Title of Unit: Holidays and Symbols from Around the World Title of Lesson: Americas Symbols Villanueva Submitted

By: Gina Bogden

A. Summary of the Lesson Plan: This social studies lesson introduces students to the concept of American symbols, monuments, and landmarks and explains their importance. This lesson uses the 2nd grade Houghton Mifflin Social Studies textbook Neighborhoods (p.136-141). B. Target Population: Grade Level: 2nd grade Skill Level: students at all learning levels Grouping: whole group reading and discussions, independent for activity and assessment C. Materials: Houghton Mifflin 2nd grade Social Studies book: Neighborhoods (p. 136-141) Vocabulary/study guide (Unit Resources p. 40) for each student Reading skill (Unit Resources p.39) for each student Paper/pencils/crayons/markers/whiteboard D. Objectives: o NV State Social Studies Standards o C13.2.5 Describe traditional patriotic activities, holidays, or symbols from around the world.

Student-Friendly Standards I can describe special celebrations or symbols of different countries.

E. Procedure: 1. Refer to the notes on TE 136 Get Set to Read. Explain the study guide students will complete as we read. Call students attention to the pictures on p. 136-141. Identify and discuss the importance of American symbols and landmarks. Introduce vocabulary (symbol, landmark, President, monument, memorial).

2. As a class, read p. 136-141, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. If they do not finish, they can continue to work on it when we are done reading.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Holidays and Symbols from Around the World Title of Lesson: Americas Symbols Villanueva Submitted By: Gina Bogden

4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on the questions about culture: (TE 137) After paragraph 2 p.137: What are some symbols that you have seen? (TE 133-139) After paragraph 7 p.139: What are some examples of American landmarks? (TE 138) Why is Mount Rushmore a symbol for America? (TE140) What is printed on the walls of the Thomas Jefferson Memorial and the Lincoln Memorial? Have students draw one of the symbols of the United States, telling what they think and feel about the symbol.

5. CLOSURE: Discuss the two statements in the Review and Assess section of TE 141 F. Assessment: What will you use to measure student understanding? I will use the drawing from the activity of the TE p.141. The symbols should be drawn clearly and accurately. Their ideas and feeling should be expressed in complete sentences. Explain how you will know students understand the concepts from the lesson. Students must write about traditional patriotic activities, holidays, or symbols from around the world. Writing about the symbols will show if they understand why symbols are important. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part to teach will be the Reading Skill and Vocabulary/Study guide sheet because we have done something similar in a previous lesson. 2. Which part will be most challenging for you to teach? The challenging part will be getting the students to understand the differences between symbols, landmarks, and memorials. 3. How will you follow up or extend this lesson?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: Holidays and Symbols from Around the World Title of Lesson: Americas Symbols Villanueva Submitted By: Gina Bogden

I can follow up this lesson by using the Extend Lesson 3 (p.142-143) where students will learn about the anthem as a symbol of America, and they study the words of the song. 4. What will you do for students who dont grasp the concepts? For students who dont grasp the concept, I would use the Reteach Mini Lesson on the bottom of TE 141. We will work together to complete a bubble map of key details from the lesson and the text. 5. Which part of the lesson, if any, do you think might need to change? I think this lesson is laid out well, and I dont think I would change any of it. 6. When you were writing this lesson plan, what was the most difficult part? The tough part of this lesson for me was deciding which assessment to use. Instead of just having students just write about what they learned, I think it is a good idea for them to draw a picture with their writing.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3