America and Its Citizens - Be GLAD
Project GLAD
Chula Vista Elementary School District
America and Its Citizens
(Level 1)
IDEA PAGES
I. UNIT THEME – Students will explore the rule making process found
within our democracy and understand the symbols and landmarks
associated with our country.
▪ Citizens have rights and individual responsibilities
▪ A Democracy has a rule making process
▪ Citizens identify and know national landmarks, symbols, and traditions of The United States that provide a commonality between citizens
▪ American citizens have varied backgrounds (immigrants)
II. FOCUS /MOTIVATION
▪ Big book
▪ Inquiry Chart
▪ Observation Charts
▪ Picture File Cards
▪ Realia (globe, flag, Uncle Sam Statue)
▪ Patriotic Songs
▪ Reinforcers “Good Citizen” Awards
III. CLOSURE/ASSESSMENT
▪ Whole class review
▪ Assessment of Learning Logs
▪ A team big book
▪ Expository writing piece
▪ Narrative writing piece
▪ Poem – flip chant
▪ Group evaluations
▪ Letter home
IV. CONCEPTS
ELA STANDARDS – Grade 1
Reading:
1. Word Analysis, Fluency, and Systematic Vocabulary Development
1.16 Read aloud with fluency in a manner that sounds like natural speech
1.17 Classify grade appropriate categories of words
2.0 Reading Comprehension
2.2 Respond to who, what, when, where and how questions
2.4 Use context to resolve ambiguities about word and sentence
meanings
2.5 Confirm predictions by identifying key words
2.6 Relate prior knowledge to textual information
2.7 Retell the central ideas of simple expository or narrative passages
3.0 Literary Response and Analysis
3.1 Identify and describe story elements
3.2 understand the roles of authors and illustrators
Writing:
1. Writing Strategies
1. Select a focus when writing
2. Use descriptive words when writing
3. Print legibly and space letters, words, and sentences appropriately
2. Writing Applications (Genres and Their characteristics)
2.2 Write brief expository descriptions of a real object, person, place, or event using sensory details
Written and Oral English Language Conventions:
1. Written and Oral English Language Conventions
Sentence Structure
1. Write and Speak in complete, coherent sentences
Grammar
2. Identify and correctly use possessive pronouns in writing and speaking
Punctuation
1.5 Use a period, exclamation point, or question mark at the end of sentences
1.6 Use knowledge of the basic rules of punctuation and capitalization when writing
Capitalization
1.7 Capitalize the first word of a sentence, names of people, and the pronoun I
Spelling
1.8 Spell three- and four- letter short vowel words and grade-level-appropriate sight words correctly
Listening and Speaking:
1. Listening and Speaking Strategies
Comprehension
1.1 Listen attentively
1.2 Ask questions for clarification and understanding
3. Give, restate, and follow simple two-step directions
Organization and Delivery of Oral Communication
4. Stay on topic when speaking
HISTORY/SOCIAL SCIENCE – STANDARDS – GRADE 1
1.1 Students describe the rights and responsibilities of citizenship
1.1.1 Understand the rule making process in a direct democracy and a representative democracy
1.3 Students know and understand the symbols and icons of the United States and people associated with them
1.3.1 Recite the Pledge of Allegiance and sing songs that express American ideals
1.3.3 Identify American symbols , landmarks, and essential documents
1.5 Describe the human characteristics of familiar places and the varied background of American citizens
1.5.1 Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions, despite their varied ancestry
1.5.2 Understand ways in which immigrants have helped define Californian and American culture
Listening and Speaking (Grades K-2 ELD Standards)
Beginning:
Comprehension
- Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms
- Answer simple questions with one or two–word responses
- Respond to simple directions and questions using physical actions and other means of non-verbal communication
Comprehension, Organization & Delivery of Oral Communication
- Independently use common social greetings and simple repetitive phrases
Early Intermediate:
Comprehension
-Begin to be understood when speaking, but may have some
inconsistent use of standard English grammatical forms and sounds
- Ask or answer questions using phrases or simple sentences
Comprehension, Organization & Delivery of Oral Communication
-Recite familiar rhymes, songs, and simple stories
- Orally communicate basic needs
- Retell familiar stories and short conversations by using appropriate gestures, expressions, and illustrative objects
Intermediate:
Comprehension
- Listen attentively to stories / information and identify key details and concepts using both verbal and nonverbal responses
- Ask and answer questions using simple sentences.
Comprehension, Organization & Delivery of Oral Communication
- Be understood when speaking, using consistent Standard English grammatical forms and sounds, however, some rules may not be in evidence
- Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information
- Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing
Early Advanced:
Comprehension
- Listen attentively to stories / information and orally identify key details and concepts
Comprehension, Organization & Delivery of Oral Communication
-Retell stories in greater details, including character, setting, and plot
- Be understood when speaking, using consistent Standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors
- Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information
- Ask and answer instructional questions with more extensive supporting elements
Advanced:
Comprehension
- Listen attentively to stories / information on new topics and identify orally and in writing key details and concepts
- Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately
Comprehension, Organization & Delivery of Oral Communication
- Narrate and paraphrase events in greater detail, using expanded vocabulary
- Consistently use appropriate ways of speaking and writing that vary based purpose, audience, and subject matter
- Speak clearly and comprehensibly using Standard English grammatical forms, sounds, intonation, pitch and modulation
- Negotiate and initiate social conversations by questioning, restating, soliciting information and paraphrasing
Reading – Word Analysis (Grades K-2 ELD Standards)
Beginning Level:
Concepts about Print, Phonemic Awareness, Decoding & Word Recognition
- Recognize English phonemes that correspond to phonemes students already hear and produce
Early Intermediate Level:
Concepts about Print, Phonemic Awareness, Decoding & Word Recognition
- Produce English phonemes that correspond to phonemes students already hear and produce, including long and short vowels and initial and final consonants
- Recognize English phonemes that do not correspond to sounds students hear and produce
Intermediate Level:
Concepts about Print, Phonemic Awareness, Decoding & Word Recognition
- Pronounce most English phonemes correctly while reading aloud
- Recognize sounds/symbol relationship and basic word formation rules in phrases, simple sentences, or simple text
- Recognize and name all upper and lower case letters of the alphabet
Early Advanced Level:
Concepts about Print, Phonemic Awareness, Decoding & Word Recognition
- Use common English morphemes to derive meaning in oral and silent reading
Advanced Level:
Concepts about Print, Phonemic Awareness, Decoding & Word Recognition
- Apply knowledge of common morphemes to derive meaning in oral and silent reading
Reading – Fluency & Systematic Vocabulary Development (Grades K-2 ELD Standards)
Beginning Level:
Vocabulary & Concept Development
- Demonstrate comprehension of simple vocabulary with appropriate action
- Retell simple stories using drawing, words, or phrases
Early Intermediate Level:
Vocabulary & Concept Development
- Produce vocabulary, phrases, and simple sentences
- Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud
- Read simple vocabulary, phrases, and sentences independently
Intermediate Level:
Vocabulary & Concept Development
- Use more complex vocabulary and sentences
- Apply knowledge of content related vocabulary to discussions and reading
- Demonstrate internalization of English grammar usage and word choice be recognizing and correcting errors when speaking or reading aloud
Early Advanced Level:
Vocabulary & Concept Development
- Use decoding skills and knowledge of academic and social vocabulary to begin independent reading
- Ask and answer instructional questions with more extensive supporting elements
Advanced Level:
Vocabulary & Concept Development
- Apply knowledge of academic and social vocabulary to achieve independent reading
Reading Comprehension (Grades K-2 ELD Standards)
Beginning Level:
Comprehension
- Draw pictures from students’ own experiences related to a story or topic
Early Intermediate Level:
Comprehension
- Draw and label pictures related to a story or topic or own experience
- Respond orally to simple stories read to them by answering factual questions using phrases or simple sentences
Intermediate Level:
Comprehension
- Write captions of words or phrases for drawings related to story
- Read and use simple sentences to orally respond to stories by answering factual questions
Early Advanced Level:
Comprehension
- Read and orally respond to stories and texts from content areas by restating facts and details to clarify ideas
Advanced Level:
Comprehension
- Prepare an oral or written summary and other information
Writing Strategies and Application (Grades K-2 ELD Standards)
Beginning:
Penmanship, Organization & Focus
- Copy words posted and commonly used in the classroom
Organization & Focus
- Write a few words or phrases about an event or character from a story read by the teacher
- Write a phrase or simple sentence about an experience generated from a group story
Early Intermediate:
Organization & Focus
- Write simple sentences about events or characters from familiar stories read by the teacher
- Write simple sentences using key words posted and commonly used in the classroom
Intermediate:
Organization & Focus
- Write short narrative stories that include the elements of setting and character
- Produce independent writing that is understood when read, but may include inconsistent use of standard grammatical forms
- Following a model, use the writing process to independently write short paragraphs of at least three lines
- Write simple sentences appropriate for language arts and other content areas
Early Advanced:
Organization & Focus
- Write short narratives that include elements of setting, character, and events
- Use the writing process to write short paragraphs that maintain a consistent focus
- Produce independent writing using consistent standard grammatical forms, but some rules may not be evident
Advanced:
Organization & Focus
- Write short narratives that include examples of writing appropriate for language arts and other content areas
-Write short narratives that describe setting, character, objects, and events
- Produce independent writing using correct grammatical features
- Use the writing process to write clear and coherent sentences and paragraphs that maintain a consistent focus
Writing Conventions (Grades K-2 ELD Standards)
Beginning Level:
- Write a phrase or simple sentence about an experience generated from group story
Early Intermediate Level:
- Write simple sentences using key words or phrases posted in the classroom
- Edit writing for basic conventions and make some corrections
Intermediate Level:
- Write captions of words or phrases for drawings related to a story
- Write simple sentences appropriate for language arts and other content areas
- Following a model, use the writing process to independently write short paragraphs of at least three lines
- Produce independent writing that is understood when read
Early Advanced Level:
- Use complex vocabulary and sentences appropriate for language arts and other content areas
- Use the writing process to write short paragraphs that maintain a consistent focus
- Edit writing for some conventions
Advanced Level:
- Write short narratives that include examples of writing appropriate for language arts and other content areas
- Use the writing process to write clear and coherent sentences that maintain a consistent focus
- Produce writing that demonstrates a command of the English language
- Use correct parts of speech, including correct subject/verb agreement
Reading Literary Response and Analysis (Grades K-2 ELD Standards)
Beginning Level:
Narrative Analysis of Grade-Level Appropriate Text
- Listen to a story and respond orally by answering factual comprehension questions using one- or two-word responses
- Draw pictures related to a work of literature identifying seting and character
Early Intermediate Level:
Narrative Analysis of Grade-Level Appropriate Text
- Orally respond to stories by answering factual comprehension questions, using simple sentences
- Recite simple poems
- Orally identify setting and characters using simple sentences and vocabulary
Intermediate Level:
Narrative Analysis of Grade-Level Appropriate Text
- Use expanded vocabulary and descriptive words for oral and written responses to simple text
-Read simple poetry and respond to factual comprehension questions using simple sentences
Early Advanced Level:
Narrative Analysis of Grade-Level Appropriate Text
- Read orally and identify literary elements of plot, setting, and characters
- Read and identify beginning, middle, and end of a story
Advanced Level:
Narrative Analysis of Grade-Level Appropriate Text
- Read and respond both orally and in writing to a variety of children’s literature
VOCABULARY
citizenship democracy patriotism
respect responsibility liberty
equality lawyer president
torch crown rays
tablet freedom friendship
landmark symbol surveyor
sea whiskers stove-pipe hat
America government ship
immigrant green chain
VII. RESOURCES AND MATERIALS – Teacher
▪ The Liberty Bell, Gail Sakurai
▪ I Know A Place – Houghton Mifflin, 1997
▪ My Country – Teacher Created Material
▪ Fact Cards – Grolier Inc.
-Statue of Liberty, 3.6
- Abraham Lincoln, 7.1
- The Constitution, 12.8
RESOURCES AND MATERIALS – Fiction
▪ When Jessie Came Across the Sea, Amy Hest
▪ I Am America, Charles R. Smith, Jr.
▪ Arthur Meets the President, Marc Brown
▪ Here’s to You, America, Charles M. Schulz
▪ The Morning Chair, Barbara M. Joosse
▪ Across America, I Love You, Christine Loomis
▪ Dreaming of America; An Ellis Island Story, Eve Bunting
▪ Duck For President, Doreen Cronin
▪ Liberty’s Journey, Kelly DiPucchio
RESOURCES AND MATERIALS – Non-fiction
▪ Mr. Lincoln’s Whiskers,
▪ The Flag We Love, Pam Munoz Ryan
▪ We the People, The Premable to the United States Constitution, Illustrated by David Catrow
▪ Encyclopeida of the United States, Judy Bock and Rachel Kranz
▪ A Picture Book of Abraham Lincoln, David A. Adler
▪ The Liberty Bell, Llyod G. Douglas
▪ The Statue of Liberty, Llyod G. Douglas
▪ The Statue of Liberty, Lucille Recht Penner
▪ America Votes, How Our President is Elected, Linda Granfield
▪ So You Want to Be President?, Judith St. George
▪ The Pledge of Allegiance, Scholastic, Inc.
▪ Besty Ross, Alexandra Wallner
▪ F Is For Flag, Wendy Cheyette Lewison
▪ America; A Patriotic Primer, Lynne Cheney
▪ Abe Lincoln’s Hat, Martha Brenner
▪ Red, White, and Blue; The Story of the American Flag, John Herman
▪ Oh say Can You See? America’s Symbols, Landmarks, and Inspiring Words, Sheila Keenan
▪ I Peldge Allegiance, Bill Martin, Jr. and Michael Sampson
RESOURCES AND MATERIALS – Poetry
▪ America the Beautiful, Wendell Minor
▪ America the Beautiful, Scholastic, Inc.
▪ This Land Is Your Land, Woody Guthrie
PEOPLE/COMMUNITY
▪ Fieldtrip…Olympic Training Center, Chula Vista
▪ City Government visitor
TECHNOLOGY
Video-School House Rock
Kid-Pix Software
Project GLAD
Chula Vista Elementary School District
America and Its Citizens
(Level 1)
UNIT PLANNING PAGES
FOCUS/MOTIVATION
▪ Big Books, America and Its Citizens, The United States of America
▪ Inquiry Chart
▪ Observation Charts – Now and Long Ago
▪ Picture File Cards
▪ Realia (globe, flag, Uncle Sam Statue, White House Statue)
▪ Good Citizen Awards (reinforcers)
▪ Patriotic Songs
▪ Cognitive Content Dictionary with Signal Word
▪ Personal interaction
INPUT
World Map
▪ Narrative-A Picture Book of George Washington
▪ 10/2 Lectures
▪ Pictorial-Statue of Liberty
▪ Read Aloud
GUIDED ORAL PRACTICE
T-Chart with team points (Respect)
▪ Farmer-in-the-Dell (SPC) “Citizens”
▪ Poems/Chants
- I’m An American and I’m Here to Say …
- Yes Ma’am (Is this the _____)
- Honest Abe
- I Know An Important Country
- A-M-E-R-I-C-A
▪ Expert Groups – American symbols / landmarks
▪ Process Grid
▪ 10/2 lectures
▪ Personal Interaction
▪ Exploration Reports
UNIT PLANNING PAGES
READING/WRITING
a. TOTAL CLASS
▪ Expository Group Frame - revising and editing
▪ Farmer-in-the-Dell (SPC)
▪ Narrative – Story Map
▪ Poetry Frame
▪ Graphic Organizer – Story Map
▪ DRTA – The Morning Chair
▪ Listen and Sketch – America the Beautiful
▪ Ear-to-ear reading – Poetry Packet
b. FLEXIBLE GROUP
▪ Team Tasks
- World Map
- Democracy Strip Book
- Process Grid
- Expository Paragraph
- Mind Map – “America”
- Picture Dictionary
- Farmer-in-the-Dell (SPC)
- Story Map – Picture Book of George Washington
- Flip Chants
▪ ELD Review
▪ Flexible Group Reading – leveled books
▪ Labeling of Charts
▪ Expert Groups
▪ Listening Center
c. INDIVIDUAL
▪ Learning Logs
▪ Interactive Journals
▪ All team tasks taken to individual tasks
▪ Picture Dictionary
▪ Home – School Connections
d. READING / WRITING WORKSHOP
▪ Mini-Lesson
▪ Write
▪ Conference
▪ Author’s Chair
UNIT PLANNING PAGES
V. EXTENDED ACTIVITIES
Voting for president
▪ Directed Drawing-Bald Eagle
▪ Statue of Liberty Crowns
▪ Class Constitution
▪ Class Big Book
▪ Computer Activities
▪ 3-Corner Hats
▪ Lincoln Stove Pipe Hats
VI. CLOSURE / EVALUATION / ASSESSMENT
▪ Portfolio Assessment: Teacher and Self-Assessment
▪ Assessment of skills in Group Frames and Learning Logs
▪ Teacher made quizzes/tests
▪ Assessment of Expository Writing
▪ Assessment of Narrative Writing
▪ Assessment of Poem
Project GLAD
Chula Vista Elementary School District
Michelle McLaughlin & Raimee Durfee
Sample Daily Lesson Plans
America and Its Citizens (Level 1)
Day 1
Focus/Motivation
Cognitive Content Dictionary-citizenship
➢ Read big book America and Its Citizens
➢ Inquiry chart-What do we know about America and Its Citizens? What do we want to know? How can we find out?
➢ Reinforcers…”Good Citizen Awards”-standards for behavior
➢ Observation Charts
Input
➢ World map…focus on location of USA
o 10/2-continents, oceans, USA and neighboring countries
➢ Narrative-A Picture Book of George Washington
Guided Oral Practice
“The Pledge of Allegiance”
➢ “I’m an American”
➢ T-Graph-(Teamwork)-team points
➢ Exploration Report-keyword-America
Reading/Writing
➢ Writer’s Workshop…mini lesson-Types of writing
➢ Interactive journals: Teacher models
Closure/Evaluation
➢ Review inquiry charts, poetry and world map
Home-School Connection…practice the “Pledge of Allegiance” with your family-sketch and write what it means to you.
Day 2
Focus/Motivation
Cognitive Content Dictionary-liberty
➢ Reinforcers…”Good Citizen Awards”
Guided Oral Practice
➢ Process Home-School Connection
Review world map with word cards
➢ Narrative-A Picture Book of George Washington-process with word cards and conversation bubbles
Input
Pictorial-Statue of Liberty 10/2 with primary language support
Guided Oral Practice
Chant-“Symbols Everywhere”
➢ Chant-“I Know an Important Country”
Reading/Writing
➢ Expert Groups- (Liberty Bell, American Flag, White House, Bald Eagle)
o share picture file cards and read information/sketch to remember
➢ Team Tasks
➢ Writer’s Workshop…mini lesson-sketching as a prewrite
➢ Interactive journals
Closure/Evaluation
➢ Review charts
➢ Home-School Connection-The Statue of Liberty welcomes immigrants. Talk with your family. Sketch and write where your family came from.
Day 3
Focus/Motivation
Cognitive Content Dictionary
➢ Reinforcers…”Good Citizen Awards”
➢ Process Home-School Connection
➢ Read Aloud Mr. Lincoln’s Whiskers
➢ Review and highlight vocabulary on poetry
Review pictorial-Statue of Liberty with word cards
Input
Story map-review narrative
Guided Oral Practice
Chant- “Yes Ma’am”
Reading/Writing
➢ Sentence Patterning Chart
o Read, trading game, flipchant
➢ Expert Groups
➢ Team Tasks
➢ Process Grid
➢ Cooperative Strip Paragraph (read, revise, edit)
➢ Writer’s Workshop…mini lesson-Editing checklist
o Author’s Chair
➢ Interactive journals
➢ Listen and Sketch- America the Beautiful
Closure/Evaluation
➢ Review and Add to Inquiry Chart
➢ Review Charts
➢ Home-School Connection-Tell your family about Abraham Lincoln and why he is important. Sketch to remember.
Day 4
Focus/Motivation
Cognitive Content Dictionary with signal word
➢ Reinforcers…”Good Citizen Awards”
➢ Process Home-School Connection
➢ Read Aloud When Jessie Came Across the Sea
➢ Highlight poetry
Reading/Writing
➢ DRTA- The Morning Chair
➢ Graphic Organizer-Democracy is/is not-strip book
➢ Team Tasks-add team evaluation
➢ Flexible Group Reading-
o Reading Game with Here, There Chant (Emergent readers)
o Cooperative Strip Paragraph (at or above grade level readers)
o ELD Story Retell
➢ Writer’s Workshop…mini lesson-beginning, middle and end
o Author’s Chair
➢ Interactive Journals
Closure/Evaluation
Home-School Connection-Why is freedom important to your family? Sketch to remember.
Day 5
Focus/Motivation
Cognitive Content Dictionary-students choose word
➢ Reinforcers…”Good Citizen Awards”
Process Home-School Connection
Highlight poetry
➢ Read Aloud…I Am America
➢ Process Inquiry Chart
Reading/Writing
➢ Ear-to-Ear Reading with Poetry Booklet
➢ Writer’s Workshop…mini lesson-publishing
o Author’s Chair
Team Tasks
➢ Big Book tasks
o Model-total class
o In teams, write, respond, edit, illustrate
➢ Share team tasks and team evaluation
Closure/Evaluation
➢ Read the Walls with Personal Cognitive Content Dictionary
➢ Letter Home
➢ Review
➢ Evaluate Week
[pic]
America and Its Citizens
Written by Raimee Durfee and Michelle McLaughlin
In America you can see, symbols and landmarks important to you and me! (REPEATATIVE FRAME)
In America you can see, symbols and landmarks important to you and me!
The Bald Eagle reminds citizens of our nation’s strength and bravery.
The White House reminds citizens that we live in a democracy where people have the right to vote.
The Constitution reminds citizens that we have certain freedom, such as the freedom of speech and the freedom of religion.
The Statue of Liberty reminds citizens that many people came to this land looking for freedom.
The America flag reminds citizens of our patriotism and love for our country.
[pic]
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Symbols Everywhere!
By Raimee Durfee and Michelle McLaughlin
Symbols here, symbols there.
Symbols, symbols everywhere!
Important symbols standing,
Patriotic symbols flying,
Famous symbols welcoming,
And strong symbols living.
Symbols here, symbols there,
Symbols, symbols everywhere!
Symbols on the flagpole,
Symbols in Washington D.C.,
Symbols in New York Harbor,
And symbols around the United States.
Symbols here, symbols there,
Symbols, symbols everywhere!
Symbols, symbols, symbols!
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Honest Abe
Written by Raimee Durfee
I know a famous American,
A very famous American,
An extremely famous American,
Who helped to free the slaves.
Honest to his fellow men,
Elected as 16th president,
Signed the Emancipation Proclamation,
And assassinated in a theater.
I know a famous American,
A very famous American,
An extremely famous American,
Who helped to free the slaves.
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A M E R I C A
America is a country where I lay.
I am a citizen. I am free!
The United States is my place to be.
A M E R I C A
This is where I want to stay.
Chinese, Japanese, Africans too!
Many cultures here like me and you.
A M E R I C A
You can also call it U.S.A.
I am happy, I am proud!
I can shout my country out loud!
America
By Kim Jones
I’m An American
By Raimee Durfee and Michelle McLaughlin
I’m an American and I’m here to say
I’m a good citizen everyday!
The constitution gives me laws and rules
I follow them at home, work and school.
We can make choices in our democracy
I respect you and you respect me.
A democracy gives me my right to vote
But it’s still up to me and that’s no joke!
I’m and American and I’m here to say
I’m a good citizen everyday!
Democracy! Democracy! Democracy!
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Yes Ma’am!
By Raimee Durfee
Is this the American Flag? Yes, Ma’am!
Is this the American Flag? Yes Ma’am!
How do you know? It has 13 stripes.
How do you know? It has 50 stars.
Is this the Statue of Liberty? Yes, Ma’am!
Is this the Statue of Liberty? Yes, Ma’am!
How do you know? She stands in New York Harbor.
How do you know? Her torch welcomes immigrants.
Is this the White House? Yes, Ma’am!
Is this the White House? Yes, Ma’am!
How do you know? It’s the home of the president.
How do you know? It’s where laws are carried out.
Is this the Bald Eagle? Yes, Ma’am!
Is this the Bald Eagle? Yes, Ma’am!
How do you know? It’s a symbol of strength.
How do you know? It’s only in North America.
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I Know An Important Country
Written by Raimee Durfee
I know and important country,
An extremely important country,
An extremely important country,
Known as the United States of America.
Where the Statue of Liberty stands for freedom.
Where the bald eagle stands for our strengths.
And where our flag always flies proudly.
I know and important country,
An extremely important country,
An extremely important country,
Known as the United States of America.
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DATE: ______________________
AMERICA AND ITS CITIZENS
HOME/SCHOOL CONNECTION
Ask your parents or adults in your home what they know about the Statue of Liberty. Tell them what you know about the Statue of Liberty.
Parent/Sibling/Caregiver ________________________ Student _________________
DATE: ______________________
AMERICA AND ITS CITIZENS
HOME/SCHOOL CONNECTION
Ask your parents or adults in your home what they think about being a citizen. Tell them what you have learned about citizenship.
Parent/Sibling/Caregiver ________________________ Student _________________
DATE: ______________________
AMERICA AND ITS CITIZENS
HOME/SCHOOL CONNECTION
Tell your parents or adults in your home about the life of George Washington. What was their favorite part of the story?
Parent/Sibling/Caregiver ________________________ Student _________________
DATE: ______________________
AMERICA AND ITS CITIZENS
HOME/SCHOOL CONNECTION
Share the poetry booklet with your parents or adults in your home. Which one is your favorite poem?
Parent/Sibling/Caregiver ________________________ Student _________________
American Flag Expert Group
The American flag has lots if nicknames – like Old Glory, The Red, White, and Blue, and Stars and Stripes. But no matter what it is called, it stands for our country.
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We see our flag in many places. It lets people know that we are proud to live in America. It shows our patriotism and loyalty.
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The first flag was made when America became a country. The first flag looked different than it does today. When we first became a country we only had 13 states, so there were 13 stars on the flag. Now we have 50 states so we have 50 stars. We still have 13 stripes, one for each of the original states.
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Liberty Bell Expert Group
The Liberty Bell is an American symbol. It stands for freedom. The Liberty Bell hangs in Independence Hall in the state of Pennsylvania and is over 200 years old.
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The bell has been used throughout history to bring people together. The bell was rung to celebrate the Declaration of Independence in 1776. The United States of America was now a new country. The last time it was rung was to celebrate George Washington’s birthday. It is not rung anymore because it has a big crack in it.
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White House Expert Group
The White House was America’s first public building. George Washington, our 1st president helped design the White House, but he never lived there. The White House was built and the city was named after George Washington. The White House is located in Washington D.C.
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The White House is where the president lives and works. All the presidents except George Washington have called lived in the White House.
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It is often referred to as America’s House and American citizens and visitors are welcome to visit the White House. The White House is a symbol of our democracy.
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Bald Eagle Expert Group
The Bald Eagle is our national bird. It is an American symbol that stands for strength and power. The Bald Eagle is one of the largest birds. It’s body can be 3 feet long! The Bald Eagle is a living symbol.
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The Bald Eagle can only be found in North America. When our country began there were many of these birds living here. Now, the Bald Eagles are endangered and there are not very many left in the wild. We must do what we can to protect them.
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The Liberty Bell reminds citizens that the Declaration of Independence was signed and a new country began.
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Process Grid
|United States of America | | | | |
|(USA) |Symbolizes |Location |Description |Interesting Facts |
|Symbol | | | | |
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|Statue of Liberty | | | | |
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| | | | | |
|American Flag | | | | |
| | | | | |
| | | | | |
|Liberty Bell | | | | |
| | | | | |
| | | | | |
|White House | | | | |
| | | | | |
| | | | | |
|Bald Eagle | | | | |
| | | | | |
(categories by J. Beig based upon expert group text, 3/23/06)
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