First Grade Social Studies
Lesson #6
National Symbols Articles and Peer Review
I. Statement of Purpose:
All nations have symbols that are special to their people. It is important for all citizens of a country to be aware of and understand its countries symbols. This will allow them to be informed and knowledgeable citizens of the country they live in. Students must know the history and significance of these symbols. Through this unit the students have learned about seven of the United States National Symbols. They are the flag, the Statue of Liberty, the White House, the Capitol Building, the Lincoln Memorial, and the Liberty Bell. During this lesson the students will be asked to write an article that can inform others about what they have learned about one of these National Symbols. They will be able to distinguish between these National Symbols through the reading of books and historical documents and apply this knowledge to the creation of an article to be a part of a class book called ‘Our National Symbols’.
II. Assessment Goals:
1. Students should be able to analyze at least four articles written by other students according to the rubric provided to them.
2. Students should be able to synthesize the suggestions gathered during the peer review session to revise their articles to create their final article.
3. Students should be able to synthesize the information gathered during the research of the topic from their ‘expert group’ during Lesson 4 to create a complete and thoughtful article.
III. Instructional Methods:
1. The teacher will create a rubric which is comprehendible for students and allows for them to understand what they are being asked to write and revise.
2. The teacher will give the students 5 minutes to read over what they had written during Lesson 5 and make any last minute changes before the article is peer reviewed.
3. The teacher will read the rubric to the students to be sure that they all know what they are supposed to be looking for while peer reviewing.
4. The teacher will give each student four copies of the rubric to use while they are peer reviewing the other student’s articles.
5. The teacher will give the students 20 minutes to peer review with at least 4 other students using the rubric provided.
6. The teacher will then give the students time to revise their articles based on their peer comments. If they have
time they will be able to create a picture to go along with their article.
7. The teacher will collect all the articles and grade them based on the rubric provided. The articles will then
be made into a class book called ‘Our National Symbols’. The students will be assessed based on their ability to write about one national symbol, why that symbol is important, at least two important facts about the symbol, spelling, and neatness. There will be 50 points possible.
IV. Materials:
Rubrics (4 for each student)
Final Article paper for each student
Crayons or colored pencils
Pencils
V. Assessment and Evaluation:
See Attached Rubrics
VI. Accommodations:
For this assessment to be an accurate measure of student knowledge and achievement the teacher should be sure to make these necessary accommodations for students who need them. For students who have auditory difficulties the teacher will have copies of the rubrics for the students to look at while the teacher is reading the rubric. For students who have difficulties visually the teacher will be sure that the writing is large enough for them to read as well as read the rubric to the students. The teacher can also read the articles those students must peer review to the student and then they can write their comments. Students who have trouble writing will be allowed to type their article and responses to the articles they peer reviewed.
VII. References:
Farris, P. (2007). Elementary and middle school social studies An interdisciplinary, multicultural approach (5th ed.). Long Grove, IL: Waveland Press
All nations have symbols that are special to their people. It is important for all citizens of a country to be aware of and understand its countries symbols. This will allow them to be informed and knowledgeable citizens of the country they live in. Students must know the history and significance of these symbols. Through this unit the students have learned about seven of the United States National Symbols. They are the flag, the Statue of Liberty, the White House, the Capitol Building, the Lincoln Memorial, and the Liberty Bell. During this lesson the students will be asked to write an article that can inform others about what they have learned about one of these National Symbols. They will be able to distinguish between these National Symbols through the reading of books and historical documents and apply this knowledge to the creation of an article to be a part of a class book called ‘Our National Symbols’.
II. Assessment Goals:
1. Students should be able to analyze at least four articles written by other students according to the rubric provided to them.
2. Students should be able to synthesize the suggestions gathered during the peer review session to revise their articles to create their final article.
3. Students should be able to synthesize the information gathered during the research of the topic from their ‘expert group’ during Lesson 4 to create a complete and thoughtful article.
III. Instructional Methods:
1. The teacher will create a rubric which is comprehendible for students and allows for them to understand what they are being asked to write and revise.
2. The teacher will give the students 5 minutes to read over what they had written during Lesson 5 and make any last minute changes before the article is peer reviewed.
3. The teacher will read the rubric to the students to be sure that they all know what they are supposed to be looking for while peer reviewing.
4. The teacher will give each student four copies of the rubric to use while they are peer reviewing the other student’s articles.
5. The teacher will give the students 20 minutes to peer review with at least 4 other students using the rubric provided.
6. The teacher will then give the students time to revise their articles based on their peer comments. If they have
time they will be able to create a picture to go along with their article.
7. The teacher will collect all the articles and grade them based on the rubric provided. The articles will then
be made into a class book called ‘Our National Symbols’. The students will be assessed based on their ability to write about one national symbol, why that symbol is important, at least two important facts about the symbol, spelling, and neatness. There will be 50 points possible.
IV. Materials:
Rubrics (4 for each student)
Final Article paper for each student
Crayons or colored pencils
Pencils
V. Assessment and Evaluation:
See Attached Rubrics
VI. Accommodations:
For this assessment to be an accurate measure of student knowledge and achievement the teacher should be sure to make these necessary accommodations for students who need them. For students who have auditory difficulties the teacher will have copies of the rubrics for the students to look at while the teacher is reading the rubric. For students who have difficulties visually the teacher will be sure that the writing is large enough for them to read as well as read the rubric to the students. The teacher can also read the articles those students must peer review to the student and then they can write their comments. Students who have trouble writing will be allowed to type their article and responses to the articles they peer reviewed.
VII. References:
Farris, P. (2007). Elementary and middle school social studies An interdisciplinary, multicultural approach (5th ed.). Long Grove, IL: Waveland Press