WIDA Lesson Plan Share Space Template Please fill out the lesson template below. Once completed, you can upload and share your lesson at: www.wida.us/lessons. Please note that the web page will ask you to enter some of the information in the first questions to make that information searchable in our Share Space. Please fill in as many fields as you can in order to provide the most useful information for fellow educators of ELLs. Lesson Title: Why Do They Make Us Say This “Pledge of Allegiance”? Author: Cammy Goucher; Neosho R5 Subject Area(s): Type an “X” in the box to the left of the subject area(s) addressed in this lesson: Subject Area(s) x Standard 1: Social and Instructional Language x Standard 2: The Language of Language Arts Standard 3: The Language of Mathematics Standard 4: The Language of Science x Standard 5: The language of Social Studies The Language of Music and Performing Arts The Language of Visual Arts The Language of Technology and Engineering The Language of Health and Physical Education The Language of the Humanities Other: ___________________________________ Topic: The Pledge of Allegiance Grade Levels: K-­‐1 Language Domain(s): Type an “X” in the box to the left of the language domain(s) addressed in this lesson. Language Domain(s) x Speaking x Reading Writing x Listening Approximate Duration: 3 days, 30 min./day This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 United States License. Content Standards: identify, analyze, rank, construct, graph, divide, solve, visualize, design. SWBAT: Recognize the symbols and traditional practices that honor and foster patriotism in the United States by:
a. identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty;
b. demonstrating respect for the American flag by learning / reciting the Pledge of Allegiance. Identify proper classroom behavior.
Refer to established goals on a long-term basis in a variety of ongoing classroom events and activities Recall story details.
Make comparisons.
CCSS:
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of
information in a text.
Cognitive Function: How will you ensure that all students will have opportunities to engage in the same cognitive challenge? Students are grouped into classes according to proficiency levels. Lesson will be broken into small segments. Guiding Questions:
o
o
o
o
What structures and routines support speaking and listening skills in a classroom community?
What kinds of rules (norms) support students in having productive discussion?
How can students learn to stay on topic and keep a conversation going through multiple exchanges?
What strategies or tools can be used to assess the development of listening and speaking skills.
Language Target: read, write, listen, list, tell, define, discuss, compare, summarize, journal,
record, persuade, debate, draft Using English SWBAT: Explain/ list classroom rules.
identify and agree on classroom goals and needs.
CCSS:
SL.K.1 Participate in collaborative conversations with diverse partners aboutkindergarten topics and texts with peers
and adults in small and larger groups.
SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and
texts under discussion).
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking
and answering questions about key details and requesting clarification if something is not understood.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 United States License. Language Supports: Type an “X” in the box to the left of any supports that will be used in the lesson. Sensory Support Graphic Support Charts x Real-­‐life objects (realia) Number Lines x Manipulatives Tables x Pictures & photographs Graphs x Illustrations & diagrams Magazines & newspapers Timelines Graphic organizers: x Physical activities _____________________
x Videos & films _________________ Broadcasts ___________________ Models & figures Other:________________ Other:________________ Interactive Support x x x In pairs or partners In triads or small groups In whole group Using cooperative group structures x Using the Internet or software programs In the native language With mentors Other:_______________ Description of supports: Teacher made mini-book The Pledge of Allegiance for Kg
Teacher made mini-book The Pledge of Allegiance for 1st grade
SMART notebook file ‘The Pledge of Allegiance’ from SMART Exchange
The Pledge of Allegiance by Francis Bellamy (Scholastic)
A Flag for our Country by Eve Spencer
Poems: ‘The Flag’, ‘Our Flag’ sentence strips for pocket chart
Printable Pledge of Allegiance Picture Cards (in PDF Format) Color to use in the pocket chart or use for individual
student booklets!
Printable Flag Cards
Printable Hand Over Heart Cards Printable Ballot Sheets Key Vocabulary
o
o
o
o
o
o
o
listen
collaborate/cooperate
classroom talk
rights
freedom
allegiance
justice
o
o
o
o
o
o
o
take turns
community
topic
constitution
symbol
republic
liberty
o
o
o
o
o
o
o
conversation/discussion
discussion rules/norms
partner
rules
pledge
nation
indivisible
Related Resources
United We Stand - from the Virtual Vine
The Flag of the United States - lots of information!
First United States Patriotic Theme - cute crafts from First School
USA Activities for Kids - printables from ABC Teach
US Patriotic Crafts - from Enchanted Learning
Pam Munoz - Author Website (The Flag We Love)
5 Pointed Star - how to fold and make with just one cut!
Pledge of Allegiance - printable sheets with pictures to accompany the text
Pledge of Allegiance - another printable sheet
Star Spangled Banner Flag House
Statue of Liberty - facts
State Flags
This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 United States License. Historical Flags of the U.S.
Flag Coloring Sheet - from teachervision
Alphabet Toothpick Flags - printable flags to match upper case letters by Jan Brett
Hooray for the Red, White, and Blue - a printable coloring sheet by Jan Bret
Ben's Guide to US Symbols Excellent resource of pictures and easy to read information
Additional poem:
Sing to the students the new poem “Our Flag” (tune “Farmer in the Dell
Red, white and Blue
Red, white and Blue
My flag and your flag
Is red, white and blue.
Assessment and Feedback: Content Assessment:
ongoing student reference and suggested additions/revisions to information on both charts.
Language Assessment: teacher observation of student participation in the initial group discussions.
student participation in classroom meetings or discussions which address student learning needs.
student reflective writing (journals, problem reports, etc.) which refer to chart information. Context: Students in Kg and 1st grade ESL are grouped by proficiency levels. We have two teachers serving students in this
building. One teacher works primarily with levels 1-3 and the other with levels 3-5. There are three groups of Kg: level
1, levels 2&3, and levels 4&5. First grade is grouped: levels 1&2, levels 2-3, and levels 3-5.
This lesson is used at the beginning of the year, usually during Constitution Week. Our goal was to have students
attach meaning and understanding to the daily reciting of the Pledge of Allegiance.
Many attempts are made to make connections to prior experiences and learning. Visuals and oral/listening supports are
included in each lesson. For less proficient students language was simplified and some L1 translation was included when
helpful.
Lesson Description: Links to Student Background and Experience:
Show a variety of small flags (attached print out). Ask students to point out the flags they have seen before. Where
have they seen them? Why do people fly certain flags? What does the flag stand for? Draw attention to the
American flag. Explain that all week we will learn more about OUR flag.
Links Between Past Learning and New Learning
Saying the Pledge on Monday mornings.
Lesson Sequence
Poem:
Read aloud ‘The Flag’ to students. As poem is being read, have students come up and point out the stars and the colors
of the stripes on an actual flag. Show students a smaller, paper flag. Ask students to share what they notice about
the flag (colors, count the number of stripes and stars, etc.) Use interactive writing to begin to label the parts and
colors of the flag (on the whiteboard).
This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 United States License. The Flag
By M Hubbard
Red stripes,
White stripes,
Stars on a sky of blue.
The Flag Stands for freedom
for me
and for you!
Ask students if they know the words to the Pledge of Allegiance. Ask them where they have heard it or have recited
it. What does it mean to them? Read aloud the Pledge of Allegiance mini-book. Then reread each page having students
echo the words after you. Introduce the ‘Pledge of Allegiance’ word and picture pocket chart. Explain that the
students will be making their own mini-books to take home.
Page-by-page discussion:
Page 1: ‘I Pledge allegiance’
Explain to students that when we pledge allegiance it means we are making a promise. Ask students to share some
promises that they have made to others. Explain that when we say the pledge we are promising to be loyal as to a
friend. Discuss what promises they have made.
Pass out the Pledge mini-books. Have students find the picture of the student with their hand over their heart. Read
the page together.
Pages 2 & 3: ‘to the flag of the United States of America’
Have students find the picture of the flag and read the words. If the students say ‘the flag’, ask them which flag?
Point out the United States on either a map or globe. Help students locate the state they live in. Then stress that
their state is just one of the 50 states that make the United States. The United States can be called America or the
U.S, or U.S.A. Read the words of the United States.
Have all students read the first few pages of their mini-book together.
Poem
Choral read ‘The Flag’. Then, had out poem cut apart to students and let students match words and phrases to the lines
of the poem in the chart.
Review the interactive writing from previous and add any additional information.
Before continuing, ask students vote which they would like to work on first- The Pledge mini-book or ‘The Flag’ poem.
Have them check a ballot and place it in the voting box. Take out and read each vote, keeping track with tally marks.
Count votes to see which is read first.
Choral read The Pledge of Allegiance.
Page 4: ‘and to the republic for which it stands’
Explain to students that, just like they voted to choose what to read first, in a republic, the people get to vote to
choose. Only when adults vote in the U.S., they are choosing leaders/people who will make decisions for everyone in the
country. Read the page with people voting. Let students reread the complete pages in their books. Stress that when
we say the pledge, we are promising to be loyal to the flag of our country and what it stands for- being free to choose
our leaders.
This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 United States License. Reread the pledge in the pocket chart. Then remove the pictures and have students sequence them to correspond with
the phrases.
Poem:
Divide the class in half, let half of the class alternate reading the lines of “The Flag”. Have students listen and find
words in the poem that rhyme (blue, you), are the same (stripes, for) and/or are color words (red, white, blue).
Reread the pocket chart ‘Pledge’. Ask students to share what they have learned about the Pledge so far.
Page 5: ‘one nation, under God, indivisible’
Show students a metal chain. Ask two volunteers to come and try to break it apart. When they realize that they
cannot split it, have the students echo after you the phrase, ‘one nation, under God, indivisible’. Explain that indivisible
means undivided or unbroken, not able to be divided, like the chain. All of the states and people are one and united or
joined together to help each other. Have students read the words under the pictures of the people undivided in their
books. Reread the books.
Reread the words of ‘Pledge’ in pocket chart.
Page 6: ‘with liberty’
Help students understand the term liberty by comparing it to their daily free choice time. Ask students to share
which activities they chose to do during free time. Did everyone like the same things? Were they told they had to all
do the same things? They are free to choose which things they would like to do. The U.S. flag stands for freedomfreedom to be who we want, to become what we want, to choose!
‘and justice’
Tell students that only the girls / boys/ people with tennis shoes… may get a drink of water today. Ask would that be
fair? Explain that liberty or freedom and justice go together. Justice means to be fair and to have the same
rules/laws for everyone. Ask students to share some rules that we have at school. Why do we have these rules?
Stress that rules are for our protection, like our class rules, so that everyone is safe and treated fairly. In America,
we are free to choose our leaders who make the rules and laws that we all must follow.
Page 7: ‘for all’
This means everyone!
Complete the last pages of the take home book. Reread it together. Send the book home to be read with parents.
Cross Curricular Connections:
Art:
Create a simple paper flag.
Math:
Create an AB, ABC, AAB, etc. pattern from red, white and blue strips.
Sort stars by size and color.
Print out past flags and have students count the number of stars on each and match the correct numeral to each flag.
Social Studies:
Learn about flag etiquette.
Find out more about our U.S. holidays.
Explore other national symbols.
This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 United States License. Reflection: Students really enjoyed the lesson. They seem to take more pride in saying the pledge and showed more confidence. Photos/Images: Please remember not to include pictures of any students, their names, or their work. This work is licensed under a Creative Commons Attribution-­‐NonCommercial-­‐ShareAlike 3.0 United States License.