4.Five+Day+Unit+Plan

media type="custom" key="11494874"

Teacher(s) Name: __Haley Peeples__ __,__ __ Amanda Kolacia, Carolina Ocampo, Barbara Ungarten __ Thematic Unit Theme/Title/Grade Level: __Holidays/Independence Day/1st Grade__ Wiki space address: __http://ucf1holidaysf11t.wikispaces.com/__ = Daily Lesson Plan Day/Title: __What is Independence Day?/Monday__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * The student will identify the symbols and traditions associated with Independence Day. 3-2-1 worksheet. SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage. SS.1.A.2.4 Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. SS.1.C.3.2 Recognize symbols and individuals that represent American constitutional democracy. SS.1.A.2.1 Understand history tells the story of people and events of other times and places. MU.1.H.2.1 Identify and perform folk music used to remember and honor America and its cultural heritage. LA.1.6.2.1 The student will formulate questions and gather information using simple reference materials (e.g., nonfiction books, picture dictionaries, software); || ==== Unit Post-Assessment: Students will be assessed based on their completion of their Independence Day book/portfolio, which will include all of their work from the entire week. Students will also take the same IWB flipchart test used for the pre-assessment, at the end of the unit. ==== ==== //On-going// Assessment: Progress monitoring students while in centers to ensure they are working collaboratively and cooperatively. Students will also be assessed by the completion of their 3-2-1 worksheets. ==== || Student Activities & Procedures
 * = Learning Objectives =
 * The student will use a voki about George Washington to complete a
 * The students will understand that we celebrate Independence Day due to the actions taken by George Washington (as well as others) many years ago.
 * The student will understand George Washington’s role in history, in regards to Independence Day with the use of IWB technology (Voki).
 * The student will identify and perform a musical piece (Happy Birthday America song). ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards**List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || **NCSS Themes: Time, Continuity, and Change; Individuals, Groups, and Institutions; Power, Authority, and Governance**
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || ==== Unit Pre-Assessment: Students will watch an IWB presentation/flipchart and at the beginning they will answer six questions pertaining to Independence Day. ====
 * //Design for Instruction//
 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Anticipatory Set: ** - 3-2-1 Worksheet (located on wiki) -//4th of July Mice// by: Bethany Roberts -Happy Birthday America Song (One for each student, found in flipchart) -George Washington Voki ([] ) - // The Flag We Love // by: Pam Ryan -//The Flag We Love// on audio tape/cd -Head Phones for listening center -Fireworks supplies (mason jar, water, 1 tablespoon of vegetable oil, red, blue and yellow food coloring) || Discussion Notes: Before the unit begins, a newsletter will be sent home to parents discussing all of the big events in the up-coming weeks. Parents will be informed and encouraged to come into the classroom any day to join the fun, especially on the last day of our unit when we have an Independence Day parade around the school. The children will be parading around playing their personally hand-made drums, and signing the Happy Birthday America song. Parents will also be given a list of all reading material as well as internet sources that may be helpful in continuing the learning process at home.
 * 1) Begin by asking students what they do on the 4th of July, along with what/why they think they are celebrating.
 * 2) After having a short //discussion of prior knowledge//, gather students on the floor and present the 4th of July Mice by Bethany Roberts to do a //picture walk//. (ESOL;ESE)
 * 3) While reading the story the teacher will stop to make references/connections to how the mice celebrate and how the students celebrate the holiday.
 * 4) After reading the teacher will explain to the students that on the 4th of July we are celebrating America’s Birthday, which is called Independence Day.
 * 5) Now the teacher will pass out the Happy Birthday America song to each student (to be placed in their books/portfolios later) to follow along as the teacher reads it aloud before having students sing it chorally.
 * Step-by-Step Instruction: **
 * 1) The teacher will now have students return to their seats as they sing the Happy Birthday America song one more time (//Repetition//-ESOL;ESE)
 * 2) After all students have returned to their seats, the teacher will write the vocabulary words on the board. Independence Day, the Declaration of Independence, the Revolutionary War and George Washington. The teacher will then write each definition next to the //vocabulary words//, while discussing them with the students. The teacher will repeat to the students that Independence Day is America’s Birthday, also known as the Fourth of July. For the purpose of this lesson the teacher will just briefly discuss that George Washington played a huge role as a general in the Revolutionary War and helped to write the Declaration of Independence (ESOL; ESE).
 * 3) Now the teacher will //display a large picture of the Declaration of Independence// in the front of the classroom. The teacher will then discuss with the students how many great men, including George Washington (whom the students will meet today), came together to write a piece declaring their independence/freedom from Great Britain. The teacher will explain to the students that the people were sick and tired of how the British were treating them and they had to do something about it, so they wrote a letter to the king of Britain explaining exactly why the people wanted to be free and completely separate from Britain. George Washington and the other men who helped to write and sign the declaration were successful, years later they won the Revolutionary War and this is exactly why we celebrate our Independence Day/the 4th of July (ESOL; ESE).
 * 4) After discussing the vocabulary words and why we celebrate Independence Day the teacher will then explain to the students that they will be rotating through four different centers throughout the week.
 * 5) Now the teacher will //model// how each student should move from one center to the other (and in which order). While at each center, the teacher will discuss what is expected from the students as well as what the appropriate behavior should be while at each center and while transitioning (ESOL; ESE)
 * 6) The students will now be //broken up into groups// for centers where they will spend 15-20 minutes in each (ESOL; ESE).
 * 7) __//Center 1//__ will be the arts and crafts center, where students will make an Independence Day book cover that will house their song as well as other materials done throughout the week. Here students will be using their art supplies to decorate a picture of the American flag that will be used as the cover of their portfolio/book.
 * 8) __//Center 2//__ will incorporate the IWB technology, where students will see a Voki of George Washington. They will hear about his part in helping the colonies gain their independence along with how he was a general in the Revolutionary War. After watching, students will complete a //3-2-1 worksheet// that will be placed in the Independence Day books (ESOL; ESE)
 * 9) __//Center 3//__ will be a listening center where students will hear the story // The Flag We Love // by: Pam Ryan//.// The students will then do a **think, pair, share** in this center discussing the symbolism behind our flag and the ideals it represents (ESOL; ESE).
 * 10) __//Center 4//__ will incorporate science with a “Fireworks in a Jar” experiment. Before starting the teacher/aid will explain to students what will be needed for this experiment and what will done with each material. Then the students will be asked what they think will happen when the oil mixed with food coloring is poured into the jar filled with water. After have a brief discussion of what students hypothesis’ are the teacher/aid will perform the experiment by mixing together 1 tablespoon of oil with a few drops of red, blue, and yellow food coloring in a cup before pouring it into the mason jar filled with water. As the students watch the exploding bursts of color ruining down the sides of the jar the teacher/aid will briefly explain that the food coloring is water soluble, which means it cannot dissolve in oil, but it can dissolve in water. When mixing the oil and food coloring, the colors become trapped in the oil and as it sinks in the jar it is also sinking through the oil and once it makes its way to the water it eventually dissolves. After the experiment the students will discuss their personal experiences with fireworks on the 4th of July/Independence Day as well as what the fireworks symbolize. After 2-3 minutes the teacher/aid will explain to the students that people have been celebrating Independence Day with fireworks since 1777 after the Declaration of Independence. ||
 * == Resources/Materials == || -Art supplies for portfolios/books (construction paper, markers, crayons, computer paper, coloring sheet/book cover referenced from: [] )

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Teacher(s) Name: Amanda Kolacia, Carolina Ocampo, Haley Peeples, Barbara Ungarten Thematic Unit Theme/Title/Grade Level: Independence Day/ 1st Grade Wiki space address: http://ucf1holidaysf11t.wikispaces.com/ = Daily Lesson Plan Day/Title: "No More Kings" Tuesday = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * The students will be able to identify key reasons why the United States wanted independence from Britain. SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage. SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. SS.1.C.3.2: Recognize symbols and individuals that represent American constitutional democracy. SS.1.E.1.1: Recognize that money is a method of exchanging goods and services. MA.1.A.1.1: Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and missing addend." || Unit Pre-Assessment: The students will watch an IWB presentation and at the end they will answer questions pertaining to Independence Day.  Unit Post-Assessment:  Students will be assessed based on their completion of their Independence Day book, which will include all of their work from the entire week. Students will also take the same IWB test used for the pre-assessment at the end of the unit. // On-going // Assessment:  Students will be assessed by the completion of their assignments in their centers. This will include the 3-2-1 worksheet they will complete during their Voki center. || Student Activities & Procedures
 * = Learning Objectives =
 * The students will understand the importance of Thomas Jefferson to the foundation of the United States by using IWB technology.
 * The students will understand the differences between the taxation on the American colonists as opposed to the British colonists.
 * The students will use //Imogene’s Last Stand// and relate it to the feelings of the American colonists during the time of the American Revolution. ||
 * ** NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine State Standards ** List each standard. Cutting and pasting from the website is allowed. // These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || ** NCSS Themes: Time, Continuity, and Change, Power, Authority, and Governance **
 * ** Assessment **
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || // Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //
 * //Design for Instruction//
 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Review: ** // In your lesson be sure to label (ESOL; ESE) appropriate activities and modifications made for ESOL and ESE students. // || // Imogene’s Last Stand by Candace Fleming // // Art supplies to create patriotic drums // // Math worksheet // // 3-2-1 worksheet // // School House Rock: “No More Kings Video.” // || Discussion Notes: //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.//
 * 1) Students will take part in a class discussion going over what we learned yesterday. This will include a short review of how the centers will work. Students will then talk to an elbow partner about one thing they thought was the most interesting from Monday. **(ESOL/ESE)**
 * Anticipatory Set: **
 * 1) Ask students if they know why we celebrate Independence Day.
 * 2) Students will listen to School House Rock “No More Kings.” **(ESOL/ESE)**
 * 3) Students will then **think** about the video, **pair** with an elbow partner, and **share** their thoughts. **(ESOL/ESE)**
 * Step by Step Instructions **
 * 1) As a class we will go over the video “No More Kings” and talk about what taxes are.
 * 2) Was it fair that the American’s were taxed more than the British?
 * 3) How would you feel if you had to pay more for the same item than somebody else?
 * 4) Would this make you angry enough to want to be your own country?
 * 5) Taxes Simulation (ESOL/ESE): The students will count off and be either a 1 or a 2, the 1’s will be American colonists and the 2’s will be British. The students will be given money and will have to try and buy items from the class store. The students will see that if a pencil is one dollar and tax is 1 dollar for the British, the pencil should be $2.00. However, the American colonists will have to pay a lot more for this pencil. Their tax will be three dollars so their 1 dollar pencil will be $4.00.
 * 6) Students will discuss their feelings about this activity and understand the feelings of the American colonists and their desire for independence.
 * 7) The students will now be broken up into centers where they will spend 15-20 minutes (ESOL/ESE)
 * 8) Center 1 will be the arts and crafts center- Students will make a patriotic drum that will be uses for an activity on Friday
 * 9) Center 2 will incorporate the IWB where students will see a Crazy Talk with Thomas Jefferson. They will hear about his part in helping the colonies gain their independence. They students will also complete a 3-2-1 worksheet that will be placed in the Independence Day books.
 * 10) Center 3 will be a listening center where students will hear the story //Imogene’s Last Stand.// The students will **think, pair, share** in this center discussing how Imogene stood up for what she thought was right just like the American colonists did.
 * 11) Center 4 will incorporate math where students will work on math problems using the taxes on American colonists and the British.
 * ==Resources/Materials== || ** [] **


 * [[file:3-2-1 Unit Plan.doc]] ||

media type="custom" key="11473322" width="120" height="120" Teacher(s) Name: Amanda Kolacia, Carolina Ocampo, Haley Peeples, Barbara Ungarten Thematic Unit Theme/Title/Grade Level: Independence Day/ 1st Grade Wiki space address: http://ucf1holidaysf11t.wikispaces.com/ = Daily Lesson Plan Day/Title: Wednesday/ What the American Flag Stands For = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * The students will be able to identify key reasons why the United States wanted independence from Britain. SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage. SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. SS.1.C.3.2: Recognize symbols and individuals that represent American constitutional democracy. SS.1.G.1.3: Construct a basic map using key elements including cardinal directions and map symbols SS.1.E.1.1: Recognize that money is a method of exchanging goods and services. MA.1.A.1.1: Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and missing addend." || Unit Pre-Assessment: The students will watch an IWB presentation and at the end they will answer questions pertaining to Independence Day.  Unit Post-Assessment:  Students will be assessed based on their completion of their Independence Day book, which will include all of their work from the entire week. Students will also take the same IWB test used for the pre-assessment at the end of the unit. // On-going // Assessment:  Students will be assessed by the completion of their assignments in their centers. This will include the 3-2-1 worksheet they will complete during their Voki center. || Student Activities & Procedures
 * = Learning Objectives =
 * The students will understand the importance of Benjamin Franklin to the foundation of the United States by using IWB technology.
 * The students will understand the differences between the taxation on the American colonists as opposed to the British colonists.
 * Students will be able to construct and compare a map of the thirteen original colonies in relation to a present day map of the United States.
 * The students will use //Beat the Drum Independence Day has come// and relate it to the feelings of the American colonists during the time of the American Revolution. ||
 * ** NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine State Standards ** List each standard. Cutting and pasting from the website is allowed. // These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || ** NCSS Themes: Time, Continuity, and Change, Power, Authority, and Governance **
 * ** Assessment **
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || // Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //
 * //Design for Instruction//
 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Review: ** // In your lesson be sure to label (ESOL; ESE) appropriate activities and modifications made for ESOL and ESE students. // || // Beat the Drum Independence Day has come By: Lee Bennett Hopkins // // Art supplies to create colonial hats // // Math worksheet // // Play money // // 3-2-1 worksheet // // School House Rock: “Fireworks.” // || media type="custom" key="11494298" Teacher(s) Name: __Amanda Kolacia, Carolina Ocampo, Haley Peeples, Barbara Ungarten__
 * 1) Students will take part in a class discussion going over what we learned yesterday. This will include a short review of how the centers will work. Students will then talk to an elbow partner about one thing they thought was the most interesting from Tuesday. **(ESOL/ESE)**
 * Anticipatory Set: **
 * 1) Ask students if they know what our flag stands for.
 * 2) Students will watch School House Rock “Fireworks.” **(ESOL/ESE)**
 * 3) Students will then **think** about the video, **pair** with an elbow partner, and **share** their thoughts. **(ESOL/ESE)**
 * Step by Step Instructions **
 * 1) As a class we will go over the video “Fireworks” and talk about why they wrote the Declaration of Independence.
 * 2) When was the Declaration of Independence Signed?
 * 3) Review from what they learned yesterday what basic rights were we not given that made us separate and want freedom from England.
 * 4) What do you think the founding fathers meant by that we have the right to Life, Liberty, and the Pursuit of Happiness?
 * 5) Students will discuss how the colonies look in comparison to the states that we know today and what other states do the colonies cover other than their original state with a partner.
 * 6) Thirteen Colonies Map (ESOL/ESE): The students will get a map of the United States as it is today and then they will get a map of the thirteen original colonies. As a class we will discuss the differences that they see in the sizes of the colonies versus their current state counter part. The students will then color in the thirteen original colonies on the current map of the United States. After they were done with that each student will get a clear bag and they will trace the thirteen original colonies on the bag. Once the students do this they will staple the bag onto the current United States map.
 * 7) After the students have completed their map of the thirteen original colonies I would show the students the flag that we have today and the original Betsy Ross flag. The students would then think, pair, and share some comparisons and differences in the two flags. Once the brief discussion was over I would point out to the students that the stripes stood for the thirteen colonies and each star stood for the states if they had not come to that conclusion already.
 * 8) The students will now be broken up into centers where they will spend 15-20 minutes (ESOL/ESE)
 * 9) Center 1 will be the arts and crafts center- Students will make a colonial hat that will be using for an activity on Friday
 * 10) Center 2 will incorporate the IWB where students will see a Voki with Benjamin Franklin. They will hear about his part in helping the colonies gain their independence. They students will also complete a 3-2-1 worksheet that will be placed in the Independence Day books.
 * 11) Center 3 will be a listening center where students will hear the poetry book //Beat the Drum Independence Day has come.// The students will **think, pair, share** in this center discussing which poem was their favorite poem and why with their center partner.
 * 12) Center 4 will incorporate math where students will work on math problems using the taxes on American colonists and the British by going to a colonial store and buying things as if they were an American colonists or from England.
 * ==Resources/Materials== || ** [] **

Thematic Unit Theme/Title/Grade Level: __Independence Day/First Grade__

Wiki space address: __http://ucf1holidaysf11t.wikispaces.com/__

= Daily Lesson Plan Day/Title: __Thursday- How We Celebrate Independence Day Today__ =

What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * The student will be able to identify at least five symbols and traditions associated with Independence Day and how they relate to the celebration of the holiday. //SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage.// //SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.// //SS.1.C.3.2: Recognize symbols and individuals that represent American constitutional democracy.// //SS.1.E.1.1: Recognize that money is a method of exchanging goods and services.// //SS.1.G.1.4: Identify a variety of physical features using a map and globe.// //MU.1.H.2.1 Identify and perform folk music used to remember and honor America and its cultural heritage.// //VA.1.H.3.1: Identify connections between visual art and other content areas.// //VA.1.S.3.1: Practice skills and techniques to create with two- and/or three-dimensional media.// //LA.1.2.2.3: The student will organize information found in nonfiction text through charting, listing, mapping, or summarizing.// //LA.1.6.2.1: The student will formulate questions and gather information using simple// // reference materials (e.g., nonfiction books, picture dictionaries, software) // // MA.1.A.6.1: Use mathematical reasoning and beginning understanding of tens and ones, including the use of invented strategies, to solve two-digit addition and subtraction problems //. || Unit Post-Assessment: Students will take the same IWB test used for the pre-assessment at the end of the unit. Students will also be assessed based on their completion of their Independence Day unit book/portfolio, which will include all of their work from the entire week. //On-going// Assessment: Progress monitoring students while in centers to ensure they are working collaboratively and cooperatively. Students will also be assessed by the completion of their 3-2-1 worksheets, their write-pair-share responses, and the progress of their crafts and unit books. || Student Activities & Procedures
 * =Learning Objectives=
 * The student will identify and perform a musical piece (Happy Birthday America song).
 * The student will be able to state three facts about John Hancock and his role in the foundation of the United States.
 * The student will be able to summarize the main ideas of a nonfiction text.
 * The student will be able to subtract and add one- and two-digit numbers.
 * The student will be able to create three-dimensional art in the form of a hat and drum.
 * The student will understand the differences between the taxation of goods imposed on the American colonists as opposed to the British citizens. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards**List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// [|//http://flstandards.org//]//.// || **//NCSS Themes: Time, Continuity, and Change//**
 * //Power, Authority, and Governance//**
 * //Production, Distribution, and Consumption//**
 * //Science, Technology, and Society//**
 * //Civic Ideals and Practices//**
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment: Using an interactive white board (IWB) flipchart and clickers, students will send in their responses to seven questions pertaining to Independence Day.
 * //Design for Instruction//
 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Anticipatory Set: **
 * 1) The teacher will have several items //on display// on a table at the front of the classroom for the students to //look at and interact with//. They will include a spatula, a picnic basket, a plastic toy burger and hot dog, an American flag, and articles of clothing in red, white and blue. On the IWB, the teacher will have the website [] on display, which allows students to touch the board to make a firework shoot up. (ESOL;ESE)
 * 2) Ask the students to gather on the floor in front of the items. Ask one student to choose an item, hold it up for the class, and explain how it relates to/is used on Independence Day. Once they are finished they may go to the interactive white board and make one firework shoot up.
 * 3) Continue until each object has been presented.
 * 4) Ask students what they do on the 4th of July. Ask them if they participate in any special activities with their friends and families such as picnics, cookouts, parades, and watching fireworks.
 * Step-by-Step Instruction: **
 * 1) Review the previous day’s lesson by showing the classroom flag and asking students why it has thirteen stripes. Once they have answered, use the large map to review the location of the thirteen colonies. Then ask the students why the flag has fifty stars. Once they have answered, use the large map to review the location of the fifty states. Have a few students volunteer to share what they learned in their centers about Benjamin Franklin and shopping as an American versus shopping like as a British citizen.
 * 2) After having the short presentation and discussion //to activate prior knowledge//, present the book //Celebrate Independence Day// By: Deborah Heiligman to do a //picture walk//. (ESOL;ESE)
 * 3) While reading excerpts from the book, stop to make references/connections to how the people in the book celebrate and how the students celebrate the holiday (text-to-self connections). Also ask the students if they see similarities between the activities in the book and the ones performed by the mice in Monday’s book, //Fourth of July Mice// By: Bethany Roberts (text-to-text connections).
 * 4) Display the “Happy Birthday America” song on the IWB and have the students sing it to rehearse for the parade tomorrow.
 * 5) Explain and model the new center activities: 3-2-1 on John Hancock (Voki) and the new listening center book, //Fireworks, Picnics, and Flags: The Story of the Fourth of July Symbols// By: James Cross Giblin. Also remind the students that they must finish their patriotic hats and drums, as well as their shopping activity by today. (ESOL; ESE)
 * 6) The students will then //break up into their groups// for centers and sing the Happy Birthday America song one more time as they walk to their centers. They will spend 15-20 minutes in each center. (//Repetition//-ESOL;ESE)
 * 7) Center 1 will be the arts and crafts center, where students will finish creating the patriotic hats and drums that they began on Tuesday and Wednesday. If necessary, students can also use this time to finish adding items to their Independence Day unit book, and finish decorating its cover. (ESOL; ESE)
 * 8) Center 2 will incorporate the IWB technology, where students will see a Voki of John Hancock. They will hear about **__his part in helping the colonies gain their independence__**. After watching, students will complete a //3-2-1 worksheet// that will be placed in the Independence Day unit book (ESOL; ESE)
 * 9) Center 3 will be a listening center where students will use a CD player and headphones to listen to a narrator read the book // Fireworks, Picnics, and Flags: The Story of the Fourth of July Symbols // By: James Cross Giblin. The students will then do a //write, pair, share// in this center discussing two or more of the symbols presented in the book and why it is important. The written sheet will be placed in the Independence Day unit book (ESOL; ESE).
 * 10) Center 4 will be a math center where students will finish working on math problems using the taxes on American colonists and the British. The students will have twenty dollars and a list of items to buy. First they will purchase the items as British citizens, with a low tax of 1 dollar per item. On their paper, they will show the price of the item, add the tax, and write the total. They will then subtract this total from the amount of money they have. Students will then become American citizens and have another twenty dollars to spend, but this time the tax will be 3 dollars per item. The students will not have enough money to buy everything on their list. They will then do a //write, pair, share// to discuss the difference between shopping as an American and as a British citizen. The written sheet will be placed in the Independence Day unit book (ESOL; ESE). ||
 * ==Resources/Materials== || **// Books: //**// Celebrate Independence Day // By: Deborah Heiligman and //Fireworks, Picnics, and Flags: The Story of the Fourth of July Symbols// By: James Cross Giblin.
 * Websites: ** []
 * Other//:// ** A spatula, a picnic basket, a plastic toy burger and hot dog, an American flag, articles of clothing in red, white and blue, Interactive White Board, John Hancock Voki, Art supplies for portfolios/books (construction paper, markers, crayons, computer paper, American flag coloring sheet for cover), 3-2-1 Worksheet, Map of colonies and the United States, CD Player and headphones, //Fireworks, Picnics, and Flags: The Story of the Fourth of July Symbols// By: James Cross Giblin on audio CD. ||

Discussion Notes: //Tell students to remind their parents about the invitation sent out last week, inviting them to come in tomorrow during our social studies block to see what we have been working on, parade around the school with us, and enjoy a patriotic snack. Also remind students to wear red, white, and blue tomorrow.//

Teacher(s) Name: __Amanda Kolacia, Carolina Ocampo, Haley Peeples, Barbara Ungarten__

Thematic Unit Theme/Title/Grade Level: __Independence Day/First Grade__

Wiki space address: __http://ucf1holidaysf11t.wikispaces.com/__

= Daily Lesson Plan Day/Title: __Friday- Happy Birthday, America!__ =

What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * The student will be able to identify at least five symbols and traditions associated with Independence Day and how they relate to the celebration of the holiday. //SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage.// //SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.// //SS.1.C.3.2: Recognize symbols and individuals that represent American constitutional democracy.// //SS.1.G.1.4: Identify a variety of physical features using a map and globe.// //SS.1.E.1.1: Recognize that money is a method of exchanging goods and services.// //VA.1.H.3.1: Identify connections between visual art and other content areas.// //MU.1.H.2.1 Identify and perform folk music used to remember and honor America and its cultural heritage.// || Unit Post-Assessment: Students will take the same IWB test used for the pre-assessment at the end of the unit. Students will also be assessed based on their completion of their Independence Day unit book/portfolio, which will include all of their work from the entire week. //On-going// Assessment: Students will also be assessed by the completion of their hats, drums, and Independence Day unit books, as well as their short presentation on interesting one thing they learned or did this week related to the unit. || Student Activities & Procedures
 * =Learning Objectives=
 * The student will identify and perform a musical piece using drums (Happy Birthday America song).
 * The student will be able to identify two of the reasons why Americans declared their independence from Britain.
 * The student will be able to explain the roles that George Washington, Benjamin Franklin, Thomas Jefferson, and John Hancock played in America’s independence.
 * The student will be able to locate Iraq on a map or globe.
 * The student will be able to identify the similarity between the colonists who fought for Americans’ freedom in the Revolutionary War and those currently fighting in Iraq. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards**List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || **//NCSS Themes: Time, Continuity, and Change//**
 * //Power, Authority, and Governance//**
 * //People, Places and Environments//**
 * //Science, Technology, and Society//**
 * //Global Connections//**
 * //Civic Ideals and Practices//**
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment: Using an interactive white board (IWB) flipchart and clickers, students will send in their responses to seven questions pertaining to Independence Day.
 * //Design for Instruction//
 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Anticipatory Set: **
 * 1) On the IWB there will be a picture on display of some men and women in uniform who are currently serving our country in Iraq. (ESOL;ESE)
 * 2) Explain to the students that today, they will have the opportunity to speak to these people. Explain that they are in Iraq, fighting in the war. Ask students if they know someone who has served/is serving in Iraq right now. Use a globe and a large map to show where Iraq is and highlight its distance from America.
 * Step-by-Step Instruction: **
 * 1) Display the “Happy Birthday America” song on the IWB and have the students sing it to rehearse for the parade later today. (ESOL;ESE)
 * 2) Review the previous day’s lesson by having a few students name a symbol or tradition on Independence day and why that symbol/tradition is important.
 * 3) Give the Post-Assessment: Give each student a clicker and have them turn it on. Be sure each student’s has the clicker assigned to their class number. Display the flipchart on the IWB. Each question and its answers are on separate pages of the flipchart. Read the questions and answers out loud and wait until every student has responded to move on to the next question.
 * 4) Once the assessment is finished, parents will begin to arrive for the celebration.
 * 5) Ask the students why the Americans wanted their independence from Britain. Once they have answered, explain that after declaring their independence, Britain did not want to give it to the Americans, so they had to fight in a war. Explain that the Americans fought for their freedom to be their own country.
 * 6) Ask students if they know someone who has served/is serving in the military right now (and not just in Iraq). Explain that they have also/ are also fighting for our freedom. Explain that just like George Washington, Thomas Jefferson, Benjamin Franklin, these people are heroes too, and are fighting to keep the same rights that we had wanted when we declared our independence from Britain.
 * 7) Ask the students if they would like to sign the Declaration of Independence. One at a time, have the students go up to the large copy of the Declaration of Independence on the IWB and sign their names.
 * 8) Ask students to go around the room and share one interesting thing they learned or did this week related to Independence Day.
 * 9) Tell the students that you will now use Skype to do a short (15 min) live video chat with the men and women they saw in the picture earlier. As a class, come up with three questions they would like to ask them, and write them on the board. (ESOL;ESE)
 * 10) Begin the video chat by saying hello and thanking the men and women for their time. Have the students thank them for fighting for our freedom. Ask the students to come up in groups and speak into the microphone as they ask their questions. Allow for any parents to participate in the chat if they would like to.
 * 11) After the video chat, ask students what they learned and what they enjoyed about the experience. Repeat their answers and write them on the board beneath the questions. (ESOL;ESE)
 * 12) Have students put on their hats and take out their drums, and get in line to parade around the school singing “Happy Birthday, America!” while playing their drums.
 * 13) Come back to the classroom and enjoy a small snack of red, white, and blue cookies and refreshments. ||
 * ==Resources/Materials== || Interactive White Board, world map, globe, computer with Skype, webcam, microphone, markers for white board, cookies, and drinks. ||

Discussion Notes: //Students will take home their Independence Unit books to share with their families at home. Parents will need to write one fact they learned or one activity they enjoyed from the book, and write it in the student’s planner to be checked on Monday.//