Lesson Plan 1

Your Name: Miss Rebecca Lyons________________ Date: ___4/16/16_

School: __ Gwynedd Mercy University _____________ Grade/Topic: __3rd_____

STANDARD:

8.1.3.A. Identify the difference between past, present and future using timelines and/or other graphic
representations.

PERFORMANCE EXPECTATION: Students will begin to understand how time passes and important
events in the past, present, and future, by creating timelines of their own life.

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special needs, explain
how you will meet the needs of all learners.

I am not currently in a classroom so the classroom below is modeled after a classroom

that I am currently observing.

The classroom contains 21 students, 2 of which have IEPs. Most of the students in the
class at, or close to, grade level. If the students fall below grade level they are given
support when needed.

The first student with an IEP has a social disorder and is also below grade level. She
struggles when speaking in front of the class and uses the filler word um excessively
when she is uncomfortable.

The second student with an IEP is at grade level but struggles with ADD. The student
cannot sit still and struggles with paying attention.

2. What are your expectations for this lesson? What do you want students to learn and be
able to do with the knowledge?

Students will understand how time passes and acknowledge important events. Students
will be able to demonstrate how important events in the past, present, and future can
influence their lives.

3. Why are these expectations suitable for this group of students?

These expectations are appropriate because most students are at or above grade level.
The activity follows the PA state standards.

4. How do these expectations support the school districts curriculum, state standards, and
content standards?
 This activity directly follows PA state standard 8.1.3.A, which states that students should
understand the past, present, and future using different graphics. The district follows the
PA state standards.

5. Explain the psychological principles/theories you used in constructing this lesson.

In this lesson I am using Social Learning Theory because I am modeling for the students
how to create a timeline and then allowing them to create it in their own way.

II. CLASSROOM ENVIRONMENT:

6. Describe the effective classroom routines and procedures resulting in little or no loss of
instructional time.

The students all have different jobs such as paper passer. The students know and
complete these jobs when asked. The students also understand that if the classroom
volume is too loud (based on a chart in the front of the classroom) they must work silently.

7. Identify what you will do to set clear standards of conduct and behavior management of
student behavior.

The teacher will model creating a timeline for the students by having a book of their own
timeline prepared for the students to reference. The students will also receive a rubric so
they understand their expectations.

8. Identify what you will do to establish expectations for student achievement.

The students will be given a rubric that contains all expectations for student achievement.
This rubric will also be posted understand the goals for the day so that they can
consistently be reminded of their expectations.

III. INSTRUCTION:

9. What will you do to motivate students?

The students will understand that these timeline books will be placed around the room for
other students to read during free time or when they are finished with their own work.

10. What will you do to activate prior knowledge?

In order to activate prior knowledge, I will begin the lesson by asking about what students
think are important events in their life. Is your first word important? What about your first
job? Students will list these events and then try to categorize these events as past
events, current events, or future events.

11. How do you plan to engage students in the content? What will you do? What will students
do?

The students will be engaged in the content, as they are being asking to write and draw
about their own lives. As the teacher, I will ask students to expand on different parts of
their timeline and make sure they fully describe each of the events.

12. Describe the use of questioning and discussion strategies that will encourage students to
participate in class.
 At the beginning of the lesson there will be a discussion about events in our lives and
where they fall. Questions here will be open ended and the students will really lead the
discussion. Students will then work on their project on their own but I will also walk
around the classroom to perform formative assessment. If there is confusion I will make
sure to stop the class and have a discussion about the confusion.

13. What difficulties do students typically experience in this area, and how do you plan to
adapt/modify to meet their needs?

Students often have a tough time focusing when working on their own in an open
environment. In order to help keep them on track there will be an assigned page that
students must complete by the end of each day.

14. Identify what informal and/or formal assessments you will use to monitor student learning.

Informal assessment will take place as I walk around the room to make sure the students
understand what they are doing. Formal assessment will take place when the students
turn in their final timeline books.

15. What will you do to bring closure to the lesson?

Closure will be brought to the lesson by showing students a timeline of Abraham Lincolns
life. Students will discuss how they think the events in his life helped to shape him into a
president. (http://www.pdesas.org/ContentWeb/Content/Content/22608/Web-based
%20Content)

IV. PROFESSIONAL RESPONSIBILITIES:

16. Identify the school districts policies regarding staff attendance and punctuality on the job.

I am not currently in a school but I strongly believe that it is important to be on time and
attend as many school days as possible. Continuity in student instruction is important so I
believe even if I am absent it is important to leave detailed or pre-planned material for
substitutes.

17. Identify the school districts plans for professional development.

I am not currently teaching in a school but I hope to attend many professional

development days to build on my knowledge of teaching. It is important that I continue my
learning as this profession is constantly growing and changing.

18. Describe what you have done to effectively communicate, both orally and in writing, with
your cooperating teacher, administrative staff, supportive staff, students and parents.

The students will be given two rubrics, one to take home and one to keep in the front of
their social studies binder to remind them what the standards are. I also believe it is
important to be open and clear with all staff about what is happening in the classroom so
lesson plans and rubrics will be given to cooperating teachers and folders will be ready
for administration so they can see what is happening in the classroom.

19. Identify what you have done to participate in and support school building or district
projects and/or events.
 As I am not currently in a school, I have not been able to participate in any activities. I
hope that when I am in a school I can participate in learning days, after school activities,
and other activities to be an integral part of the school.

REFLECTION:

20. Describe what went well with the lesson, what didnt go so well and what you would do to
improve your teaching effectiveness in the next lesson.

As I have not been able to teach this lesson I have not been able to reflect on how it
would go. When teaching the lesson I will be sure to take notes on what goes well and
what doesnt so that I can adjust and alter the lesson for future years.
4 Distinguished (100%) 3 Proficient (90%) 2 Apprentice (80%) 1

Content The student The student had The student

correctly labeled
all events in past,
present and future
categories.
The student had 1
event for each
page of the book.
Creativity The student used The student may
their own ideas
and made sure to
use events that
truly applied to
their own life.
most of the events incorrectly labeled
in their book a few events in
correctly labeled their past, present,
as past, present, or future.
or future. The student did
The student filled not fill their book
most of the pages or had only a few
in their book. events in their
timeline.
The student only
have used the used the events
ideas of another that other students
student or did not used in their
use original ideas timeline.
throughout their
timeline.

Spelling The student used The student used The student

correct spelling mostly correctly misspelling
throughout their spelling multiple words
timeline and throughout their throughout their
looked up words timeline. timeline.
using their
resources if they
did not know
them.
Title of Lesson: Past, Present, and Future of Me
Subject Area: History (Social Studies)
Lesson Duration: 3 Days

Standards Addressed: 8.1.3.A. Identify the difference between past, present and future using timelines
and/or other graphic representations.

Materials and Resources:

Teacher Materials: Whiteboard

Student Materials: Crayons, Markers, Premade Books, Pencil

Objective: Students will understand past, present and future by creating a timeline of their own lives.

Pretesting: Students will discuss events that happen in a lifetime and try to categorize them as past
present or future.

Adaptations for Students with Special Needs: All students will be able to participate in the beginning
discussion. Students who have trouble with spelling will be given a dictionary and receive support in
finding words that they do not know how to spell.

Motivation: Students will be told that their timeline books will be posted around the room for all students
to see.

Teacher Modeling: Teacher modeling will be done by creating his or her own timeline. This will be left on
the board so that students may view this at any time.

Guided Practice: As the students name past, present, and future events, the teacher will ask the student
to place it in the correct order.

Check for Understanding: If students incorrectly label an even the teacher will ask for further
explanation. Events will continue to be added until it is clear students understand the process.

Independent Practice: Students will list events that have happened or will happen in their life and create
a timeline book of the events. Students will put the events in order in the book and label them as past,
present, or future. The student will be required to create a picture of each event and also write one
sentence describing the event.

Closure: Closure will be brought to this lesson by showing the timeline of Abraham Lincolns life.
Students will discuss how events in his life helped to shape him.
(http://www.pdesas.org/ContentWeb/Content/Content/22608/Web-based%20Content)

Assessment: Students will have a rubric that is clear on how they will be scored. The final timeline book
will be the formal assessment for the students.

Plan for Further Instruction for Students who Need it: Students who struggled will be worked with one
on one to discuss shorter time periods such as yesterday, today, and tomorrow to help explain how events
happen in the past, present, and future.

Extension: Students will continue into looking at important historical figures and timelines of their lives.
Students will journal on what events they think affected the persons life the most.
 Lesson Plan 2

Your Name: Miss Rebecca Lyons________________ Date: ___4/16/16_

School: __ Gwynedd Mercy University _____________ Grade/Topic: __3rd_____

STANDARD:

8.4.3.C. Compare and contrast selected world cultures.

PERFORMANCE EXPECTATION: Students will compare Mexicos traditional piata to some of our
holiday traditions. Students will journal and create a Venn diagram after creating their piata do describe
how this is similar and different. (http://www.pdesas.org/ContentWeb/Content/Content/1888/Web-based
%20Resource)

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special needs, explain
how you will meet the needs of all learners.

I am not currently in a classroom so the classroom below is modeled after a classroom

that I am currently observing.

The classroom contains 21 students, 2 of which have IEPs. Most of the students in the
class at, or close to, grade level. If the students fall below grade level they are given
support when needed.

The first student with an IEP has a social disorder and is also below grade level. She
struggles when speaking in front of the class and uses the filler word um excessively
when she is uncomfortable.

The second student with an IEP is at grade level but struggles with ADD. The student
cannot sit still and struggles with paying attention.

2. What are your expectations for this lesson? What do you want students to learn and be
able to do with the knowledge?

Students are able to compare and contrast holiday traditions after creating their own
piata. They will understand how this is similar to their own traditions but also different.

3. Why are these expectations suitable for this group of students?

These expectations are appropriate because most students are at or above grade level.
The activity follows the PA state standards.

4. How do these expectations support the school districts curriculum, state standards, and
content standards?

This activity directly follows PA state standard 8.4.3.C., which states that students should
be able to compare and contrast selected world cultures.
 5. Explain the psychological principles/theories you used in constructing this lesson.

In this lesson I am using the theory of multiple intelligences because it allows students to
use their creativity and build but also allows them to use their writing skills. Students are
able to implement multiple learning styles rather than just paper to pencil.

II. CLASSROOM ENVIRONMENT:

6. Describe the effective classroom routines and procedures resulting in little or no loss of
instructional time.

The students all have different jobs such as paper passer. The students know and
complete these jobs when asked. The students also understand that if the classroom
volume is too loud (based on a chart in the front of the classroom) they must work silently.

7. Identify what you will do to set clear standards of conduct and behavior management of
student behavior.

The teacher will consistently show the instructions for the piata so they understand what
they are expected to complete that day. The students will also receive a rubric so they
understand their expectations.

8. Identify what you will do to establish expectations for student achievement.

The students will be given a rubric that contains all expectations for student achievement.
This rubric will also be posted understand the goals for the day so that they can
consistently be reminded of their expectations.

III. INSTRUCTION:

9. What will you do to motivate students?

The students will understand that they will be able to use their piata at the end of the
lesson.

10. What will you do to activate prior knowledge?

In order to activate prior knowledge, I will begin by asking students some of their holiday
traditions. Students will discuss if their traditions are similar to each others or different.

11. How do you plan to engage students in the content? What will you do? What will students
do?

The students will be engaged in the content, as they will be able to use their hands to
create the piata.

12. Describe the use of questioning and discussion strategies that will encourage students to
participate in class.

At the beginning of the lesson there will be a discussion about traditions and how they
can be similar or different. Questions here will be open ended and the students will really
lead the discussion. Students will then work in groups to complete the piata. They will
also journal each day about their own thoughts on the project.
 13. What difficulties do students typically experience in this area, and how do you plan to
adapt/modify to meet their needs?

Students often have a tough time focusing when working in groups as they often get off
topic. In order to help keep them on track there will be assigned jobs for each of the
students so that they may stay on task.

14. Identify what informal and/or formal assessments you will use to monitor student learning.

Informal assessment will take place as I walk around the room to make sure the students
understand what they are doing. Formal assessment will take place when the students
turn in their piata, journals, and final Venn diagrams.

15. What will you do to bring closure to the lesson?

Closure will be brought to the lesson when the students are able to destroy their piata.

IV. PROFESSIONAL RESPONSIBILITIES:

16. Identify the school districts policies regarding staff attendance and punctuality on the job.

I am not currently in a school but I strongly believe that it is important to be on time and
attend as many school days as possible. Continuity in student instruction is important so I
believe even if I am absent it is important to leave detailed or pre-planned material for
substitutes.

17. Identify the school districts plans for professional development.

I am not currently teaching in a school but I hope to attend many professional

development days to build on my knowledge of teaching. It is important that I continue my
learning as this profession is constantly growing and changing.

18. Describe what you have done to effectively communicate, both orally and in writing, with
your cooperating teacher, administrative staff, supportive staff, students and parents.

The students will be given two rubrics, one to take home and one to keep in the front of
their social studies binder to remind them what the standards are. I also believe it is
important to be open and clear with all staff about what is happening in the classroom so
lesson plans and rubrics will be given to cooperating teachers and folders will be ready
for administration so they can see what is happening in the classroom.

19. Identify what you have done to participate in and support school building or district
projects and/or events.

As I am not currently in a school, I have not been able to participate in any activities. I
hope that when I am in a school I can participate in learning days, after school activities,
and other activities to be an integral part of the school.

REFLECTION:
 20. Describe what went well with the lesson, what didnt go so well and what you would do to
improve your teaching effectiveness in the next lesson.

As I have not been able to teach this lesson I have not been able to reflect on how it
would go. When teaching the lesson I will be sure to take notes on what goes well and
what doesnt so that I can adjust and alter the lesson for future years.
4 Distinguished (100%) 3 Proficient (90%) 2 Apprentice (80%) 1

Piata The students took The students The students did

their time to create mostly focused on not look at detail
the piata and details and there may not
made sure to There may be be color or other
focus on details. small holes in the decorative
There were no piata or it has touches.
holes in the slight gapping. There are holes in
piata. the piata.
Journal The student wrote The student wrote The student wrote
at least two two paragraphs on 1 paragraph each
paragraphs in their most days. day.
journal each day. The journals The journal
The journal mainly focused on focused only on
focused how the similarities and similarities or only
piata may be differences but on differences in
similar or different may have not the journal entries.
to traditions in stayed focused all
their own family. the time.
Venn Diagram The student had at The student had The student only
least three points only 2 points in had 1 point on
on similarities and similarities and similarities and
differences. differences. differences.
The student wrote The student wrote The student did
in complete mostly in complete not write in
sentences and did sentences or had complete
not repeat any a few errors in sentences or had
points. spelling/grammar. several errors in
spelling/grammar.
Title of Lesson: Piata
Subject Area: History (Social Studies)
Lesson Duration: 4 Days

Standards Addressed: 8.4.3.C. Compare and contrast selected world cultures.

Materials and Resources:

Teacher Materials: PowerPoint with instructions, cleaning materials, Venn diagram worksheets

Student Materials: Journals, Pencils, a large balloon, flour, bowl for paste, newspapers torn in to strips 1-
2 inches wide and 3-6 inches, string or cord to hang the piata, crepe paper streamers, ribbons, glitter,
feathers, spangles, paints, scissors, glue, masking tape, goodies; candies, small toys, novelties, etc.

Objective: Students will compare Mexicos traditional piata to some of our holiday traditions. Students
will journal and create a Venn diagram after creating their piata do describe how this is similar and
different. (http://www.pdesas.org/ContentWeb/Content/Content/1888/Web-based%20Resource)

Pretesting: Students will discuss traditions that they have around the holidays. They will talk about if they
are similar or different from one another.

Adaptations for Students with Special Needs: All students will be able to participate in this activity.
Journaling and Venn Diagrams may be completed with resources to help with spelling.

Motivation: Students will be able to use their piata when they are finished.

Teacher Modeling: The teacher will model some steps for students and will also model the creation of a
Venn diagram.

Guided Practice: As the students discuss, the teacher will ask questions about the students opinion on if
a tradition is the same or different than their own. The teacher will ask students where this would go on a
Venn diagram as they talked.

Check for Understanding: Students will then create their own Venn diagram of their own traditions with
a partner to make sure they understand similarities and differences.

Independent Practice: Students will create piata in order to understand part of Mexicos culture. Each
day, students will work to complete the piata. They will also be required to read a paragraph or small
article on the Piata. In their journal they will write at least two paragraphs on how they think this tradition
is similar and different than one of their own (based on the article that day). After the completion of the
piata students will work to finish a Venn diagram comparing and contrasting this tradition with one of
their own.

Closure: Closure will be brought to this lesson when students are able to play piata.

Assessment: Students will have a rubric that is clear on how they will be scored. The final piata, journal,
and Venn diagram will be their formal assessment.

Plan for Further Instruction for Students who Need it: Students who struggled will be pulled aside to
talk about their traditions. As the student speaks the teacher will take notes to help guide students in their
journal. Students will then be given a chance to rewrite their journals, showing their further understanding.

Extension: Students will continue also compare and contrast other cultures holiday traditions.
 Lesson Plan 3

Your Name: Miss Rebecca Lyons________________ Date: ___4/16/16_

School: __ Gwynedd Mercy University _____________ Grade/Topic: __3rd_____

STANDARD:

8.3.3.A. Identify and describe the social, political, cultural, and economic contributions of individuals and
groups in United States history.

PERFORMANCE EXPECTATION: Students will understand the significant contribution that Betsy Ross
made to the United States by creating the American Flag.
(http://www.pdesas.org/ContentWeb/Content/Content/16535/Web-based%20Content, This lesson was
adapted from the lesson here at National Geographic. Not all parts are the same.)

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special needs, explain
how you will meet the needs of all learners.

I am not currently in a classroom so the classroom below is modeled after a classroom

that I am currently observing.

The classroom contains 21 students, 2 of which have IEPs. Most of the students in the
class at, or close to, grade level. If the students fall below grade level they are given
support when needed.

The first student with an IEP has a social disorder and is also below grade level. She
struggles when speaking in front of the class and uses the filler word um excessively
when she is uncomfortable.

The second student with an IEP is at grade level but struggles with ADD. The student
cannot sit still and struggles with paying attention.

2. What are your expectations for this lesson? What do you want students to learn and be
able to do with the knowledge?

Students be able explain how something like creating a flag can unite a country and give
people purpose.

3. Why are these expectations suitable for this group of students?

These expectations are appropriate because most students are at or above grade level.
The activity follows the PA state standards.

4. How do these expectations support the school districts curriculum, state standards, and
content standards?
 This activity directly follows PA state standard 8.3.3.A., which states that students should
be able to Identify and describe the social, political, cultural, and economic contributions
of individuals and groups in United States history
.
5. Explain the psychological principles/theories you used in constructing this lesson.

In this lesson I am using the Social Development theory by asking the students to work
together as a team rather than as individuals.

II. CLASSROOM ENVIRONMENT:

6. Describe the effective classroom routines and procedures resulting in little or no loss of
instructional time.

The students all have different jobs such as paper passer. The students know and
complete these jobs when asked. The students also understand that if the classroom
volume is too loud (based on a chart in the front of the classroom) they must work silently.

7. Identify what you will do to set clear standards of conduct and behavior management of
student behavior.

The teacher will consistently show the task that the students are currently working to
complete on the whiteboard either through PowerPoint or written.

8. Identify what you will do to establish expectations for student achievement.

The students will be given a rubric that contains all expectations for student achievement.
This rubric will also be posted understand the goals for the day so that they can
consistently be reminded of their expectations.

III. INSTRUCTION:

9. What will you do to motivate students?

The students will understand that they must work as a team to complete the games. This
lesson is also in the form of a game, which motivates the students.

10. What will you do to activate prior knowledge?

In order to activate prior knowledge, I will ask students to discuss if they have ever been
on a team in their journal. If they have not been on a team, how do they think it would feel
to be on a team?

11. How do you plan to engage students in the content? What will you do? What will students
do?

The students will be engaged in the content as they will be playing games and working
together. As the teacher I will be sure to watch the discussion and make sure it stays on
task.

12. Describe the use of questioning and discussion strategies that will encourage students to
participate in class.
 At the beginning of the lesson there will be a discussion about teams and what the
students wrote in their journal. During the lesson the students will answer focus questions
before and after they created a team symbol.

13. What difficulties do students typically experience in this area, and how do you plan to
adapt/modify to meet their needs?

Students often have a tough time focusing when working in groups as they often get off
topic. In order to help keep them on track there will be timed events so that the students
know they must stay on task.

14. Identify what informal and/or formal assessments you will use to monitor student learning.

Informal assessment will take place as I walk around the room to make sure the students
understand what they are doing. Formal assessment will take place when the students
turn in their final symbol and interview on how the symbol united them.

15. What will you do to bring closure to the lesson?

Closure will be brought to the lesson when students turn in their final paragraph and
journal.

IV. PROFESSIONAL RESPONSIBILITIES:

16. Identify the school districts policies regarding staff attendance and punctuality on the job.

I am not currently in a school but I strongly believe that it is important to be on time and
attend as many school days as possible. Continuity in student instruction is important so I
believe even if I am absent it is important to leave detailed or pre-planned material for
substitutes.

17. Identify the school districts plans for professional development.

I am not currently teaching in a school but I hope to attend many professional

development days to build on my knowledge of teaching. It is important that I continue my
learning as this profession is constantly growing and changing.

18. Describe what you have done to effectively communicate, both orally and in writing, with
your cooperating teacher, administrative staff, supportive staff, students and parents.

The students will be given two rubrics, one to take home and one to keep in the front of
their social studies binder to remind them what the standards are. I also believe it is
important to be open and clear with all staff about what is happening in the classroom so
lesson plans and rubrics will be given to cooperating teachers and folders will be ready
for administration so they can see what is happening in the classroom.

19. Identify what you have done to participate in and support school building or district
projects and/or events.

As I am not currently in a school, I have not been able to participate in any activities. I
hope that when I am in a school I can participate in learning days, after school activities,
and other activities to be an integral part of the school.
REFLECTION:

20. Describe what went well with the lesson, what didnt go so well and what you would do to
improve your teaching effectiveness in the next lesson.

As I have not been able to teach this lesson I have not been able to reflect on how it
would go. When teaching the lesson I will be sure to take notes on what goes well and
what doesnt so that I can adjust and alter the lesson for future years.
4 Distinguished (100%) 3 Proficient (90%) 2 Apprentice (80%) 1

Teamwork/Symbol The students all Most students Only one or two

worked together to worked together to students worked
complete the task. complete the together.
The students were tasks. The students used
creative in their The students used other groups
symbol making some ideas of ideas to create
and focused on other groups to their symbol and
detail. create their were sloppy in
symbol or were their work.
sloppy in their
work.
Journal The student wrote The student The student
answered both the answered the answered only
before and after before and after one of the before
question in their questions but may and after
journal in at least not have a questions or did
one paragraph for paragraph for not have a
each. each. paragraph.

Final Paragraph Each student Most of the A few students in

answered an students the team
interview answered an completed the
question and interview question. interview
helped complete Some students questions for the
the final participated in group.
paragraph. writing the final One or two
The students paragraph. students
worked together to completed the
have no spelling final paragraph for
mistakes. the group.
Title of Lesson: Uniting a Nation
Subject Area: History (Social Studies)
Lesson Duration: 1.5 hours

Standards Addressed: 8.3.3.A. Identify and describe the social, political, cultural, and economic
contributions of individuals and groups in United States history.

Materials and Resources:

Teacher Materials: PowerPoint with instructions, game materials

Student Materials: Journals, Pencils, crayons, posters, markers

Objective: Students will understand the significant contribution that Betsy Ross made to the United
States by creating the American Flag. (http://www.pdesas.org/ContentWeb/Content/Content/16535/Web-
based%20Content, this lesson was adapted from the lesson here at National Geographic. Not all parts
are the same.)

Pretesting: Students will write in their journals how it feels to be part of a team. They may talk about
sports or any other team they have been a part of.

Adaptations for Students with Special Needs: All students will be able to participate in this activity.
Journaling may be completed with resources to help with spelling.

Motivation: Students will be playing games as a team.

Teacher Modeling: The teacher will first discuss who Betsy Ross was and explain her contribution to the
United States. A poster describing her contribution will be posted around the room. The teacher will then
ask if students think her contribution is important and why. After getting a general vote the students will be
broken into teams. The teacher will not model, as it is important the students work through and problem
solve to work together as a team.

Guided Practice: The teacher will verbally discuss the rules of the game and also display them on the
board. These will be logic puzzles that require the whole group to work together.

Check for Understanding: Students will ask questions for clarification if they are confused on any of the
rules.

Independent Practice: Students will be split into teams and immediately be asked to complete a logic
puzzle. They will then write in their journal about how they felt about the activity and their team. The
students will then be asked to work together to create a symbol for their team. This should represent them
and bring them all together. After they have done this, they will be asked to complete a new logic puzzle.
Once this is complete they will write in their journal about how they felt different or the same completing
the activity. Did their symbol help them bond? The students will then be asked to work together to
complete their interview questions (how would they feel if each state was a different country? What does
the American flag represent, etc.) and a paragraph explaining how their team came together.

Closure: Closure will be brought to this lesson as they turn in their final symbols, paragraphs, and
journals. They will also discuss if their opinion has changed on how important Betsy Rosss contribution to
the United States was.

Assessment: Students will have a rubric that is clear on how they will be scored. The final symbols,
journals, and paragraphs will be formal assessment. Informal assessment will be done during the lesson
as the students play the games.
Plan for Further Instruction for Students who Need it: Students who struggled will be asked to
verbally explain to the teacher how they felt. Did they feel different before and after? Why or why not? As
they verbally explain, the teacher will help them turn these into sentences to write in their journal.

Extension: Students will build on this lesson by studying Francis Scott Key, explaining his contribution to
the United States