Rachael Bailey

Education 322
Standards, Planning and Assessment

Thanksgiving Unit Plan Overview

I am currently student teaching in my second placement and will

graduate in May of 2017 with a K-6 degree in education. My first placement
was in a third grade classroom and I really liked it. So, I have decided to do my unit
plan for third grade. I have chosen Thanksgiving as the theme for my unit plan. I would teach
this unit plan the week before students go on Thanksgiving break. I used the theme of
Thanksgiving because it is one of my favorite holidays, this lesson can teach diversity, history,
science, math and ELA. The major concept of this lesson will be to give students a better
understanding of the true meaning of thanksgiving.
I have planned a 10 lessons for this unit on Thanksgiving Day, this unit contains two ELA
lessons, two science lessons, two math lessons and two social studies lessons. I designed this
unit in this fashion so that I am teaching one concept across the curriculum. Thus all of my
lessons will have a something to do with Thanksgiving Day. One example of what the students
will be doing to learn the concept noted above is a reading lesson in which the students will be
able to answer questions to demonstrate an understanding of a literary text, referring explicitly to
the text as the basis for their answers. In this lesson students will be reading an article titled,
The First Thanksgiving. They will have to read the article and then refer back to the article for
answers to specific questions ask about the article. The students will reach these goals through
whole group activities in which I model the writing process. I anticipate that between 65 to 75
percent of the students will reach the learning goal for this lesson.
I also planned a spelling lesson in which the students must learn to spell words that relate
to Thanksgiving Day and be able to use them when writing, speaking or reading. To accomplish
this task I have designed a lesson plan utilizing several activities that will keep the students
engaged. For example, I will have them writing their spelling words in a sentence that they
create on their own after we have reviewed the meaning and spelling of each word, I will be
having a spelling bee, and I will have the students to practice alphabetizing the list of words on
an activity sheet. I anticipate that all of my students will reach the goal for this lesson.
I have also incorporated a grammar lesson on adverbs that tell when, where, or how in
this unit plan. There are three math lessons, two history lessons, and two science lessons. All of
my lessons use a whole group guided approach and occasionally I place students in small groups
to work. I prefer the whole group guided approach, I think students are easier to keep engaged
using this approach.
MY

Thanksgiving

Unit Plan
By: Rachael Bailey
 Bluefield State College
Daily Lesson Plan (Template)

Name: Rachael Bailey Date:

3-1-17

Subject: ELA
Topic: Reading

Grade: 3rd
Length of Lesson: 60 minutes

Introduction (Essential Question): Can students answer questions about a text or article by
referring explicitly to the text or article for the answers?

Standard: Reading

Cluster: Key Ideas and Details

Objective: ELA.3.1 - Ask and answer questions to demonstrate understanding of a literary

text, referring explicitly to the text as the basis for the answers.

Specific Objective: Students will be able to answer questions to demonstrate understanding of

a literary text, referring explicitly to the text as the basis for their answers.
Method(s): Whole group instruction.

Materials: Paper, pencil, Yes Maam handout, white board and dry erase markers, and article,
The First Thanksgiving,

Direct Instruction: I will first show the article, The First Thanksgiving, to the students and
have a brief discussion with the class. Then I will read the article, The First Thanksgiving. I
will then go over the high frequency words (pilgrim, May flour, colony, and tribe) on the white
board with the students

Guided Practice: For guided practice I will read the article aloud to the students as they read
along silently and once I have finished reading the article, I will read the bottom of the page to
them, which instructs them to read the article and answer the questions at the bottom of the page.
I will use the Yes, Maam process to demonstrate to my students how to answer the questions
about the article.

Differentiation: For adaptations for students who struggle for enrichment, I will model how to
answer the activity sheet using the, Yes, Maam process,while students follow along correcting
any mistakes that they may have had.
Independent Practice: Each student will take out a piece of paper and write a
sentence using each one of the vocabulary words.

Lesson Closure: In this lesson I gave the students all a copy of, The First Thanksgiving, and I
read it to the class. Then I reviewed the questions at the bottom of the page and went over the
Yes Maam activity sheet, modeling how to answer one of the questions from the bottom of the
page.

Assessment: Students will fully understand how to answer questions in a way that
demonstrates an understanding of a literary text by referring back to that text. The
students will use the, Yes, Maam, process to answer the third question at the bottom
of, The First Thanksgiving, article for assessment. I will use the attached rubric to
grade their constructed response answer.

Time: I anticipate this lesson to take 60 minutes.

Recourse #1

https://images.search.yahoo.com/yhs/search;_ylt=A0LEVvo8jrdYdV4
A3vEPxQt.?
 p=article+about+thanksgiving+for+third+grade&fr=yhs-arh-
001&fr2=piv-web&hspart=arh&hsimp=yhs-
001&type=zxy_cab2f219243f8c254c#id=21&iurl=http%3A%2F
%2Fworksheets.k12reader.com%2Fwp-content%2Fuploads%2FGr1-
2_The_First_Thanksgiving.jpg&action=click

Yes Maam Writing Rubric

0 points 5 points 10 points Point
s
Earn
ed
M-Restated the Student did Student did Student did
question and not restate restate the restate the
provided an answer the question question and question and
and provide provide an provided a
an answer answer but the correct answer.
answer was
not correct
A=Provided one Student did Student did Student did
piece of evidence not provide a provide provide a new
from the text and sufficient evidence from piece of
used sentence piece of the text but it evidence that
starter (The author
evidence from did not support supports their
states, The text
also says,)
the text. the answer. answer.

A-Provided a new Student did Student did Student did

piece of evidence not provide a provide a new provide a new
from the text and new piece of piece of piece of
used a sentence sufficient evidence from evidence that
starter (The author evidence from the text but it supports the
also states, The the text. did not support answer.
text also says)
the answer
M- Restated the Student did Student did Student had a
question/what they not have a have a sufficient ending
learned (Now I sufficient sufficient to the prompt by
know, I learned) ending to the ending to the restating the
prompt by prompt, but question or
restating the did not restate describing what
question or the question or they now know
describing describe what
what they they know
know now. now.
Student had 6 Student had 3 Student had
Punctuation and or more punctuation fewer than 2
Capitalization punctuation and punctuation and
and capitalization capitalization
capitalization errors. errors.
errors.
Student had 5 Student had 3- Student had
Spelling or more 4 spelling fewer than 3
spelling errors. spelling errors.
errors.
Bluefield State College
 Daily Lesson Plan (Template)

Name: Rachael Bailey Date:

March 1, 2017

Subject: ELA
Topic: Spelling

Grade: 3rd
Length of Lesson: 30 minutes

Introduction (Essential Question): Can students spell and use the spelling words correctly in
speech, writing and reading?

Standard: Language
Cluster: Conventions of Standard English
Objective: ELA.3.37

Demonstrate command of the conventions of Standard English capitalization,

punctuation, and spelling when writing.

Capitalize appropriate words in titles.

Use commas in addresses.

Use commas and quotation marks in dialogue.

Form and use possessives.

Use conventional spelling for high-frequency and other studied words and for
adding suffixes to base words (e.g., sitting, smiled, cries, or happiness).

Use spelling patterns and generalizations (e.g., word families, position-based

spellings, syllable patterns, ending rules, and meaningful word parts) in writing
words.

Consult reference materials, including beginning dictionaries, as needed to check

and correct spellings.

Specific Objective: Students will be able to spell and use their spelling words correctly in
speech, writing and reading.
Method(s): Whole Group Instruction.

Materials: Pencil, paper, whiteboard, projector, spelling list handout (attached), and test.

Direct Instruction: I will first hand out the spelling word list and review each word with the
students. Students will write each word on their word list as we review them. I will have them to
tell me each word and what it means as I place each of them on the white board. I will do this by
pulling sticks with the students names on them. I will pull a stick and have that student tell me
the word as I hold up an index card with the word on it, then that student will tell me what the
word means and they will be able to come and place it on the whiteboard with a small magnet.

Guided Practice: For guided practice of their spelling words I will have them write a sentence
using each of their spelling words. Once they have finished, I will work my way around the
room having each student pick one of their sentences and read it aloud to the class.

Independent Practice: For independent practice I will have the students practice writing their
spelling words in alphabetical order.

Differentiation: For students who still need to work on spelling the words in this lesson we will
have a spelling bee. I will split the class up into two groups and have them compete as groups to
see which side of the room can spell the most spelling words in this lesson.

Lesson Closure: To ensure that my students have a full understanding of this lesson, I will give
them a written assessment in which they will write the word as I first say the word aloud and
then I will place the word within a sentence to ensure that they know which word I have said.
This assessment will be worth 100 points.
Assessment: Students will be able to spell their words correctly and use them in
sentences. The assessment is an oral spelling test which is attached. The students will
have to spell 80% of their spelling words correctly to obtain mastery of this lesson.

Total Score /100 A=90-100 B=80-89 C=-70-79 D=-60-69 F =59-0

Time & Resources: This lesson will last for approximately 60 minutes.

Resources

https://www.heinemann.com/shared/onlineresources/08894/08894f4.html
Thanksgiving
Spelling List
 Bluefield State College
Daily Lesson Plan (Template)

Name: Rachael Bailey Date:

March 3, 2017

Subject: ELA
Topic: Grammar

Grade: 3rd
Length of Lesson: 30 minutes

Introduction (Essential Question): Can students identify adverbs that tell how, when, and
where?

Standard: Language

Cluster: Vocabulary Acquisition and Use

Objective: ELA.3.40

Demonstrate understanding of word relationships and nuances in word meanings.

Distinguish the literal and nonliteral meanings of words and phrases in context
(e.g., take steps).

Identify real-life connections between words and their use (e.g., describe people
who are friendly or helpful).

Distinguish shades of meaning among related words that describe states of mind
or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).

Specific Objective: Students will be able to identify spelling words that tell how, where, and
when.

Method(s): Direct whole group instruction

Materials: Paper, pencil, projector, whiteboard, adverb activity sheet and assessments attached.
Direct Instruction: I will first hand out the Thanksgiving Day adverb sheet attached to the back
of this lesson plan. I will then review it with them, explaining what an adverb is.

Guided Practice: For guided practice I will place sentences on the white board for the students
to take turns coming up to the whiteboard and underlining the adverb and then writing at the end
of the sentence if it tells how, when, or where. This will be done as a guided whole group
activity.

Differentiation: For differentiation I split the students up into small groups of 4 and ask them to
write another sentence that could possibly be used on their assessment. Once they have written a
sentence I will have them trade theirs with another student and they will then answer the other
students question. Then students will take turns coming up to the board and they will write their
sentence on the board and tell which word is an adverb and they will tell the class if it tells how,
when or where.

Lesson Closure: To ensure that my students have a full understanding of this lesson, I will place
the attached set of sentences on the white board and students will to complete the attached
written assessment for a grade. They must complete with 80% accuracy to obtain mastery of this
lesson.

Independent Practice: I had students to think of two sentences using adverbs that tell how,
when, or where. The sentences had to be written about Thanksgiving.

Assessment: Students will be able to identify adverbs that tell if they show how, when, or
where an action takes place. They will complete the following assessment with 80% accuracy.

Total Score /100 A=90-100 B=80-89 C=-70-79 D=-60-69 F =59-0

Time & Resources: I anticipate this lesson to take about 60 minutes. I spent about 1 hour
writing this lesson plan.

Resources:

https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwjDnIaGs7jSAhVLwiYKHVcWB
2oQjxwIAw&url=http%3A%2F%2Fwww.uniqueteachingresources.com%2Fadverbs-lesson-
plans.html&psig=AFQjCNFW9fHrFHhpvuSKVpmGB7FgKc8h7A&ust=1488563952663910
1. The woman frequently checked the turkey in the oven.
2. The girl looked franticly for her cat.
3. The boy looked everywhere for his hat.
4. The cat jumped quickly as it ran into the pumpkin patch.
5. We always have turkey for dinner on Thanksgiving Day.
6. The timer rang, loudly.
7. Then it was time to take the pie out of the oven.
8. We always have cherry pie for desert on Thanksgiving Day.
9. I carefully fill my plate when it is time to eat dinner.
10.First, we eat our dinner.
11.Then, we get to have desert.
12.The dog, quietly sits until dinner is over.
13.Then the dog will get his dinner.
14.Tomorrow, we will eat leftovers.
15.The pilgrims happily ate Thanksgiving dinner with the Indians.
16.After dinner we take a nap.
17.I always wash my hands before dinner.
18.I neatly fold napkins and set the table for my family.
19.I walked slowly through the pumpkin patch.
20.I watched nervously as my dad carved the turkey.

Bluefield State College

 Daily Lesson Plan (Template)

Name: Rachael Bailey Date:

March 1, 2017

Subject: Math Topic:

Fact Families

Grade: 3rd
Length of Lesson: 30 minutes

Introduction (Essential Question): Can students list the fact families for a set of numbers
when multiplying and dividing?

Standard: Operations and Algebraic Thinking

Cluster: Multiply and divide within 100

Objective: M.3.7 - Learn multiplication tables (facts) with speed and memory in order
to fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 5 = 40,
one knows that 40 5 = 8) or properties of operations by the end of Grade 3.

Specific Objective: Students will be able to list the fact families for a set of numbers when
dividing and multiplying.

Method(s): Direct whole group instruction.

Materials: Paper, pencil, whiteboard, dry erase markers and attached activity sheets and quiz.

Direct Instruction: I will tell students that we are going to be learning how to use fact families.
I will pass out the attached, Fact Families worksheet. I will place a set of numbers on the board
and model how to write the fact families for them.

Guided Practice: I will have students take a few minutes to work the Fact Family Street,
activity sheet. Then we will review the sheet as a group on the board and have discussion for
anyone who missed something on their activity sheet.
Differentiation: For differentiation of students who are having a difficult time comprehending
this lesson, I will place them in groups and pass out some manulipitives for them to practice
writing fact families with.

Lesson Closure: To ensure that my students have a full understanding of this lesson, I will give
them a written assessment to complete.

Independent Practice: For independent practice students will pair up with a partner and take
turns giving each other a set of numbers to make a fact family for.

Assessment: Evaluation of Lesson (objectives met?). Students will be able to list fact
families for a given set of numbers when multiplying and dividing. They will complete the
following assessment (attached) with 80% accuracy.

Time & Resources: I anticipate this lesson to take about 45 minutes. I spent about 1 hour
writing this lesson plan.
Name_________________________________ Quiz
Activity Sheet
 Bluefield State College
Daily Lesson Plan (Template)

Name: Rachael Bailey Date:

March 1, 2017

Subject: Math Topic:

Geometry

Grade: 3rd
Length of Lesson: 45 minutes

Introduction (Essential Question): Can students recognize slides, and flips of geometric
figures?
Standard: Math

Cluster: Operations and Algebraic Thinking

Objective: M.3.25 Partition shapes into parts with equal areas. Express the area of each part
as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and
describe the area of each part as or the area of the shape.

Specific Objective: Students will be able to recognize slides, and flips of geometric figures.

Method(s): Direct Whole Group Instruction

Materials: Paper, pencil, whiteboard, projector, and ruler.

Direct Instruction: I will explain to students that we are going to be talking about
geometric patterns. I will explain to the students what a flip is by having them take
a plain piece of white paper that is folded, unfold it and draw triangle on one half of
it. Then they will fold it in half and trace the image on the other side of the paper.
Once they have traced the figure and opened the paper back up I will explain to
them that the figure is a flip of the original figure. I will then draw a straight line on
the board and place an object above it and explain what a slide is by moving the
object along the line without turning it. I will explain to them that the only thing that
changes when you slide along a straight line is that you move from one place to
another place. The object looks exactly the same after a slide, it is just in another
place.
Guided Practice: For guided practice I will review the following vocabulary words and
phrases: flips, slides, turn, line of symmetry, and symmetrical. I will take a piece of paper and
model how to draw a figure on half of a piece of paper, fold it in half and create a flip across a
line of symmetry. I will give students one of the attached activity sheets and we will project it
on the white board for students to take turns coming up and drawing a slide, flip and turn across
a line of symmetry.

Differentiation: For students who still need to work on the skills presented in this lesson, I will
have an activity in which the students make a paper airplane using a line of symmetry. They will
begin by folding their paper in half. Before they begin to fold the airplane I will tell them if they
can reflect (or flip) a figure over a line and the figure appears unchanged, then the figure has
reflection symmetry or line of symmetry. I will have them fold a piece of paper in half and then
straighten it out. I will have them draw a shape or design on one half of the paper and then fold
it into and trace the same figure on the other side. Then we will fold the paper into a paper
airplane and the wings of the plane should have a flip on them from one wing to the other. After
they have folded their planes correctly I will have them all line up in a line and see who can fly
their plane the farthest.

Lesson Closure: In this lesson I reviewed vocabulary words with students, I reviewed with
students what flips, turns and slides are. Then Students made paper airplanes and came to the
board and practiced drawing flips and slides on the whiteboard. Then students folded a piece of
paper and creating a shape on the left side and then folded the paper and traced the object onto
the other side of the paper creating a flip. Then students completed the attached assessment.
Independent Practice: For independent practice students will take several pieces of paper and
practice folding it and drawing a picture on one side and then folding it again and tracing the
object onto the other side of the paper to create a flip.

Assessment: For assessment students will complete the following assessment (attached) with
80% accuracy. Students will be graded using the following grading scale.

Total Score /100 A=90-100 B=80-89 C=-70-79 D=-60*69 F =59-0

Time & Resources: I anticipate this lesson to take about 45 minutes. I spent about 1 hour
writing this lesson plan.

Resources:

https://www.pinterest.com/christygg/flip-slide-rotation/
Name: _________________________

Slide, flip and turn the turkey

across the lines of symmetry.
Quiz
 Bluefield State College
Daily Lesson Plan (Template)

Name: Racheal Bailey Date:

March 1, 2017

Subject: Math Topic:

Area and Perimeter

Grade: 3rd
Length of Lesson: 30 minutes

Introduction (Essential Question): Can students find the perimeters and areas of figures on a
dot array?

Standard: Measurement and Data

Cluster: Geometric measurement: understand concepts of area and relate area to multiplication
and to addition.

Objective: M.3.21

Measure areas by counting unit squares (square cm, square m, square in, square ft. and
improvised units).

Specific Objective: Students will be able to find the perimeters and areas of figures on a dot
array?

Method(s): Direct Whole Group Instruction

Materials: Pencil, paper, worksheet 1, worksheet 2, quiz, projector, whiteboard and dry erase
markers.

Direct Instruction: I will explain to students that we are going to be learning how to do area
and perimeter today. I will draw a square on the board and explain that the area is the space
inside the square and the perimeter is the length around the edge of the square.

Guided Practice: I will give the students each a copy of worksheet 1 and worksheet 2. We will
review the directions of each and work them on the whiteboard.
Differentiation: For students still having trouble finding the area and perimeter of an object I
will place them in groups of four and let the take turns finding the area and perimeter of the
classroom and the top of my desk with a tape measurer.

Lesson Closure: To ensure that my students have a full understanding of this lesson, I will give
them a written assessment.

Independent Practice: For independent practice students will complete worksheet number 3
attached at the end of this lesson plan. I will review the directions on the whiteboard and find the
area and perimeter for the first problem.

Assessment: Students will be able to calculate the area and perimeter of figures on a dot
array. They will complete the following assessment (attached) with 80% accuracy.

Total Score /100 A=90-100 B=80-89 C=-70-79 D=-60*69 F =59-0

Time & Resources: I anticipate this lesson to take about 60 minutes. I spent a little over an hour
writing this lesson plan.

Resources

https://www.mathworksheets4kids.com/perimeter.php
Worksheet #2
Worksheet 1
Worksheet #3
QUIZ KEY
 Bluefield State College
Daily Lesson Plan (Template)
Name: Rachael Bailey Date:
March 1, 2017

Subject: Science
Topic: Diversity of life in different

habitats

Grade: 3rd
Length of Lesson: 30 minutes

Introduction (Essential Question): Can students identify which types of crops Native
Americans grew and tell how they used these crops to help the pilgrams?

Standard: General Science Content

Cluster: Interdependent Relationships in Ecosystems

Objective: S.2.GS.7 Make observations of plants and animals to compare the diversity of life
in different habitats.

Specific Objective: Students will be able identify which types of crops Native Americans grew
and tell how they used these crops to help the pilgrams?

Method(s): Direct Whole Group Instruction.

Materials: Geographic Map of the various continents, projector, pencil, and paper.

Direct Instruction: I will begin this lesson by telling the students that we are going to be
discussing the different kinds of landforms that are found in different areas of the world. I will
have students to compare and contrast the differences and similarities of the physical features
found on the European continent and the ones found on the American continent to give them a
better understanding of what it would have been like to arrive here from a European continent
when America was first discovered.
Guided Practice: First, I will talk with my students about symbols that are found on maps and
what they represent. I will give each student a handout depicting these symbols. Then I will
give students a handout of the geography of the United States and Europe.

Differentiation: For differentiation, I will have students to take a map of the county in which
the live and place the proper symbols on the map to represent things such as streams, rivers and
roads.

Lesson Closure:

Independent Practice:

Assessment: Students will be able to identify adverbs that tell if they show how, when, or
where an action takes place. They will complete the following assessment (attached) with 80%
accuracy.

Time & Resources:

 Bluefield State College
Daily Lesson Plan

Name: Rachael Bailey Date:

March 1, 2017

Subject: Science
Topic: Environmental influences on
the traits of animals.
Grade: 3rd
Length of Lesson: 30 minutes

Introduction (Essential Question): How has the environment influenced a change in the traits
of the turkeys that were eaten at the first thanksgiving celebration to make them different than
the ones we eat today at Thanksgiving celebrations?
Standard: General Science Content

Cluster: Structure and Properties of Matter

Objective: S.3.GS.11 Students will use evidence to support the explanation that traits can be
influenced by the environment.

Specific Objective: Students will be able to tell how the environment influenced a change in the
traits of the turkeys that were eaten at the first thanksgiving celebration to make them different
than the ones we eat today at Thanksgiving celebrations.

Method(s):

Materials:

Direct Instruction:

Guided Practice:

Differentiation:
Lesson Closure:

Independent Practice:

Assessment:

Time & Resources:

 Bluefield State College
Daily Lesson Plan (Template)

Name: Rachael Bailey Date:

March 1, 2017

Subject: Social Studies

Topic: Civics

Grade: 3rd
Length of Lesson: 30 min

Introduction (Essential Question): Can students tell how the first Thanksgiving Day started
and tell how the Native Americans helped the European settlers?

Standard: Social Studies

Cluster: Civics

Objective: SS.3.3 Investigate significant cultural contributions of various groups creating our
multicultural society.

Specific Objective: Students will be able to tell how the first Thanksgiving day started and tell
how the Native Americans helped the European settlers.

Method(s): Direct Whole Group Instruction

Materials: Whiteboard, pencil, paper, two handouts about the first Thanksgiving, and projector.

Direct Instruction: I will first tell my students that we are going to be talking about
Thanksgiving and how it came to be an American holiday. Then I will pass out the Thanksgiving
Rebus Story sheet.
Guided Practice: I will review with the students how to use the key on the page to read the
Thanksgiving Rebus Story and we will take turns reading the sheet as a class. We will then read,
The First Thanksgiving, story as a class as well.

Independent Practice: Next, I had the students take out a piece of paper and draw a story web,
telling the main idea of the handout, and then in the connecting circles they will write facts from
the text of this article that support the main idea.

Differentiation: For differentiation I will have the entire class complete a story web on the
whiteboard, so that students who are struggling with this lesson can gain a better understanding
of it.

Lesson Closure: In this lesson I told my students that we were going to be talking about
Thanksgiving and how it came to be an American holiday. . I passed out the Thanksgiving
Rebus Story before the discussion and we read it as a class. Then for guided prate I reviewed
with the students the key on the Rebus Story and the students took turns reading from the story.
Following this we had a classroom discussion and the students talked about how their families
celebrate Thanksgiving each year. Next, the students worked independently on a story web, and
for differentiation I created a story map on the whiteboard using different students ideas.
Assessment: For assessment in this lesson students will be able to retell tell the story of
thanksgiving and how it became a holiday. This will be an oral assessment done individually. I
expect to have 100 percent of the students to meet the goal for this lesson.

Time: This lesson took about 1 hour to complete.

Resources

http://r.search.yahoo.com/_ylt=AwrB8pTnO8tYdygA09GWnIlQ;_ylu=X3oDMTBtdXBkbHJyBHNlYwN
mcC1hdHRyaWIEc2xrA3J1cmw-/RV=2/RE=1489742951/RO=11/RU=http%3a%2f
%2fmegownssecondgradesafari.blogspot.com%2f2013%2f11%2fthe-first-thanksgiving-with-focus-
on.html/RK=0/RS=blETsU9mRzH.nHzTBw_Pj9DQBvE-
Use attached article, The first Thanksgiving (The True Story),
and tell how Thanksgiving started and describe how the Native
 Bluefield State College
Daily Lesson Plan (Template)

Name: Rachael Bailey Date:

March 1, 2017

Subject: Social Studies Topic:

History

Grade: 3rd
Length of Lesson: 30 minutes

Introduction (Essential Question): Can students place the events that led up to the first
Thanksgiving into the correct sequence and describe how the Native Americans helped with the
explorers and settlers helped them?

Standard:
Cluster:
Objective: SS.3.21 Examine the settlement of North America by Native Americans.
Illustrate the spread of the Native American population into the various
regions of North America.
Determine settlement patterns based on natural resources.
Explain how Native American groups adapted to geographic factors of a
given region.
Compare and contrast the cultures of the different Native American groups
(e.g., source of food, clothing, shelter and products used).
Make historical inferences by analyzing artifacts and illustrations.
Analyze the Native American interactions with others (e.g. other Native
American groups, explorers and settlers).

Specific Objective: Students will be able to place the events of the first Thanksgiving Day into
the correct sequence and tell how the Native Americans helped the explorers and settlers.

Method(s): Direct whole group instruction.

Materials: Thanksgiving Story Bracelet activity sheets, The First Thanksgiving article, pencil,
construction paper, scissors, glue, First Thanksgiving Day sequencing activity sheet, pipe
cleaners, and beads.
Direct Instruction: For direct instruction, I will explain to the students that we are going to be
talking about the first Thanksgiving celebration that happened a long time ago. I will pass out
the, The First Thanksgiving, article.

Guided Practice: For guided practice I will read the article to them and then I will pass out the
Thanksgiving Story Bracelet activity sheets, beads, and pipe cleaners. We will first complete the
activity sheet by filling in the blanks and coloring the boxes at the beginning of each sentence
and then we will each create a Thanksgiving Story Bracelet. I will model how to create the
bracelet using the projector and whiteboard as the students work on theirs. This will be a guided
activity.

Independent Practice: I will give each student a piece of construction paper, a Thanksgiving
Day sequencing activity sheet and an Article titled, The First Thanksgiving. Students will
work independently to cut out the events on the activity sheet and glue them onto their
construction paper in the correct order.

Differentiation: For Differentiation, I will have the students take turns coming to the white
board and placing a number over the events from the activity sheet in the order that they
occurred.

Lesson Closure: In this lesson, students made a Thanksgiving bracelet in a group activity. They
read the First Thanksgiving story and completed a sequencing activity. For differentiation, I had
students come up to the whiteboard and number the events of thanksgiving in the order that they
occurred.

Assessment: There will be no formal assessment in this lesson, I will simply observe that all
students are staying engaged and participating in activities and discussions.

Time & Resources: This lesson took me about one hour to put together and type up.

Resources:

http://r.search.yahoo.com/_ylt=AwrB8pdGv8tYUWYAttOWnIlQ;_ylu=X3oDMTBtdXB
kbHJyBHNlYwNmcC1hdHRyaWIEc2xrA3J1cmw-/RV=2/RE=1489776582/RO=11/RU=h
ttp%3a%2f%2fmegownssecondgradesafari.blogspot.com%2f2013%2f11%2fthe-
first-thanksgiving-with-focus-on.html/RK=0/RS=Iu4I6OPisgWFy1THmiRMY4aZz68-

http://media-cache-
ec0.pinimg.com/736x/8e/e4/81/8ee4818687026f8420638fd71a2c27ea.jpg
 Reflection

I have spent a lot of time on this unit plan. I really struggled to come up with
the Science portion of it. I really enjoy this time of year. I liked that I was able to
combine the reading lesson with historical content. I think that a teacher should
always try to use a thematic approach to their lessons whenever possible. I look
forward to using this unit in my own classroom in the future.