USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being

Subject/Content: Reading/Social
Taught: First
Studies
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,

Group Size: 17
students

Name: Tori McNealy

Date of Lesson: Wednesday,
November 12, 2014

Lesson Content
CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
CCSS.ELA-LITERACY.W.1.1 Write opinion pieces in which they introduce the topic or name the book they
are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade
1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
CCSS.ELA-LITERACY.L.1.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Big Idea: Diversity of tradition
Essential Question: How do people of different cultures celebrate Thanksgiving?

Through a read aloud of the text Duck for Turkey Day by Jacqueline Jules, students will be able to ask and
answer questions about key details in the text and demonstrate their understanding of the central
message about the celebration of Thanksgiving by a variety of cultures (i.e. It doesnt matter what you
eat on Thanksgiving, as long as you have a good time with family and friends).
Through collaborative discussion with peers in small and whole-group settings, students will be able to
create a word web identifying a variety of words (adjectives) and phrases that appeal to the senses
(specifically taste and smell) to describe foods eaten on Thanksgiving day.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Reading/Social
Taught: First
Studies

Group Size: 17
students

Name: Tori McNealy

Date of Lesson: Wednesday,
November 12, 2014

A: the student B: will be able to rewrite the sentence in future tense D:

with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?

Through the use of descriptive writing, students will be able to express their ideas and feelings clearly
regarding their specific family culture and what food they enjoy on Thanksgiving with few errors in
capitalization, punctuation, and spelling conventions.

Address the following:

What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?

Summative Evidence
Writing about family culture and Thanksgiving dinner
Drawing about types of food for Thanksgiving dinner

Through the use of visual illustrations, students will be able to clarify their ideas, thoughts, and feelings
about the types of foods they have for Thanksgiving dinner.
This objective is being taught in order for students to recognize an activity associated with a
national celebration, such as a family dinner on Thanksgiving.
This lesson fits within the larger plan in which students identify celebrations and national
holidays as a way of remembering and honoring the heroism and achievements of the people,
events, and our nations ethnic heritage.
The lesson is being taught this way so that students are able to recognize a national holiday as
way of remembering and honoring people and events, such as Thanksgiving.
It is important for students to learn this concept in order for them to be able to identify national
holidays as a way of remembering and honoring people and events.
Formative Evidence
Read aloud think-pair-share discussion about central theme
Whole-group collaboration/creation of a descriptive word web

Thanksgiving Foods
Main Dish: Turkey, ham, goose, duck, venison (deer)
Sides: Cranberry sauce, stuffing or dressing, gravy, squash, sweet potatoes, mashed potatoes, dumplings,
noodles, corn on the cob, deviled eggs, green beans or green bean casserole, peas and carrots, bread rolls,
cornbread, biscuits, rutabagas or turnips, etc.
Dessert: Apple pie, mincemeat pie, sweet potato pie, pumpkin pie, chocolate cream pie, pecan pie

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Reading/Social
Taught: First
Studies

What background knowledge is

necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

Group Size: 17
students

Name: Tori McNealy

Date of Lesson: Wednesday,
November 12, 2014

Cultural Thanksgiving Foods

Other dishes reflect the region or cultural background of those who have come together for the meal. For
example:
Many African Americans and Southerners serve baked macaroni and cheese and collard greens,
along with chitterlings and sweet potato pie
Italian-Americans often have lasagna on the table
Jews may serve noodle kugel, a sweet dessert pudding. Other Jewish families may consume foods
commonly associated with Hanukkah, such as latkes (the two holidays are usually in close
proximity and on extremely rare occasions overlap)
Mexican Americans serve their turkey with mole and roasted corn
Puerto Ricans serve arroz con gandules (rice with pigeon peas) or arroz con maiz (rice with
corn), pasteles (root tamales) stuffed with turkey, pumpkin-coconut crme caramel, corn bread
with longaniza, potato salad, roasted white sweet potatoes and Spanish sparkling hard cider
Cuban-Americans traditionally serve the turkey alongside a small roasted pork and include
white rice and black beans or kidney beans
Vegetarians or vegans have been known to serve alternative entree centerpieces such as a large
vegetable pie or a stuffed and baked pumpkin or tofu substitutes
Alaskans sometimes eat whale meat
Irish-Americans have been known to have beef prime rib as their centerpiece
Background KnowledgeStudents will be able to identify celebrations and national holidays
It will be ensured that students have this previous knowledge by:
The teacher displaying a calendar and asking students to name holidays in each month
and tell what they know about them
The teacher will then define the academic vocabulary word celebrate
Students will then describe how they celebrate holidays and traditions, specifically
Thanksgiving
LearnersFirst Grade
Total of 17 students (7 boys, 10 girls)
Ethnicities
10 African American students
3 Caucasian students
2 Hispanic students
1 Multiracial student
Socioeconomic Status (SES)

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Reading/Social
Taught: First
Studies

What misconceptions might

students have about this content?

Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?

Group Size: 17
students

Name: Tori McNealy

Date of Lesson: Wednesday,
November 12, 2014

16 students eligible for free lunch

1 student eligible for reduced-price lunch
Exceptionalities
2 students w/language impairments (including 1 ELL)
2 students w/speech impairments (including 1 w/ADHD diagnosis)
ReadinessStudents have been learning about special holidays and celebrations in their Social
Studies block. Students have also been practicing writing with SWAG in which students:
o Start with a capital letter
o Write neatly
o Appropriate space between each word
o Give punctuation marks
The Pilgrims and Indians feasted on turkey, potatoes, berries, cranberry sauce, pumpkin pie, and
popcorn.
People of all cultures eat turkey as a main dish for Thanksgiving
All cultures celebrate Thanksgiving
All cultures have the same traditions regarding Thanksgiving
Lesson Implementation

5 Es
Engagement: Read aloud of the text Duck for Turkey Day by Jacqueline Jules
Exploration: Descriptive word web collaboration
Explanation: Draw example plate of foods students have at home for Thanksgiving dinner
Elaboration: Writing about the food, what culture it is from, and why the food is enjoyed by the family
Evaluation: Self-evaluate their writing according to the SWAG standards; Share w/class if desired
Time
Who is
Each content area may require a different step-by-step format. Use whichever
responsible
plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)?
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
11:00

Teacher/
Students

Pre-Assessment: The teacher will display a calendar and ask students to

identify holidays in each month and tell what they know about them. The teacher
will then ask students to help define the academic vocabulary word celebrate
to honor something or make it special by giving gifts or doing things that people
enjoy. Students will have the opportunity to think-pair-share and briefly describe
how they celebrate the Thanksgiving holiday.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Reading/Social
Taught: First
Studies
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

11:05

Teacher/
Students

11:10

Students

11:15

Students

Group Size: 17
students

Name: Tori McNealy

Date of Lesson: Wednesday,
November 12, 2014

Engagement: The teacher will briefly explain to students that individuals of

varying cultures (particular group of people) celebrate the Thanksgiving holiday
in different ways. The teacher will conduct a read aloud of the text Duck for
Turkey Day by Jacqueline Jules asking the following discussion questions for
comprehension:
Why is Thanksgiving sometimes called Turkey day?
Do you think everybody will have turkey for Thanksgiving dinner?
(Thumb up of yes, thumb down if no)
What do you think is going to happen next after Tuyet says, We didnt
have turkey! We had duck!
Exploration: Students are going to reflect upon various foods eaten for
Thanksgiving dinner. Students are going to use their five senses (emphasis on
taste and smell) and collaboratively create a class word web of words
(adjectives) and phrases that appeal to the senses (specifically taste and smell).
Explanation: Students are going to draw a picture of a meal their family would
eat for Thanksgiving dinner (at least three different foods). Students are going to
write at least three adjectives that describe the Thanksgiving meal in large
letters spread out around the page.

What will you do if

11:25

Students

11:40

Students

Elaboration: Students are going to decide what Thanksgiving food they have at
home that is part of the culture of their family and write what it is, what culture
it is from and why the family enjoys the food.

Evaluation: Students are going to self-assess their writing piece, ensuring that it
has SWAG and then will have the opportunity to share their illustration and
writing with the class if desired (time permitting).
a student struggles with the content?
Discuss with the student(s) what Thanksgiving is. Explain to the student(s) that on Thanksgiving Day, we
celebrate the harvest of the Pilgrims and Native Americans and show thanks for what we have now. Tell
students that many people of different cultures have different traditions and ways of celebration
regarding the Thanksgiving holiday. Ask the student(s) how Thanksgiving is celebrated in their culture.
Ask the student to draw a picture showing this. Ask the student to verbally present their illustration to a
chosen partner.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Reading/Social
Taught: First
Studies
What will you do if

Meeting your students needs as

people and as learners

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?

Group Size: 17
students

Name: Tori McNealy

Date of Lesson: Wednesday,
November 12, 2014

a student masters the content quickly?

Have students go to the media center and computer lab to conduct research about the different types of
foods varying cultures eat on Thanksgiving Day. Students will compile their research into a collective
project of their choice (poster, book, skit, video, etc.) and present the information to the class.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
The lesson connects to the cultural backgrounds of the students by exploring various types of foods
individuals of different cultures eat on Thanksgiving Day (various celebrations and traditions regarding
the Thanksgiving holiday).
If applicable, how does this lesson connect to/reflect the local community?
The lesson reflects the local community celebration of the national holiday of Thanksgiving Day
celebrated as a day of feasting and giving thanks.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Have students research and interview individuals of different cultures in their community (neighbors,
family members, friends, etc.). Have the students ask the individual questions about how they celebrate
the Thanksgiving holiday and what special traditions they may have. Then have the students share their
interview responses with the class.
How will you differentiate instruction for students who need additional language support?
Have the student(s) name holidays that honor people in their native country. Have the student(s) point to
the calendar and show when these celebrations happen. Then, using books or magazines, the teacher will
point to pictures or symbols from holidays such as Thanksgiving Day. The teacher will mix the photos up
and ask the student(s) to point to the visual as the teacher names it. The teacher will ask the student(s) to
repeat the name of each visual after it is said.
N/A

Text Duck for Turkey Day by Jacqueline Jules

Chart paper
Markers

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Reading/Social
Taught: First
Studies
Include any resources you used.
This can also include people!)

Construction paper
Lined paper
Pencils
Crayons
Markers

Group Size: 17
students

Name: Tori McNealy

Date of Lesson: Wednesday,
November 12, 2014