Independent Practice: “Land of the Free” Name: Bailey Count

Unit Overview
DAY #1
Objective After the lesson, students will
state how the character in Super
Manny Stands Up! by Kelly
DiPuchhio influenced the plot
and how his actions in the story
can be related to authentic
situations at school and home.
Standards NCSS: TCC ;IAS: 1.RL.2.1
Materials  The book, Super Manny
Stands Up!, by Kelly
DiPuchhio
 Markers
 White printer paper
 Twine/string
 Clothespins
 White poster board
 Superhero reflection
assessment page
Management
Anticipatory Set/Direction
Instruction(Input/Output),
Review Learning
Outcome/Closure-students will
be seated at the reading rug
I will pre-correct in the
beginning of the lesson,
explaining my expectations of
behavior during the lesson. If it is
absolutely necessary, I will use the
card flip chart that the teacher
uses for overall classroom
behavior management.
DAY #2
-- The students will demonstrate through a grand
discussion, their knowledge of the American flag
and what the colors represent.
-- After learning about the symbolism of the
American Flag, students will demonstrate their
knowledge by filling out a page in the American
symbol flip book.
NCSS: PAG ;IAS: 1.1.3
 Twizzlers
 Marshmallows
 Blue skittles
 Star Spangled Banner
https://www.youtube.com/watch?v=x
h20Xsn_p9k
 American Symbols Flip Book
 Cutout of American flag
 White poster board
 White poster board
 Blue and white paint
 Ziploc baggies
A. Time (45 minutes)
Anticipatory set-5 minutes
Direct Instruction/Input-15
minutes
Guided Practice-10 minutes
Independent Practice-10 minutes
Closure-5 minutes
B. Space
Anticipatory set-carpet area
Direct Instruction, Guided &
Independent practice, Closure-
desks
C. Behavior
I will pre-correct in the beginning
of the lesson, explaining my
expectations of behavior during the
lesson. I will also explain that
students who behave and listen
well are the ones who are going to
get the special treats I brought for
the lesson. If it is absolutely
necessary, I will use the card flip
chart that the teacher uses for
overall classroom behavior
management.
DAY #3 DAY #4
-- Through a grand discussion, The students will state how
children will review what they the character in The Youngest
remember about the symbolism of the Marcher by Cynthia Levinson
American flag. influenced the plot and how
-- After learning the symbolism of the her actions in the story can
Statue of Liberty and Bald Eagle, influence the current events
students will demonstrate their of today.
knowledge by filling out pages in a
modified American Symbols passport.
-- After participating in two learning
stations, students will have created
examples of the American symbols
and discuss them among their small
groups.
NCSS: PAG ;IAS: 1.1.3, ISTE: S.3.3b NCSS: PAG ;IAS: 1.RL.2.1
 passport  The book The
 https://www.youtube.com/ Youngest Marcher
watch?v=qS6YMKlwpjs by Cynthia Levinson
 https://www.youtube.com/  Multicolored chalk
 Picture of a jail cell
watch?v=fxwZ91VnS1k
 Picture of fireworks
 Smart board
 Dreams of Freedom
collection
(https://www.theguardian.c
om/childrens-books-
site/gallery/2015/feb/11/dr
eams-of-freedom-human-
rights-amnesty-international)
 Stickers for grouping
 Stamps with ink
 Red, orange, yellow
construction paper
 Variety color markers
 Scissors, glue, tape
 Toilet paper rolls, green
construction paper
A. Time Anticipatory Set/Direction
Anticipatory Set-5 minutes Instruction(Input/Output)-
Lesson Presentation-15 students will be seated at the
minutes reading rug
Stations-20 minutes
Closure-5 minutes Review Learning Outcome-
students will be walking
B. Space around the perimeter of the
Anticipatory Set/Lesson school
Presentation-students will be
at their desks I will pre-correct in the
Stations-students will be split
beginning of the lesson,
up into two different tables
explaining my expectations of
that sit across the room
behavior during the lesson. If
from each other (groups will
be pre-decided by the it is absolutely necessary, I will
teacher) use the card flip chart that the
Closure-students will come teacher uses for overall
to the rug classroom behavior
management.
C. Behavior
I will pre-correct in the
beginning of the lesson,
explaining my expectations
of behavior during the
lesson. I will also explain
before beginning what the
transitions within the lesson
are going to look like, to
ensure fluidity and
preventing having to re-
explain when the time comes
to transition to stations. If it
is absolutely necessary, I will
use the card flip chart that
the teacher uses for overall
classroom behavior
management.

Anticipatory I will have a printed out a picture
Set of my two favorite superheroes,
Captain America and my mom. I
will talk about how some
superheroes look different than
the ones we see in the movies,
because my mom does super
things that are just a little
different from Captain America. I
will pose the rhetorical questions,
“In what ways can someone like
my mom be a superhero to
someone else on a normal day?”
I will have pulled up a template of the American
flag without any colors in it. I will ask students
what this is a picture of. I will allow students to
share what they think it is. I will then say,
“Something seems to be missing from this
picture, can anyone guess what that may be?” I
will give students a chance to provide the answer,
which would be “color.” I will explain how many
of us will know what colors are on the flag,
which are red, white, and blue. I will ask student
volunteers to come help me fill in the flag with
the correct colors, using our flag in the classroom
as an example. I will then explain how many of
us look at the flag every day and say the pledge of
allegiance but are not really sure what the
American flag and the colors red, white, and blue
I will start the lesson by pulling
up a picture of some fireworks. I will
tell the students of my fondest
memories of the Fourth of July. I will
tell them about the times my family
along with many other families from
my church would meet up at a local
park that put on this fantastic
firework show with some of the
biggest fireworks I’ve ever seen. I will
describe the barbeques I had and how
I would eat till I could not eat
anymore. I will then ask students if
they have any fun or special memories
I will pull up a picture of a jail
cell and begin the experience
by asking students to join in
imagining the situation I’m
about to describe. I will ask
students to envision
themselves a couple years
older. I will ask them to
imagine what it would feel like
to be in jail as a nine-year-old
for one week. I would
describe it by saying that they
wouldn’t be able to see their
families and that they would
have to eat gross jail food and
wear a uniform. I would then
Independent Practice: “Land of the Free”
Purpose “I am going to read to you the
story Super Manny Stands Up!
by Kelly DiPucchio. I want
you to observe the main
character and see how his
actions affected the other
characters within the story.”
Lesson --I will have students transition to
Presentation the floor rug, so they can all see
the illustrations of the book.
--I will introduce the name of the
story and read aloud the story,
incorporating multiple voices for
different characters and
effectively using facial expressions
and tone to connect the actions
to specific characters.
--I will model appropriate reading
strategies and expression.
-- During whole group
discussion after finishing the
book, I will start by allowing
time for students’ natural
response. Then I will use
targeted questioning to guide
students to the objective of
identifying how the main
character effected the plot and
how that relates to us. I will
ask questions such as:
 “How did you like the
story?”
 “What did you like
about it?”
 “What didn’t you like
about it?”
 “What do you think
the problem in the
story is?”
 “How did the main
character effect the
ending of the story?”
 “What is the one
important thing you
take away from this
story?”
mean.
“Today we are going to learn about the American
flag and what the colors represent. This is
important to know because the American flag is a
symbol of how our country has changed over
time.”
Input Modeling/Modeling Practice
--I will have pictures on a PowerPoint that has
symbols that we see every day (fast food,
shoe/clothes companies, well known brands) and
explain how when we see them, we understand
that the symbol represents something about that
company. The same applies for the different
symbols we have for America.
--I will begin the lesson by pulling up the
YouTube video of the Star-Spangled Banner and
play it for the students.
--I will then go to a picture of Francis Scott Key.
I will tell students how this song was written by a
man who saw his fellow men fighting for their
country against a very powerful army. When he
saw the American flag waving, he wrote this song
to recognize their bravery and strength. Just like
this song represents the courage and strength of
our people when they were fighting for freedom,
that is what the colors of the American flag
represent.
-- I will pull up slides that are red, blue, and
white, each one with the explanation of what
each color means. Each student will be given a
paper with a flag that has no color, and as we go
through each color the students will color in the
flag. This paper will be put in their American
symbol booklet.
--I will ask a student to read it aloud for
everyone. After each student reads a slide, I will
pass out the food items that correlate with the
color of the flag we are going over.
--Students are to color in the part of the flag we
went over, once they have done that, they are
allowed to eat the food item if they wish too. I
will provide baggies for students who do not
want to eat them right away.
Name: Bailey Count
from Fourth of July, or if they have say to the students, on top of
any annual traditions for that day. all of it, you were arrested for
I will transition this story by expressing your opinion,
which you have a right to as a
pointing out that the reason we
citizen of the United States. I
celebrate Fourth of July, and the would then affirm the
reason I have the luxury of enjoying situation by saying, “This
fun moments like this with my family probably seems like a very
are because I have freedom as a frightening situation, and
citizen of the United States, and so makes you angry because you
does everyone else in this classroom. did nothing wrong.”
We only have freedom because a long
time ago, people decided they wanted
the freedom to make their own
decisions. From that point on, people
have fought many years to keep that
freedom and continue to right now,
which is why we have a military and
government.
“Today we are going to continue “I am going to read to you the
learning about American symbols, story The Youngest Marcher by
paying close attention to the key word Cynthia Levinson. I want you
observe the main character
‘freedom.’ This information helps us
and notice how she was
better under why we have the treated because of her actions.
freedoms we do to live as citizens in
our country.”
--I will begin by showing a YouTube --I will have students
video about the Statue of Liberty transition to the floor rug for
which explains in simplistic detail, the read aloud.
where it came from, what it --I will point out to students
represents, and why it is so important to pay specific attention to the
to remember what it represents. main character and the effect
--Once the video has ended, I will ask her actions had on others in
the class to brainstorm with me what the story.
they think the word “freedom” --I will introduce the name of
means. I will create a word web and the story and read aloud the
write student’s ideas as they say them. story, incorporating multiple
--Once I have a significant amount of voices for different characters
answers, I will then give them a and effectively using facial
couple examples of the freedoms that expressions and tone to
we get to enjoy today such as freedom connect the actions to specific
of religion, speech, to have our own characters.
opinions. --I will model appropriate
--I will tell the students that we did reading strategies and
not always have these freedoms, and expression.
that is actually how America first
started was when people were seeking
religious freedom. People that were
once oppressed, fought from the very
bottom, as underdogs, and because of
that, they built a nation that is based
on the ideas of freedom.
--This will be the time to transition to
stations
--“Now we are going to split up into
two groups that I have already picked
out for these activities. One group will
go to this table where you will be
creating your own Lady Liberty torch.
Someone will be sitting at the table
with you that is going to give you step
by step instructions on how to do
this. While you are creating these
torches, I will come around and ask
you some questions about what we
have discussed today regarding
freedom and the symbols we have
learned about. At the other table, you
are going to be watching a video
about the last American symbol we
will be learning about for now which
is the bald eagle. After watching the
video, you are going to fill out your
passports. On the front is the symbol
of the bald eagle which you will now
understand why they chose it. You are
to put your name and number on
your passport as soon as you get it so
that we do not get them mixed up.
Once you are at the table, you will be
given more instructions on what to do
with your passport.”
--At the bald eagle station, myself or
an aide will have students color in the
cover, glue their picture in and fill out
all the applicable parts, and then
answer the provided reflection
questions inside the passport.
--After 10 minutes, both tables will
switch and move on to the next
activity. If students did not finish the
activities, time will be provided later
to work on them.
Independent Practice: “Land of the Free”
Closure or “The main character decided
Conclusion to stand up against a bully for
his classmate. As a result, all
the other classmates saw that
they too could be brave like a
superhero and stand up to
bullies who are being mean. It
is possible to be kind and help
people every day at school. If
all of us were to stand up for
our peers when they were
being bullied about something,
whether that be how they look
or act, we could make school
an even happier and safe place.
What kind of superhero
actions can we do every day
while we are at school or
home?
Formative Checking for Understanding
Assessment Questions. Monitoring during
Independent work.
While everyone is still seated
for whole group discussion,
the students will brainstorm
ways they can be a superhero
at school. These will be written
on a white poster board that
will be put on the wall in the
classroom, and all the students
will sign the bottom as a
pledge to do these things every
day for themselves and their
classmates.
Adaptations Adaptations for Diverse
Students:
During whole group discussion,
discuss personal experiences that
students may have had with
bullying. The actions that the
children will take in the response
time will give opportunity for
every level to engage at their
appropriate developmental level.
Struggling learners will also have
support with the read aloud and
extra time when working
independently to process what
was discussed during whole
group.
“Our country was founded on courage, strength,
and determination. We should be proud of the
fact that our American flag represents great
qualities such as this. Now, when we say the
Pledge of Allegiance every morning, you will
better understand why it is important we do it, to
respect our country and every single person
within it. Later on, we will learn about more of
our American symbols and their meaning and be
able to fill out the rest of your American symbols
booklet. For now, I will gather them to keep
them safe for next time.”
Checking Understanding/Guided
Practice/Independent Practice.
A. Checking Understanding
At the end of the lesson, I will ask
targeted questions that will evaluate
whether or not students
understand which colors are on the
flag, how they came to be, and why
it’s important we know them today
even though our country has
changed over time.
B. Guided Practice
Students will then show they
understand what the flag and its
colors mean by filling out the
American flag page for the symbol
booklet they will complete later on.
A writing prompt will be provided
but students are expected to
complete the sentence with the
knowledge they have gained from
the lesson.
C. Independent Practice
As students are finishing their
guided practice activity, students
will go to a white poster flag placed
in the classroom. They are to dip
their hands in red or white paint
and fill up the American flag and
write their names on their
handprints once the paint has
dried.
 Adaptations to Diverse Students—
During whole group discussion,
students will be able to express personal
interpretation of what the American flag
means and why we use the colors red,
white, and blue. The actions that the
children will take in the activities will
give opportunity for every level to
engage at their appropriate
developmental level. Struggling learners
will also have support by me scaffolding
them into the independent practice
activity and allowing extra time to
process what was discussed during
direct instruction.
 Exceptional Needs—One of my
students is diagnosed with bipolar
disorder, he will be allowed to have his
support stuffed animal with him while
working. Noise blocking headphones
Name: Bailey Count
--For the students who finish early,
myself or a designated teacher aide
will be reading a story relating to the
concept of freedom on the rug. The
story is a collection of quotes and
illustrations relating to the creator’s
interpretation of freedom, the
collection is called, Dreams of Freedom.
“We have now come to a point where
we have learned about some of the
most significant symbols that
represent our nation. I hope that as
you have learned about these symbols,
you have begun to understand that
our country, from the very beginning,
has fought to provide us with the
freedom we enjoy on a daily basis.
Freedom comes at a price and it is
something that requires strength and
courage. We want everyone around us
to have the same freedoms, so we
need to make sure we stick up for the
people who get knocked down or
treated unfairly. Because as an
American citizen, you stand up for
things like equality and freedom. I
would like to gather your passports
now so that I can see all the different
answers you put down. I will return
them to you soon.”
I will gather information of student
comprehension when I am checking
for understanding and asking
questions about freedom and the
importance of having symbols that
represent these qualities. As students
are working within their stations, I
will observe their natural responses
and discussions as well as their
answers to my “checking for
understanding,” questions.
-- Adaptation to Diverse Students—
Students are given the freedom to
share their personal experiences of the
Fourth of July if called upon in the
anticipatory set. I will read a book at
the end of the lesson for students
who have finished early. This book
will a wide variety of diversity within
it and addressing some point of
freedom. Students who are struggling
to keep up by me scaffolding them
into the independent practice
activities at the stations and allowing
extra time to work if they need it
while the others come sit on the rug
for a story.
Exceptional Needs
-- One of my students is diagnosed
with bipolar disorder, he will be
allowed to have his support stuffed
animal with him while working.
Noise blocking headphones will be
—“The main character had to
deal with one of the biggest
issues that America has
struggled with since its very
beginning, injustice. When
deciding to stick up for
equality and freedom, she was
treated poorly because people
felt they were more superior
to her. However, what she did
has impacted many people
since that point. Injustice and
inequality is still something we
are fighting for to this day,
and there are things we can do
about it, just like Audrey.
Something that you know you
have that you can always use
to fight for fairness and
freedom is your voice. No
one can take that away for
you. Audrey was only a little
older than all of you are right
now, that should show you
that you have so much power
to address problems our
world has today.”
--“How did you like the
story?”
--“What specifically did you
like about it?”
--“What parts did you not
like?”
--“What do you think about
Audrey being arrested?”
--“Do you think it was right
or wrong with what happened
to her and the other
marchers?”
--“What do you think the
story is trying to tell us?”
During whole group
discussion, students will be
able to discuss their initial
reactions to the book and the
treatment of Audrey and her
friends and family. The
actions that the children will
take in the response time will
give opportunity for every
level of learner to engage at
their appropriate development
level. Struggling learners will
also have the support with the
read aloud and collaborative
discussion that will happen to
finish the reflection activity.
Independent Practice: “Land of the Free”
Summative Each child will then go to their
Assessment desk and be given an
assessment page where there is
(as needed)
space to draw themselves in
their own superhero outfit that
relates to how Manny did in
Super Manny Stands Up! On the
paper, they will also answer
the essential questions of,
“How did Super Manny effect
the end of the story? And
How are you going to fight
against bullying at school?”
When they are all finished, we
will hang them across the
ceiling on a piece of string.
will be provided for when he is doing
the independent practice. For students
who have trouble concentrating while
working independently, they will be
given offices or folders to put around
their desk when finishing the page in
the flip book.
 I will provide a writing prompt to use
when students begin to fill out the
American symbols flip book.
Students are going to be creating an American
Symbols booklet between the two social studies
lessons. They will be turning this in and it will
allow me to assess whether students are
understanding the significance of the American
symbols and why they exist.
Name: Bailey Count
provided for when he is doing the
independent practice. For students
who have trouble concentrating
while working independently, they
will be given offices or folders to put
around their desk when working on
the crafts of the American symbols.
--Another student in my class has
recently been struggling with hitting
and biting himself when frustrated. As
a means to help him direct those
feelings, I will allow him to use the
plush toy given to him for squeezing
and manipulating.
I have made a modification to my
American Symbols booklet and
created a passport for them to clue
their class picture in and write the
remaining of their responses within it.
They will be turning this in and it will
allow me to assess whether students
are understanding the connection
between the symbols and meaning of
freedom we derive from them.
After the read aloud, and
students have had a chance to
discuss their initial reactions
and opinions on the book, the
class is going to go on a
march around the school. As
we walk around, we are going
to discuss a place where we
can draw a large speech
bubble. Once we have
decided a place, we are going
to decide on a slogan that we
want to put in the bubble that
says something about
everyone being equal, or
something that will encourage
someone to be exactly who
they are and not feel bad
about it. As I write that for
the class, the students will
take chalk and write their own
note in the bubble and write
their name underneath it.
Before they write, I will ask
for their response to be about
why they want freedom and
equality for everyone.