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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher - Ms. Lee


Date-

Subject/ Topic/ Theme- Oh, What a Thanksgiving! Making comparisons

Grade ___2_____

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the third lesson in Thanksgiving unit, and it is one of the most important lessons: from this lesson students will learn about how pilgrims celebrated their
thanksgiving and compare it to how we celebrate it now and form arguments on who they think celebrated thanksgiving better.

Learners will be able to:

Recount the events that happened during pilgrims thanksgiving


Compare pilgrims thanksgiving to how we celebrate thanksgiving now
Judge for themselves who celebrated thanksgiving better
Form arguments based on their opinion

cognitiveR U Ap An E C*

physical
development

socioemotional

R
An
E
C

Common Core standards (or GLCEs if not available in Common Core) addressed:
Reading:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes
the action.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.
CCSS.ELA-LITERACY.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSS.ELA-LITERACY.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Writing:
CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that
support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding
statement or section.
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening
CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or
deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


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Identify prerequisite
knowledge and skills.

Knowledge: remember why the pilgrims came to America and why they celebrated their first thanksgiving.
Skills: they should have had a lesson on persuasion by now. Students are expected to be able to form arguments
based on their opinion and build on from there.
Pre-assessment (for learning): ask students to recall what they learned in previous lessons
Why pilgrims came to America
What happened when they reached America
Why did they celebrate their first thanksgiving

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): teacher adjust the lesson accordingly to help student learning. Paying attention to the
types of questions students ask, spend more time on giving instructions and/or explaining and answering their
questions.
Formative (as learning): students ask questions during the lesson to clarify any doubts they have regarding the
text and the worksheet they need to complete.
Summative (of learning): each student will be required to fill out a worksheet for Oh, What a Thanksgiving book.
They will be assessed on how much they remember and fill out on this sheet.

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?
III. The Plan
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Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible
-Visual representation of the book.
While reading it, make sure
students can see the pictures on the
book.
-Bring a book that has real life
photographs of what Pilgrims wore,
so that students can see pilgrims
clothes.
-Auditory perception (teacher
reading the book to them out loud).
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
-Define words to enhance student
learning:
Harvest- gathering crops when
they are ripe
Bountiful- plenty, large in quantity

Provide Multiple Means of


Action and Expression
Provide options for physical actionincrease options for interaction
-Students raise their hands to ask
questions. They may be required to
turn to their elbow partners for
small discussions.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-When reading the book, try to
recruit students interest by asking
them questions that are related to
their life (such as how is this
similar/different to how you
celebrate Thanksgiving?)

Provide options for expression and


communication- increase medium
of expression
-Students verbally communicate
with teacher or with their peers.
They can also write down what
they learned.

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback
-While students are working on
their Oh, What a Thanksgiving!
worksheet, go around and ask
questions to keep them thinking.

Provide options for


comprehension- activate, apply &
highlight
-While reading the book, stop from
page to page to ask questions to
highlight the differences between
how Thanksgiving was celebrated
differently then and now.

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies
-

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection
-At the end of the lesson students
fill out the Oh, What a
Thanksgiving! Worksheet. They
may talk with their partners and
discuss and share their answers
with each other.

The book Oh, What a Thanksgiving! By Steven Kroll


Pictures of pilgrims clothes
Two books, Samuel Eatons Day and Sarah Mortons Day (to be read during Daily 5)
Oh, What a Thanksgiving! worksheet

Students will be seating at the back of the classroom, while teacher sits on the chair so that everyone
can see the book. For development 2 students will be asked to sit in their seats to complete their
worksheet.

Time

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Opening:
- Begin by asking students the following
questions:
Do you remember why the pilgrims came
to America?
Why did the pilgrims celebrate their first
Thanksgiving?
Introduction:
- Tell students that today we will be reading
a book called Oh, What a Thanksgiving!
- Show the cover of the book and point out
how there is Native Americans and
pilgrims on one side and modern family
on the other side.
In this book we will learn about how the
pilgrims celebrated their thanksgiving and
how it was different from how we
celebrate our thanksgiving now.
I know you have been doing some work
on persuasive writing. We will write
another persuasive writing piece on Friday
about who celebrated thanksgiving better.
So as you listen to me reading the book,
think about who you think celebrated
thanksgiving better.

Development
(the largest
component or
main body of
the lesson)

Development 1:
- Begin reading the book, making sure that
students can all see the pictures. Stop
occasionally to explain the text and to ask
questions to make sure students are
following:
Pg. 3 Do you remember from our first
lesson how hard the voyage had been?
Can you imagine how excited the pilgrims
were to finally reach America?
Pg. 7 What do you think? Do you think
the pilgrims had turkey for thanksgiving
or not?
Pg. 10 Did anyone go to a farm and
harvest before? How did it feel?
(cherry/blueberry picking)
Pg. 15 Look at their kitchen (point to the
picture). Would it be easy to cook food in

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Engagement:
- Students remember what they learned in
previous lessons and answer teachers
questions.

Students ask questions if they are unsure


about the instruction.

Students listen to the teacher carefully as


she reads the book. Pay attention to the
pictures as well.

When prompted by the teacher, students


answer the question.

such kitchen? Would you prefer to cook in


this type of kitchen or in kitchens at your
houses?
Pg. 19 Do you like wrestling and racing?
What types of games do you play during
thanksgiving?
Imagine having the Native Americans
over for thanksgiving and celebrating it
with them, who had helped the pilgrims to
settle down in their land! It would have
been such a blessing to have communion
with them!
Pg. 21 Show the pictures of pilgrims
clothes. Imagine yourself wearing these
clothes! Would you like to wear these for
thanksgiving?
-

Finish reading the book. Pg. 30 The book


ends by saying that Thanksgiving today
wasnt so different from the very first one.
Do you think it is true? What are some
differences you noticed from the book?

Development 2:
- Ask students to go back to their seats.

Closure
(conclusion,
culmination,
wrap-up)

Have paper passers pass out Oh, What a


Thanksgiving! worksheet.

Explain to students what they need to do


on the worksheet.
From Oh, What a Thanksgiving! book we
saw that there were some differences
between the very first thanksgiving and
now. For example, pilgrims went hunting
to find turkeys whereas David and his dad
went to market to buy turkey. Write down
other differences you remember, and at the
bottom of the page write down who you
think celebrated thanksgiving better.

While students are doing worksheets, go


around the classroom and help students as
needed.

If students did not finish their Oh, What a


Thanksgiving! Worksheet, ask them to
finish it for homework and bring it to next
lesson.
Tell students that in our next lesson they

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If unsure, students ask question to clarify


their doubts.

Students fill out the worksheet to the best


of their abilities. Ask teacher for help.

will be having a discussion with their


elbow partner and that they will work on
persuasive writing.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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