JuneL1.html

The Red,White, and Blue

Core Area: History/Social Science

Content Area: Democratic Understanding and Civic Values/National Identity

Goal #1: (From the SEACO Special Education Curriculum Guides and Contra Costa County Standards and Benchmarks) Student will demonstrate an understanding of ideas and symbols of the United States that create a sense of community and continuity among citizens.

Sample IEP Objective: By (date) , Student will be able to identify the colors/elements of the American Flag (Using touch/eye gaze and the Intellikeys ) (number) of (number) trials as charted by the instructional staff.

Materials needed:

* American flag of any size, although a larger one will work better for students with visual impairments
* Color cards: Three 4” x 4” squares of construction paper, one red, one white, and one blue. Use Velcro on the back if using an e-trans board to present the colors to the students.
*e-trans board (clear acrylic plastic eye-gaze board with Velcro on the corners to which pictures/symbols and color cards can be attached.) (optional)
* An American flag drawing on white paper (make your own or use one commercially available), one for each student
*Red, white and blue tempera paints
*Cut strips from sponges about 1-2” thick
*paint brushes--thick-handled size
* Intellikeys keyboard with Red,White, and Blue overlay
*Recording of “The Star-spangled Banner” (optional)
* Microswitches (optional)

Procedure:

1. Gather the students in a central area and show them the American flag. Tell them that they are going to learn about this flag, one of the symbols of the country we live in. Explain that there is a special day devoted to the flag in our country which occurs June 14th, Flag Day.

2. Go to each student and allow him/her to touch the flag and look at it.

3. Tell the students that one of the ways we can recognize our flag is by the colors that are in it.

4. Take each color card individually and either hold it up to each student or display it on the e-trans. Tell the students: “This is red. Touch the red card. Red is one of the colors in our flag. It means courage.” Encourage each student to look at and/or touch the red card. Repeat with White and Blue cards. (Blue means loyalty, white means liberty).

5. Using the Intellikeys, repeat above, this time using the Intellikeys and Red, White and Blue overlay. (Students who cannot access the Intellikeys conventionally can use switches connected to the switch ports. When the part of the flag that the color represents is named, the teacher can demonstrate on the flag and have the students touch that part (stripes, stars, field of blue). The lesson can also be done, using only the color cards .

6. Tell the students that they will be making their own picture of an American flag. Show the students the colors of paint, naming them. You may use the Intellikeys and/or color cards again to reinforce matching the paint colors to the overlay and the flag.

7. Praise the students for attentive listening and specific participation during the presentation.

8. Pass out the art materials to the students and staff/helpers. Give the students the choice of using the sponge strips or brushes to paint. Some students may want to try both. As the assistants help the students to paint their flags, encourage them to use the color cards and Intellikeys to reinforce the names of the colors the students are using.

9. When the students are finished, praise their work and efforts.

Conclusion:
When all have finished, hold up the Intellikeys and ask: “Who can find red? ” Students should respond by touching the appropriate part of the overlay, eye-gazing it or using a switch. Praise correct choices, encourage another try, or prompt if the student chooses incorrectly. If more than four of the students respond incorrectly, repeat. You may also ask about parts of the flag, for example: “ What color are the stars on the flag?” Students use the Intellikeys to answer the question.

Optional follow-up Activities:

1. Play“The Star-spangled Banner” and explain that this is a special song about the American Flag. If there is time, the teacher may want to explain some of the traditions observed when “The Star-spangled Banner” is played (hats off, hand over heart, stand up if possible, etc.) The teacher may also want to give some examples of when it is played: sports events, patriotic holidays, etc.

2. Set up the computer with the Red,White, and Blue overly as a free-choice activity.

3. Repeat the activity at times when the flag/patriotism is the subject of a holiday (Fourth of July, Flag Day, Veteran’s Day. . .) or event (The Olympics)

Evaluation:

Did each student participate? Overall, how did the class respond to the lesson/activity? How many students were able to identify colors and/or parts of the American flag. Do you notice any increased interest in the classroom flag?

Adaptations:

Use tape wrapped around paintbrush handles to thicken the grip and make them easier to grasp. Paintbrush handles can also be sawed off to make them shorter and easier to maneuver. Sponge strips are easier to grasp and use for students with motoric challenges. Add tactile cues to any visual symbols you use to make it easier for students with visual impairments, for example, white glue applied carefully on the outlines of line drawings, symbols or overlays and left to thoroughly dry so it can be felt with the fingertips or small bits of distinctively-textured material added to the corners of overlay keys. For shorter attention spans, the activity can be simplified or continued over a few days. This activity will also work for a smaller group of two to three students at a time. (Original activity is intended for a group of 8-10 SH/SMH students)

Application to other core areas:

May be used to reinforce artistic expression and color discrimination techniques. Also opportunities for tie-ins with Math (counting stars, stripes, number of colors) and Music.

	June Lesson Plan Level 1
	Return to June Return to Home Page
	The Red,White, and Blue Core Area: History/Social Science Content Area: Democratic Understanding and Civic Values/National Identity Goal #1: (From the SEACO Special Education Curriculum Guides and Contra Costa County Standards and Benchmarks) Student will demonstrate an understanding of ideas and symbols of the United States that create a sense of community and continuity among citizens. Sample IEP Objective: By (date) , Student will be able to identify the colors/elements of the American Flag (Using touch/eye gaze and the Intellikeys ) (number) of (number) trials as charted by the instructional staff. Materials needed: * American flag of any size, although a larger one will work better for students with visual impairments * Color cards: Three 4” x 4” squares of construction paper, one red, one white, and one blue. Use Velcro on the back if using an e-trans board to present the colors to the students. e-trans board (clear acrylic plastic eye-gaze board with Velcro on the corners to which pictures/symbols and color cards can be attached.) (optional) An American flag drawing on white paper (make your own or use one commercially available), one for each student Red, white and blue tempera paints Cut strips from sponges about 1-2” thick paint brushes--thick-handled size Intellikeys keyboard with Red,White, and Blue overlay Recording of “The Star-spangled Banner” (optional) Microswitches (optional) Procedure: 1. Gather the students in a central area and show them the American flag. Tell them that they are going to learn about this flag, one of the symbols of the country we live in. Explain that there is a special day devoted to the flag in our country which occurs June 14th, Flag Day. 2. Go to each student and allow him/her to touch the flag and look at it. 3. Tell the students that one of the ways we can recognize our flag is by the colors that are in it. 4. Take each color card individually and either hold it up to each student or display it on the e-trans. Tell the students: “This is red. Touch the red card. Red is one of the colors in our flag. It means courage.” Encourage each student to look at and/or touch the red card. Repeat with White and Blue cards. (Blue means loyalty, white means liberty). 5. Using the Intellikeys, repeat above, this time using the Intellikeys and Red, White and Blue overlay. (Students who cannot access the Intellikeys conventionally can use switches connected to the switch ports. When the part of the flag that the color represents is named, the teacher can demonstrate on the flag and have the students touch that part (stripes, stars, field of blue). The lesson can also be done, using only the color cards . 6. Tell the students that they will be making their own picture of an American flag. Show the students the colors of paint, naming them. You may use the Intellikeys and/or color cards again to reinforce matching the paint colors to the overlay and the flag. 7. Praise the students for attentive listening and specific participation during the presentation. 8. Pass out the art materials to the students and staff/helpers. Give the students the choice of using the sponge strips or brushes to paint. Some students may want to try both. As the assistants help the students to paint their flags, encourage them to use the color cards and Intellikeys to reinforce the names of the colors the students are using. 9. When the students are finished, praise their work and efforts. Conclusion: When all have finished, hold up the Intellikeys and ask: “Who can find red? ” Students should respond by touching the appropriate part of the overlay, eye-gazing it or using a switch. Praise correct choices, encourage another try, or prompt if the student chooses incorrectly. If more than four of the students respond incorrectly, repeat. You may also ask about parts of the flag, for example: “ What color are the stars on the flag?” Students use the Intellikeys to answer the question. Optional follow-up Activities: 1. Play“The Star-spangled Banner” and explain that this is a special song about the American Flag. If there is time, the teacher may want to explain some of the traditions observed when “The Star-spangled Banner” is played (hats off, hand over heart, stand up if possible, etc.) The teacher may also want to give some examples of when it is played: sports events, patriotic holidays, etc. 2. Set up the computer with the Red,White, and Blue overly as a free-choice activity. 3. Repeat the activity at times when the flag/patriotism is the subject of a holiday (Fourth of July, Flag Day, Veteran’s Day. . .) or event (The Olympics) Evaluation: Did each student participate? Overall, how did the class respond to the lesson/activity? How many students were able to identify colors and/or parts of the American flag. Do you notice any increased interest in the classroom flag? Adaptations: Use tape wrapped around paintbrush handles to thicken the grip and make them easier to grasp. Paintbrush handles can also be sawed off to make them shorter and easier to maneuver. Sponge strips are easier to grasp and use for students with motoric challenges. Add tactile cues to any visual symbols you use to make it easier for students with visual impairments, for example, white glue applied carefully on the outlines of line drawings, symbols or overlays and left to thoroughly dry so it can be felt with the fingertips or small bits of distinctively-textured material added to the corners of overlay keys. For shorter attention spans, the activity can be simplified or continued over a few days. This activity will also work for a smaller group of two to three students at a time. (Original activity is intended for a group of 8-10 SH/SMH students) Application to other core areas: May be used to reinforce artistic expression and color discrimination techniques. Also opportunities for tie-ins with Math (counting stars, stripes, number of colors) and Music.

	Return to June Return to Home Page