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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: _______Allison Young___________________________ Date: __11/15/16_______________
Cooperating Teacher: __Mrs. Kline_________________________________ Coop. Initials: ________________
Group Size: ___17____ Allotted Time: _30 minutes/day over 3 days Grade Level: ___2nd_________
Subject or Topic: ___Pilgrims and Wampanoag_____________________ Section: _____932___________

The First Thanksgiving

I. Standards(s):
a. PA Common Core:
A. 8.3.2.A Identify groups and organizations and their contributions to the
United States.
B. 8.1.2.C Apply sources of historical information.
C. CC.1.4.2.W Recall information from experiences or gather information
from provided sources to answer a question.
D. CC.1.2.2.E Use various text features and search tools to locate key facts
or information in a text efficiently.
b. NCSS:
A. D2.His.6.K-2. Compare different accounts of the same historical event.

II. NCSS Theme(s): #2 Time, Continuity, and Change. “Knowledge and understanding of
the past enables us to analyze the causes and consequences of events and developments,
and to place these in the context of the institutions, values, and beliefs of the periods in
which they took place.” Students will explore how the Pilgrims and Wampanoag lived
and worked together. They will learn about how the Wampanoag helped the Pilgrims
survive as well as the events of the first Thanksgiving.

III. Performance Objectives

The student will…
 Analyze information gathered from internet and print resources to answer the
question “If you lived at the time of the first Thanksgiving, would you rather be a
Pilgrim or a Wampanoag? Why?”

IV. Instructional Materials
a. Teacher Materials
A. BrainPop Jr. Thanksgiving video:
https://jr.brainpop.com/socialstudies/holidays/thanksgiving/
b. Student Materials
A. Thanksgiving text set
B. Computers (6)
C. Website: http://www.scholastic.com/scholastic_thanksgiving/daily_life/
D. Venn Diagrams (attached) (20)
E. Scholastic Weekly News—Strangers on a Ship (17)
F. Writing paper (20)
V. Subject Matter/ Content
a. Prerequisite skills
A. The students will be able to use the computers.
B. The students will be familiar with the basic Thanksgiving story.
C. The students will know how to use a Venn Diagram.
b. Key vocabulary
A. Pilgrim—people who sailed to America in 1620 and settled in Plymouth,
Massachusetts.
B. Wampanoag—Native Americans who lived near Plymouth when the
Pilgrims arrived.
C. Squanto—a Native American who taught the Pilgrims how to grow food
in America.
D. Thanksgiving—a holiday we celebrate every year in November to give
thanks for what we have.
c. Big idea—Compelling question; supporting question(s)
A. Compelling question:
1. How were the Pilgrims and the Wampanoag different, and how
were they the same?
B. Supporting questions:
1. What kind of houses did the Pilgrims live in? The Wampanoag?
What kind of clothing did the Pilgrims wear? The Wampanoag?
What kind of food did the Pilgrims eat? The Wampanoag?
What kind of chores did Pilgrim children have to do? The
Wampanoag?
What was school like for the Pilgrims? The Wampanoag?
What kind of games did Pilgrim children play? The Wampanoag?
d. New content
A. How the Pilgrims and Wampanoag lived:
1. What kind of houses they lived in.
2. What kind of clothing they wore.
3. What kind of food they ate.
4. What kind of chores they did.
5. What their schools were like
6. What kind of games they played.
B. What it was like when the Pilgrims arrived at Plymouth.
e. Instructional Strategy
A. Venn Diagram—“Research has shown that identifying similarities and
differences is perhaps the single most powerful strategy for student
learning.” (Walbert)
VI. Implementation
a. Day One (30 minutes)
b. Introduction
Dimension 1: Developing Questions & Planning Inquiries
D1.1.K-2. Explain why the compelling question is important to the student.
A. Put the compelling question (how were the Pilgrims and Wampanoag
different, and how were they the same?) on the board.
B. Tell students that today we’re going to learn about the Pilgrims and
Wampanoag Native Americans, the two groups involved in the first
Thanksgiving.
C. Tell them that it’s important to learn about them so that we know and
understand why we celebrate Thanksgiving.
c. Development
Dimension 2: Applying Disciplinary Concepts & Tools
D2.His.6.K-2. Compare different accounts of the same historical event.
A. Show BrainPop Jr. video.
B. Explain that we’re going to dig deeper and learn more about how the
Pilgrims and Wampanoag live.
C. Explain what the kids are going to do:
1. There will be three centers:
a. Computers—exploring Scholastic website and filling out
graphic organizer.
b. Scholastic Weekly News with Mrs. Kline—reading the
Scholastic Weekly News article “Strangers on a Ship.”
c. Exploring text set—look at the books at Miss Young’s text
set over in the reading area and filling out a response paper.
D. Show students Scholastic website and demonstrate how to use it.
1. Tell them to stay under the “Daily Life” tab.
2. Show them how they can see pick a category that interests them,
such as housing, and see how the Pilgrims and Wampanoag did the
things under that category.
3. Show them how each category (except “Games”) has multiple
pages for both the Pilgrims and Wampanoag to look at.
4. Show students how they can press the speaker buttons to listen to
the text.
5. Tell students to pick about three categories that interest them and
focus on them.
E. Review how to use a Venn Diagram.
1. Things that are unique to the Pilgrims go on the left side. For
example, the Pilgrims lived in houses with thatched or straw roofs.
2. Things that are unique to the Wampanoag go on the right side. For
example, the Wampanoag lived in houses made out of saplings
bent in a circular shape.
3. Things that are the same for both the Pilgrims and the Wampanoag
go in the middle. For example, both the Pilgrims’ homes and the
Wampanoag’s homes had one main room.
Days 2 and 3 (30 minutes each)
Dimension 3 Evaluation Sources & Using Evidence
D3.1.K-2. Gather relevant information from one or two sources while using the
origin and structure to guide the selection.
F. Students will attend each center for fifteen minutes over the course of
two days (one center on day 1, two centers on day 2)
1. Students will fill out their graphic organizers to document gathered
information.
G. Students will share the information on their Venn Diagrams with one
another.
H. The teacher will go over the information that the students found with the
whole class. The teacher will record this information using the
Smartboard.
d. Day 3 (30 minutes)
Closure
Dimension 4: Communicating Conclusions & Taking Informed Action
D4.2.K-2. Construct explanations using correct sequence and relevant
information.
A. Explain to students that they will write a short piece about whether they
would rather have been a Pilgrim or a Wampanoag if they’d lived in
1620 and why. Students will use their graphic organizers to provide the
reasons behind their answer. (15-20 minutes)
B. If time permits, have students share their pieces with one another (pair-
share).
C. Have students share their pieces with the rest of the class.
D. If there is time left over, share a read aloud of one of the books from the
text set.
e. Accommodations/Differentiations
A. There are no accommodations for this lesson.
f. Assessment/Evaluation Plan
A. Formative
1. The students will complete a graphic organizer (Venn Diagram) to
record the information they gather. Because the information on the
graphic organizer will be gone over as a class, the Venn Diagram
will only be assessed for completion, both while the students are at
the computer center (informal) and after the lesson is complete.
B. Summative
1. The students will write a short piece answering the question, “If
you lived at the time of the first Thanksgiving, would you rather be
a Pilgrim or a Wampanoag? Why?”

VII. Reflective Response
a. Report of Students’ Performance in Terms of States Objectives (Reflection on
students performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)
A. The students did very well in all three centers. They also did a really
good job of recording the information they learned on the website on
their Venn Diagrams. As I watched them on the computers, I became
concerned as a lot of them weren’t writing as they explored the website,
but I saw that every student came away from the computers with
something in their Venn Diagrams. However, if I were to teach this
lesson again, I would instruct my students to try to write at least one
piece of information in each section of the Venn Diagram, as there were
some students with only two sections written in. This is one reason that
I had the students share their Venn Diagrams with one another and then
with the whole class.
All of the students did an excellent job of responding to the prompt.
They both answered the question of whether they would want to be a
Pilgrim or a Wampanoag and provided at least one reason as to why.
They also did a great job of remembering to use correct capitalization
and punctuation. The one place that they struggled a little was in using
correct spelling. I only expected them to be able to spell words that they
had reference to (words on the word wall, words on the board, words on
their Venn Diagrams, etc.) correctly. Even though the word “would” is
on the word wall, a number of students still spelling it incorrectly. To
address this, I plan on reminding my students how to spell the “would”
as well as reminding them that it’s written on the word wall, so if they
ever can’t remember how to spell it or other words, they should
reference the word wall.
b. Personal Reflection (Questions written before lesson is taught.) (Reflective
answers to questions recorded after lesson is taught.)
A. Was my lesson engaging?
1. My lesson seemed to be very engaging. The kids were very
engaged in the BrainPOP video, the centers, and the writing
activity at the end. Incorporating multiple different forms of
materials—technology (computers), books (text set), and an article
(the Scholastic News Article) really helped increase the
engagement in my lesson.
B. Was I able to maintain discipline throughout my lesson?
1. Yes, I was. Due to my cooperating teacher’s own classroom
management skills as well as the school-wide positive behavior
program, the class is very well behaved. While teaching lessons,
the only thing I really have to be worried about is keeping the kids
quiet while I’m speaking, which I didn’t have much trouble with at
all. My cooperating teacher has a number of phrases and rhythm
patterns that she uses to get the kids’ attention, so I was able to
successfully use those to quiet the class down when necessary.
C. Was I able to ensure that students were maintaining focus and remaining
on task throughout my lesson?
1. The students did an excellent job of maintaining focus and
remaining on task throughout. I didn’t have to redirect them very
much at all. I attribute this to both the general classroom
management skills of my cooperating teacher as well as the
engaging nature of the centers themselves. The kids love using the
computers, and they enjoy reading the Scholastic Weekly News
article. They also enjoy reading books to themselves and have a
lot of practice reading to themselves for extended periods of time
from both Daily Five and daily SSR.

VIII. Resources
Berenstain, M. (2014). The Berenstain Bears: Thanksgiving all around. New
York, NY: Harper Festival, an imprint of HarperCollins.
Biography.com. (2016, August 1). The Explorers: Squanto. Retrieved November
14, 2016, from https://newsela.com/articles/bio-explorer-
squanto/id/19588/
Brown, M. (1983). Arthur's Thanksgiving. New York, NY: Little, Brown and
Company.
Bunting, E. (1988). How many days to America?: A Thanksgiving story. New
York: Clarion Books.
Bunting, E. (1991). A turkey for Thanksgiving. New York: Clarion Books
Carlstrom, N. W. (1999). Thanksgiving Day at our house: Thanksgiving poems
for the very young. New York: Simon & Schuster Books for Young
Readers.
Cohen, B. (1983). Molly's pilgrim. New York: Bantam.
Colandro, L. (2016). There was an old lady who swallowed a turkey! New York,
NY: Cartwheel Books, An Imprint of Scholastic.
Dean, K., & Dean, J. (2013). Pete the Cat: The first Thanksgiving. New York, NY:
Harperfestival.
Devlin, W. (2012). Cranberry Thanksgiving. Cynthiana, KY.: Purple House Press.
The First Thanksgiving: Daily Life. (n.d.). Retrieved November 13, 2016, from
http://www.scholastic.com/scholastic_thanksgiving/daily_life/
George, J. C. (1996). The first Thanksgiving. New York: Putnam & Grosset
Group.
Hennessy, B. G. (2001). One little, two little, three little pilgrims. New York:
Puffin Books.
Jassem, K. (1979). Squanto: The pilgrim adventure. Mahwah, NJ: Troll
Associates.
Osborne, M. P., & Murdocca, S. (2002). Thanksgiving on Thursday. New York:
Random House.
Rainsford, B. (2016, November/December). Strangers on a Ship. My Weekly
Reader Scholastic News, 73(3).
Rainsford, B. (2016, November/December). A Trip to a New Land. My Weekly
Reader Scholastic News, 73(3).
Roy, R. (2007). Mayflower treasure hunt. New York: Random House.
Thaler, M. (2009). The Thanksgiving Day from the black lagoon. New York:
Scholastic.
Thanksgiving. (n.d.). Retrieved November 13, 2016, from
https://jr.brainpop.com/socialstudies/holidays/thanksgiving/
Walbert, D. (n.d.). Higher order thinking with Venn diagrams. Retrieved
November 23, 2016, from http://www.learnnc.org/lp/pages/2646
Waters, K. (1993). Samuel Eaton's day: A day in the life of a Pilgrim boy. New
York: Scholastic.
IX. Appendix
2 1 0
Prompt The student has The student has The student has not
answered the answered the answered the
question and given question but did not question.
one or more reasons give any reasons as to
as to why they chose why they chose the
the group they did. group they did.
Mechanics Correct capitalization The student has no The student has more
and punctuation are more than two than two
used throughout. capitalization and/or capitalization and/or
punctuation errors. punctuation errors.
Spelling All words that the The student has no The student has four
student had reference more than 3 spelling or more spelling
to are spelled errors in words that errors in words that
correctly. they had reference to. they had reference to.

Prompt Mechanics Spelling Total
K 2 2 2 6
M 2 2 2 6
S 2 2 2 6
N 2 2 1 5
A 2 2 2 6
A 2 2 2 6
M 2 2 1 5
T 2 2 2 6
B 2 2 2 6
J 2 2 2 6
S 2 2 1 5
E 2 2 1 5
G 2 2 1 5
A 2 2 2 6
K 2 2 1 5
T 2 2 2 6
N 2 2 2 6