Day Five: Our Country & Liberty


  • Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
  • Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.
  • History. The student understands the origins of customs, holidays, and celebrations.
  • The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
  • Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity.


  • A series of photos that lead the kids from Christopher Columbus to 1776.
  • Worksheet on Statue of Liberty
  • A Paper Plate
  • Light Green Paint
  • A Quarter, Nickel, Dime
  • A Brown Crayon
  • Computer Paper (or some paper thin enough for rubbing)
  • 7 Pennies
  • A large Circle of Paper Labeled My Country.


  • Once again using my iPad photos I scrolled through pictures explaining the history of the US through a few significant moments in Early US History:
    • Chris Columbus
    • Settlers and Natives
    • Revolutionary War
    • Signing of Declaration of Independence
    • Betsy Ross and the American Flag
    • Quick look at our Symbols Mount Rushmore, Liberty Bell, & a Bald Eagle

Critical Thinking

  • I held up a picture of the Statue of Liberty and explained this was a gift from France.   I then read to the kids the dictionary definition of the word “liberty”.
    • What does that mean?
    • How is that word important to the early Americans?


  • I issued out the Comprehensive Reading worksheet from Teacher to the Core on the Statue of Liberty.   First B this worksheet was a bit difficult to get through, but breaking down words by their sounds and syllables made form some challenges that really excelled his reading.  Answering the question at the end and underlining the text from which he found it made him excited, and it was an accomplishment he was excited to show of to his father when he came home.
  • For Li’l A I read to her the worksheet separately and let her try to figure out the answers, really aiding in her listening and comprehension skills.
  • I then had the kids, utilizing the worksheet identify where the Statue of Liberty was on our map.


  • Why do you think the Statue of Liberty is Green if it is made out of the same material as Pennies I posed to B.  He took a moment as if the wonder had never occurred to him.
  • We took 8 Pennies and doused them in Vinegar, 4 of the pennies we cleaned off and the other 4 we left out and B & Li’l A had to compare the two pennies over the next couple of hours/days.
  • By the next morning the Pennies were already changing their tent.   I explained to them that vinegar is an acid, and the copper was reacting to it.  I explained that there are many factors in the air that would require the copper of the Statue of Liberty to turn these shades, evaporation (will cover this lesson soon), acid rain, and oxygen.

Explore & Create:

  • Next I stole an activity from Buggy and Buddy and they made statue of liberty hats, which of course in the end they refused to wear.
  • B’s spikes were cut too small and he had difficulty glueing them straight, and Li’l A required quite a bit of assistance in cutting and placement.
  • And of course I had the kids color a picture of the US and the US flag and paste it onto their circles, completing the book and this series.


  • At this point B and I had been spending Li’l A’s nap time going over how to count money.  He had really been enjoying this lesson, and I decided to give him some deeper information to the pictures on the pennies.
  • We discussed each of the presidents, and repeated their names over and over.   We looked again at Mount Rushmore and noticed that the coins and Mount Rushmore donned the same presidents.
  • Independently I had B place the presidents in the matching order as Mt Rushmore while he named them off, his biggest struggle to remember was TJ.
  • We then rubbed the coins with a brown crayon so that the presidents faces were now in order.




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