Standard 5: Creating and Collaborating

This is lesson #9 in the text unit series for I Pledge Allegiance by Bill Martin Jr. and Michael Sampson. In this lesson, students will identify the characteristics of responsible citizenship by compiling examples of classroom citizenship in a teacher directed class discussion, whole group brainstorm map, and creating a class flag that showcases these examples. The class maps will be created by groups of 3 to 4 students. The flags will contain a non-linguistic representation of their groups ideals and class ideals. It should also have connections to their pledge that was written in lesson 8. The class flag can be modeled with the same features and ideas that are represented in our national flag and state flag. Students may use a variety of multimedia elements such as drawing, painting, collage or digital effects. Teachers may reference the students group pledges from lesson 8.

In this unit, students will identify or explain rights and responsibilities in their school community, ways to show respect during the Pledge of Allegiance, symbols of the United States, and symbols that represent Florida as well as demonstrate characteristics of responsible decision-making. Students will engage in a read aloud over several days with lessons that emphasize text features, vocabulary, central idea, and similarities and differences between information provided visually and within text. In addition, the teacher will facilitate research, students' presentations, and artwork as activities to help students demonstrate their knowledge of respect for the Pledge of Allegiance.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

Type: Lesson Plan

In this lesson, part of a text unit utilizing David A. Adler’s A Picture Book of Benjamin Franklin, students will be transported back in time by taking a picture walk and creating an environment like Benjamin Franklin’s era. Students will be reminded that Benjamin Franklin is the main topic of the unit, so it is important to understand the time period he lived in. Students will identify differences they see in the pictures as compared to things they see in today’s world. As they notice the differences, the vocabulary from the text will be introduced.

This unit is focused on identifying Benjamin Franklin as the topic of the text. Civics is integrated through understanding that Benjamin Franklin represents the United States. Students will explore life in the 1700’s to gain background knowledge. Teacher will create an ongoing timeline to document the major events in Ben’s life as key details. Students will solve a real world problem through invention, create a newspaper article to spread news, and write both an expository and opinion piece. The assessment for the unit will be a kite that is a graphic organizer for students to identify the topic and relevant details in a text.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

This is lesson 1 in the unit I Pledge Allegiance. In this lesson, students will identify the topic and relevant details from the text and create a poster describing ways they can demonstrate responsible citizenship by showing respect to others and the nation.

This unit will help students identify or explain rights and responsibilities in their school community, ways to show respect during the Pledge of Allegiance, symbols of the United States, symbols that represent Florida and demonstrate characteristics of responsible decision-making. Students will engage in a read aloud over several days with lessons that emphasize text features, vocabulary, central idea, and similarities and differences between information provided visually and within text. In addition, the teacher will facilitate research, students' presentations, and artwork as activities to help students demonstrate their knowledge of respect for the Pledge of Allegiance. In lesson one, students will be making a connection between pledging allegiance to the flag and country to how we show respect to others in our class and community.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

In this lesson students will connect with Benjamin Franklin using A Picture Book of Benjamin Franklin by David A. Adler for reference. Students will plan, design, and engineer an artifact that will better a task they encounter regularly. Through trial and error and free exploration, students will generate explanations about why their invention did or did not work.

This unit is focused on identifying Benjamin Franklin as the topic of the text. Civics is integrated through understanding that Benjamin Franklin represents the United States. Students will explore life in the 1700’s to gain background knowledge. Teacher will create an ongoing timeline to document the major events in Ben’s life as key details. Students will solve a real world problem through invention, create a newspaper article to spread news, write both an expository and opinion piece. The assessment for the unit will be a kite that is a graphic organizer for students to identify the topic and relevant details in a text.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

In this culminating activity for the book Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Barretta, students will use a choice chart to select a product (written product, artwork, video, presentation, or oral/video presentation) that answers the questions: How did Benjamin Franklin contribute to his community? How can I contribute to my own community? Students will use their knowledge from reading Now and Ben and learnings about Benjamin Franklin as a citizen to share how they will impact their community and leave a legacy like Ben.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

This is lesson #8 of the text unit series for the text I Pledge of Allegiance. This lesson will build students’ understanding of the pledge, respect, and personal responsibility by creating a whole-group class pledge and a personal pledge. The students will use the text and work together to make a class pledge representing the promise all students will follow in the classroom.

This unit will help students identify or explain rights and responsibilities in their school community, ways to show respect during the Pledge of Allegiance, symbols of the United States, and demonstrate characteristics of responsible decision-making. Students will engage in a read-aloud over several days with lessons emphasizing text features, vocabulary, central idea, and similarities and differences between information provided visually and within the text. In addition, the teacher will facilitate research, students' presentations, and artwork as activities to help students demonstrate their knowledge of respect for the Pledge of Allegiance.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

This is lesson #5 of the I Pledge Allegiance text unit series. This lesson will build students’ knowledge of symbols representing the United States of America through discussion and interaction with their peers and teacher. During the discussion, the students will contemplate the meaning of “We the People” and “In God, We Trust,” using pages 18 and 19 to determine the meaning.

This unit will help students identify or explain rights and responsibilities in their school community, ways to show respect during the Pledge of Allegiance, symbols of the United States, and demonstrate characteristics of responsible decision-making. Students will engage in a read-aloud over several days with lessons emphasizing text features, vocabulary, central idea, and similarities and differences between information provided visually and within the text. In addition, the teacher will facilitate research, students' presentations, and artwork as activities to help students demonstrate their knowledge of respect for the Pledge of Allegiance.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

Students will create a Scratch block code program that explains the characteristics of a responsible citizen. Using a previously completed planning sheet, students will use Scratch block code programming to create a project that displays an act of responsible citizenship within the community.

Type: Lesson Plan

Students will create a simple Scratch coding program to explain a rule within their school community. Students will upload a digital photo for the background, choose Sprites and write and voice their own narration.  

Type: Lesson Plan

Students will explore why Benjamin Franklin is considered an individual who represents the United States, create symbols to represent him, then write to explain how the chosen symbols represent him, in this lesson plan.

Type: Lesson Plan

Students will explore the differences between rules and laws within their community. After participating in whole group discussions and sharing examples of rules and laws, students will be tasked with planning a Scratch program that exemplifies a rule being followed at school. Students will use available technology for appropriate images to be used in their Scratch coding project. This lesson is part one of a series. The series covers the planning and creation of a block code project using Scratch programming. 

Type: Lesson Plan

In lesson 3 of this unit, students will dive into reading the text, A Picture Book of Benjamin Franklin by David Adler. Civics will be integrated throughout as students make connections and identify the topic and relevant details of Benjamin Franklin's childhood as well as incorporate multimedia into their written timelines to develop awareness of important life events. This is the third lesson in a unit using the text, A Picture Book of Benjamin Franklin by David Adler.

This unit is focused on identifying Benjamin Franklin as the topic of the text. Civics is integrated through understanding that Benjamin Franklin represents the United States. Students will explore life in the 1700’s to gain background knowledge. Teacher will create an ongoing timeline to document the major events in Ben’s life as key details. Students will solve a real world problem through invention, create a newspaper article to spread news, write both an expository and opinion piece. The assessment for the unit will be a kite that is a graphic organizer for students to identify the topic and relevant details in a text.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

In lesson 5 of the text unit using A Picture Book of Benjamin Franklin students will apply newly learned relevant details about Benjamin Franklin’s life, which includes his contributions to society such as his innovations through science and his printing press, to write facts in the form of a newspaper article.

This unit is focused on identifying Benjamin Franklin as the topic of the text. Civics is integrated through understanding that Benjamin Franklin represents the United States. Students will explore life in the 1700’s to gain background knowledge. Teacher will create an ongoing timeline to document the major events in Ben’s life as key details. Students will solve a real world problem through invention, create a newspaper article to spread news, write both an expository and opinion piece. The assessment for the unit will be a kite that is a graphic organizer for students to identify the topic and relevant details in a text.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

In lesson 6 of this unit, the teacher will continue reading A Picture Book of Benjamin Franklin. Civics will be integrated throughout as students learn about the purpose of rules and laws in school, home, and community. Students will identify relevant details in order to make a connection with Benjamin Franklin, who stood up against a law that he felt was unfair, by writing their own opinion pieces about a fictitious rule.

This unit is focused on identifying Benjamin Franklin as the topic of the text. Civics is integrated through understanding that Benjamin Franklin represents the United States. Students will explore life in the 1700’s to gain background knowledge. Teacher will create an ongoing timeline to document the major events in Ben’s life as key details. Students will solve a real world problem through invention, create a newspaper article to spread news, write both an expository and opinion piece. The assessment for the unit will be a kite that is a graphic organizer for students to identify the topic and relevant details in a text.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

Students will plan a Scratch block code program that explains the characteristics of responsible citizens. After viewing an example Scratch project, students and teachers will explore the various block coding and commands that run Scratch programming. Using a brainstormed list of acts of responsible citizenship, students will then complete a planning sheet that includes aspects of block code programming to illustrate one act of responsible citizenship that they will describe.

Type: Lesson Plan

This is the final lesson in the unit. Students will connect with Benjamin Franklin, after reading A Picture Book of Benjamin Franklin by David Adler, as an individual who represents the United States and whose curiosity led to many great explorations and impactful inventions. Students will be designing, exploring and building a kite. Through the process and with trial and error, students will describe the way their object moves and generate explanations about why their kite did or did not fly.

This unit is focused on identifying Benjamin Franklin as the topic of the text. Civics is integrated through understanding that Benjamin Franklin represents the United States. Students will explore life in the 1700’s to gain background knowledge. Teacher will create an ongoing timeline to document the major events in Ben’s life as key details. Students will solve a real world problem through invention, create a newspaper article to spread news, write both an expository and opinion piece. The assessment for the unit will be a kite that is a graphic organizer for students to identify the topic and relevant details in a text.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

Students will explore information about the history and significance of Pascua Florida Day. After reading about Pascua Florida Day, students and teachers will highlight important information. Students will complete a coding planning sheet and practice creating flowers using a digital paint program. The coding planning sheet and digital artifacts will be used for the future creation of simple coding program using Scratch.

Type: Lesson Plan

Students will explore why Daniel Webster is considered an individual who represents the United States, create symbols to represent him, then write to explain how the chosen symbols represent him, in this integrated lesson plan.

Type: Lesson Plan

Students will explore why Martin Luther King Jr. is considered an individual who represents the United States, create symbols to represent him, then write to explain how the chosen symbols represent him, in this integrated lesson plan.

Type: Lesson Plan

Students will write about one of their responsibilities as a citizen at their school. In this lesson, students will discuss their role in contributing to a positive school community and create a class list of ways they can actively demonstrate their responsibilities. Students will then write a short explanation of one way that they can be a responsible member of their school community.

Type: Lesson Plan

Students will explore why George Washington is considered a symbol of the United States, create symbols to represent George Washington, then write to explain why the chosen symbols represent him, in this lesson plan.

Type: Lesson Plan

In this reading lesson, the students will analyze the poem "It Fell in the City" by Eve Merriam. They will read the poem, identify words or phrases that show feelings or appeal to the senses, describe the place in the poem and add drawings to express their feelings. They will also write an opinion paragraph about how the poem made them feel after reading it.

Type: Lesson Plan

During this reading lesson, students will analyze the text Chrysanthemum by Kevin Henkes. The students will determine the moral or lesson of the story, be exposed to new vocabulary, and demonstrate knowledge about the character, Chrysanthemum. The students will choose one character trait of Chrysanthemum to write about using textual evidence. This writing can be attached to an art project celebrating this wonderful story about friendship and believing in yourself.

Type: Lesson Plan

Students will observe the night sky and keep an observation log of what they see and what questions they develop. The teacher will guide the students to use an organizational chart. Students will write what they learned about stars with a drawing of the night sky. Nonfiction texts and websites are used as sources of information throughout the lesson.

Type: Lesson Plan

In this lesson, students will use What Do You Do with a Tail Like This? by Steve Jenkins and Robin Page to identify the main topic and relavant details. Students will complete a 3-2-1 card, a group poster and presentation, and an independent expository writing piece to demonstrate their new learning about some amazing animals.

Type: Lesson Plan

Using nonfiction texts, students will be able to identify and locate text features and explain how they help the reader better understand the text. They will engage in a variety of activities to search for and use text features.

Type: Lesson Plan

The teacher will read the stories The Mixed-Up Chameleon by Eric Carle and Chameleons, Chameleons by Joy Crowley. Students will use the texts as research to answer and discuss the question, “What kind of habitat is good for chameleons?” Students will be assigned to write an expository response about a chameleon’s habitat and draw a habitat for a chameleon.

Type: Lesson Plan

In this lesson, students will practice identifying descriptive words in their reading. Students will identify describing words based on the five senses. Students will create a riddle using descriptive words and add it to a digital class presentation.

Type: Lesson Plan

In this lesson students will participate in reading the books,  A Mink, a Fink, A Skating Rink, To Root, to Toot, to Parachute, and Hairy, Scary, Ordinary and complete a variety of related activities that allow them to learn about and practice their knowledge of nouns, verbs, and adjectives. Students will contribute to a class generated grammar chart and complete a grammar sort. Students will also publish their own sentence which will include a noun, verb, and adjective, as well as an illustration to provide detail.

Type: Lesson Plan

This lesson focuses on topic and relevant details. Students will complete a graphic organizer based on an informational text about liquids.

Type: Lesson Plan

In this lesson, students will present their opinion through drawing, writing and speaking. Students will enjoy discussing their favorite animals, pizza and cake. Students will learn about self-expression and the different ways to present their opinion.

Type: Lesson Plan

In this lesson, students will describe the physical appearance, actions, and feelings of the character David from the story David Goes to School by David Shannon. This is the third lesson in a unit about characters. The other lessons in the unit have been attached as related CPALMS resources.

Type: Lesson Plan

In this resource, students will practice identifying and describing the actions of a character. Teachers will model these skills through use of text and pictures from the story No, David! by David Shannon. Students will conduct guided practice through use of David Gets in Trouble, also by David Shannon. Students will then draw a picture and write a sentence to describe one of David's actions from the story. This is the first lesson in a unit of three lessons about characters. The other lessons are attached as related CPALMS resources.

Type: Lesson Plan

In this lesson, students will work with two texts, Starfish by Edith Thacher Hurd and Discovering Starfish by Lorijo Metz. As they learn facts about starfish, they will also discuss an important text feature that readers use. Students will write an expository paragraph about starfish to culminate their learning.

Type: Lesson Plan

This lesson focuses on the concept of topic and relevant details and writing summary about science content on solids.

Type: Lesson Plan

Help Owen sort through photographs of gopher tortoises to decide which ones will help readers better understand his writing with this interactive tutorial.

Type: Original Student Tutorial