Name: Amy Cull
Content: Social Studies
Level: Grade 1
Daily Lesson Plan
1A. Sunshine State Standards:
 RI.1.1. Ask and answer questions about
key details in a text.
 RI.1.2. Identify the main topic and retell
key details of a text.
2. Objectives
Students will:
Date: 10/9-10/10
1B. Goal 3 Standards
 Responsible Workers
 Creative and Critical
Thinkers
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Identify symbols and pictures that represent American constitutional democracy.
Categorize the symbols with the correct words from a word bank given to them
when completing the “My Book on American Symbols” activity.
3. Assessment & Evaluation
Formative:
 I will walk around the room to help the students complete their books on symbols.
I will monitor the students to make sure they are all filling in the blanks before
they color. I will work with students’ individually and help them to answer each
question. I will reteach them each symbol if they had difficultly the first time. The
students will each complete the book and I will walk around to make sure all the
students are completing the book correctly and answer any questions that students
may have.
Summative:
 I will collect their books and check to make sure all the blanks for the symbols are
filled in correctly. The journals will be collected too so I can see if they answered
the question to the writing prompt and explained why they chose their symbol.
4. Introduction to Lesson:
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I will introduce the students to the
vocabulary and then read the book, I Read
Symbols, to get them engaged in symbols
and see which ones they know and don’t
know.
5. Materials
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Smart Board Document
“My Book of American
Symbols” worksheets
I Read Symbols book
Pencils/Crayons
Doc Cam
6. Technology Integration
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I will use the smart board to show the students the symbols and the doc cam to
show the students’ examples of their books when they are complete.
7. Teacher Presentation or Facilitation: (includes reviews and practice)
Show evidence of Differentiated Instruction by highlighting or using bold type.
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I will go over the Civics Content Vocabulary where I introduce the word and definition
and give them an example and non-example of the word. For instance, I will tell the
students, “The word constitutional means that you follow the laws of the nation. If you
are wearing your helmet when riding a bike, are you following the law? (Students answer
‘yes’). Good Job! Now what if you aren’t wearing your helmet, are you following the
law? (students answer ‘no’) So constitutional means that you need to follow the law and
wear your helmet.” I will go over the other words in the same manner (democracy,
individual, and symbol)
I will read the students the book, I Read Symbols by Tana Hoban, I will tell the students,
“Symbols are everywhere, and children don’t need to read or to speak a word of the
English language to understand this universal language. How many of these twenty-seven
wordless signs can you read?” I will show the students each page and see if they can
visually name the symbol. I will remind the students that I only call and listen to answers
that have a quiet hand in the air. We won’t spend too long on each page so the students
have time to complete the other activity.
Using the Smart Board, I will draw symbols (with the activity labeled symbols) so the
students have to tell me the meaning of the symbol. I will give them symbols like +
(addition), = (equal to), and the recycling symbol. Then I will ask the students, “Can you
think of any other symbols that you can remember or you have seen before?”
Then, we will do the Guided Practice Resources slide where I will show the students the
symbol and explain what the symbol means. For example, for the American Flag, I will
ask the students, “Who can tell me what this is a picture of? (Hopefully someone says
American Flag), Good! Now the United States flag has 13 stripes. Seven stripes are red
and 6 are ____ (white). The stripes represent the 13 original colonies. The 50 stars
represent the 50 states in the U.S.” Using this method helps to engage the students and
make them pay attention to the lesson. I will use a fill in the blank method for each
symbol so they can all be involved and participate. The other symbols in the activity are
the Bald Eagle, Statue of Liberty, George Washington, Abraham Lincoln, Barack Obama,
Pledge of Allegiance, and the National Anthem.
The students will each get to make their own “My Book of American Symbols”. I will
tell the students, “You will make your own book of American Symbols. For each page,
you will use a word from the Word Bank to complete the sentences. When you are all
done filling in all the blanks, you can color your symbols book. At the end, some students
will come up and show their example of the doc cam so your friends can see it.” I will
have the books stapled together so the students don’t lose their pages around the room
and I will have the word bank showing on the Smart Board so the students just have to
look up to see the word and how to spell it correctly. Hopefully by telling the students
that they will share their books, it will make them work harder to make their books look
nice and presentable. I will give the students time to work on their books and help
students that look like they are having trouble remembering which word goes to which
symbol. I will monitor the students and help anyone one-on-one. I will, also, go around
the room to check the student’s answers and see that they are filling them in.
After the majority of the students are done, I will collect the books and tell them to take
out their journals. I will give them a writing prompt for the individual activity. I will tell
them, “Think about the American Symbols we learned. Choose one and write to explain
why it is your favorite symbol or picture” (we can even just do this activity during the
Daily 5). I will collect their journals afterward to see if they did the prompt correctly.
Specific accommodations, interventions, notes, etc…
 Be sure that Olivia understands the directions and I will work with her to
complete the book during the individual time.
 Make sure Alan is filling in the blanks before he colors since he absolutely loves
to color, I may have to work with him too on filling in the blanks depending on
how he can manage it on his own before I go to his desk.
Follow-up Reflection (completed after the lesson has been taught)
Regarding Classroom Management:
Students: Based upon the
Describe the strengths and weaknesses you
formative/summative assessments,
noticed during this lesson.
describe the student learning that took
place.