Integrated Unit Plan
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Liberty University *
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322
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
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13
Uploaded by AdmiralHeatPrairieDog16
Integrated Unit Plan Assignment Template
Grade
1
st
grade
Subjects
Civics, Language Arts, Fine Arts Topic
Patriotism in the United States
State/National Standards
*
Georgia SOL Civic:
SS1CG1
Describe how the historical figures in SS1H1a display positive character traits such as: fairness, respect for others, respect for the environment, courage, equality, tolerance, perseverance, and commitment.
SS1CG2
Explore the concept of patriotism through the words in the songs America (My Country ‘Tis of Thee) and America the Beautiful (for example: brotherhood, liberty, freedom, pride, etc.)
Georgia SOL Language Arts
: ELAGSEKRL1
With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2
With prompting and support, retell familiar stories, including key details. ELAGSEKRL3
With prompting and support, identify characters, settings, and major events in a story.
ELAGSE1W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
ELAGSE1L4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
Georgia SOL Fine Arts:
VA1.CR.2
Create works of art based on selected themes. a. Create works of art emphasizing one or more elements of art and/or principles of design. b. Create works of art that attempt to fill the space in an art composition.
VA1.PR.1
Participate in appropriate exhibition(s) of works of art to develop identity of self as artist. *
National SOL Civics:
NSS-C.K-4.2
VALUES AND PRINCIPLES OF DEMOCRACY
NSS-C.K-4.5
ROLES OF THE CITIZEN
Language Arts:
CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSS.ELA-LITERACY.RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
General Goals
The main goal when completing this unit is to have the students learn and understand how citizens of the United States display loyalty to the country and other people. They will learn different symbols of the US and what they represent for the citizens. The students will learn how art, music, Language arts, and history come together to help support patriotism for the nation. Specific Objectives
Students will be able to use the new information they have learned to express their comprehension on what loyalty and patriotism means as a United States citizen. They will successfully be able to distinguish the meanings of various patriotic symbols through a display
using appropriate key terms. The students will learn the meaning behind the Pledge of Allegiance and continue to recite it in class.
Key Concepts
Students will be able to identify and match key vocabulary terms (allegiance, liberty, patriotism,
nations, pledge, loyalty, citizen, country) with their meaning. Students will understand the importance of being loyal to the country and other citizens.
Course Map
Throughout this unit, we will discuss various ways to be loyal to the country, community, and family. The lesson will cover various patriotic symbols and gestures and what makes them prominent in our history. Language Art will be incorporated by writing a journal entry titled “I’m loyal because…” or “I’m patriotic because…” We will incorporate art by designing our own flag that represents our family. The students will use various art supplies to create the flags,
and they will be on display in the hallway. Unit Map/Unit Duration Planning
SUBJECT 1-Social Studies SUBJECT 2-Language Arts
SUBJECT 3-Fine Arts
Day #1: *Ask the students what they think it means to be patriotic.
*Show and discuss different patriotic symbols on the Smartboard. Point out what symbols we see every day. *Students will take turns to tell what
they think patriotism means to them.
*There will be a pocket chart with *Have students do a quick
write in their journal with the topic “Patriotic Symbols” This will be a drawing of their choice of
symbol. They will write underneath what the symbol means to them.
*I will read the book “The Impossible Patriotism Project” by
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different vocabulary words. The meanings will be left blank and filled in daily as we go through different terms.
*The vocabulary words for today will be patriotic, statue, flag
(25 minutes) Linda Skeers
(15 minutes)
Day #2: *Review the different symbols *We will begin by discussing the importance of the Pledge of Allegiance. *The Pledge of Allegiance will be written out on an Anchor chart for students to follow along with as we recite it, stopping throughout to point out important terms.
*We will discuss the importance of the Pledge, the procedures to follow,
and what it means to the United States.
*New vocabulary words will be added to the pocket chart. (pledge, allegiance, nation, liberty)
(20 minutes)
Assessment: The students will have a worksheet with the Pledge on it and missing words throughout. They will need to cut and paste the corresponding word into the correct space. (10 minutes)
*The students will do a journal entry. The topic will be “Why do we put our hand over our heart when we can the Pledge of Allegiance?”
(10 minutes)
Day *We will recite the Pledge of Allegiance
. Students will use various items they find at
home to create a 3-
#3: *Teacher will read “What Does It Mean to Be American?” by Rana DiOrio
*We will discuss the importance of the American Flag. Who made it and why.
* The students will color an American flag worksheet. *They will work on a worksheet where they have to count the strips (how many red? how many white?) and count the stars. And tell what shape the flag is.
*No new vocabulary words today.
(30 minutes)
dimensional flag. These items can be but are not limited to pasta, rice, tissue paper, construction
paper, crayon shavings, etc. These flags will be displayed around the class. (30 minutes)
Day #4: *We will recite the Pledge of Allegiance together at the start of class.
*The class will learn about what being a good citizen means. *Play a short youtube video discussing good citizens https://youtu.be/qe8NOm-HIgQ?
si=9AilKMBjm7qsygOH
*We will first go over what being a good citizen is at school and in the classroom so the students can get an
idea of what a good citizen is. *Followed by being a good citizen for our community, state, and country.
*Students will work in groups of 5 to come up with ways they can be good citizens at school. They will write a plan to present to the teacher. The
groups will follow through with their plan at the end of the unit. Example: picking up trash
on the playground, making encouragement posters during 5
th
grade EOC tests.
(10 minutes)
*Students will work on a worksheet to differentiate being a god citizen and not good citizen. *Vocabulary words-citizen, community.
(30 minutes)
Day #5: *Recite the Pledge of Allegiance at the start of class.
*Review being a good citizen.
*I will have anchor charts on display with the meaning of rule and
law.
*Students will learn the difference between what a rule is and what a law is. *We will go over different rules of the classroom and school. What consequences are in place for not following the rules.
*We will discuss different laws that children need to obey and how they are enforced.
*A worksheet will be given for the students to circle if the statement is a law or rule.
*Vocabulary words for today- rule, law, enforce, consequence.
(30 minutes)
*Journal entry topic- “Is it
ok to be a bad citizen sometimes?”
(10 minutes)
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Day #6: *Recite the Pledge of Allegiance at the start of the day.
*Students will what traditions are and different traditions we have in the United States. *We will discuss the difference between American traditions and family traditions.
*Students will cut and paste different traditions on construction paper that is split in half, deciding if
the tradition belongs on family or American.
*New vocabulary words- tradition, celebrate.
(20 minutes)
*Students will write or draw their favorite family tradition. Explain why it is their favorite and who they celebrate the tradition with. They will present their writing/drawing to the class. (20 minutes)
Day #7: *Start the class by reciting the Pledge of Allegiance.
*Review the difference between family traditions and American traditions.
*Start the lesson on American holidays and different traditions we have for them. *The students will learn Independence Day and Presidents Day.
*The students will have worksheets where they will need to circle the illustrations that represent each holiday correctly.
*Vocabulary words- Independence, President.
*The students will have a writing prompt “I would make a great presidents because”. They will have
the opportunity to share their answers with the rest
of the class.
(10 minutes)
(30 minutes)
Day #8: *Start the class by reciting the Pledge of Allegiance
*Continue talking about different American holidays.
*The students will learn about Martin Luther King Day.
*We will review on being a good citizen. Discuss the importance of treating everyone fairly.
*Discuss that MLK gave a speech about a dream he had that everyone was treated equally. *Vocabulary words- speech, equally
(25 minutes)
*Writing prompt- “I treat everyone fairly by”
(15 minutes)
Day #9: *Pledge of Allegiance
*Discuss with the students the last 2
holidays we will be talking about. Memorial Day and Veterans Day. *We will go over the difference between the two holidays and why they are both important days to the United States.
*There are many students in the class that have a parent in the military. They will have the opportunity to discuss with the class
what it means to them to be brave.
*Students will learn that a dandelion is the flower of the military child. Poppy is the flower of remembrance and hope.
*They will make dandelions or poppy’s with forks, spoons and paint
(20 minutes)
*Vocabulary words-military, veteran, memorial, brave
(30 minutes) Day #10: *Pledge of Allegiance at the start of the class.
* To conclude the unit of patriotism,
students will take a short quiz on U.S patriotism. They will also need to match vocabulary words to the correct meaning.
*The students will get a certificate for learning the Pledge of Allegiance.
*After completing the students good
citizenship project, they will receive
an award for being a good citizen at school.
*There will be an award ceremony in the class and a celebration for parents to attend.
(40 minutes)
*Students will write thank
you cards to their parents thanking them for helping
them to become good citizens.
(10 minutes)
Unit Launching Activity
I will begin by asking the students if any of them have heard of patriotism. I will then have them gather on the carpet for me to read to them the book “The Impossible Patriotism Project” by Linda Skeers. I will discuss with them the different way we show patriotism as Americans and ask what special ways their family shows patriotism. They will then return to their desk where I will pass out supplies they can use to decorate their desk. I will discuss with the students that their desks will stay decorated for the next week and a half as we learn more about
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being patriotic.
Learning Activities
There are several planned activities throughout that engage the students interest and comprehension of facts and ideas. The Language Arts activities will encourage students critical thinking skills. An Art activity that many of the students will enjoy is painting dandelions or poppies with spoons and forks. There are many military children in the class, and they will be able to relate to the purpose. I believe the group activity for being a good citizen will encourage students to be creative in thinking of ways to help the school be a better place. It will give the students a sense of belonging and pride that they had control of the outcome of this project. They will learn what it takes to be a good citizen while also giving then confidence to continue to help others.
Resources and Materials
I have used resources such as books, videos, anchor charts, and posters to bring this unit together. Incorporating the internet for resources is necessary for creating a fun and interactive learning environment while also engaging students in informational discussions. Integrating Language Arts is a great way to teach students thinking skills. By incorporating Fine Art into a unit, students are able to be creative while also learning the lesson. Materials-paint, scissors, glue, construction paper, pocket chart, worksheets, journals, Smartboard, forks, spoons, paintbrushes, rice, pasta, crayons, markers.
Diagnostic, Formative, and Summative Assessment(s)
The diagnostic assessments will take place during review discussions that will take place at the beginning of the class. The discussions will be used to assess students’ knowledge and comprehension on the topics. There will be a formative assessment daily in the form of worksheets and journal entries that I will use to help evaluate the students understanding of the concepts. I will use these assessments to help me gage the students knowledge and determine if more time needs to be spent on a certain topic. I will be able to make adjustments to the time if more practice is needed. Summative assessment will be given at the end of the unit. This assessment will be in the form of a quiz that will show the students knowledge of the entire unit.
Feedback will be given to students with one on one conferences. They will also receive awards for learning the Pledge of Allegiance. They will be rewarded for their hard work and citizenship
with a class celebration.
Curricular Connections
Being able to integrate other subjects into different areas of study is a wonderful way to get students to understand the importance of the topic. The unit on Patriotism is a great way to incorporate other subjects. There are so many resources to be utilized when creating a lesson plan with more than one subject. For this unit, I chose to incorporate Language Arts and Fine Arts with Social Studies. Language Arts plays a role in all subject matter through reading, writing, and thinking skills. Reading books and writing journal entries gives the students a chance to be creative with their writing. Bringing Art into the classroom is always a fun way for students to express their creativity. Students are able to show their personality through artwork on any topic. Classroom Diversity & Differentiation
All of the activities in the unit can be modified to accommodate a student’s needs. For students that are lacking fine motor skills, the cut outs will be cut out for them to use during activities where scissors are needed. I will also be reading all instructions aloud in class for all activities. If a student needs further assistance, I will work one on one or in small groups until they are able to work alone. ELL students will work on the same worksheets as the class, these worksheets will be translated ahead of time, so they are able to follow along. Students that complete the work early or excel will be able to work on the Chromebook to do other activates pertaining to the Unit that will be preloaded to their google classroom.
Character Principle
The unit encompasses the character and model of what a good U.S citizen is. The information about patriotic symbols, holidays, rules and laws will show them the importance of honor and respect. The students will learn to be respectful, kind, honest and caring while demonstrating them to their peers during presentations and group work. Multiple Disciplines
The two subjects that will be utilized the most for this unit will be Social Studies and Language Arts. Incorporating Language Arts teaches students the importance of history through books
and helps them comprehension by doing journal entries and writing activities. Language Arts is an important subject to bring into any lesson as it enhances the learning process with writing, reading, and thinking skills. Bringing Language Arts and Fine Arts into this unit gives the students a deeper understanding of patriotism and the meaning behind being a good citizen.
Co-Construction
“Learning resources should provide students with alternative representations of concepts, multiple means of becoming involved with the concepts, and a variety of ways for students to demonstrate and communicate what they have learned” (Maxim, 2017). I have included in the unit multiple ways for students to include technology, collaborate with classmates, demonstrate comprehension, and included activities that meet standards. Language Arts applied the most to the Social Studies standards because I believe that students are able to make more of a connection with the information being taught when they use critical thinking to answer open ended prompts. There were many opportunities for goals to met with the use of Smart board presentations, vocabulary word pocket chart, video, books, symbol anchor charts, journal entries, worksheets, and craft projects. When multiple ways to learn is offered to a student, they understand the importance of the concept, which is the case for this unit on United States patriotism.
References
Common Core Standards. (2021) https://www.thecorestandards.org/read-the-standards/
Georgia Department of Education. Georgia Standards. (2023)
https://www.georgiastandards.org/Pages/default.aspx
Maxim, G. W. (2017). Dynamic Social Studies (11th ed.). Pearson Education (US). https://libertyonline.vitalsource.com/books/9780134286709
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