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Daylan Bakes

Social Studies
12/14/14

Balloons Over Broadway
Final Draft

Lesson Plan
Goals / Objectives
Through text to text awareness my students will be able to: (1) connect modern or contemporary
tradition to traditions of the past, and (2) establish text to self connections in writing about their
own traditions surrounding holiday. This lesson will be taught to my entire first grade class in our
classroom (room 133). The lesson will be about an hour/hour and a half, possibly broken up by
lunch.
Standards
CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic,
and provide some sense of closure.
Materials and preparation
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Balloons Over Broadway
Modeled Story + Float
Pencils for students
Writing Paper (lined)
Colored pencils
Crayons
Markers

Classroom arrangement and management issues
My students will begin on the carpet, where we will remain for approximately 25 minutes. We
will then break for the independent creating/writing portion of the lesson; my students will
complete their work at their desks (grouped by six). Because this is a longer lesson, I thought it
was important to create a time that allowed for movement. They are also very familiar with this
pattern of read aloud (or shared reading) followed by a writing activity and group share. My
greatest management concern stems from the class as whole being under my direction for the
planned activity – while I have led whole group lesson before, I have never planned my own
whole group lesson and implemented it!
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Daylan Bakes
Social Studies
12/14/14

Balloons Over Broadway
Final Draft

Plan (45-50 minutes)
1. Access prior knowledge (5 minutes).
a. In our study of the history of Thanksgiving and pilgrim life have we ever come
across a parade? Has the parade always existed?
b. Touch your nose if you’ve heard of a Thanksgiving Day parade? – Call on
someone to explain to the rest of the class. Can someone expand on what x said?
c. In the following story we’re going to read about a specific parade and the puppets
built for that parade by a specific person. I want you to pay close attention to why
the puppets were originally made.
2. Read Aloud (15 minutes).
a. Go over cover of book.
b. Read aloud – vocabulary word immigrant (ask if anyone knows what it means
during read aloud).
3. Discussion (7 minutes)
a. Who were the original immigrants?
b. Now can anyone tell me why the puppets were originally created?
c. Is this form of celebration similar or different from the ways in which the pilgrims
celebrated Thanksgiving? Is it similar to the way you celebrate Thanksgiving?
i. What is different?
ii. What is the same or similar?
d. (5 minutes) Turn and talk – Share one of your holiday traditions with a partner.
Start to think about what kind of tradition you would like represented in a parade.
4. Writing/Creating (15 minutes to draw, 15 minutes to write)
a. I would like everyone to draw his or her own Macy’s Day Parade Float;
HOWEVER, I would like you to keep in mind the original reason for the parade’s
creation. Bringing tradition and story to people who were homesick/missing the
traditions of their homes. I would like you to think of a moment that is important to
you and your family, this can be a tradition, or a story, even an important object
that you will first draw (you will have 15 minutes) and then you will write three
sentences about that moment.
5. Carpet share (10-15 minutes)
a. Have students who would like to share read the stories of their floats aloud.
Anticipating students’ responses and your possible responses
1. What students are likely to be confused by or find difficult
I anticipate that all my students will understand the concept of drawing and describing a parade
float; however, the idea of tradition is abstract – I believe there might be some struggle here. I
have added a turn and talk to help ease them into their writing of this abstract concept – they will
hopefully be engaged by conversation with a peer and discuss what they will eventually create a
float of.
2. What students are likely to find especially engaging

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Daylan Bakes
Balloons Over Broadway
Social Studies
Final Draft
12/14/14
My students love to draw and create. I think this will be the easiest and most engaging part of the
lesson. They also enjoy sharing personal narrative and are beginning to move toward abstract
analysis.
3. What aspects of the lesson might present particular managerial challenges
When the students return to their desks, it is difficult to help everyone who has their hands raised,
this occasionally results in students leaving their workspace to come find me, even though I am
making my rounds around the classroom. Hopefully the behavior norms I have established will
hold during this time.
Assessment of the goals/objectives listed above
I will be paying close attention to their written work; noticing who has made the leap from
representation and description of parade float, to the representation of the family/cultural
tradition/history through parade float (more abstract). My classroom mentor has offered to help me
work through this written work and grade it on a developmentally appropriate level.
Accommodations
1. Accommodations for students who may find the material too challenging
For children who might find the material too challenging, we can cut down the number of
sentences and allow them to create a float not based on tradition. The students who struggle know
that they can come to me for help – if they are pre-writing, I transcribe their ideas for them (three
students). If they are struggling with letter-sound recognition (one student), we work through
“sounding out” together, usually cutting down the volume of work they are to produce.
2. Accommodations for students who may need greater challenge and/or finish early?
I’ll ask my students who finish early to expand their narrative, writing 5+ sentences. If they finish
that task as well, I will let them create another float. Usually if they complete this task as well,
they are allowed to edit work in their “work in progress” writing workshop folder.

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