Recognize symbols and individuals that represent the United States.
| Name |
Description |
| Who Was Benjamin Franklin? |
In this lesson plan, students will recognize Benjamin Franklin as an influential leader in the U.S. who demonstrated character, ideals, and principles.
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| A Picture Book of Benjamin Franklin: Lesson 7 We the People |
In this lesson, part of a text unit utilizing David A. Adler’s A Picture Book of Benjamin Franklin, students will learn about what a constitution is and why our country has one. After, they will use their knowledge of Benjamin Franklin as well as key details from the text to collaborate and develop a classroom constitution starting with the words “We the People”. All students will sign the class constitution to reenforce the concept that a constitution is a set of rules agreed upon by the people.
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.
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| A Picture Book of Benjamin Franklin: Lesson 2 Going Back in Time | 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. |
| George Washington: Vocabulary | This is lesson #1 in the text unit series for George Washington by Philip Abraham, pages 1-11. Students will develop their own definition for targeted civics vocabulary words using illustrations and their background knowledge. They will begin to build background knowledge as they continue to discover why George Washington is an individual who represents the United States.
During this unit, students will use the text, George Washington, to explain how George Washington is an individual that represents our country, how he demonstrated patriotism, and a responsible citizenship. Students will engage in a read aloud spread out over several lessons emphasizing vocabulary, text features, and identifying relevant details the central idea of the text, George Washington. In addition, students will write expository texts that explain why George Washington is recognized as a national symbol/individual and opinion texts identifying characteristics of a responsible citizen.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| George Washington: Inflectional Endings | This is lesson #3 in the text unit series for George Washington by Philip Abraham, focusing on pages 6, and 12-18. In this lesson, students will identify common inflections on targeted words that relate to why George Washington is recognized as an individual that represents the United States. Building upon previous lessons, students will use words that contain inflections that change a word from present tense to past tense to further understand why George Washington is a historical figure that represents the United States.
During this unit, students will use the text, George Washington, to explain how George Washington is an individual that represents our country, how he demonstrated patriotism, and a responsible citizenship. Students will engage in a read aloud spread out over several lessons emphasizing vocabulary, text features, and identifying relevant details the central idea of the text, George Washington. In addition, students will write expository texts that explain why George Washington is recognized as a national symbol/individual and opinion texts identifying characteristics of a responsible citizen.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| George Washington: An Individual Who Represents the United States | This is lesson #4 in the text unit series for George Washington by Philip Abraham. Students will write an expository text identifying the topic of George Washington as an individual that represents the United States. They will use the text as a source to provide relevant details to support the topic.
During this unit, students will use the text, George Washington, to explain how George Washington is an individual that represents our country, how he demonstrated patriotism, and a responsible citizenship. Students will engage in a read aloud spread out over several lessons emphasizing vocabulary, text features, and identifying relevant details the central idea of the text, George Washington. In addition, students will write expository texts that explain why George Washington is recognized as a national symbol/individual and opinion texts identifying characteristics of a responsible citizen.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| George Washington: Dollar Bill Design | This is lesson #6 in the text unit series for George Washington by Philip Abraham. After reading, students will use the information from the text about George Washington to recognize him as an individual that represents the United States as a responsible citizen and recognize that as the reason he is on the US dollar bill. They will design a dollar bill of their own and develop an opinion writing piece that argues why George Washington was chosen to be on the US Dollar Bill. Students will then orally present their opinion writing and dollar bill design.
During this unit, students will use the text, George Washington, to explain how George Washington is an individual that represents our country, how he demonstrated patriotism, and a responsible citizenship. Students will engage in a read aloud spread out over several lessons emphasizing vocabulary, text features, and identifying relevant details the central idea of the text, George Washington. In addition, students will write expository texts that explain why George Washington is recognized as a national symbol/individual and opinion texts identifying characteristics of a responsible citizen.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| George Washington: Text Feature Vocabulary Match | This is lesson #2 in the text unit series for George Washington by Philip Abraham. During a read aloud, the teacher will read with students pages 12-22 of the text. With teacher support, students will identify and use picture clues to determine the meaning of unknown vocabulary words and gain knowledge of who George Washington was and how he is an individual that represents our country. With modeling and teacher support, students will complete a vocabulary-based graphic organizer using the visuals in the text to explain the similarities and differences between the vocabulary words and the visuals. Students will use the vocabulary words, picture clues, information provided in the visuals and completed graphic organizer to develop the skills to recognize and explain George Washington as an individual who represents our country.
During this unit, students will use the text, George Washington, to explain how George Washington is an individual that represents our country, how he demonstrated patriotism, and a responsible citizenship. Students will engage in a read aloud spread out over several lessons emphasizing vocabulary, text features, and identifying relevant details the central idea of the text, George Washington. In addition, students will write expository texts that explain why George Washington is recognized as a national symbol/individual and opinion texts identifying characteristics of a responsible citizen.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Who Was Dr. Martin Luther King Jr.? | In this lesson plan, students will recognize Dr. Martin Luther King Jr. as an influential leader in the U.S. who demonstrated character, ideals, and principles. |
| A Picture Book of Benjamin Franklin: Lesson 4: If You Can Dream It You Can Make It | 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. |
| Who Was George Washington? | In this lesson plan, students will recognize George Washington as an influential leader in the U.S. who demonstrated character, ideals, and principles. |
| Now and Ben: Leaving a Legacy like Ben Culminating Activity | 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. |
| I Pledge Allegiance: Symbols that Represent | 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. |
| Who's Who: Benjamin Franklin | 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. |
| Being Honest, Courageous, Responsible is Not So Hard!!! | In this lesson, students will read about who Martin Luther King Jr. is and how his actions, thoughts, and words were influential to U.S. History. Students will also explore traits such as honesty, courage, and responsibility for displaying citizenship. |
| A Picture Book of Benjamin Franklin: Lesson 3: Big Ideas | 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. |
| A Picture Book of Benjamin Franklin: Lesson 5: Extra! Extra! Read All About Ben! | 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. |
| A Picture Book of Benjamin Franklin: Lesson 6: Unfair Rules | 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. |
| A Picture Book Of Benjamin Franklin: Lesson1: Understanding Timelines | In this pre-reading lesson, lesson #1 of the text unit A Picture Book of Benjamin Franklin, students will be introduced to the academic vocabulary word “Timeline” as well as vocabulary words that will be learned throughout the unit. Students' will use background knowledge of our class schedule to build a timeline of our day. Students are connecting the timeline of our day to a timeline of historical events, dating back to the 1700's, that focused on the life of Benjamin Franklin. This will help students understand the concept that Benjamin Franklin, an individual who represents the United States, is a person in history from another time long ago.
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. |
| A Picture Book of Ben Franklin: Lesson 8: Build It Like Ben | 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. |
| Who's Who: Daniel Webster | 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. |
| Who's Who: Martin Luther King Jr. | 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. |
| Recognizing a Constitution | In this lesson plan, students will explain the meaning of a constitution, identify who "We the People," are, and explain why Florida and the United States both have constitutions. |
| Who's Who: George Washington Lesson | 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. |
| U.S.A. Mottos | In this lesson plan, students will recognize the national mottos “In God We Trust” and “We the People” as symbols that represent the United States. They will explore the meaning behind these mottos as well. |
| Recognizing Individuals that Represent the United States | In this lesson plan, students will recognize individuals that represent the United States and understand their impact on U.S. history. |
| Guess Who: True American Edition | In this integrated lesson plan, students will identify US coins, express their values using the cents (¢) symbol and state their equivalency to the US dollar while recognizing symbols and individuals that represent the United States. |
