Day #1

(Read Aloud)

Day #3

Day #4

(Maps in the

(Science-Animal

Day #2
(Symbols of Us)
Community)

By writing a sequence,

Shelters)
Given a variety of

Given information about

students will be able to

Given information about

natural and man-made

maps in our community,

objects, groups of

students will be able to

students will be able to

accurately place objects

construct a shelter for an

onto a map of our

animal by using at least

classroom.

2 of each natural and

United States symbols

identify steps to help
and patriotic songs,
someone in need by
Objective

students will be able to

following the steps at
recognize and explain
the beginning, middle,
the significance of at
and end of the book
least 2 symbols.
Those Shoes.

man-made materials.

Standards

IAS: 1.RL.2.3

NCSS: 4, IAS: 1.1.3

NCSS: 3, IAS: 1.3.7

IAS: 1.4.3

Materials

Goldfish or pretzels,

Symbols of me, bald

Maps attached in lesson

Cardboard, paper, tape,

cups, Those Shoes by

eagle animal or picture,

(printed), puzzle town

rope, sticks, grass for

Maribeth Boelts,

my own drawing of a

map (amazon), Book

each group. PowerPoint

handout for each child

flag, supplies for flags,

Mapping Pennys

of different animal

(attached to lesson plan)

books about American

World, glue sticks,

shelters with definitions

symbols

notecards, pencils,

of natural and man-

classroom layout and

symbols for the map
Give some goldfish to

I will have symbols

made.

students will make.

I will show a map with
Show PowerPoint

half of the students. Ask

from my life and ask

different places in the

pictures of different

how they feel, and then

students what they think

community and ask

animal shelter and ask

Anticipatory Set

prompt those students to

the objects would

students what the

share with the others.

represent. I will also

symbols could mean

Now ask how everyone

play the national

(farm, airport, church,

feels (good).
I am going to read you a

anthem.

etc.)

story called Those

Today we are going to

Today we will be

students what animals

might live here and what
the shelters are made of.

Today we are going to

Shoes. I want you to

learn about things that

learning what a map is

think about how the

represent the United

and how to make our

character shares in the

States. These are called

own map of the

Beginning, Middle, and

symbols.

classroom.

learn about different

Purpose

ways we can build a

shelter for an animal.
End of the story.

INPUT: Demonstrate
what one might use to
Read Those Shoes by
build a shelter for an
Maribeth Boelts.

Watch a video about

INPUT: Explain stations

animal. Show definitions

Discuss the beginning,

different American

and tell what to do at

of natural and man-

middle, and end of story. symbols and discuss

each.
made.

Lesson Presentation

Talk about someone

what each means.

who needs something,

Show students how to

OUTPUT: Students will

and then have students

make a flag, make class

be at 4 stations (read-

fill out First, Next,

flag together, then they

aloud, puzzle, exploring

Last paper on how they

make their own

maps, and making a

OUTPUT: Divide into

groups of 4-5 students.
Each group will make
their own animal shelter
can help someone in

individual flag.

classroom map).
with at least 2 of each

need.
natural and man-made
objects.

Students will present

their shelters to the rest
Tell students to be

Tell neighbor about one

Students will get a

of the class. They will

looking for ways to help

of the United States

notecard on which to

Closure or Conclusion

explain what animal

someone who is in need

symbols we learned

write one thing they

in the community

today.

learned about maps.

would use it, what

materials were used, and
why they did it that way.
Listening to and
Walk around and
observing students
Discussion after story

observe students
throughout the lesson as

will tell me what

building shelters- make

Questions during lesson,

well as see if they know

flag that students have

where to put objects on

students have
Formative Assessment

sure they use 2 natural

comprehended and the

and 2 man-made
made, telling partners

the classroom map. The

beginning, middle, and

materials. The shelters

during closure.

notecards at the closure

end story the students

and oral presentation

will also tell me

will write.

will tell me how much

something students
the students learned.
learned.

Special Needs: These

students could tell me
SEE LESSON PLAN
instead of write how
Special Needs: Teacher

SEE LESSON PLAN

can help make

Special Needs: Give

classroom map.

simpler task during

Remediation: Group

shelter construction.

students by various

Remediation: Mixed

abilities.

group of abilities.

Enrichment: Group

Enrichment: Mixed

students by varying

group of abilities.

abilities.

ESL: Teach definitions

ESL: Looking mostly at

with pictures.

they could help someone SEE LESSON PLAN

in need.
Remediation: Have
students only write one
Adaptations

sentence instead of a
whole paper.

Special Needs: Premade flag

Remediation: Color US
flag
Enrichment: Read books

Enrichment: Have

on carpet.

students read theirs to

ESL: Videos and

the rest of the class.

pictures of symbols

ESL: These students

pictures on maps.
may need help spelling
their words.

End- Of- Unit Summative Assessment: Students will create a portfolio throughout this unit. They will
include different symbols of themselves based on how they can contribute to the community, a map of
Summative Assessment where they go most often in the community, a journal about how they helped someone in need, and their
reflection about how the animal shelter will help that specific animal as well as a picture of the one they
made in class.
Checklist:
1. At least 3 different symbols of themselves based on how they can contribute to the community.
2. A map of where they go most often in the community.
3. A journal about how they helped someone in need during the unit
4. Reflection about how the animal shelter will help that specific animal as well as a picture of the one
they made in class.
5. Name, date, and number included.
6. Neatly made with legible writing.