Name: Ryan Troupe

Title of Lesson: Intro to the Statue of Liberty-Symbols

Grade Level(s): 6
Common Core State Standards:
CC.1.2: Reading informational text: Students read, understand, and respond to informational text.
CC. 1.26B: Cite textual evidence to support analysis of what the text says as well as inferences.
CC. 1.2.6.K: Determine of clarify the meaning of unknown or multiple meaning words.
5.1.PK.F: Identify basic American symbols (e.g., American flag).
Enduring Understanding(s):
Students will understand that symbols give meaning to the way we view thing around us.
Students will understand that the Statue of Liberty was a symbol for hope during the late 18 and early 1900s.
Essential Question(s):
How does something become a symbol to represent an ideal?
What about the Statue of Liberty gave immigrants hope in a new life?

Content

Objectives

Formative Assessments

1. Statue of Liberty

1. Students will apply their

knowledge of the statue
of liberty to the KWL
Chart

1. KWL Chart

2. Youtube Video

2. Students will discover

new material within the
video.

2. Group Questioning

3.

3. Students will recall the

importance of symbols
from prior lessons.

3. Group Questioning

Symbols (Review)

4. Imagery Simulation\

4. Students will convert the

imagery simulation into
video in their head.

4. Discussion

5. Symbols (Expert groups)

5. Students will summarize

their finding from the
articles.

5. Presentation/answer
sheet

Procedures:
Lesson Beginning
Ask the class what they believe the Unit topic will be based on the previous days activity.
Introduce the Statue of Liberty to be the topic of our next unit:
- Hand out KWL chart. (Allow the students roughly two minutes to complete the Know and Want to know sections)
- The students will keep in mind what they wrote down while watching the video
- Video link: https://www.youtube.com/watch?
v=eEpW48wcyEA&index=49&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX
- After the video: Come back as a whole class discussion
Quickly ask a few students what said they knew
Did we learn anything new from that video?
-

Point out The discussion of symbols from the video.

Connect this to our past readings (Lion Witch and the Wardrobe & Hatchet)
Show the picture of the shield from the LWW and the hatchet from Hatchet.
Have the students describe what these symbols stand for.

Lesson Development :
This is where my goal is to change the mindset and how the students think. From this point on it is beneficial to their
learning experience that they think about immigration and the Statue of Liberty differently. I know that they already
have a general knowledge base of this topic. I do not want this to be a repeat unit or a boring unit. It is from this
point that they will begin to view everything from the point of view of their simulation character (given to them by
Miss Cook. I dont want the students to only tell me what the symbols are and what they mean, but rather I would
like for them to imagine experiencing if for the very first time.
-

Instruct the students that they are to change their viewpoint to their new character. (Its difficult)
Instruct the students to close their eyes and imagine nothing, (Deep breathe in- out-in out to relax)
Read the imagery story. This allows students to view their arrival to America for the first time.
Throughout the storys stopping points, pull a stick to ask a specific student what theyre visualizing

After the story, come back to group discussion. What did we see? Who could visualize it? Etc.

At this point I want the students to work together in their expert groups.

It is at this time when I will hand each group (of student desks) their article. Each group will be assigned a specific part of

the statue of Liberty, and they will need to read their passage. The reading passage will explain the symbolism behind each
part of the Statue of Liberty.
Expert groups will be broken up as follows:
1 artist
1 speaker
1 note taker
1 reader
*Note if a group only has three students then each student will alternate turns reading.
The group will begin with the reader(s) reading their passages aloud. During this time everybody in the group should be
listening closely and the note taker may take notes. (Students can use the dry erase markers to cite evidence)
Following the reading all of the member should begin discussing what evidence they can find within their text to explain each
symbol. During this discussion period the note taker needs to be listening to the others ideas.
Additionally, the artist needs to begin their drawing of that specific symbol. Above that drawing should be one or two words
that best describe this symbol. For example (Hope, progression, guidance, order, etc.)
When the time is finished or all the groups are done we will allow the speaker for each group to share their findings. Each
student should fill In the information in their blank spots.
Lesson Ending:
To end the lesson we will review the symbols found on the statue of liberty and discuss the feelings that new immigrants
would have during their arrival.
Fill out the L portion of the KWL chart
What questions do we have?
Tomorrow motivation: What color is the statue of liberty?
Debate on the color and tell them we will discuss this tomorrow.
Line up at the door.
Special Adaptations/Modifications:
I will write out specific directions for the students as well as read them aloud

Anticipated Difficulties AND Modifications:

Since the period is shortened due to PSSA testing, I anticipate the period running short. If this happens I will save the small
group presentations until the next day.
Materials:
KWL Chart (hard copies) 1 p/student
Youtube video (web based)
Imagery story (hard copy 1 for the teacher
Symbolism articles in sleeves (hard copies) 1 p/group [5]
Dry erase markers 1 p/group [5]

Symbolism answer worksheets: 1 p/student

Coloring utensils for the group artist: allow the students to grab these as needed

References

https://www.youtube.com/watch?v=eEpW48wcyEA&index=49&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX
http://www.nps.gov/stli/index.htm
http://www.libertyellisfoundation.org/statue-history