Kindergarten “American Symbols” Unit
Common Core Standards / Learning Targets:
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
We can explain that a key detail is an important part of a story. (Knowledge)
We can ask and answer questions about a story (who, what, etc.). (Performance)
We can ask and answer questions before, during, and after listening to a story. (Performance)
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
We can explain what an author/illustrator does. (Reasoning)
W.K.7 Participate in shared research and writing projects (e.g. explore a number of books by a favorite author and express opinions about them.) Benchmark: Introduce as whole group writing activity.
We can tell what research is. (Reasoning)
We can research a topic with others. (Performance)
We can work with others to write about a research topic. (Performance)
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are writing about and state an opinion or preference of a book.
We can identify the name of a book. (Knowledge)
We can tell how we feel about a book. (Reasoning)
We can use drawings/words to share our opinions about a book. (Product)
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
f. Produce and expand complete sentences in shared language activities.
We can share ideas and respond to questions using sentences. (Performance)
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
We can write the letter or letters for consonant or vowel sounds. (Performance)
We can spell words by matching sounds to letters. (Performance)
L.K.6 Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.
We can discover new words and phrases through reading, listening, and conversation. (Performance)
We can use our new words and phrases when speaking and writing. (Performance)
RF.K.1 Demonstrate understanding of the organization and basic features of print.
We can hold a book correctly. (Knowledge)
We can recognize that books are read from left to right or top to bottom. (Knowledge)
We can turn pages in a book from front to back. (Performance)
We can recognize that words are created by putting letters together in a specific order. (Knowledge)
We can recognize that words are separated by spaces before and after them. (Reasoning)
We can recognize the difference between upper- and lowercase letters. (Reasoning)
We can name all upper-and lowercase letters in the alphabet. (Performance)
RF.K.2 Demonstrate understanding of spoken words, syllables and sounds.
b. Count, pronounce, blend, and segment syllables in spoken words
We can recognize a syllable has one vowel sound. (Knowledge)
We can break words into syllables by clapping, snapping, or counting. (Performance)
We can say each syllable sound in a word. (Performance)
RF.K.2 Demonstrate understanding of spoken words, syllables and sounds.
c. Blend and segment onsets and rimes of single-syllable spoken words.
We can blend syllables to say a complete word. (Performance)
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
We can say the most common sound for each consonant. (Performance)
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
We can identify the five major vowels. (Knowledge)
We can say the long and short sound for each vowel. (Performance)
We can recognize the common spellings of long and short vowel sounds. (Knowledge)
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
We can identify the letter sound that is different in words with similar spellings. (Performance)
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something was understood.
We can identify key information presented in different formats. (Performance)
We can ask/answer questions about information presented in multiple ways. (Performance)
We can ask questions if we do not understand something. (Performance)
Essential /Higher Order Thinking Questions:
What is America?
What does America mean to you?
What is freedom?
How does freedom affect your life?
Would our lives be different if we lost our freedom? If so how?
What is a constitution?
What would happen if we took all rules away?
Why are the symbols important?
What do they mean to a kindergartener?
How have men like Dr. King, Washington, and Lincoln affected us as Americans?
What can you do to support those fighting for our freedom?
Essential/Critical Vocabulary (The “must know” vocabulary):
America flag veterans
States bald eagle soldier
Kentucky Statue of Liberty hero
Freedom Liberty Bell President
Symbols White House coins
Literature for this unit (Non-Fiction and Fiction)· A is for America by: Tanya Lee Stone
· F is for Flag by: Wendy Lewison
· I Pledge Allegiance by: Bill Martin Jr
· The Bald Eagle by: Norman Pearl
· The Statue of Liberty by Lloyd G. Douglas
· L is for Liberty by: Wendy Lewison
· The Liberty Bell by Lloyd G. Douglas
· We the Kids by: David Catrow
· I Am America by: Charles Smith
· The Pledge of Allegiance by: Scholastic
· Duck for President by: Doreen Cronin
· A Picture Book of Martin Luther King Jr by: David Adler
· Happy Birthday Martin Luther King by: Jean Marzollo
· Abe Lincoln by: Kay Winters
· A Picture Book of Abraham Lincoln by: David Adler
· A Picture Book of George Washington by: David Adler
· George Washington by: James Giblin
Technology:
YouTube: “ Martin’s Big Words,” “The President’s Song”
Music: “President’s Song,” “USA,” “Veteran’s Day,” “Stand Up for Martin Luther King,” “Abraham Lincoln,” “President’s Day,” “The Flag,” and “The Money Song.”
“American Symbols” Lesson Activities
Hook (To gain student interest): Explain that our kindergarten class is going to start learning about something very special that we have that a lot of children around the world do not. “Mystery Bag: Day 1”
Bridge (To connect to prior knowledge): The children will create an American Symbols book throughout the first 2 ½ weeks. Children will learn about the symbols as we research each symbol and record our findings.
(Some children may have visited some of these places and will be given an opportunity to share their knowledge.)
Week of January 7-11, 2013
Day 1: Introduction of America
Whole Group:
Hook: Introduce the mystery bag. Tell the children that in this bag are clues about our new unit. Take predictions at the end of sharing all the clues. (If they do not make the correct prediction-read the book The Pledge of Allegiance by: Scholastic.)
(Clues: red, white, and blue crayons, white stars, blue rectangle, white and red skinny rectangles.)
· Explain how our flag stands for “Freedom.” Talk about this gift did not come for free.
· Read Aloud: Read the book A is for America. Discuss the pictures throughout the lesson.
· Special Words: Introduce the vocabulary word “symbol.” Discuss that a symbol is often used represent something that you cannot see. Read the teacher-made book “American Symbols.”
· American Symbols (Individual Books): Each child will decorate the cover for his/her book. Add map of USA (color Kentucky).
Teacher Notes:
· Prepare American Symbols books out of large construction paper.
· Copy cover sheets
Day 2 and 3: Flag
· Review the Mystery Bag and “Special Word.”
· Read Aloud: Read the book F is for Flag by: Wendy Lewison. Discuss the pictures throughout the lesson.
· American Symbols Tree Map: Let children tell information that they learned about the flag. Add to tree map.
Record information on tree map sheet and place in student book.
· Art: Make Flag for book. (See binder for directions.)
· Read Aloud: Read the book I Pledge Allegiance by: Bill Martin Jr. Discuss the meaning of the words as you read the story.
· Whole Group: Introduce a Brace Map for “Parts of a Flag.” Label each part.
· Art: Children will each create his/her own brace map.
Teacher Notes:
· Poster for Tree Map
· Poster for Brace Map
· Copies for children’s version
Day 4: Bald Eagle
Hook: Show children the backs (tails) of the following coins: gold dollar, silver dollar, half-dollar, quarter, and Susan B. Anthony dollar.
What do they have in common?
What do you know about this bird? Why is it special?
· Read Aloud: Read the book The Bald Eagle by: Norman Pearl. Discuss the pictures throughout the lesson.
· American Symbols Tree Map: Let children tell information that they learned about the eagle. Add to tree map.
Record information on tree map sheet and place in student book.
· Art: Make Eagle for book. (See binder for directions.)
Teacher Notes:
· Bring coins
· Trace each child’s hand/foot on brown construction paper. (Do this ahead of time)
· Torn white paper, wiggly eyes
Day 5: Statue of Liberty
Hook: Watch video on PBS Kids about how the statue was built.
· Read Aloud: Read the book The Statue of Liberty by: Lloyd G. Douglas. Discuss the pictures throughout the lesson.
· American Symbols Tree Map: Let children tell information that they learned about the statue of liberty. Add to tree map.
Record information on tree map sheet and place in student book.
· Art: Make Lady Liberty for book. (See binder for directions.)
· Math: Length of Lady Liberty’s Foot Activity (See binder for directions.) This activity will cover measurement, predictions, more, less, and equal.
Assessments: Brace Map, answering key detail questions, daily writing sheet (recalling information), give-me 5