OBJECTIVES:

• To introduce new vocabulary and ensure meaning.
• To introduce recognition of family roots, leading to the development of oral histories.
• To describe and discuss symbols.
• To develop vocabulary and build oral skills.

• Blackboard
• Teacher-made shield on construction paper
• Pictures of a variety of symbols from magazines or books, etc.

1. Discuss new vocabulary to ensure meaning:

   Shield
   Heritage
   Roots (different meanings, not identifying ancestry)
   Emblem
   Symbol

2. Show learners a variety of symbolic pictures and ask them to identify our American association. e.g. eagle, Uncle Sam, Christmas tree, Stars and Stripes, skull and crossbone on cleaning fluid bottle, etc.

3. Ask learners to tell about a symbol that represents their own country.

4. Give each learner a shield constructed on paper. Make sure that they understand the meaning of a shield. Describe how knights in olden times would have family emblems on their shields. Show pictures of emblems on shields. e.g. a lion, a rose, bridge, etc.

5. Ask learners to think of a symbol that would represent the idea of their mother. (Perhaps a needle, if she were a good seamstress; a boiling pot, if she were a cook; etc.) and draw the symbol in the top left portion of their shields.

   Then ask that they do the same for their father and place the symbol in the top right portion of the shield.
   In the bottom left, the students place a symbol representing themselves as they see themselves today.
   In the bottom right, have the learners place a symbol depicting their idea of the United States.
   In the center portion, the learner will draw a symbol describing their feelings about the world.

6. After each student has completed five symbols on the shield, each learner will describe his/her symbols and the reason for their selection of the particular symbol.

1. Each student draws a roller coaster. Then he/she writes in the ups and downs of his/her life. Each student tells the story of his/her roller coaster. Each student may write an essay of his/her life.
2. Each student draws a picture of the house or apartment they lived in as a child and describes it to the class. Then each student writes a story about the house, and the memories they have of this home. This story may be word processed on the computer, and then placed on display underneath the drawing of the home.
3. Students make an outline map of their own country. Then they draw symbols or write words of those locations which were important to them. Then each student gives an oral report of their country to the class. Students write an essay on their country. Using the computer students type their essays. These stories may be displayed on the wall below each student's map.
4. Discuss the meaning of "traditions" and give some examples of various American traditions such as Thanksgiving dinner, Fourth of July fireworks, etc. Ask the students to tell about some traditions of their countries or some family traditions. Students may write an essay about their favorite tradition. Using the computer students type their essays and compile a classbook entitled, "Traditions".
5. Discuss "landmark" and have the students brainstorm and name all the landmarks that come to mind. The teacher may write these on the chalkboard. Each student identifies a landmark that has a special meaning to him/her. The landmark may be one familiar to all (The Statue of Liberty) or it may be of personal significance (such as the school the student attended). The students will tell about their most memorable landmark. Each student will draw this favorite landmark. Working in pairs each student will dictate to his/her partner the significance of this landmark. The partner will write what is said, type the story on the computer, and place the story on display under the drawing of the landmark.