Classroom Activity 5
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“This poor man cried out, and the
LORD heard him, and saved him
out of all his troubles
.”Psalm 34:6
Humor:
Dear visitor,
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Create Your Own Flag
Level:
Intermediate
Time required:
90 minutes
Goals:
To create and describe a flag reflecting personal
qualities; to gain an understanding of symbols; to
practice making comparisons
Materials:
colored pens, pencils, markers, or crayons; blank
paper for each student; your country’s flag ; copies
of the reading survey forms.
Preparation:
Do some research on your city’s flag—what do the
colors and symbols mean? Have the flag or a picture
of the flag in class.
Procedures:
1. Tell students they are going to design personal
flags—their own flags—but that first, you want
them to think about symbols by looking at the
flags of two countries: your own country and
the United States.
Explain that a symbol can be anything
(e.g., a picture, word, color) that represents—
or symbolizes—something else.
For example, birds often represent freedom
because they can fly,and green often represents
nature because many plants are green. But
symbols can vary between big cities.
2. Divide students into groups of three or four.
Show your country’s flag to the class.
Write on the board the following questions for
group discussion:
• What are the main colors of the flag?
• What things can you count on this flag?
• What symbols are on the flag
What meanings do the symbols have?
• What does this flag mean to you?
• Do you like this flag?
3. Write the passage below on the board or, with
students back in their groups, pass out copies of the
passage to each group and read the selection to the
whole class. Have students read along and circle
unfamiliar words. The United States has many
symbols. The most famous is probably the flag.
The American flag has 13 red and white stripes.
It also has 50 white stars on a blue background in
the upper left-hand corner. The stars represent
the 50 states. The colors of the flag have meaning,
too. Red is a symbol of bravery, blue is a
symbol of justice, and white is a symbol of purity.
Ask basic comprehension questions:
• What colors are in their country flag?
• How many stripes are there?
• How many stars are there?
• What do the stars represent?
4. Have groups compare their governorate flag to
another governorate flag. Give them a few minutes
to list ways that the flags are similar (the same or
nearly the same).
Then give them time to list ways that the flags are
different. Students can consider any details,
including symbols
5. Depending on your students’ level, groups can
report their similarities and differences to the whole
class in phrases, or they can report by using full
sentences.
Here are examples:
• The flags are similar because both flags are/have ________.
• The flags are different because our flag is/ has ________, but the other flag is/ has ________.
6. Write the following words on the board:
likes, dislikes, hopes, beliefs.
Discuss these words with the class.
Make sure students understand them before
continuing.
7. Tell students they are going to design flags to
reflect their own likes, dislikes, hopes, and beliefs.
Provide questions to guide students:
• How old are you?
• How many brothers and sisters do you have?
• Where do you live?
• What is the best thing you have ever done?
• What activities do you like to do?
• Do you have animals or pets?
What kind? What are their names?
• What do you like to eat
• What are some things you are good at doing?
• What is a strong belief that you have?
• What do you hope to be in the future?
• Where would you like to go in the future?
8. Hand out white paper and markers or colored
pencils.
Tell students they will design their own flags, using
symbols of their hopes, beliefs, likes, and dislikes.
(Students can include one, some, or all of these,
as they choose.) Students decide on the color(s)
and symbols to use for their flags.
9. When students finish, have them write about their
flags on the paper back.
10. Have students show their flags to the members
of their groups and have each student describe his
or her flag to the group by using the suggested
sentence starters, if necessary.
11. Have students pair off and compare each
others' flags by adapting the sentence structures
they used to compare the country flags in Step 5.
12. Post the flags around the room. Students’
names are on the front.
13. Hand out a survey form to each group, or have
groups create their own forms. Students will use
the forms to record observations about the flags.
With your class, decide on details to include on
the survey forms.
14. Once groups have walked the gallery,
they can discuss the results of the survey.
Write these sentence starters on the board:
• All of the flags have ________.
• Most of the flags have ________.
• About half of the flags have ________.
Have groups complete and discuss the sentences,
using their survey forms. Ask groups to summarize
what they observed on the art walk or to choose
their most interesting observation, then report to
the whole class.
3-Middle School Education
4--High schools Education.
5-USA Education System.
6-UK Education System
7-Egyptian Education System.
8-Classroom Language Journal.
9-Creating a storytelling Classroom.
10- Twenty Testing mistakes to avoid.
11-Referencing
12-Blogs and Networks in the Classroom.
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