ALEX | Alabama Learning Exchange

Reading The Flag Maker

Classroom Resource Information

Title:

Reading The Flag Maker

URL:

https://amhistory.si.edu/ourstory/pdf/starspangled/reading_the_flag_maker.pdf

Content Source:

Smithsonian

Type:

Learning Activity

Overview:

In this activity, students will read The Flag Maker by Susan Campbell Bartoletti, a story about the creation of the first American flag. Students will be able to answer questions based on key details from the story. Students will explore the main character's emotions throughout the story and try to guess what she is feeling.

Content Standard(s):

Social Studies SS2010 (2010) Grade: K Living and Working Together in Family and Community	11 ) Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. (Alabama) Examples: symbols—United States flag, Alabama flag, bald eagle (Alabama) customs—pledging allegiance to the United States flag, singing "The Star-Spangled Banner" individuals—George Washington; Abraham Lincoln; Squanto; Martin Luther King, Jr. celebrations—Fourth of July, Memorial Day, Veterans Day Unpacked Content Strand: History, Civics and Government Course Title: Living and Working Together in Family and Community Evidence Of Student Attainment: Students: Recognize our country's important symbols and customs. Identify famous national and state individuals. Recognize the "Pledge of Allegiance" and "The Star Spangled Banner" and demonstrate appropriate etiquette for each. Recognize the importance of various national and state holidays. Teacher Vocabulary: symbol custom famous celebrations Knowledge: Students know: Our state and nation has certain symbols that represent it and its people. There are certain customs common to citizens of our state and nation. There are celebrations common to the citizens of our state and nation. There are certain individuals who are widely recognized as representatives of our state and nation. Vocabulary: symbol, custom, celebrate, celebration, represent, representative, state, nation, Alabama, United States, pledge, allegiance Skills: Students are able to: Identify various symbols of our state and nation, including the American flag, Alabama flag, bald eagle, etc. Identify various customs of our state and nation, including reciting the "Pledge of Allegiance," singing the "Star Spangled Banner," etc. Identify various famous individuals of our state and nation, including George Washington, Abraham Lincoln, Martin Luther King Jr., etc. Identify various celebrations of our state and nation, including The Fourth of July, Memorial Day, Veterans Day, etc. Understanding: Students understand that: There are certain symbols, customs, celebrations, and famous individuals recognized by most citizens of our state and nation. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.K.11- Identify and recognize the symbols, customs, individuals, and celebrations for our state and nation.
Social Studies SS2010 (2010) Grade: 2 Living and Working Together in State and Nation	2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good. • Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison • Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe • Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day • Describing the history of American symbols and monuments Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial Unpacked Content Strand: History, Civics and Government Course Title: Living and Working Together in State and Nation Evidence Of Student Attainment: Students: Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies. Describe national celebrations, including their significance and democratic values associated with each. Identify American symbols and monuments and describe the history and significance of each. Teacher Vocabulary: historic figures (male and female) celebrations exemplify democratic values recognize founding fathers significance national holidays American symbols monuments Knowledge: Students know: Fundamental democratic values including equality, justice, and responsibility for the common good. The names and significance of national historic figures, both male and female. The significance of national holidays and the relationship of each to democratic values. The history and significance of American symbols and monuments. Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument Skills: Students are able to: Identify national historic figures and celebrations. Identify the ways historic figures and celebrations exemplify fundamental democratic values. Recognize our country's founding fathers and other historic male figures. Recognize historic female figures. Describe national holidays, including the significance of each and the democratic values associated with each. Identify American symbols and monuments and describe the history and significance of each. Understanding: Students understand that: There is an importance and impact of national historic figures and celebrations. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.2.2- Describe the significant national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day.
Social Studies SS2010 (2010) Grade: 3 Geographic and Historical Studies: People, Places, and Regions	12 ) Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem. Unpacked Content Strand: History, Civics and Government Course Title: Living and Working Together in State and Nation Evidence Of Student Attainment: Students: Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies. Describe national celebrations, including their significance and democratic values associated with each. Identify American symbols and monuments and describe the history and significance of each. Teacher Vocabulary: historic figures (male and female) celebrations exemplify democratic values recognize founding fathers significance national holidays American symbols monuments Knowledge: Students know: Fundamental democratic values including equality, justice, and responsibility for the common good. The names and significance of national historic figures, both male and female. The significance of national holidays and the relationship of each to democratic values. The history and significance of American symbols and monuments. Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument Skills: Students are able to: Identify national historic figures and celebrations. Identify the ways historic figures and celebrations exemplify fundamental democratic values. Recognize our country's founding fathers and other historic male figures. Recognize historic female figures. Describe national holidays, including the significance of each and the democratic values associated with each. Identify American symbols and monuments and describe the history and significance of each. Understanding: Students understand that: There is an importance and impact of national historic figures and celebrations. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.3.12- Identify representations of American values and beliefs, including the Statue of Liberty, the United States flag, and the national anthem.
English Language Arts ELA2021 (2021) Grade: K	2. Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn. Unpacked Content Teacher Vocabulary: 2. Actively engage Teacher-led reading experiences Collaborative discussions Background knowledge Peers Knowledge: 2. Students know: How to engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge. Skills: 2. Students are able to: Build background knowledge by actively engaging in teacher-led reading experiences and collaborative discussions with peers. Understanding: 2. Students understand that: They need to build background knowledge to be successful as they learn to read and read to learn. They need to actively engage in teacher-led reading experiences and discussions with peers to build their background knowledge.
English Language Arts ELA2021 (2021) Grade: K	30. With prompting and support, ask and answer questions about key details in literary and informational texts. Unpacked Content Teacher Vocabulary: 30. Ask Answer Key details Literary text Informational text Prompting Support Knowledge: 30. Students know: Key details in literary and informational texts. Skills: 30. Students are able to: With prompting and support, Ask questions about key details in literary and informational texts. Answer questions about key details in literary and informational texts. Understanding: 30. Students understand that: Text includes key details. After reading a text, knowledge and understanding can be expanded by asking and answering questions.
English Language Arts ELA2021 (2021) Grade: 2	4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details. Unpacked Content Teacher Vocabulary: 4. Orally Who, what, when where, why, and how questions Complete sentences Key ideas Key details Knowledge: 4. Students know: Key ideas and details should be included when answering questions. Complete sentences, which contain a subject and a predicate, should be used when answering questions. Who, when, and where questions will have a concrete, objective answer. What, why, and how questions may have a more abstract, subjective answer. Skills: 4. Students are able to: Orally answer questions about a text or conversation using complete sentences that provide information about key ideas and details. Orally answer who, what, when, where, why, and how questions about a text or conversation with appropriate key ideas and details. Understanding: 4. Students understand that: When answering who, what, when, where, why, and how questions they should provide key ideas and details from a text or conversation to demonstrate their comprehension. Speaking in complete sentences helps them clearly communicate their message and their understanding.
English Language Arts ELA2021 (2021) Grade: 3	18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing. Unpacked Content Teacher Vocabulary: 18. Demonstrate Content knowledge Independent reading Informational text Literary text Content-specific discussions Knowledge: 18. Students know: Content knowledge is information learned about a specific subject. Content knowledge can be learned by independently reading text. Informational text is nonfiction text, and literary text is fictional. Active listening skills. Writing skills. Skills: 18. Students are able to: Build content knowledge from independently reading informational or literary text. Use content knowledge learned from independent reading in content-specific discussions with peers. Use content knowledge learned from independent reading in writing. Understanding: 18. Students understand that: Content-specific discussions with peers can demonstrate the content knowledge they learned through independent reading. They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts ELA2021 (2021) Grade: 3	22. Describe literary elements within a story, including setting, plot, characters, and themes. a. Describe in detail the characters' behavior, emotions, and traits and explain how their actions influence events in the story. b. Explain how the characters' actions and dialogue contribute to the meaning of the story. c. Identify the central message, theme, or moral in a story, including myths, fables, and folktales, and explain the meaning conveyed in the passage. d. Compare and contrast the themes, settings, and plots from two texts. Unpacked Content Teacher Vocabulary: 22. Describe Literary elements Story Setting Plot Characters Themes 22a. Describe Character Behaviors Emotions Traits Actions Influence Events 22b. Explain Characters Actions Dialogue Contribute Meaning 22c. Central message Theme Moral Myths Fables Folktales Conveyed 22d. Compare Contrast Theme Setting Plot Stories Knowledge: 22. Students know: Literary elements within a story include the setting, plot, characters, and themes. Setting is when and where a story takes place. Plot is the main events of a story (often referred to as the beginning, middle, and end of a story). Characters are any person, animal, or figure that affect the plot. Theme is the main, recurring idea in a text. 22a. A story author provides descriptions of the characters' behavior, emotions, and traits. The actions of characters in a story affect the events, or plot, of the story. 22b. The actions of characters in a story affect the events, or plot, of the story. The dialogue, or spoken words, of characters in a story affect the plot of the story. 22c. Qualities of myths, fables, and folktales. Many stories have a central message, theme, or moral. A central message or moral is the lesson that is learned through the story or the one big idea of the story. The central message, theme, or moral is conveyed through key details. 22d. Compare means tell how things are alike or similar. Contrast means tell how things are different. Literary elements from different texts, like themes, settings, and plots, can be compared and contrasted. Setting is when and where a story takes place. Plot is the main events of a story (often referred to as the beginning, middle, and end of a story). Theme is the main, recurring idea in a text. Skills: 22. Students are able to: Identify and describe the literary elements, including setting, plot, characters, and theme, within the text. 22a. Provide a detailed description of story characters' behavior, emotions, and traits. Explain how story characters' actions affect the events of the story. 22b. Explain how the actions of characters' contribute to the meaning of the story. Explain how the dialogue between two or more characters contributes to the meaning of the story. 22c. Identify the central message, theme, or moral of a story, including myths, fables, and folktales. Explain the meaning of the central message, theme, or moral conveyed in the passage. 22d. Compare and contrast literary elements, such as themes, settings, and plots, of two texts. Understanding: 22. Students understand that: Identifying and describing literary elements within a story will help in comprehending the text. 22a. Understanding each character's behavior, emotions, and traits will help them better understand a story's plot. Characters in a story drive the plot by engaging in different actions. 22b. Characters' actions and dialogue contribute to the meaning of a story. Understanding the actions and dialogue of story characters improves overall comprehension of the text. 22c. Understanding the meaning of the central message, theme, or moral of a story will improve overall comprehension of the passage. Myths, fables, and folktales are types of narrative stories that often include a moral. 22d. Comparing and contrasting literary elements can improve their comprehension, or understanding, of both texts.

Tags:

Susan Campbell Bartoletti, symbols, The Flag Maker, US flag, values

License Type:

Custom Permission Type
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Author:

Ginger Boyd

ALEX Classroom Resource

Reading The Flag Maker