagle has been the national symbol of the USA since 1782.

Habitat: The bald eagle lives near rivers and large lakes, as it catches most of its food in the water.

Diet: Eagles are carnivores (meat-eaters) and hunt during the day (they are diurnal). They eat mostly fish. They also hunt and scavenge small mammals, snakes, and other birds.

Anatomy: Bald eagles have a long, downward-curving yellow bill, and large, keen eyes. These strong fliers have white feathers on their head, tail, and wing tips; the body has brown feathers. The feet have knife-like talons. Eagles have about 7,000 feathers. Adult eagles have a 7 ft (2.3 m) wingspan. The females are 30% larger than the males.

Nest and Eggs: Bald eagles build an enormous nest from twigs and leaves. The nest, called an aerie, can be up to eight feet across and may weigh a ton! Nests are located high from the ground, either in large trees or on cliffs. Eagles may use the same enormous nest over and over again for years.

A clutch of 1 to 3 eggs is laid by the female. The incubation period is from 1 to 1 1/2 months. Both males and females incubate the eggs. They both feed the hatchlings until they learn to fly (fledge).

Enchanted Learning.com



Name______________________________Date_____________

Patriotic Symbol:_______________________________

Location:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Meaning Associated with:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Historical Facts:



____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Illustration: (Please include labels or captions as needed)

Name__________________________________Date___________________



Type 2-Statue of Liberty

Word Bank

America friendship New York

continents France freedom

Directions: Please choose a word from the word bank to complete the sentences.

1. The Statue of Liberty is a Patriotic symbol that stands for

___________________________ and ______________________________.

2. The Statue of Liberty was given to the United States by

_______________________________________.

3. The Statue of Liberty stands in the ___________________________ harbor.

4. The 7 points on her crown stands for the 7 __________________________.

5. The Statue of Liberty welcomes people to __________________________.

Name______________________________Date_____________



Patriotic Symbol: ____________________________

Location:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Historical Facts:



____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Name__________________________________Date__________________



American Flag – Type 2

perseverance school colonies

unity states White House

1. The American flag stands for _____________________________________.

2. What word means “never give up”. ________________________________.

3. Name two places you would find a flag _____________________________

and ___________________________________.

4. The 13 stripes on the flag stand for the 13 __________________________.

5. The 50 stars on the flag stand for the 50 ____________________________.

Name______________________________Date_____________



Patriotic Symbol:_____________________________________

Location:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Historical Facts:

____________________________________________________



____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Name__________________________________Date__________________



White House – Type 2

Washington, DC People’s George Washington

John Adams president leadership

6. The White House stands for ________________________________.

7. The White House is located in ______________________________.

8. The _____________________ lives and works in the White House.

9. The White House is also known as “The _________________ house”.

10.Who was the first president to live in the White House?

_______________________________________________________

11.Which president never got to live in the White House?

_______________________________________________________

Name______________________________Date_____________



Patriotic Symbol: __________________________

Location:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Historical Facts:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




Name__________________________________Date__________________

Bald Eagle– Type 2

money eyesight national

strength North America courage

1. The Bald Eagle symbol stands for _____________________________ and

______________________________________.

2. The Bald Eagle is located in ______________________________________.

3. The Bald Eagle is on United States ________________________________.

4. The Bald Eagle has very keen (good) ______________________________.

5. The Bald Eagle has been a ________________________symbol since 1782.



From Sea to Shining Sea

Name_______________________________

Date________________________________



From Sea to Shining SeaWord

____________________________________________________

Definition

____________________________________________________

Picture



Patriotic Showing great love for your country

Symbol Something that stands for something

Country An area of land that is owned by the government and people live init (inside a nation)



Nation A large area of land that is owned by the government and people live in it

Freedom Being able to do whatever you want.

Liberty Being free



Statue A figure made of stone

Friendship Being kind and helpful to someone

Allegiance Loyalty to a person, group or cause



Perseverance To keep trying even though its hard

Justice To fairly judge someone or something

Capitol The building where people make the laws



Washington,D.C.

The location of the capital of the United States

Raptor A bird such as an eagle or hawk

Someone in the This work is licensed by the MA Department of Elementary & Secondary Education under the Creative

Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/Draft 8/ 2013 P age 83 of 110


President highest position of government who makes decisions for the countryThe leader

Talons Sharp claws on the eagle’s feet

Soar To fly or sail to a great height

Beak The hard pointy part that covers



the birds mouth

Crown An ornamental head covering often made of metal with jewels

Tablet A flat slab of stone, clay or wood

Torch A portable means of lighting such as



a piece of wood or cloth soaked in oil lamp on a pole

First GradeFrom Sea to Shining Sea

Model Curriculum Unit-Final Project

Dear Parents:

We are at the end of our Model Curriculum Unit, “From Sea to Shining Sea”. Therefore, students are ready to begin their final project. It is your child’s



responsibility to choose one of the four National Symbols (American Flag, Statue of Liberty, White House, or Bald Eagle) they would like to complete a project for. Even though we have researched each symbol and have taken notes on them which they will use, it would be helpful if you could discuss this information with your child and help them find more information on their symbol. Students are required to include specific information (see the attached rubric) detailing how your child will be graded on their final project. Students can present the information in any way they’d like (poster, report, display board, diorama, pictures with captions, etc.). We would like to begin this project on Friday, April 10 in class. Therefore, if your child is choosing any other option besides a poster (we will provide the poster sheet), your child will need to bring in the materials to begin on Friday. Please sign and return the attached form as soon as possible or by April 9, at the latest. If we do not hear from you, your child will do a poster. If you have any questions, please feel free to contact me at 662-3250 or by email. Thank you for your continued support!

_______________________________ ____________________________

Child’s name Symbol chosen

Project idea___________________________________________________

Example: (poster, report, display board, diorama, pictures with captions, any other idea your child may have, etc.)

Parent Signature_____________________________________________________

First GradeModel Curriculum Unit – “From Sea to Shining Sea”

Final Project

Dear Parents:



Attached please find some additional information on the Model Curriculum Unit final project. Also attached is a copy of the checklist we will provide each child so they can keep track of their information. We hope this additional information will help provide further explanation of the rubric we sent home on Monday. As previously stated, your child will complete the project at school, but any additional information or materials you can help your child gather would be greatly appreciated. I think the children will really enjoy doing this project and will have fun with it! We want the children to be creative in expressing their understanding of the symbols they have learned about. This is the first time we have ever done anything like this in First Grade, and we are very excited about it. Please feel free to contact us if you have any questions. Thank you for your help.

Lingering Questions???

Can my child make things at home to bring in for his/her project? Can my child print pictures at home to use in his/her project? Can my child research their symbol at home and bring in the notes to use on

his/her project?

Yes to all of the above. We welcome any help you can provide.

“From Sea to Shining Sea”

First Grade Final Project Checklist

________ Name of symbol



________Detailed picture of symbol

________Location of symbol

________Meaning of symbol

________Historical Facts

________Interesting Facts/Information

________Map/chart of where to find symbol

__________________________________________ _____________________

Student Name Date











































This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 110 of 110


RTTT MC Unit Template - 1.cdn.edl.io€¦ · Web view-Same word list for second activity with additional terms from the book ... Adult eagles have a 7 ft (2.3 m) wingspan. The females

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