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Taryn  Williams

EDUC523
Term  III  -­‐  Analysis  of  Teaching
Social  Studies
Date:  Monday,  11/24/2014
Grade/School:  Kindergarten,  Lea  Elementary
Anticipated  Time:  35  minutes

Core  Decisions
What:
For  this  lesson,  I  will  be  teaching  about  how  the  pilgrims  and  Native  Americans  
acted  like  a  community  during  the  first  Thanksgiving.  The  lesson  will  focus  on  
demonstrating  specific  ways  in  which  the  Native  Americans  and  Pilgrims  worked  together,  
and  the  students  will  then  reflect  on  how  they  relate  to  modern-­‐day  communities  that  we  
have  been  discussing.  
I  have  chosen  to  use  Squanto’s  Journey  as  the  text  for  the  lesson,  and  this  will  be  
used  as  the  basis  of  the  lesson.  This  book  gives  a  strong  overview  of  both  the  way  the  
Native  Americans  and  Pilgrims  worked  together  and  some  of  the  problems  they  worked  
through,  so  it  shares  with  the  students  two  sides  of  the  first  Thanksgiving.  
How:
The  main  strategy  I  will  be  using  throughout  this  lesson  is  the  Comprehension  
Check  Questions.  The  CCQs  that  I  will  focus  on  will  lead  students  to  consider  Squanto’s  
Journey  in  relation  to  the  first  Thanksgiving  and  to  communities,  and  they  will  leave  
opportunities  for  students  to  express  their  knowledge  in  their  own  way.  The  questions  are  
not  meant  to  have  a  right  answer,  but  rather  the  students  will  form  their  own  answer  based  
on  their  prior  knowledge  and  what  they  took  away  from  the  text;  the  students  all  have  their  
own  unique  prior  knowledge,  so  this  will  allow  for  a  variety  of  answers.  Students  learn  
arguably  as  much  from  each  other  as  they  do  from  their  teachers  and  educators,  so  extra  
emphasis  will  be  put  on  allowing  multiple  students  to  bring  their  own  perspectives  to  each  
response.  
The  students  are  still  learning  about  the  different  activities  that  they  do  in  school,  
and  discussions  like  this  are  relatively  new  for  them.  Because  of  this,  one  of  my  focal  
strategies  throughout  this  lesson  will  be  in  lengthened  wait  time.  My  goal  is  to  give  
students  10-­‐20  seconds  between  each  question  to  think  about  it  before  they  respond,  and  I  
will  wait  until  about  ten  students  (of  fifteen)  are  raising  their  hands  before  asking  students  
to  respond.  The  discussion  will  take  place  during  and  after  the  read-­‐aloud,  so  that  students  
can  have  some  information  to  work  from  during  the  read-­‐aloud,  and  so  that  we  can  
conclude  their  thoughts  together  afterward.

Joseph Nelson 11/23/2014 2:45 PM
Comment [1]: From where? School?
Home life? Media?

Joseph Nelson 11/23/2014 2:48 PM
Comment [2]: I would consider providing
students with a scaffold for their thinking.

Why:
This  lesson  is  critical  to  teaching  the  students  the  ways  in  which  the  Native  
Americans  and  Pilgrims  worked  together.  We  will  be  working  to  build  on  the  students’  
prior  knowledge  (Levstik  &  Barton)  and  to  bridge  their  knowledge  about  two  different  
Social  Studies  concepts.  By  connecting  their  knowledge  about  Thanksgiving  and  
communities  -­‐  the  two  main  Social  Studies  concepts  we  have  studied  thus  far  -­‐  we  will  be  
giving  students  a  better  understanding  of  how  different  concepts  in  the  world  can  be  
related.  
An  important  aspect  of  this  lesson  is  the  choice  of  Squanto’s  Journey.  I  chose  this  text  
in  particular  because  it  succeeds  at  highlighting  the  positive  relationship  between  the  
Native  Americans  and  the  Pilgrims,  as  well  as  reminding  students  that  they  had  some  
differing  opinions  and  negative  experiences  as  well.  By  understanding  both  trials  and  
tribulations  that  the  Pilgrims  and  Native  Americans  faced,  students  will  have  a  more  
developed  idea  of  how  communities  can  go  through  hardships  as  well.

Joseph Nelson 11/23/2014 2:50 PM
Comment [3]: Good, it entertains
multiple perspectives; up to this point, your
lesson plan read as if you would only
focus on the “positive.”

Goals/Objectives:
Student  Objectives:
1. SWBAT  compare  communities  that  they  have  learned  about  to  how  the  Native  
Americans  and  Pilgrims  interacted  during  and  around  the  first  Thanksgiving.  
2. SWBAT  expand  their  knowledge  of  how  members  of  a  community  work  together,  as  
well  as  how  they  are  similar  and  different.  

Joseph Nelson 11/23/2014 2:50 PM
Comment [4]: How long will the lesson
be? How many students will participate?
Where will it take place?

Teaching  Objectives:
1. IWBAT  explain  how  the  Native  Americans  and  Pilgrims  worked  as  a  community,  
while  ensuring  the  students  understand  that  the  relationship  was  not  entirely  
positive.  
2. IWBAT  scaffold  the  lesson  so  that  it  is  understandable  for  each  child,  and  extend  it  
so  that  it  is  challenging  for  the  students  who  need  more  of  a  challenge.  
Common  Core  Standards:
 

Reading:
1. With  prompting  and  support,  describe  the  connection  between  two  individuals,  
events,  ideas,  or  pieces  of  information  in  a  text  (CCSS.ELA-­‐LITERACY.RI.K.3).  
2. Actively  engage  in  group  reading  activities  with  purpose  and  understanding  
(CCSS.ELA-­‐LITERACY.RI.K.10)  
3. With  prompting  and  support,  identify  characters,  settings,  and  major  events  in  a  
story  (CCSS.ELA-­‐LITERACY.RL.K.3).  

 

Writing:
1. Use  a  combination  of  drawing,  dictating,  and  writing  to  compose  
informative/explanatory  texts  in  which  they  name  what  they  are  writing  about  and  
supply  some  information  about  the  topic  (CCSS.ELA-­‐LITERACY.W.K.2)  
2. With  guidance  and  support  from  adults,  recall  information  from  experiences  or  
gather  information  from  provided  sources  to  answer  a  question  (CCSS.ELA-­‐
LITERACY.W.K.8).  

Materials  and  Preparation:
● Squanto’s  Journey  
○ CCQs  to  ask  throughout  
● Paper  
● Pencils  
● First  Thanksgiving  letters  
Classroom  Arrangement  and  Management  Issues:

Joseph Nelson 11/23/2014 2:58 PM
Comment [5]: How will you display
these? Projector? Handout?

This  will  be  a  whole  group,  thirty  minute  lesson  that  takes  place  during  the  students’  
normal  Social  Studies  period.  The  students  will  be  on  the  rug  in  their  assigned  squares  
during  the  read-­‐aloud  and  the  discussion,  so  that  they  are  all  able  to  hear  the  story  and  see  
the  pictures  well.  We  will  move  into  a  circle  for  the  discussion,  so  that  each  student  can  see  
each  other,  and  so  that  they  can  hear  and  respond  to  each  other’s  observations  and  
insights;  following  that,  we  will  move  to  the  students’  assigned  tables,  where  they  will  
complete  the  writing  piece.  Students  will  go  to  their  tables  as  soon  as  they  are  handed  the  
writing  paper,  and  I  will  pass  out  the  papers  to  the  students  who  need  more  time  first.  The  
wrap-­‐up  will  also  take  place  on  the  rug;  I  will  call  students  one  table  at  a  time  back  to  their  
squares,  where  we  will  discuss  why  this  is  important  to  us  and  connect  back  to  the  two  
previous  units  again.

Joseph Nelson 11/23/2014 2:59 PM
Comment [6]: I see, but what grade?

Plan:
Introduction  (5  minutes):
● Begin  by  having  students  discuss  what  they  remember  about  communities,  and  
about  the  first  Thanksgiving:  
○ What  is  a  community?  
○ What  makes  people  a  community?  
○ Are  all  people  in  a  community  the  same,  or  can  they  be  different?  
○ Who  took  part  in  the  first  Thanksgiving?  
○ Where  did  the  Pilgrims  come  from,  why  did  they  come  here?  
○ Thinking  back  to  what  we  know,  do  we  think  the  Pilgrims  and  Native  
Americans  were  a  community?  Why  or  why  not?  
● Write  down  the  students  answers  in  a  graphic  organizer  chart  paper,  in  order  to  
reflect  back  on  them  after  the  story.  
○ Quickly  remind  students  of  a  graphic  organizer:  
■ Remember  when  we  decided  if  we  saw  things  at  night,  during  the  day,  or  
both?  This  is  similar,  but  we  will  be  talking  about  communities,  the  first  
Thanksgiving,  or  both.  

Joseph Nelson 11/23/2014 3:01 PM
Comment [7]: I would keep this graphic
organizer on display throughout the
lesson. This way, students can refer to it
when needed.

Story  /Discussion  (15  minutes):
● Read  Squanto’s  Journey;  ask  CCQs  throughout  and  after  the  story:  
○ How  is  Squanto  being  a  good  member  of  his  community?  (Ask  throughout  the  
story)  
○ Would  the  Pilgrims  have  had  an  easier  or  harder  time  in  America  without  
Squanto  and  the  other  Native  Americans?  Why?  
○ Were  they  a  community  when  people  became  sick?  How?  
○ Does  Squanto  remind  us  of  any  of  our  community  helpers  we  learned  about?  
Who?  

Joseph Nelson 11/23/2014 3:02 PM
Comment [8]: Be sure to mark in the
story where you want to stop and pose
these questions. Be strategic, to deepen
their understanding.

○ The  Pilgrims  and  Native  Americans  had  some  hardships  (define)  too,  like  the  
sickness,  did  this  bring  them  together  as  a  community?  How?  
Writing  activity  (10  minutes):
● Elicit  from  students  and  think  aloud  about  how  I  could  use  information  from  the  
text.  
○ Hmmm,  I  remember  Squanto  helped  the  Pilgrims  get  food,  that’s  being  a  good  
member  of  his  community;  does  anyone  else  remember  anything  he  did  to  help  
his  community  that  I  could  write?  
○ Oh!  I  remember  that  Squanto  helped  the  Pilgrims  find  food,  maybe  I  can  write  
that.  I  also  remembered  that  he  helped  them  find  somewhere  to  live,  maybe  I  
can  write  that…  does  anyone  remember  anything  else  that  I  could  write?  

 

● Model  the  writing  
○ Write  my  name  and  date  first;  remind  them  to  do  so  as  well  
○ Draw  the  picture  briefly  before  the  writing  piece,  remind  students  they  
should  have  more  details  when  they  draw  theirs  
○ Write  3-­‐4  sentences  about  why  or  how  the  Pilgrims  and  the  Native  
Americans  worked  as  a  community,  setting  the  expectation  for  the  highest  
students  
Wrap-­‐Up  (5  minutes)
● Connect  back  to  why  this  is  important  for  students  
○ Are  all  communities  the  same?  Is  K-­‐101  a  community?  
○ How  do  people  in  communities  help  each  other?  
○ How  was  Squanto  a  part  of  his  community?  How  were  the  Pilgrims?  
○ Are  our  communities  similar  to  the  Pilgrim/Native  American  community?  

Assessment  of  goals  and  objectives:
● Students  will  be  mainly  assessed  based  on  their  written  piece.  We  will  be  looking  for  
knowledge  of  communities  and  the  first  Thanksgiving  in  their  writing.  
● The  students  will  also  be  expected  to  have  evidence  from  the  reading  in  their  piece.  
Expecting  that  they  will  use  their  prior  knowledge  of  other  stories  we  have  read,  it  
will  only  be  expected  for  them  to  have  mentioned  1-­‐3  pieces  of  evidence  specifically  
from  this  story,  depending  on  their  ability.  
Anticipating  student  responses:
● I  expect  that  students  will  have  some  trouble  citing  evidence  from  the  text.  I  will  
think  aloud  for  only  about  a  minute  during  the  modelling,  but  I  will  be  prepared  to  
do  more,  if  it  seems  like  students  are  struggling  with  this.  
● Some  of  the  students  might  struggle  responding  to  some  of  my  CCQs  and  open-­‐
ended  discussion  questions.  If  students  seem  to  be  struggling,  I  will  support  them  by  

Joseph Nelson 11/23/2014 3:04 PM
Comment [9]: Make this an open-ended
questions
Joseph Nelson 11/23/2014 3:04 PM
Comment [10]: Same comment as
above

Joseph Nelson 11/23/2014 3:04 PM
Comment [11]: Excellent assessment!
Joseph Nelson 11/23/2014 3:06 PM
Comment [12]: Will the “writing piece”
have space for students to include
evidence? I would even label the space,
“evidence,” this way they know exacting
where to include this information,
especially if you anticipate this task being
difficult for them.

drawing  connections  back  to  their  prior  knowledge  on  the  First  Thanksgiving  and  
communities.  
Accommodations:
The  main  part  of  this  lesson  that  will  need  extensions  and  scaffolds  is  the  writing.  
These  accommodations  will  mainly  manifest  in  how  many  sentences  the  students  will  
write;  some  students  will  be  expected  to  write  1-­‐2,  whereas  others  will  be  expected  to  
write  3-­‐4.  In  order  for  students  to  achieve  their  best,  the  lesson  will  be  taught  to  the  
expectation  for  the  highest  students  (four  sentences  while  modelling).  This  is  how  
modelling  is  usually  done  in  the  classrooms,  so  students  will  understand  that  they  should  
aim  for  that  many  sentences,  but  that  it  is  alright  if  they  do  not  quite  write  that  many.
Otherwise,  scaffolding  will  be  done  during  the  reading  and  discussion  through  the  
questions  that  I  ask.  I  have  pre-­‐planned  many  questions  for  the  discussion  and  read-­‐aloud,  
so  that  I  can  support  students  with  these  questions  during  long  pauses.  In  order  to  give  
students  sufficient  time  to  answer  each  question,  I  will  wait  for  10-­‐20  seconds  after  each  
question  so  that  each  student  has  time  to  think  of  his  or  her  responses.
 
I  also  have  first-­‐person  account  letters  from  Wampanoags  and  Pilgrims  during  the  
first  Thanksgiving,  and  I  have  these  as  either  an  extension  for  the  whole  class,  or  individual  
students  who  need  an  extension.  They  are  very  short  and  relatively  easy  to  read,  so  I  was  
planning  on  reading  them  with  the  whole  class  if  everyone  finishes  earlier  than  I  expect  
them  to  and  we  need  something  to  do;  on  the  other  hand,  some  of  the  strong  readers  and  
writers  in  the  class  could  use  information  from  the  letters  to  add  to  their  writing  piece,  
depending  on  where  the  rest  of  us  are  when  they  finish.