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Name __________________________________________
Unit 9 Selection
The American Flag
Read the selection. Then choose the best answer
to each question.
The American Flag
Have you heard of “Old Glory”? Do you know about
“The Stars and Stripes”? These are names for the
American flag.
The flag is a symbol of America. America became a
country in 1776. America began with thirteen colonies.
People believe the first flag was made by a lady. Her
name was Betsy Ross. The flag that Betsy Ross made
had thirteen stripes. Seven stripes were red. Six stripes
were white. Betsy Ross sewed thirteen white stars on the
flag. The stars had five points. Betsy placed the stars on a
blue square. The stars and stripes reminded people of the
thirteen colonies.
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Name __________________________________________
Unit 9 Selection
The American Flag
Do you know how to draw a star with five points? Look
at the chart. It shows how to draw a star.
1.
2.
3.
4.
Today’s flag has thirteen stripes. It has fifty stars. The
flag has one star for each state. These stars have five
points. They look like the stars on the first flag.
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Unit 9 Selection
The American Flag
It is important to show respect for the flag. Follow these
rules to show respect.
• Stand when the flag passes by you.
• Place your right hand over your heart when
you see the flag.
• Do not let the flag touch the ground.
• Do not write on the flag.
America’s flag is seen in schools and in parades.
Americans are proud when they see the flag. They know it
is a symbol. It means “the land of the free and the home
of the brave.”
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Name __________________________________________
Unit 9 Assessment
The American Flag
1 What is one name for the
American flag?
•
•
•
Old Glory
2 Why does the author include
two pictures of the American
flag?
Betsy Ross
Thirteen colonies
3 Why does the author write
this selection?
•
To explain how to make
a flag
•
To tell why the flag has
stripes
•
To show how the flag
has changed
4 Why does the author use
bullets?
•
To tell about the
American flag
•
To show how to draw a
star for the flag
•
To show how to make a
flag
•
To explain how to
respect the flag
•
To explain why stars are
on the flag
•
To tell how to stand in
front of the flag
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Unit 9 Critical Thinking
The American Flag
The American Flag
owledge
Kn
The colors of the American flag are
, and
m e mber
.
prehensi
om
on
C
Re
,
Un
derstand
Use your own words to describe the first
American flag.
________________________________________
_______________________________________________
_______________________________________________
plication
Ap
Write about a time you showed respect for the flag.
Apply
________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
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Name __________________________________________
Unit 9 Critical Thinking
The American Flag
Analysis
Why do you think countries have flags?
Analyze
________________________________________
_______________________________________________
aluation
Ev
What is the best way to respect the flag?
Eva
luate
________________________________________
Why? __________________________________________
_______________________________________________
nthesis
Sy
Design a new flag for America.
C re a t e
Name your flag. _________________________________
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Unit 9 Creative Thinking
The American Flag
Motivation Station
Motivation Mike says, “An author writes an
informational text to describe, explain, or inform.”
Read the words in the box. Write the words that
name things in a parade in the Parade star. Write
the words that name things in a school in the School star.
bands
pencils
teachers
clowns
desks
floats
books
queens
glue
flags
Parade
School
Journal
List three places you can see the American flag.
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
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Name __________________________________________
Unit 9 Word Study
The American Flag
Read the words. Write the number of syllables you hear in
each word. Draw a line to match each word with its picture.
1. corn
____
2. spider
____
3. monkey ____
4. tractor ____
5. bone
____
6. money ____
7. farmer ____
8. rake
____
✁
Parent Activities
1. Sing patriotic songs with your child.
2. Help your child create a flag that symbolizes your family.
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Unit 9
Unit Instructional Plans
The American Flag
Getting Started
(student pages 73–80)
Introduction
“The American Flag” is an informational selection about the United States flag. A cross-curricular
connection for this unit might focus on patriotic symbols.
Building Background Knowledge
Introduce this unit by reading a picture book about symbols of America. Discuss the purposes of the
symbols. Create a class chart showing American symbols and what they represent. Ask students to
identify similarities and differences of the symbols.
(TEKS: 1.4(A), 1.4(C), 1.16, Figure 19(A), Figure 19(B), Figure 19(C), Figure 19(F), DOK: 3, Bloom’s/RBT:
Application/Apply, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)2.D, (c)3.D)
Suggested Formative Assessment
Have students create family symbols. Ask students to label and write explanations for the features of
their symbols. Use student responses to determine individual student understanding of symbols and
their representations.
(TEKS: 1.19, 1.20, 1.21, 1.22, 1.26(A), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A, (c)1.C, (c)1.E,
(c)1.F, (c)5.E, (c)5.F, (c)5.G)
Suggested Unit Content Literature
Continue building student knowledge related to this unit by selecting books from the following list for
read alouds, for student independent reading, and for research resources.
O, Say Can You See? America’s Symbols, Landmarks, And Important Words – Sheila Keenan
The American Flag – Lloyd G. Douglas
The Bald Eagle – Norman Pearl
Celebrate America: A Guide to America’s Greatest Symbols – Mary Firestone
Our American Flag – Mary Firestone
L Is for Liberty – Wendy Cheyette Lewison
Why Are There Stripes on the American Flag? – Martha E. H. Rustad
Can You Sing “The Star-Spangled Banner” – Martha E. H. Rustad
Paper Crafts for the 4th of July – Randel McGee
Independence Day Crafts – Mary Berendes
Patriotic Projects: Activities, Crafts, Experiments, and More! – Carole Marsh
Star-Spangled Crafts – Kathy Ross
(TEKS: 1.1(E), 1.1(F), 1.4(A), 1.4(B), 1.4(C), 1.5(A), 1.12(A), 1.27, Figure 19(C), Figure 19(F), DOK: 1,
Bloom’s/RBT: Comprehension/Understand, ELPS: (c)2.C, (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)4.G, (c)4.H,
(c)4.I, (c)4.J, (c)4.K)
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Unit 9
Unit Instructional Plans
The American Flag
Vocabulary Focus
* Teachers using this selection for direct instruction may need to preteach these vocabulary words. If the
selection is used for assessment, vocabulary should not be pretaught.
Selection-Specific Vocabulary
TEKS Vocabulary
America
ground
analyze
explain
banner
parade
author
inference
brave
reminded
author’s purpose
inform
colonies
respect
conclusion
topic
country
stars
describe
flag
stripes
flown
symbol
Vocabulary Activities
Student Teachers
Assign students selection-specific vocabulary words. Have students prepare descriptions,
explanations, or examples to teach the words to partners, small groups, or the whole group.
(TEKS: 1.6(C), 1.28, 1.29, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E,
(c)1.F, (c)4.F, (c)5.G)
Word-to-Word Connection
Post selection-specific vocabulary words. Write the same vocabulary words on individual star cutouts
and place in a container. In turn, ask students to pull a card from the container, read the word, and
provide a sentence that shows a connection to a different vocabulary word (e.g., Student pulls the
word ground: The American flag should never touch the ground.).
(TEKS: 1.6(C), 1.28, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.C, (c)1.E,
(c)1.F, (c)2.E, (c)4.F)
Suggested Formative Vocabulary Assessment
Have students write sentences using the selection-specific vocabulary words and underline the words.
Use the evidence to clarify misconceptions and to plan further instruction or interventions.
(TEKS: 1.6(C), 1.17, 1.20, 1.21, 1.22, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A,
(c)1.C, (c)1.E, (c)1.F, (c)4.F, (c)5.E, (c)5.F, (c)5.G)
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Unit 9
Unit Instructional Plans
The American Flag
Unpacking the TEKS
TEKS Focus 1.13(A)
Reporting Category 3-Readiness
Students analyze, make inferences and draw conclusions about the author’s purpose in cultural,
historical, and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to:
(A) identify the topic and explain the author’s purpose in writing about the text.
All expository selections focus on topics and are composed by authors for specific purposes. Authors
choose words to meet those purposes. The author’s purpose for writing is the reason(s) the author has
for writing a selection (e.g., to describe, to provide information, to state directions). Skilled readers think
about the author’s purpose while reading. Determining the author’s purpose for writing a text requires
reading between the lines and reading beyond the lines as students analyze the text. When students
determine an author’s purpose, it is important that they support their determinations with evidence from
the text.
To describe – The reader is provided vivid details in order to imagine the topic in the mind.
To provide information – The reader is provided facts and details about a topic.
To state directions – The reader is provided step-by-step instructions to accomplish a task.
Instructional Activities
The Squeeze on Purpose
Display lemons. Share information about lemons before making lemonade. Ask students to write one
sentence for each of the following purposes: to describe the lemons, to provide information about the
lemons, and to explain how to make lemonade.
(TEKS: 1.13(A), 1.14(A), 1.19, 1.20, 1.21, 1.22, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A,
(c)1.C, (c)1.E, (c)1.F, (c)2.C, (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)5.E, (c)5.F, (c)5.G)
Predict the Purpose
Gather a variety of informational picture books written for different purposes. Provide students with
index cards. Ask students to write to describe, to provide information, and to state directions on
individual note cards. Instruct students to observe the front covers of the books, one book at a time,
and place tally marks under to describe, to provide information, or to state directions to predict the
authors’ purposes for writing the books. After viewing the front covers, read brief portions of the
books to identify and verify the authors’ purposes.
(TEKS: 1.13, 1.13(A), 1.16, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F,
(c)1.H, (c)2.D, (c)5.G)
Suggested Formative Assessment
Have students read an informational text and identify the author’s purpose. Ask students to write a
sentence that states the purpose and the support that justifies their findings. Use the evidence to clarify
misconceptions and to plan further instruction or interventions.
(TEKS: 1.13, 1.13(A), 1.19, 1.20, 1.21, 1.22, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.E,
(c)1.F, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.E, (c)5.F, (c)5.G)
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Unit 9
Unit Instructional Plans
The American Flag
Assessment of TEKS
(student page 76)
TEKS addressed in the selection
1.13(A), 1.14(B), 1.14(D), 1.16, Figure 19(D)
Selected-Response Assessment
Question
Answer
TEKS
Reporting
Category
DOK
Level
Bloom’s
Original/Revised
ELPS
1
Old Glory
1.14(B)
3-Readiness
1
Comprehension/Understand
(c)4.I
2
To show how the flag
has changed
1.16 Fig. 19(D)
3-Supporting
3
Comprehension/Understand
(c)4.J
3
To tell about the
American flag
1.13(A) Fig. 19(D)
3-Readiness
3
Comprehension/Understand
(c)4.J
4
To explain how to
respect the flag
1.14(D)
3-Readiness
2
Analysis/Analyze
(c)4.K
Interventions
TEKS Focus 1.13(A)
When formative assessments reveal students in need of intervention, use the following activities.
Intervention Activities
Details of Purposes
Ask students to listen to read alouds of informational selections and to identify the topics and the
authors’ purposes. Have students discuss the details used to determine the purposes.
(TEKS: 1.13, 1.13(A), 1.27, 1.28, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.E, (c)1.F,
(c)3.E, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)
What is the Purpose?
Provide a variety of print and digital informational texts. Have students work with partners to identify
topics and authors’ purposes for writing. Have students record the findings on T-charts labeled Title,
Purpose.
(TEKS: 1.13, 1.13(A), 1.29, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F,
(c)3.E, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)
Purposes Covered
Have students read informational picture books. Ask students to design book covers that include the
titles and clues about the purposes of the texts. Instruct students to trade book covers with partners.
Have partners predict the purposes based on the book covers. Allow students to read the books to
confirm predictions.
(TEKS: 1.13, 1.13(A), 1.16, 1.29, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.C, (c)1.E,
(c)1.F, (c)3.E, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.C)
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Unit 9
Unit Instructional Plans
The American Flag
Constructed-Response Assessments
(student pages 77–78)
Knowledge/Remember
red, white, blue
(TEKS: 1.14(B), 1.19(C), Figure 19(B), DOK: 1, Bloom’s/RBT: Knowledge/Remember, ELPS: (c)5.G)
Comprehension/Understand
Answers may vary. Student responses might include the flag had thirteen red and white stripes, the flag
had thirteen white stars on a blue background in the corner of the flag, the stars formed a circle.
(TEKS: 1.14(B), 1.19(C), 1.20, 1.21, 1.22, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand,
ELPS: (c)5.E, (c)5.F, (c)5.G)
Application/Apply
Answers may vary. Student responses should include a time they showed respect for the flag.
(TEKS: 1.19(C), 1.20, 1.21, 1.22, Figure 19(C), Figure 19(F), DOK: 3, Bloom’s/RBT: Application/Apply,
ELPS: (c)5.E, (c)5.F, (c)5.G)
Analysis/Analyze
Answers may vary. Student responses might include countries have flags to show colors and symbols
that are important to their countries, to show who owns the land.
(TEKS: 1.19(C), 1.20, 1.21, 1.22, Figure 19(C), DOK: 3, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)5.E, (c)5.F,
(c)5.G)
Evaluation/Evaluate
Answers may vary. Students answer the question about the best way to respect the flag and provide a
reasonable explanation.
(TEKS: 1.19(C), 1.20, 1.21, 1.22, Figure 19(C), DOK: 3, Bloom’s/RBT: Evaluation/Evaluate, ELPS: (c)5.E,
(c)5.F, (c)5.G)
Synthesis/Create
Answers may vary. Student responses should include an illustration of an original flag with a name for
the flag.
(TEKS: 1.16, 1.17, 1.19(C), Figure 19(C), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)5.G)
Creative Thinking
(student page 79)
Motivation Station
Students should record words from the box in the appropriate star(s):
Parade – bands, floats, queens, clowns, flags
School – pencils, books, teachers, glue, flags, desks
(TEKS: 1.6(D), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)5.G)
Journal
Answers may vary. Student responses should include three places the flag is seen.
(TEKS: 1.17(A), Figure 19(C), Figure 19(F), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)5.E,
(c)5.F, (c)5.G)
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Unit Instructional Plans
The American Flag
Word Study
(student page 80)
The Word Study activity focuses on decoding words using common syllabication patterns.
Students record the number of syllables in each word and draw a line from the word to the picture of the
word. Answers: corn 1; spider 2; monkey 2; tractor 2; bone 1; money 2; farmer 2; rake 1.
(TEKS: 1.3(C.iv), 1.3(C.v), 1.3(C.vi), DOK: 1, Bloom’s/RBT: Application/Apply, ELPS: (c)1.C, (c)1.E, (c)1.F,
(c)1.H, (c)2.D, (c)3.D)
TEKS addressed in the Word Study 1.3(C), 1.3(C.iv), 1.3(C.v), 1.3(C.vi)
Students use the relationships between letters and sounds, spelling patterns, and morphological
analysis to decode written English. Students will continue to apply earlier standards with greater depth
in increasingly more complex texts. Students are expected to:
1.3(C) Use common syllabication patterns to decode words, including
(iv) vowel-consonant-silent “e” words (VCe) (e.g., kite, hide)
(v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal)
(vi) r-controlled vowel sounds (e.g., tar; including er, ir, ur, ar, and or).
Word Study Instructional Activity
Provide students with word cards with one- or two-syllable words using the patterns from the focus TEKS
(e.g., make, sled, cornbread, spider, pillow, clover, tiger, cheese, suit). Have students draw lines or cut the
words in two parts to show where the two-syllable words are divided. Direct students to read the words.
(TEKS: 1.3(C.iv), 1.3(C.v), 1.3(C.vi), DOK: 1, Bloom’s/RBT: Application/Apply, ELPS: (c)1.C, (c)1.E, (c)1.F,
(c)1.H, (c)2.D, (c)3.D)
Performance Task Assessment
TEKS Focus 1.17, 1.18, 1.20, 1.21, 1.22, 1.23, 1.24, 1.25, 1.26
Performance Task
Design and create an original patriotic item (e.g., instrument, hat, vest). Write directions to explain how to
make the item.
(DOK: 4, Bloom’s/RBT: All, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.E, (c)5.F, (c)5.G)
Performance Task Steps
1. Read “The American Flag.”
2. Use digital and print sources to read information and observe graphics of patriotic items.
3. Determine the patriotic item you will create.
4. Answer questions about your task.
• Why were stars and stripes placed on the first American flag?
• What symbols will you place on your item?
• What materials will you need to make your item?
• How will you make your item look original?
• What steps will you use in your directions?
5. Create your patriotic item. Write the directions to explain how to make your item.
Scoring Criteria
Use a scoring guide with the following criteria to guide student self-assessment and teacher scoring:
Response to Task, Originality, Clarity of Steps, Language and Conventions.
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