Annual Professional Performance Review Plan (APPR)

Teacher Evaluation Handbook

Formal Observation Lesson Plan Template

Teacher: Nicole Evans

Unit/Lesson:
● Unit: N/A
● Lesson: Thanksgiving in Texts
Date: Friday, November 19, 10:15am

Curriculum Standard(s)
AASL Standards Framework for Learners:
● Inquire/Think: Learners display curiosity and initiative by:
○ 2. Recalling prior and background knowledge as a context for new meaning
● Inquire/Grow: Learners participate in an ongoing inquiry-based process by:
○ 3. Enacting new understanding through real-world connections
● Include/Create: Learners adjust their awareness of the global learning community by:
○ 2. Evaluating a variety of perspectives during learning activities.
● Collaborate/Grow: Learners actively participate with others in learning situations by:
○ 1. Actively contributing to group discussions.
● Explore/Think: Learners develop and satisfy personal curiosity by:
○ 2. Reflecting and questioning assumptions and possible misconceptions.

Student/Class Profile
● Tina Ricottilli’s 5th grade class
● 20 students - 10 boys and 10 girls
● One student with 504 plan for ADHD, ODD, and Tourrette’s
● No students with IEPs or ELL needs

Learning Outcomes
● Students will be able to discuss and understand the origins of the modern Thanksgiving
holiday and compare and contrast it to the first Thanksgiving which happened in 1621
and their own personal variations of the holiday.

Assessments
● There is no summative assessment for this lesson.
● The formative assessment will be teacher check-in throughout the lesson as the students
are having partner and group discussions about what was learned and shared.
● The venn diagram will also be completed by the class by the end of the lesson to see how
well students were able to connect the three versions of Thanksgiving they learned about.
This will inform the teacher if another lesson is needed for review and understanding

Resources
● “Thank You Sarah” book
● Brainpop: Thanksgiving
● three-part venn diagram on the smart board

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 Annual Professional Performance Review Plan (APPR)
Teacher Evaluation Handbook

Cognitive Engagement
1. While in the hall, remind students to come into the library by following expectation and
sit at their regular assigned table
2. Ask students to verbally brainstorm with their table what they know about the history of
Thanksgiving and why we celebrate. Move around as students are discussing to hear what
is being shared, and redirect conversations as needed.
3. Bring students back together, and give a teacher summary of what was heard as students
were discussing. Then, show a brainpop video about Thanksgiving. Play it until the
section on the 3-day thanksgiving feast, then pause. Ask students what in the video was a
new fact they learned. Work together as a class to add information to the “1621” section.
4. Once that is done, direct students to move to a spot on the carpet - remind students that
they can use the beanbags, but if they have used one recently to let someone else have a
turn. Also remind students that beanbags are ‘no warning’ seating choices, and if any
poor choice is made about them, someone else will get to sit there.
5. Read aloud “Thank You Sarah” to the students, stopping periodically to ask questions and
check in with students. Make sure all students have an understanding of the history
between the first Thanksgiving and the modern celebrations.
6. Have students return to their seats, talking with a partner as they do about something they
did not know before listening to the book. Work as a class to fill in the “1800s” section of
the venn diagram. If needed, re-read the parts of the book and review major plot points.
7. Allow students to brainstorm and then share in order to complete the last part of the venn
diagram “2021”, which relates to how we all celebrate Thanksgiving today. Include
different customs, traditions, foods, and activities.
8. Ask students to look through the venn diagram and find at least one similarity between
each of the three types of Thanksgiving to complete it. Remind them to think about WHY
Thanksgiving is celebrated, and the reasoning behind the holidays themselves. Have
students share what they think belongs in those areas, and fill them in as a class.
9. Remind students that, even though Thanksgiving has changed a lot, the major ideas of
giving thanks and being grateful are still there, and that is what we should remember and
celebrate. Have students line up and get ready to head back to class.

Adjustments/Modifications
● After each example of Thanksgiving (brainpop, book, and personal), the teacher will stop
and pause to see where students are by listening to partner and group shares
○ If students need longer times to discuss and come up with ideas to share with the
class, slow down and finish the lesson next class.
○ If students become confused by the timeline or order of historical events, pause
and re-run through the important events as a class after the video and/or book.

Groups
● Students have pre-assigned tables when working at tables. At the carpet, students can
choose their seats, though I can also ask students to move or assign partners as needed in
the moment.