Lesson Plan Template

Module 7 – Nonfiction

Name: Molly Zaenkert

Lesson: Roop, Peter, and Connie Roop. Sew What, Betsy Ross? Scholastic, 2002.
Target Grade Level: Grade 2
Standard(s):Put 1. Reading Standards for Informational Text K-12
the appropriate Key Ideas and Details-Grade 2
common core RI.2.1 Ask and answer such questions as who, what, where, when,
standard here. why, and how to demonstrate understanding of key details in a text.

2. Ohio’s New Learning Standards Social Studies

Grade 2
People Working Together: Work serves as an organizing theme for
the second grade. Students learn about jobs today and long ago.
They use biographies, primary sources and artifacts as clues to the
past. They deepen their knowledge of diverse cultures and their
roles as citizens.

Objective(s): 1. Ask and answer questions such as who, what, where, when,
What are your why and how about Betsy Ross, the historical time period,
goals for this and her occupation.
lesson? What do
you want your 2. Learn about the occupation of flag making from long ago
kids to be able when Betsy Ross sewed it by hand, and contrast this to now
to do and the factory production of flag making.
afterwards??
Why are you
doing this
lesson??
Materials: - American flag, possibly little one that hangs in classroom or
List absolutely other
EVERYTHING - Sew What, Betsy Ross? Book
you need to do - Chart paper
this lesson— - Markers
especially since - Handout
you are going to
be sharing it.
From
paper/pencils,
chart paper or
whatever.

Googled to find, courtesy of studenthandouts.com

- Pencils
- Video link of new flag making
https://www.youtube.com/watch?v=BOHzb7kbYTA
- Assessment handout

Googled to find, courtesy of teacherspayteachers.com

Instructional 1. To start our discussion, I will ask students to tell what they
Strategy know about the American flag. We will point out the colors,
This is your step stars and stripes. We will use a real flag to look at, touch and
by step guide to feel and pass around to the whole class. Introducing our
what you are book, I will explain that this is the story of our American flag,
going to and in and one person had a job to do this. I will ask them to be
what order. Put thinking of who this person is, what she did, where she made
ideas about time the flag, when this took place, why she did it and how she did
involved to do it it. We will sit in a circle on the floor to read Sew What? Betsy
step. Ross. 30 min
Be specific so 2. Because this book is longer, we will stop about halfway and
others can make a chart on chart paper answering some of our
follow this plan. questions Who, What, Where, When, Why and How? We will
leave blank the questions we do not yet know. 10 min
3. We will continue our book and once it is finished we will
conclude our story by discussing the main ideas and finishing
our question chart. 20 min
4. After our story and our chart, I will assign partners and pass
out the 5 w’s and how questions handout. The topic is “Besty
Ross the Flag Maker” and the pairs will have to fill out their
sheet based on what we just discussed as a whole group. 15-
20 min
5. Once the partner sheets are done, we will watch the video of
flag making today in America. 3 min
6. Concluding our video, we will discuss the way flag making is
produced today, pointing out that they are made in factories
by machines. This differs from when Betsty Ross sewed her
flag by hand long ago, and now factory workers have the
occupation of flag making by running machines that make
them. 5-10 min
7. As the closure of our activity, students will get into groups of
4 and complete their assessment activity the “Then and Now”
sheet where they must write and illustrate flag making from
then, and flag making now. This ties in our book topic, our
video, and it shows what the students gained from the lesson
in all. 15-20 min
Differentiation: For students who are below average, they will have groups guided
Put at least two by me, rather than groups working independently. Below average
strategies as to students might only have to illustrate their assessment sheets if
how you can they can’t write in their explanations.
address
students with Above average students might work alone to complete their
varying abilities, assessment sheets or in partner pairs.
both above and
below typical Students who are visually impaired could verbally explain to me
students. what happened then during flag making and what happens now in
flag making rather than writing or illustrating for the assessment
sheet

Assessments: Students’ “Then and Now” sheet will be their assessment that they
How will you complete as a group. I don’t want students to feel pressured by
know if your being tested on their knowledge, so this way they get to write and
students learned illustrate what they learned by reading about and watching
what you different versions of the same occupation, then and now. Being in a
wanted them to group also lets students discuss these ideas and then they can
learn? How can individually fill out their sheets. If students are able to illustrate a
you prove it??? woman (Betsy Ross) individually sewing a flag, or close to this, and
illustrate factories and machines making flags, or close to it, along
with their descriptions, this will prove to me that they were able to
pick up on what I wanted them to learn from the lesson.