Name:

Marci Concotelli



Grade: 3


Lesson# 2
Gardner


Bloom




_____ Visual

_____ Knowledge



X Kinesthetic

_____ Comprehension



_____ Verbal

_X__ Application



_____ Logical

_____ Analysis



_____ Rhythmic

_____ Synthesis



_____ Interpersonal
_____ Evaluation



_____ Intrapersonal



_____ Naturalist


STRATEGY:
Mastery

SUBJECT AREA:
Reading / Language Arts

TEACHER PERFORMANCE EXPECTATION ADDRESSED:
TPE 2: Monitoring Student Learning During Instruction

STATE CONTENT STANDARD (Know):
2.7: Follow simple multiple-step written instructions (e.g. how to assemble a
product or play a board game)

COMMON CORE STANDARD:
Reading Standards for Informational Text Integration of Knowledge and Ideas
(page 14)
8. Describe the logical connection between particular sentences and paragraphs in a
text (e.g. comparison, cause/effect, first/second/third in a sequence).

PERSONNEL:
Teachers Aid to assist with differentiated learning activities.
Parent volunteer to assist with hands-on project.

INSTRUCTIONAL MATERIALS (Technology):
Assessment document:
One word document with pictures of three national flags (United States of
America, Mexico, Canada)
Construction paper:
o 2 sheets red construction paper
o 1 sheet green construction paper

o 3 pieces of white construction paper

Glue
Scissors
Pencil
Instructions document

LESSON LENGTH:
40 minutes

PREPARATION:
Print multiple copies of the Mexico and Canada flag word document
Print multiple copies of the step-by-step instructions
Give each student their own set of construction paper, glue, scissors, one
maple leaf pattern to trace, Mexico flag emblem, and instructions

MANAGEMENT STANDARDS:
Students work on own projects but can work in pairs (pair share)
If there are questions, students need to raise hand so teacher, aid, or
volunteer parent can assist

ANTICIPATORY SET:

Behavioral Objective (Do): Create

MASTERY Definition: 2/2 correct

Transfer (Learning theory / citations):
Constructivism: the students process of following instructions is the main
focus of this activity. As Piaget stated about the concrete operational stage,
child begins to solidify a deeper understanding of logical thinking (in this
project: the step-by-step instructions).

Motivation (Teacher created): Teacher will use enthusiastic vocal tone while
executing assessment.

METHODOLOGY:
Pre-assessment will be given at the beginning of lesson. Can anyone tell me
which countries these three flags represent? (Show picture with Canada,
Mexico, and United States flags)
Call on students for answers to this pre-assessment
Pre-assessment and flag instructions are attached as last page to this lesson
plan

MODEL (Demo):
Teacher looks at instructions and completes the first two steps of the
instructions (measuring and cutting)

GUIDED PRACTICE (Checking for understanding group) LEARNING TASKS
(Activities):
After pre-assessment, walk around classroom while students create their
flags. If there are questions or suggested changes, teacher can guide students
1:1 while walking around classroom.

INDEPENDENT PRACTICE (Monitor / adjust individual) PRODUCTIVE
MODALITIES:
Students cut out pieces of flag and create flags using paper and glue

CLOSURE:
Thank class for its attention and being quiet during instruction ask if there are any
questions.

DIFFERENTIATED LEARNING ACTIVITIES (Learning centers, manipulatives,
special needs, etc.):

Gate: GATE students can use computer to look up more countries (of choice)
and they can create countries flags as well as list these countries largest
imports and exports

Learning Difficulties: Assist by cutting out pieces for students in advance or
giving coloring templates and students can color using crayons, the flag
templates

Disabilities: Attention Deficit Hyperactivity Disorder (ADHD) -

SDAIE Techniques:
Create visual step-by-step instructions using pictures

POST-TEST / ASSESSMENT (objective verb): Write

RUBRIC (What does it measure?): Ability to write / spell specific list of
vocabulary words.

Informal: Ask students if they have any questions

MASTERY Definition: 2/2 correct Formal Rubric:
2 / 2 points: Both flags are created and completed correctly
1 / 2 points: One flag created and completed correctly while one flag is not
correct
0 / 2 points: No flags are created and completed correctly


REMEDIATION for THOSE WHO DO NOT GO ON:
Teacher will examine where further instruction should be focused and review shall
occur with those students

STUDENTS WHO MASTER LESSON:
Students can continue on to the next lesson set

Steps to make Canadian Flag

1.
2.
3.
4.
5.
6.
7.
8.

Take one piece of red construction paper and fold into 3 equal parts
(length-wise)
Cut the red construction paper along the folds (vertical folds)
Lay one piece of white construction paper flat on table or desk
Line up newly cut red construction paper on left most side of white paper
and glue this red piece down on top of white paper
Line up newly cut red construction paper on right most side of white
paper and glue this red piece down on top of white paper
Trace Maple Leaf design on third piece of construction paper.
Cut the maple leaf from the red construction paper
Glue red maple leaf onto the white middle of flag

Steps to make Mexican Flag

1.
2.
3.
4.
5.
6.
7.
8.
9.

Take one piece of red construction paper and fold into 3 equal parts
(length-wise)
Cut the red construction paper along the folds (vertical folds)
Take one piece of green construction paper and fold into 3 equal parts
(length-wise)
Cut the green construction paper along the folds (vertical folds)
Lay one piece of white construction paper flat on table or desk
Line up newly cut red construction paper on right most side of white
paper and glue this red piece down on top of white paper
Line up newly cut green construction paper on left most side of white
paper and glue this green piece down on top of white paper
Cut out Mexican Flag emblem
Glue Mexican Flag emblem onto the white middle of flag