Unit Plan Outline: Flags

Grade level: 1st - 2nd (Approximate)

Time Frame: 2-3 weeks

1. Language Arts
Word Web: America
Chart paper word wall/brainstorming: Flag
Story: Red, White, and Blue in Reading Street basal reader
Unit test
Vocabulary words from story: flag, stripes, stars, America, freedom,
nicknames, birthday
Oral Presentation of Flags

2. Math
Counting to 50
Patterns (6,5,6,5 for lines of stars on flag)

3. Social Studies
What is a globe?
Where are we on the globe?
Finding USA on map of world
Finding New York on map of USA
Finding Clinton County on map of New York
Sequencing World - Country - State - County
What is a flag?
Who uses flags?
Flags from around the world

4. Health/Science
Cooking: Creating the American Flag
Making whipped cream
Fine motor: cutting grapes for flag

5. Art
Drawing a flag on a piece of paper: Representing self or school
Painting over paper flag onto fabric

6. Computer/Library
Google Earth
Introduction to Google Earth
Zooming in from space to current location
Identifying world
Identifying country
Identifying state

7. Related Activities
Music: Star Spangled Banner
 Unit Plan Reflection

1. Unit Topic/Theme: What is the topic or theme of this unit, and why was this unit
chosen?
The topic of this unit is Flags. It was chosen mostly for convenience, as the next
story in the basal reader was Red, White, and Blue, which is a story about the American
flag. I chose to do an entire unit on this topic because I saw a great potential to strongly
incorporate Social Studies and Art into the flag theme. I felt it would be a fun experience
for the students, with a challenge for me to teach something very new.

2. Essential Question: What is the essential question that this unit addresses?
What is a flag?
Who uses flags, and what do they mean?

3. Content: In what ways would this unit benefit the students in regards to content?
The students pledge allegiance to the flag every morning, but have little idea what it
is or what it means. This will shed some light on that. I think it's important for the
students to have a concept of where they are in the world, as well, so this unit will seek to
introduce that concept. Finally, students will be able to express themselves by creating a
flag that represents them or the school, and then present it to the class.

4. Objectives: What will the students know, understand, or be able to do at the end
of the unit?
The students will know what a flag is and what it is used for. They will be able to
identify the components of the American flag, and describe what each part means. The
students will also be able to sequence World, Country, State, and County in order of size,
and locate the USA, New York, and their approximate location within New York when
presented with the appropriate maps.

5. Assessment: What forms of assessment will provide evidence of student learning

from this unit?
The unit test following the Red, White, and Blue story will assess the students'
knowledge of the American flag and its history. Sequencing strips and map outlines will
assess the students' ability to pinpoint their location in the world. They will demonstrate
understanding of the concept of a flag through an oral presentation of their flags.
 Reading: World -> Country -> State -> County
NYS English Language Arts Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for information and understanding.
Performance Indicators
- Listen attentively and recognize when it is appropriate for them to speak
NYS English Language Arts Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts (...). As speakers and writers, students
will use oral and written language that follows the accepted conventions of the English language for self-expression
and artistic creation.
Performance Indicators
-Observe the conventions of grammar and usage, spelling, and punctuation
-Read aloud accurately and fluently, using phonics and context cues to determine pronunciation and
meaning
Standard 3:   GeographyStudents will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live—local, national, and global—including the distribution of
people, places, and environments over the Earth’s surface.Performance Indicators - Draw maps and diagrams that
serve as representations of places, physical features, and objects - Locate places within the local community,
State, and nation; locate the Earth's continents in relation to each other and to principal parallels and meridians.
(Adapted from National Geography Standards, 1994) - Gather and organize geographic information from a variety of
sources and display in a number of ways

Teaching Time: 45 Minutes

Target Group: 8 students ranging in ages from 6 - 10, at approximately 1st grade
reading/writing level.

Instructional Objectives:
Students will find the United States on a line map of the world, and color it in with 100%
accuracy.
Students will find New York on a line map of the US and color it in with 100% accuracy.
Students will find Clinton County on a map of NY and color it in with 100% accuracy.
Students will choose and write at least one word each related to "United State of
America."
Students will put strips of paper with World, Country, State, and County in order from
greatest to smallest with 75% accuracy.

Materials Needed
Map/Worksheet of World
Map/Worksheet of US
Map/Worksheet of NY
Word web overhead/worksheet
Printouts of world flags
Sequencing strips
Anticipatory Set
Put up numerous flags from countries around the world. Ask the students what they are,
and have one of them locate the one they are most familiar with. Discuss what a flag is,
what it means, and who has flags. Ask, "Where are we in the world?" Bring the students
to sit down around the circle.

Guided Practice
1. Hold up a globe of the world, and ask the students to explain what it is. Add
information when needed, making sure they understand it is a model of Earth.
2. Ask one student to point to where he or she thinks we are located in the world.
3. Pass it from student to student, asking them to point each time.
4. Show the students on the globe where NY is, and approximately where they are
located.
5. Bring out a flat map of the world. Discuss the differences between a map and a
globe; when you would use a map, a globe, etc.
6. Ask the students to point on the map where the United States is.
7. Show them where the US is, and then outline it. Tell them that this is the United
States, and it is located in North America, and show them the continent. Make
sure to outline the shape of the US with your finger. Explain that the world is
divided up into countries.
8. Bring out a map of the US. Explain that the United States is divided into states. Ask
students to guess where New York is.
9. Show them where New York is, and outline the state.
10. Bring out a map of NY, and ask them to guess where Plattsburgh is.
11. Show them where Plattsburgh is, and outline Clinton County. Explain that each
state is separated into counties. Within each county are towns or cities.

Independent Practice
1. Pass out slips of paper with World, Country/United States, State/New York, and
County/Clinton.
2. Ask the students to lay the papers on the ground in order from biggest to smallest,
with the biggest one on top and the smallest one on the bottom.
3. Read the words and show the students the slips so they know which is which.
4. Tell the students to give you a thumbs up when they think they have it.
5. Go over it together, having the students rearrange or correct as needed.
6. Have the students go back to their seats, and pass out the World outline worksheet.
Pass out colored pencils as well. Draw the shape of the US, NY, and Clinton
County on the board.
7. Tell the students to find the United States on the world map and color it in. When
they are finished coloring it in, they should give you a thumbs up.
8. When a student finishes coloring the US, give them a US map and tell them to find
and color NYS. Repeat for the NYS map.

Guided Practice
1. Once everyone has finished the maps, collect them and put a word web overhead on
the board. Pass out a word web worksheet to each student.
2. Write U.S.A. in the middle, and ask if anyone knows what it stands for. Briefly
discuss abbreviations if necessary.
3. Ask students to each give you a word that goes with USA, and write it on the
overhead.
4. Students should copy onto their sheets.
5. Add Flag at the end if no one else has.
6. Collect the worksheets once everyone has finished.

Closure
Ask students what the globe was a map of.
Ask students what the next smallest thing they found was.
Ask students what the USA is separated into.
Ask students what county they are in in NYS.
Call on students and ask each one for one word from the web.

Evaluation
Check the maps to make sure the correct locations are colored in.
Check the worksheets for spelling errors.
Do a visual check to see who did and did not correctly sequence the cards.

Instructional Modifications
Depending on time, students can put an X on the locations on the worksheets.
The word web can be pushed to the next day if there is not enough time.
 Reading: Flag Vocabulary and Story Predictions
NYS English Language Arts Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for information and understanding.
Performance Indicators
- Listen attentively and recognize when it is appropriate for them to speak
NYS English Language Arts Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts (...). As speakers and writers, students
will use oral and written language that follows the accepted conventions of the English language for self-expression
and artistic creation.
Performance Indicators
-Observe the conventions of grammar and usage, spelling, and punctuation
-Read aloud accurately and fluently, using phonics and context cues to determine pronunciation and
meaning

Teaching Time: 45 Minutes

Target Group: 8 students ranging in ages from 6 - 10, at approximately 1st grade
reading/writing level.

Instructional Objectives:
Students will write at least one word related to "Flag" with 90% accuracy.
Students will match vocabulary words to their definitions on a worksheet with 70%
accuracy.
Students will verbalize their predictions on a story by looking at the pictures.
Verbalizations will be 100% related to the story, and verbal grammar and pronunciation
will be 90% accurate.

Materials Needed
Flag chart paper
Markers
Worksheets
Words and definitions
Basal Reader

Anticipatory Set
If the word web was not completed from the prior day, begin with that. Then move on to
the chart.
Tape a large piece of chart paper on the board, and ask what it is. Put the word "Flag" at
the top of the paper, and ask students to come up with words to write down. Students
should each write at least one word. After that, the words may be written by a teacher.
Bring the students over to the rug, and lay out the vocabulary words. Explain that these
words have something to do with Flags or the United States.

Guided Practice
1. Ask the students if they think they know any of the words. Have a student you call on
choose one of the words and define it in their own words.
2. Discuss with the class whether or not they agree it is correct.
3. Give that student the definition written on the index card, and ask him or her to read it
out loud. Place the index card under the word.
4. Repeat until the students are no longer familiar with the remaining words.
5. Separate out the remaining, undefined words, and choose one. Read the word, and
then choose two of the remaining definitions and read them out loud. Ask
students to think about which one might be the definition.
6. Ask students to raise their hands if they think it's the first definition, and read it. Then,
the 2nd definition, and read it. Call on one student from each side to defend why
they think it's the correct definition.
7. Tell them the correct definition, and elaborate if necessary. Place the definition
beneath the word.
8. Repeat with the remaining words until they are all defined.
9. Review the words by calling on each student to define one of the words in his or her
own words.
10. Take out the basal reader, and open it to the first page. Ask the students to predict
what the story is about.
11. Go through the pages, having students make predictions about what happens. Ask
questions about the pictures to spark discussion.

Independent Practice
1. Have the students return to their seats.
2. Pass out a worksheet to each student.
3. Do the first problem on the overhead, and tell the students to complete the rest.
4. Help as needed.

Closure
When there is a few minutes left, ask for words to be added to the chart paper. Write
them as the students say them.
Collect the worksheets.

Evaluation
Check the worksheets.

Instructional Modifications
Depending on time, students can write on the paper more or less.
 Reading: Red, White, and Blue
NYS English Language Arts Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for information and understanding.
Performance Indicators
- Listen attentively and recognize when it is appropriate for them to speak
NYS English Language Arts Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts (...). As speakers and writers, students
will use oral and written language that follows the accepted conventions of the English language for self-expression
and artistic creation.
Performance Indicators
-Observe the conventions of grammar and usage, spelling, and punctuation
-Read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning

Teaching Time: 45 Minutes

Target Group: 8 students ranging in ages from 6 - 10, at approximately 1st grade reading/writing level.

Instructional Objectives:
Students will answer comprehension questions based on a story with 60% accuracy.

Materials Needed
Red White and Blue basal
Student Books
Audio CD

Anticipatory Set
Tape the chart paper on the board. Ask for students to add words, and review the words
that are already up there.
Refresh their memories about the predictions they made about the story, and go through
the vocabulary words quickly.

Guided Practice
1. Listen to the story on CD as the students follow along.
2. Stop periodically to ask comprehension question, specifically focusing on the ones that
will be on the unit test.
3. Continue through the whole story.
4. Each student should answer at least one comprehension question.
5. Focus on fact and opinion at least twice, and more if there's time.

Closure
Flip through the book, and review what happened. Continue asking questions,
specifically ones from the test, until the time is up.

Evaluation
Unit Test tomorrow

Instructional Modifications
-