Lesson # 2

Traditions
Direct Instruction Lesson Format

GENERAL PLAN
Academic Content Standard/s: History and Social Studies Grade 2:

2.2. Students demonstrate map skills by describing the absolute and

relative locations of people, places, and environments.

2.5. Students understand the importance of individual action and

character and explain how heroes from long ago and the recent past
have made a difference in others’ lives (e.g., from biographies of
Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington
Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson,
Sally Ride).

Visual & Performing Arts Framework:

Component Standards 2.1 Creative Expression: Demonstrate beginning

skill in the use of basic tools and art-making processes, crayon
rubbings, collage, and stencils.
2.4 Creative Expression: Create a painting or drawing, using warm or
cool colors expressively.

ELD Standard/s: Part I: Interacting in Meaningful Ways

A. Collaborative
1. Exchanging information and ideas with others through oral
collaborative conversations on a range of social and academic topics
2. Interacting with others in written English in various communicative
forms (print, communicative technology, and multimedia)

B. Interpretive
5. Listening actively to spoken English in a range of social and
academic contexts
6. Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and
implicitly through language
C. Productive
9. Expressing information and ideas in formal oral presentations on
academic topics
10. Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology.
Lesson Objectives: Content Objective

Students will be able to Use technology tools to access, explore, and

synthesize information on the Pilgrims, Plimoth colony, Wampanoags,
and the first Thanksgiving. STWB to develop an understanding of the
Colonial and Wampanoag cultures of the early 1600s and Compare and
contrast lifestyles of the Pilgrims and Wampanoags.

Language Objective

Students will be able to use and understand vocabulary words such as

tradition, harvest, festival when discussing main details of historical
events.

Assessment The students will be given a formative assessment. As an assessment

the students will discuss key events of previous lessons learned. Then,
they will pick one main event. After the students have picked the main
event of their choosing, they will draw that event. The students will be
given the materials needed to complete the assignment. Students will
then briefly present their drawing to the class to show their classmates
the main event from The First Thanksgiving lesson.

Lesson Summary: This would be the seventh lesson in the unit. This is the beginning of
The First Thanksgiving Feast lessons. The goal for this lesson is for
students to use their background knowledge of the previous lessons in
the unit to help them understand how the first thanksgiving feast
occurred. The students will read a book aloud “If You Were At The
First Thanksgiving” then we will have a whole class discussion about
the book and about what they had previously learned about
Thanksgiving. Then, the students will be given enough time to
complete their drawing assignment.

Time Allotment and Context: Time allotted for this lesson is approximately 30 minutes

IMPLEMENTATION

Directions: Describe the Teacher Activity Student Activity

essential elements or steps
of your lesson and the
instructional strategies to
teach this concept/skill.
Learning Context and
Anticipatory
Set/Engagement
We will start with reviewing what the Students will participate in class discussion
students have learned in the previous indicating what they learned in previous
lessons. lessons.

The teacher will also show them a Students will listen to the video and they
video will participate in the discussion about the
https://youtu.be/VvzMp5WUjls. This video.
will remind students about what they
have learned in previous lessons. We
will have a discussion about the
video and we will compare it to what
they have learned in lessons 1-6.

Input After the video has been shown I will Students will raise their hands to answer
read a book aloud to the students “If questions.
You Were At The First
Students will be able to retell what they
Thanksgiving”. I will ask deep level
have learned from previous lessons.
thinking questions such as:

● How would you describe the

success of the first
thanksgiving?
● Why is Thanksgiving a
celebrated holiday?
● Which president made
Thanksgiving a national
holiday?
● Who was in charge of doing
all the cooking and collecting
the food?

Modeling Teacher will write on the board the Students will provide answers to the
main ideas and events that happened questions and will engage with the
in the first Thanksgiving based on the discussion.
answers provided during the whole
group discussion. Then, they will be able to use key
vocabulary words to have a small group
Then, the teacher will guide students discussion.
into small groups discussion in which
they will retell what the first
thanksgiving feast was like using the
information from the board and key
vocabulary words.

Guided Practice Teacher will give students time to Students will choose an event that
complete a drawing in which they happened on the first Thanksgiving and
will draw one main event that with the guidance from the teacher they
happened in the first Thanksgiving will draw and color their main event.
 feast.

Teacher will provide materials and

monitor their progress.

Check for Teacher will ask students to inform
Understanding her of the event they picked for their
drawing prior to them drawing it to
make sure that they understand the
assignment.
Prior to the students starting their drawing,
they will let the teacher know what main
event they have picked to draw.

Independent Practice Teacher will instruct students to After the students have completed their
share their drawing with a small drawing they will share their drawing with
group. Teacher will demonstrate to their classmates in a small group
students the proper way to share their discussion using the prompt provided by
drawing, for example: the teacher.
“The main event I chose to draw
from the First Thanksgiving Feast is
_____. I chose this event
because____. In my drawing I
have____ and _____.”

Teacher will walk around as students

share their drawings with their
groups.

Closure Teacher will pick four students Four students will share their drawing
randomly to share their drawing to aloud to the whole class. Then, all the
the whole class. The teacher will also students will give their drawings to the
collect their drawings and place them teacher.
on the bulletin board in a
chronological order based on the
events chosen.

Universal Design Multiple Means of Multiple Means of Multiple Means of

for Learning Engagement
(UDL)
Allowing my students to
choose which even they
would want to work on,
giving them the opportunity
to share with their partners.
These strategies help all
types of learners in the
classroom.
Representation
Providing the opportunity for
students to demonstrate their
knowledge through art and
informal presentations, rather
than with a test. These
strategies help EL, Sped and
gifted students because they
can express themselves
through art and oral
presentation.
Action
Provide extra support for
students who need it. I
will also provide extra
time to complete
assignments for those who
need it.
I will have students who
don’t want to share their
project to the class, they
 will individually share
with me at a different
time.

Student Grouping How students will be Rationale for choosing this

grouped (homogeneous, grouping style
heterogeneous, mixed,
choice, random)

Students will be working This group style was chosen

with their table groups.
Their table groups consist
of four students that are on
their pods. These groups
have been assigned to them
since the beginning of the
school year.
because of their seating charts.
The students are grouped
because low performing
students are sitting next to a
higher performing student.

Materials/Resourc ● Pencils
es ● Crayons
● Paper
● Book “If You Were At The First Thanksgiving”

Technology/Resou ● Youtube Video: Thanksgiving Story for Kids

rces ● https://www.scholastic.com/teachers/lesson-plans/2017-lesson-plans/pilgrim-
wampanoag-daily-life-grades-prek-2/ - This is the resource I used to create my
lesson plan.