` KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Maya Schnitzer Date: 2/4/20
Cooperating Teacher: Prutzer Coop. Initials: ________________
Group Size: 19 Allotted Time: Grade Level: K
Subject or Topic: The Statue of Liberty Section: 933
STANDARD: (PA Common Core):
5.1.K.F
Identify significant American holidays and their symbols.
I. Performance Objectives (Learning Outcomes)
Students will be able to identify The Statue of Liberty symbol is and can name what it represents
II. Instructional Materials
-Chart paper
-Markers
-Crayons
-Construction paper
Scissors
-Statue of Liberty poster
-Vocab cards
-Green watercolor paint
-green penny recording sheet
-Pennies dated 1982 or earlier
-vinegar and salt
-container and paper towels
-Reference concept map for videos and book list
III. Subject Matter/ Content
Prerequisite skills:
- Nonfiction
- What a symbol is: something that stands for something else
- Name and recognize the 5 American symbols
Key vocabulary:
Freedom: to be able to make your own choices about where you go and what you do
Liberty: being free to make your own choices
Declaration of Independence: the document that gave freedom from British rule to the American colonies
Statue: a sculpture of a person or animal
Copper: A type of metal. The penny is made out of copper
Tablet: a piece of stone with writing carved on it.
Torch: a flaming light that is carried
Big idea: Who the statue of liberty is and why is she an important American symbol
New content:
- A symbol of hope and freedom
- Known as Lady Liberty
- Stands on an island in New York harbor
- Made out of copper and stands 305 feet tall
- A gift from France as a sign of friendship
- Holds a torch to light the way for others
- Holds a tablet with the date July 4, 1776 (the day the declaration of independence was signed)
IV. Implementation
A. Introduction –
a. Discussion on carpet:
i. What do you think of when you hear about The Statue of Liberty?
b. Create an anchor chart of anything the students are saying
i. Have the Statue of Liberty poster to reference throughout the lesson as well as at the
end of the lesson to compare learning
B. Development –
a. Read: Why is the Statue of Liberty Green? – Martha Rustard
https://www.youtube.com/watch?v=OAwOfEQqcZA
i. Introduce the story with the title, author/illustrator, story elements, and sequence of
events. Title pages and make predictions
ii. Nonfiction
iii. Read the story and discuss story facts
b. Green penny experiment
i. Discuss copper. Talk about other things that are made out of copper such as pennies.
Talk about the color of pennies. Why isn’t the Statue of Liberty brown? The sun and
air turned her green
ii. Fold the paper towel a few times
iii. Lay the paper on top of the saucer and pour out some vinegar until it is soaked up by
the paper towel
iv. Place the penny on the paper towel and leave it there for a full day
v. Give each student a copy of the recording sheet. Discuss the results of the
experiment. How did the penny look before? How did it look after? What made it
change? What does this have to do with lady liberty?
1. The penny reacted with the vinegar and the oxygen in the air and turned
green
c. Statue of liberty project
i. Cut out the statue of liberty (on construction paper) and use green watercolor paint
ii. Brown construction paper for the base
iii. Students name their fact about the Statue of liberty on lined paper. Students decides
3 facts and teacher write the facts and guides the students to copy correctly. Students
will identify 3 facts about the Statue of Liberty and write them using correct letter
formation
d. Statue of liberty poem
e. Add the Vocab words to the word wall on the American Symbols bulletin board
C. Closure –
a. https://www.youtube.com/watch?v=usHRc7G0gVo&t=2s
i. Review
b. The Statue of Liberty is a symbol for America that stands for freedom
D. Accommodations / Differentiation –
a. Proximity of the students me, visuals/multimedia including pictures, videos books
b. Students who were absent or did not meet the objective will meet with me in small group to
review by reading The Statue of Liberty – Lloyd G. Douglas
E. Assessment/Evaluation plan
1. Formative: Anecdotal notes, pulling students individually to tell a fact about the Statue
of Liberty
V. Reflective Response
A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)
B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to
questions recorded after lesson is taught.)
Please note:
Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the spacing to
match the needs of your individual lessons.
After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should remain on
the plan.
VI. Resources
Douglas, L. G. (2003). The Statue of Liberty. New York: Scholastic Inc.
Maestro, B. (n.d.). The story of the Statue of Liberty.
Quiri, P. R. (1998). The Statue of Liberty. New York: Children’s Press.
Rustad, M. E. H., & Conger, H. (2015). Why is the Statue of Liberty green? Minneapolis: Millbrook Press.
