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Running head: EED 324 SIGNATURE ASSIGNMENT

Unit Plan
Name: Carlie Engels

Date: 9/24/14
UNIT INFORMATION

**Cut and paste this information from the applicable unit within your Long Term Plan**

Grade/Subject:

1st Grade/ Social Studies

Unit Name:

The Pilgrims and the Native Americans

Length of Unit:

2 weeks (10 days)

UNIT STANDARD
**Cut and paste this information from the applicable unit within your Long Term Plan**
S1.C3.PO2: Describe the interaction of the Native Americans with the
Pilgrims (e.g., arrival of the Mayflower, Squanto, the Wampanoag, the
first Thanksgiving).
S1.C3.PO3: Describe the exchange of ideas, culture and goods
between the Native Americans and the Pilgrims.
S3.C1.PO5: Discuss the significance of national holidays:
Thanksgiving, Presidents Day, Martin Luther King Jr. Day, Fourth of
July, Constitution Day

CCSS.ELA-LITERACY.SL.1.2
Learning Goals

Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.

ISTE Student Standard: 6-Studentes demonstrate a


sound understanding of technology concepts, systems,
and operations. a- Understand and use technology
systems
ISTE Teacher Standard: 3: Model digital age work and
learning, d: Model and facilitate effective use of current
and emerging digital tools to locate, analyze, evaluate,
and use information resources to support research and
learning.

EED 324 SIGNATURE ASSIGNMENT


Remedial standards:

Remedial (R)
Enrichment (E)
(to be completed after
receiving diagnostic
assessment results)

Kindergarten standard: S1.C2.PO1: Recognize that Native Americans


are the original inhabitants of North America.
Enrichment standards:
S1.C3.PO5: Compare the way people lived in Colonial times with how
people live today (e.g., housing, food, transportation, school).

EED 324 SIGNATURE ASSIGNMENT


-Teacher created assessment (for pre-test and post-test)
-Books:

Curricular
Resources

The Pilgrims First Thanksgiving by Ann McGovern

If You Were at the First Thanksgiving by Anne Kamma

Celebrating Thanksgiving: Giving Thanks by Joel Kupperstein

The Wampanoag a true book by Kevin Cunningham

Squantos Journey by Joseph Bruchac

Thanksgiving on Plymouth Plantation by Diane Stanley

Squanto online book


http://minibooks.scholastic.com/content/collateral_resources/swf
/09/IWB09_e010.swf?
lt=MB/ib//eng/FullScreenIWB///MB_proddetail/txtl/IWBusgae///
o

Squanto Worksheet that aligns with online book above

-Promethean board slides provided by mentor teacher on the topics of


The Mayflower, Pilgrims, Squanto, and the Wampanoag
-Teacher created student daily books: new page added each day
depending on the topic learned.
-Worksheets provided by mentor teacher, found on
teacherspayteachers
-Worksheets created by me
-Thanksgiving BrainPop:
http://www.brainpop.com/socialstudies/culture/thanksgiving/
-Mayflower Journey Interactive site:
http://www.scholastic.com/scholastic_thanksgiving/voyage/journey.htm
-The Thanksgiving Feast Slideshow:
http://www.scholastic.com/scholastic_thanksgiving/feast/

EED 324 SIGNATURE ASSIGNMENT

Step 1: Creating Vision and Planning for Assessment


1st Unit Plan - GOAL
100% of students will achieve at least 80% mastery on the Pilgrims and
Native Americans Unit Assessment

1st Unit Plan Planning For Assessment


How will I measure my 1st Unit Goal?

The unit goal will be measured using a summative assessment. The summative assessment will
be a multiple-choice test with 10 questions. The questions include:
1. The Pilgrims sailed to the New World on a ship named the _____________
a. Mayflower
b. Titanic
c. Rose
2. Life on the Mayflower was ___________
a. Fun
b. Easy
c. Hard
3. The Native American who helped the Pilgrims was named ______________
a. Squanto
b. David
c. James
4. The Mayflower ended its journey in a place called _____________
a. Arizona
b. Plymouth Rock
c. Sedona
5. The name of the Native American tribe who helped the Pilgrims was the _________________
a. Apache
b. Wampanoag
c. Indians
6. ________________ is the name of the feast shared between the Wampanoag and the Pilgrims.
a. Halloween
b. Thanksgiving
c. Dinner
7. We celebrate _______________ to remember all the things we are thankful for.
a. Christmas
b. Birthdays
c. Thanksgiving
8. Squanto taught the Pilgrims how to _______________
a. Swim
b. Hunt and grow food
c. Sing and dance
9. The Pilgrims and Native Americans had to ____________ to get food.
a. Go grocery shopping
b. Hunt and grow plants
10. The Pilgrims and Indians ate ______ at the First Thanksgiving.
a. Duck, Venison, and corn

EED 324 SIGNATURE ASSIGNMENT

b. Mashed potatoes and pumpkin pie


c. Pizza

How will I measure progress toward the 1st Unit Goal?


Progress will be measured using an investment plan. The tracking system will look like a map.
This map shows the journey that the Mayflower took across the Atlantic Ocean. The Mayflower
ship will begin in England. Along the path will be many I can objective statements that the
students will master during the two-week unit. There will be a new objective statement for each
day of new learning (8 statements). In order to determine if students are mastering the daily
objectives, the teacher will administer independent practice worksheets on some days and exit
tickets on other days to monitor understanding. As the students learn new material, fill in a page
in their Thanksgiving books, and complete the independent practice worksheets, the teacher will
determine if students have mastered the material and move the ship along the path to America. If
the students do not show mastery of the objective, the teacher will begin the next day with a short
review of the misunderstood concepts. At the end of the unit, the students will have made the
entire journey, landing at Plymouth Rock. Along with this tracking system, there will also be a bar
graph displayed at the bottom. The x-axis will have a section for pre-assessment and postassessment. The y-axis will be the class average percentage. The teacher will present the data at
the end of the unit to show the students how much their brains grew and how much learning took
place during the unit! The teacher can also use the bar graph to determine if the students met the
big goal: 100% of students will achieve at least 80% mastery on the Pilgrims and Native
Americans unit assessment.

1ST Unit Plan Big Ideas

Big Idea: Mayflower


o

Students will understand that the Pilgrims traveled to America on a Ship called the
Mayflower in search of religious freedom. Students will understand the route that
the Mayflower traveled.

Students will understand and be able to discuss what life on the Mayflower was
like.

Big Idea: Life in the New World


o

Students will be able to discuss what life was like for the Pilgrims upon arriving in
America.

Big Idea: Squanto and the Wampanoag


o

Students will understand that Squanto was a Wampanoag Native American who
helped the Pilgrims survive in the New World.

Students will understand that the Wampanoag was the Native American tribe who
lived in Massachusetts, helped the Pilgrims, and shared the first Thanksgiving with

EED 324 SIGNATURE ASSIGNMENT

the Pilgrims.
o

Students will understand that the Wampanoag helped the Pilgrims survive in the
New World by teaching them to hunt, gather, and make housing.

Big Idea: Thanksgiving


o

Students will be able to describe the first Thanksgiving.

Students will be able to compare and contrast the first Thanksgiving to their
current Thanksgiving traditions and write about what they are thankful for.

UNIT ASSESSMENT ALIGNMENT GUIDE

Standard #

S1 C3 PO2:

Standard

Aligned Item #s

Describe the interaction of


the Native Americans with
the Pilgrims (e.g., arrival of
the Mayflower, Squanto, the
Wampanoag, the first
Thanksgiving).

#1, 2, 3, 4, 5, 6, 9

Describe the exchange of


ideas, culture and goods
between the Native
Americans and the Pilgrims

S3.C1.PO5:

Discuss the significance of


national holidays:
Thanksgiving, Presidents
Day, Martin Luther King Jr.
Day, Fourth of July,
Constitution Day

Points
Possible

Grade

1 point
per
question

This will be
filled in after
the
assessment
has been
administered.

(10 points
total)

# 6, 8, 9, 10
S1 C3 PO3:

N/A

# 5, 6, 7

(%)

EED 324 SIGNATURE ASSIGNMENT


CCSS.ELALITERACY.SL.
1.2

Ask and answer questions


about key details in a text
read aloud or information
presented orally or through
other media.

#1-10

TOTAL: 10 points

EED 324 SIGNATURE ASSIGNMENT

Step 2: Lesson Objectives

Standard

Daily Lesson Objective(s)

# of days

Lesson Plan Notes


1 day = xx min.

S1 C3 PO2: Describe the


interaction of the Native Americans
with the Pilgrims (e.g., arrival of the
Mayflower, Squanto, the
Wampanoag, the first
Thanksgiving).
S1 C3 PO3: Describe the exchange
of ideas, culture and goods
between the Native Americans and
the Pilgrims.
S3.C1.PO5: Discuss the
significance of national holidays:
Thanksgiving, Presidents Day,
Martin Luther King Jr. Day, Fourth
of July, Constitution Day

Students will understand that the


Pilgrims traveled to America on
a Ship called the Mayflower in
search of religious freedom.
Students will understand the
route that the Mayflower
traveled.

Each lesson will be


taught for 1 day
and 30 minutes
each

Students will understand and be


able to discuss what life on the
Mayflower was like.

Students will be able to discuss


what life was like for the Pilgrims
upon arriving in America.

A total of 8 days
(240 minutes) will
be used to teach
the daily lesson
objectives.

CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about
key details in a text read aloud or
information presented orally or
through other media.

Students will understand that


Squanto was a Wampanoag
Native America who helped the
Pilgrims survive in the New
World.
Students will understand that the
Wampanoag was the Native

-Teacher will use non-fiction pictures books


throughout the unit to teach students about the
Native Americans and Pilgrims.
-Teacher will utilize technology throughout the
unit to enhance teaching by using promethean
slides, scholastic interactives (Journey of the
Mayflower and The Feast), a brain pop video,
and an online Squanto book.
-Students will receive a teacher created
Thanksgiving book where they will fill in a new
page for each day of learning. Each daily book
page is aligned to the daily objective.
-Teacher will provide students with some type of
independent practice each day to monitor
progress and learning (formative assessment).
Teacher will track this progress using an
investment plan. Independent Practice
worksheets are attached in the Appendices for
each lesson plan below.
-Teacher will teach lessons both in whole group
and small group formats. Small groups will be
taught during daily reading centers.

EED 324 SIGNATURE ASSIGNMENT

9
American tribe who lived in
Massachusetts and helped the
Pilgrims.

Unit Review and Assessment

TOTAL

Students will understand that the


Wampanoag helped the Pilgrims
survive in the New World by
teaching them to hunt, gather,
and make housing.

Students will be able to describe


the first Thanksgiving.

Students will be able to compare


and contrast the first
Thanksgiving to their current
Thanksgiving traditions and write
about what they are thankful for.

Teacher will engage students in a


jeopardy game to review key ideas
learned during the week. This will help
solidify and reinforce student learning in
preparation for the assessment.

-Teacher will begin unit with a pre-test and end


unit with a post-test to measure student growth
and learning. This data will be added to the
investment plan at the end!
-On day 9, students will be engaged in a
jeopardy review day to prepare for the postassessment.

Day 9 will be a
jeopardy review
day (20 minutes)
and day 10 will be
an assessment day
(30 minutes).

Days: 10
Minutes: 290

EED 324 SIGNATURE ASSIGNMENT

10

STEP 3: Calendar
CALENDAR OF DAILY OBJECTIVES
November 2014
Monday

Tuesday

Wednesday

Thursday

Friday

10

11

12

13

14

Standard: S1 C3 PO2:
Describe the interaction of
the Native Americans with
the Pilgrims (e.g., arrival of
the Mayflower, Squanto,
the Wampanoag, the first
Thanksgiving).

VETERANS DAY NO
SCHOOL!

Standard: S1 C3 PO2:
Describe the interaction of
the Native Americans with
the Pilgrims (e.g., arrival of
the Mayflower, Squanto,
the Wampanoag, the first
Thanksgiving).

Standard: S1 C3 PO2:
Describe the interaction of
the Native Americans with
the Pilgrims (e.g., arrival of
the Mayflower, Squanto,
the Wampanoag, the first
Thanksgiving).

ASU Coursework Day


(No Lesson)

EED 324 SIGNATURE ASSIGNMENT


CCSS.ELALITERACY.SL.1.2

11
CCSS.ELALITERACY.SL.1.2

Ask and answer questions


about key details in a text
read aloud or information
presented orally or
through other media.

Ask and answer questions


about key details in a text
read aloud or information
presented orally or
through other media.

Daily Objective:

Daily Objective:

Students will
understand that the
Pilgrims traveled to
America on a Ship
called the
Mayflower in
search of religious
freedom. Students
will understand the
route that the
Mayflower
traveled.

Daily Objective:

Students will be
able to discuss
what life was like
for the Pilgrims
upon arriving in
America.

Daily Assessment:
Students will
understand and be
able to discuss
what life on the
Mayflower was
like.

Exit ticket

Daily Assessment:
Barrel Packing Worksheet

Daily Assessment:
Mayflower Route
independent practice
worksheet

17

18

19

20

21

Standard: S1 C3 PO2:
Describe the interaction of
the Native Americans with
the Pilgrims (e.g., arrival of

Standard: S1 C3 PO2:
Describe the interaction of
the Native Americans with
the Pilgrims (e.g., arrival of

Standard: S1 C3 PO2:
Describe the interaction of
the Native Americans with
the Pilgrims (e.g., arrival of

Standard: S1 C3 PO2:
Describe the interaction of
the Native Americans with
the Pilgrims (e.g., arrival of

ASU Coursework Day


(No Lesson)

EED 324 SIGNATURE ASSIGNMENT

12

the Mayflower, Squanto,


the Wampanoag, the first
Thanksgiving).

the Mayflower, Squanto,


the Wampanoag, the first
Thanksgiving).

the Mayflower, Squanto,


the Wampanoag, the first
Thanksgiving).

the Mayflower, Squanto,


the Wampanoag, the first
Thanksgiving).

S1 C3 PO3: Describe the


exchange of ideas, culture
and goods between the
Native Americans and the
Pilgrims.

S1 C3 PO3: Describe the


exchange of ideas, culture
and goods between the
Native Americans and the
Pilgrims.

S1 C3 PO3: Describe the


exchange of ideas, culture
and goods between the
Native Americans and the
Pilgrims.

S3.C1.PO5: Discuss the


significance of national
holidays: Thanksgiving,
Presidents Day, Martin
Luther King Jr. Day, Fourth
of July, Constitution Day

CCSS.ELALITERACY.SL.1.2

Daily Objective:

Daily Objective:

Ask and answer questions


about key details in a text
read aloud or information
presented orally or
through other media.
Daily Objective:

Students will
understand that
Squanto was a
Wampanoag
Native America
who helped the
Pilgrims survive in
the New World.

Daily Assessment:
Thank you, Squanto
RAFT writing assignment

Students will
understand that the
Wampanoag was
the Native
American tribe who
lived in
Massachusetts and
helped the
Pilgrims.

Daily Assessment:
Pilgrim and Wampanoag
sort

Students will
understand that the
Wampanoag
helped the Pilgrims
survive in the New
World by teaching
them to hunt,
gather, and make
housing.

Daily Assessment:
Exit Ticket

Daily Objective:

Students will be
able to describe
the first
Thanksgiving

Daily Assessment:
The First Thanksgiving
worksheet: Students will
pretend they were at the
First Thanksgiving and
describe what they did
with pictures and words.

EED 324 SIGNATURE ASSIGNMENT

13

24

25

26

Standard: S1 C3 PO2:
Describe the interaction of
the Native Americans with
the Pilgrims (e.g., arrival of
the Mayflower, Squanto,
the Wampanoag, the first
Thanksgiving)

REVIEW DAY

ASSESSMENT DAY

Daily Objective:

Students will be
able to compare
and contrast the
first Thanksgiving
to their current
Thanksgiving
traditions and write
about what they
are thankful for.

Daily Assessment:
Circle map and writing
piece

Daily Objective:
Daily Objective:

Teacher will
engage students in
a jeopardy game to
review key ideas
learned during the
week. This will help
solidify and
reinforce student
learning in
preparation for the
assessment.

Students will complete a


10 question multiplechoice assessment.

EED 324 SIGNATURE ASSIGNMENT

14

Annotated Bibliography
BrainPOP Jr. | Thanksgiving. (1999-2014). Retrieved November 21, 2014, from
http://www.brainpopjr.com/socialstudies/holidays/thanksgiving/
The BrainPOP Junior video provided a great summary of the First Thanksgiving and the
events leading up to the First Thanksgiving. I presented the short video to the students on
day eight of the unit. The video provided students with a review of all of our learning.
Following the video, the students took the BrainPOP quiz. This quiz served as a great
formative assessment of learning.
Cunningham, K., & Benoit, P. (2011). The Wampanoag. New York: Children's Press.
The Wampanoag by Kevin Cunningham and Peter Benoit is a non-fiction text that
focuses solely the Native American tribe, the Wampanoag. This text is filled with facts,
maps, illustrations, re-enactment photos, and timelines that focus on the history and
evolvement of The Wampanoag tribe. This text was used on days five and six of the unitplan to teach students who the Wampanoag were and their interactions with the Pilgrims.
The First Thanksgiving: Journey on the Mayflower. (2014, January 1). Retrieved
November 12, 2014, from
http://www.scholastic.com/scholastic_thanksgiving/voyage/tour.htm
This Scholastic Journey of the Mayflower is an interactive website that takes students on
the voyage that the Mayflower took from England to Plymouth. This website provides
students with information on how the Pilgrims lived on the ship and the route that the

EED 324 SIGNATURE ASSIGNMENT

15

ship took to get to the New World. This interactive was used on day one of the unit plan
to teach students about the journey on the Mayflower.
The First Thanksgiving: The Thanksgiving Feast. (2014). Retrieved November 21, 2014, from
http://www.scholastic.com/scholastic_thanksgiving/feast/
The First Thanksgiving Feast slideshow, provided through scholastic, was used to teach
children about the Thanksgiving feast. Students learned that the First Thanksgiving lasted
just under a week. Students also learned that the feast was shared between the
Wampanoag and the Pilgrims. The students learned about the types of foods that were
eaten and the activities that the two groups performed during the three days. Students
watched the slideshow on day seven of the unit plan.
Ghiglieri, C., & Noll, C. (2007). Squanto: A friend to the Pilgrims. New York: Scholastic.
Squanto: A Friend to the Pilgrims is an online Scholastic mini-book. This book was used
with the Promethean board and projected for the class to see. This nonfiction book
describes the life of a Wampanoag Native American named Squanto. This book was used
on day four of the unit plan. Through reading this book, students learned who Squanto
was and how he befriended the Pilgrims and helped them survive in the New World.
Goodman, S. (2001). Pilgrims of Plymouth. Washington, D.C.: National Geographic Society.
Pilgrims of Plymouth by Susan E. Goodman is a nonfiction text with reenactment photos.
The book describes what life was like for Pilgrims upon arriving in the New World. The
book also explains ways that the Wampanoag Native Americans helped the Pilgrims. The
book is written in grade level appropriate language so that the students were able to read

EED 324 SIGNATURE ASSIGNMENT

16

and explore the life of the Pilgrims. This book was used on day three and day six during
centers. Through reading the book, students learned about what life was like for the
Pilgrims of Plymouth and about the many ways the Wampanoag Native Americans
helped the Pilgrims.
Greenwood, M., & Lessac, F. (2014). The Mayflower. New York: Holiday House.
The Mayflower by Mark Greenwood is a childrens picture book. Greenwood does an
excellent job of explaining the journey of the Mayflower and what life was like for the
Pilgrims aboard the Mayflower with words and illustrations. This book was used on day
two of the unit plan when the students learned about what life was like on the Mayflower.
I read the story aloud to the whole group before going into the Promethean slides for that
days instructional input.
Kamma, A., & Dodson, B. (2001). If You Were At...The First Thanksgiving. New
York: Scholastic.
If You Were At The First Thanksgiving by Anne Kamma is an illustrated childrens book
that can be used as a supplemental tool for teaching about the first Thanksgiving. This
non-fiction text takes you on the journey of the Pilgrims, from leaving England on the
Mayflower to life after the First Thanksgiving. This text was used multiple days
throughout the lesson. Information was also taken out of this book for Promethean slides
during direct instruction.
Kupperstein, J., & Burris, P. (1999). Celebrating Thanksgiving: Giving thanks. Huntington
Beach, CA: Creative Teaching Press.

EED 324 SIGNATURE ASSIGNMENT

17

Celebrating Thanksgiving: Giving Thanks by Joel Kupperstien is a childrens picture


book that compares things that the Pilgrims were thankful for to things that the main
character is thankful for. This text was used on day eight of the unit plan. This text was
used to help students generate ideas of what they are thankful for. Following this read
aloud, students created I am Thankful for turkeys with statements of what they are
thankful for.
McGovern, A., & Freem, E. (1993). The Pilgrims' First Thanksgiving. New York: Scholastic.
The Pilgrims First Thanksgiving by Ann McGovern is a childrens picture book that
teaches students about the events leading up to the First Thanksgiving. The text shows the
journey on the Mayflower, the first winter, the first harvest, the interactions with Squanto
and The Wampanoags, and lastly the first Thanksgiving. This text offers illustrations to
help students create a visual picture of what life was like during those times. This text
was used nearly every day of the unit to assist in teaching the daily objectives.
TeachersPayTeachers.com - An Open Marketplace for Original Lesson Plans and Other
Teaching Resources. Retrieved November 24, 2014, from
http://www.teacherspayteachers.com/
Teacherspayteachers.com is a website created for teachers by other teachers. This website
includes many resources such as lesson plans, worksheets, and classroom set up tools. On
this website teachers are able to search by subject, grade, or price of item to help assist
with the lessons they teach. I used this website to find numerous worksheets and
activities for this unit. Worksheets purchased from this website were used on the majority
of the days of the unit plan as independent practice.

EED 324 SIGNATURE ASSIGNMENT

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EED 324 SIGNATURE ASSIGNMENT

19

Journey of Mayflower LESSON PLAN

Teachers:

Subject:

Miss Engels

Social Studies

Standard:

Social Studies Standard: S1.C3.PO2: Describe the interaction of Native


Americans with the Pilgrims (e.g., arrival of the Mayflower, Squanto, the
Wampanoag, the first Thanksgiving).
ISTE Student Standard: 6-Studentes demonstrate a sound understanding of
technology concepts, systems, and operations. a- Understand and use
technology systems
CCSS: CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.

Objective (Explicit):

Students will be able to describe who Pilgrims are, understand why the
Pilgrims left England, and identify the route that the Mayflower took from
England to Massachusetts.

Evidence of Mastery (Measurable):


Exceeds

Characteristics:

Number of Students:

SWBAT complete the Mayflower


Route independent practice
worksheet with 100% accuracy and
write a sentence describing
something they learned today.
Meets

Characteristics:

Number of Students:

SWBAT complete the Mayflower


Route independent practice
worksheet with at least 80%
accuracy.
Approaches

Characteristics:
SWBAT attempt to complete the

Number of Students:

EED 324 SIGNATURE ASSIGNMENT

20

Mayflower Route independent


practice worksheet with some
success.

Falls Far Below

Characteristics:

Number of Students:

Does not attempt

Sub-objectives, SWBAT (Sequenced from basic to complex):

Review/Prior Knowledge: The students will have learned about the five oceans
and 7 continents in kindergarten. The students will be reminded where the
Atlantic Ocean, Europe, and North America are located on a map. Students will
have learned that the Native Americans were the original inhabitants of
America.
New Learning:
-Students will understand who the Pilgrims are and why they wanted to move
from England to the New World.
-Students will learn that the Pilgrims traveled to the New World on a ship called
the Mayflower.
-Students will learn about the route that the Mayflower took across the Atlantic
Ocean from England to Massachusetts.
Relevancy: It is important for students to understand Pilgrims, the Mayflower,
and the ships journey in order to have a greater understanding of the
importance and significance of the Thanksgiving holiday.

Key vocabulary:

Materials:

Mayflower

-Scholastic Mayflower
Interactive (found at
http://www.scholastic.c
om/scholastic_thanksgi
ving/voyage/journey.ht
m)

Journey
Pilgrim
America
Great Britian

-Promethean Slides
(Appendices A)
-Daily Book Page
(Appendices B)
-Mayflower Route
Worksheet (Appendices
C)

EED 324 SIGNATURE ASSIGNMENT

21

Opening (state objectives, connect to previous learning, and make relevant to real life)

Instructional Input

The teacher will ask students if they have ever traveled to a new place that they had never
been before, maybe moving to a new school, moving to a new house in a different
neighborhood, or traveling to a different state. This can be a scary feeling, because we do
not know what to expect from this new place. The teacher will explain, Today we will begin
learning about a group of people called the Pilgrims. This group of people embarked on a
long and difficult journey across the Atlantic Ocean to find a new home in America. Today we
are going to be looking at the map of the world to see the route that the Pilgrims traveled to
find their new home. The teacher will then connect this content to previous learning by
reviewing how there are five oceans and seven continents.
Teacher Will:

Student Will:

Present the promethean board slides on the topic: The Journey


of the Mayflower (Appendices A). Teacher will explain to
students that a Pilgrim is a person who travels to far away
lands. The teacher will read a short passage off of the
promethean slide that decribes why the Pilgrims chose to
leave their homes in England and travel to the New World.

Listen as the teacher


explains who the
Pilgrims are and shows
the route that the
Mayflower took on its
journey to the New
World.

The teacher will then show a map of the world. This map is
first grade friendly, as it only displays the 7 continents and the
5 oceans. The teacher will explain that the Pilgrims traveled to
America on a ship named the Mayflower. The teacher will also
point to England and Masachusetts to show students that the
Mayflower traveled a great distance across the Atlantic Ocean.
Co-Teaching Strategy/Differentiation

Modification: The teacher can also use a globe to show students the route that the
Pilgrims traveled. Using a globe, rather than a flat map, will help students really
visualize the Mayflowers journey across the Atlantic.

Guided Practice

ELL modification: Promethean slides will have many images to help English learners
understand. The teacher will use gestures when displaying the map to show the
movement of the Mayflower from England to Massachusetts.
Teacher Will:

Student Will:

The teacher will either rent a class set of laptops for the day or
model the use of the scholastic interactive on the promethean
board to promote learning for all students. The teacher will
model how to navigate through the interactive site to learn
information about the journey of the Mayflower and to tour the
ship. The teacher will ensure that all students successfully
locate the webpage where they will be exploring the
interactive site. Teacher will walk around the room and monitor
students as they read and learn about the journey on the
Mayflower.

Watch as teacher
models how to access
and navigate the
interactive site. The
students will explore
the sight, reading,
listening, and learning
about the journey of
the Mayflower and the
parts of the ship.

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Guide the students in filling out page 1 in their daily book


(Appendices B). The teacher will ask the students to help her
fill in the blanks on the first page.

22

Students will fill in the


first page of their daily
book.

Co-Teaching Strategy/Differentiation
Modification: The Scholastic Interactive Website has the option of listening to an audio
recording of the informational paragraphs. Students can play the audio recording while
reading to aide in understanding.
ELL modification: The audio recordings of the informational paragraphs will be
beneficial, as the English learners can listen and learn, rather than read. The interactive
also has many images and shows the Mayflower traveling across the Atlantic, which will
aide in understanding. The teacher will directly model how to complete the first page in
the daily book and display her model under the document camera for assistance.

Independent Practice

Enrichment: The scholastic interactive has many other areas to explore including
photos, videos, and information on the daily life of Pilgrims. Early finishers can explore
these areas as well.

Teacher Will:

Student Will:

Provide the students with the independent practice worksheet


(Appendices C). The teacher will review the directions color
coding the map with the class before passing out the
worksheet to ensure understanding.
Teacher will instruct students who finish early to write a
sentence or two about something they learned today.

Complete the
Mayflower Route
worksheet
independently.
Students who complete
the map early will write
a sentence or two
about something they
learned today.

Co-Teaching Strategy/Differentiation
Modification: Teacher can display the Journey of the Mayflower map from the Scholastic
Interactive on the promethean board in order to assist students in completing their map.
ELL Modification: The teacher can work one-on-one with the ELL students and provide
step by step guidance for completing the independent practice.

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23

Enrichment: Students who finish early will be instructed to write a summary of their
learning on the bottom of the worksheet.

Closing/Student Reflection/Real-life connections:


Teacher will ask students what we have learned today? Teacher will explain that today we
learned about Pilgrims. We also learned about the Mayflower and the journey that the ship
took across the Atlantic Ocean.

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Appendices A

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Appendices B

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Appendices C

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Squanto LESSON PLAN

Teachers:

Subject:

Miss Engels

Social Studies
Reading

Standard:

S1.C3.PO2: Describe the interaction of Native Americans with the Pilgrims


(e.g., arrival of the Mayflower, Squanto, the Wampanoag, the first
Thanksgiving).
S1 C3 PO3: Describe the exchange of ideas, culture and goods between the
Native Americans and the Pilgrims.
ISTE Teacher Standard: 3: Model digital age work and learning, d: Model and
facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning.
CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.

Objective (Explicit):

Students will be able to describe Squanto as a Wampanoag Native American


who helped the Pilgrims survive in the New World.

Evidence of Mastery (Measurable):


Exceeds

Characteristics:

Number of Students:

SWBAT write a letter to Squanto


from the perspective of a pilgrim
thanking him for his help, using at
least two specific reasons for thanks.
Student also demonstrates proper
use of grammar, capitilization, and
punctuation.
Meets

Characteristics:
SWBAT write a letter to Squanto
from the perspective of a pilgrim
thanking him for his help, using at
least two specific reasons for thanks.

Number of Students:

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Approaches

Characteristics:

31
Number of Students:

SWBAT write a letter to Squanto


from the perspective of a pilgrim,
giving less than two reasons for
thanks.

Falls Far Below

Characteristics:

Number of Students:

Does not attempt

Sub-objectives, SWBAT (Sequenced from basic to complex):

Review/Prior Knowledge: Students will know that the Pilgrims traveled on a


ship called the Mayflower in search of religious freedom. Students will know
the the Pilgrims had a very hard winter after arriving in Massachusetts, many
Pilgrims died.
New Learning:
Students will learn that Squanto was a Native American that lived in
Massachusetts in 1620.
Students will learn that Squanto helped the Pilgrims learn to farm and hunt.
Relevancy: It is important to know that Squanto was one of the Wampanoag
Native Americans that helped the Pilgrims survive in the New World. Without
him, there might not have been a first Thanksgiving.

Key vocabulary:

Materials:

Squanto
Wampanoag

- Squanto online minibook from Scholastic


(Appendices A)

Pilgrim
Crops

-Daily book page


(Appendices B)
Squanto worksheet
(Appendices C)
-Circle Map

Opening (state objectives, connect to previous learning, and make relevant to real life)
Build background knowledge by helping children make personal connections to Squantos
story. Ask If a new student joined our class, what could you do to help them settle in? Would
you tell them where the materials are kept? Or show them where the playground, nurse,
library, and cafeteria are? What else could you do to make a new student feel welcome?
Explain to children that today we will be learning about a Native American named Squanto.

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32

Instructional Input

He welcomed the Pilgrims when they came to America by showing them how to survive in
their new home. Teacher will explain that at this time, the United States was not yet a
country!
Teacher Will:

Student Will:

Teacher will bring students to the carpet in front of the


promethean board. The teacher will display the Squanto online
mini-book on the promethean board for all students to see
(Appendices A). The teacher will read through the book,
stopping at points to ask questions and go over difficult
vocabulary words. After reading, the teacher will ask students
to turn to a shoulder partner and tell them something you
learned about Squanto.

Listen as the teacher


reads aloud the online
mini-book. Turn and
discuss with a shoulder
partner something
interesting that you
learned about Squanto
during the story.

Co-Teaching Strategy/Differentiation

Guided Practice

The teacher can print off a few copies of the mini-book for students who would
understand the story better if they had their own copy of the story. The pictures on each
page will aide in student understanding as well.
Teacher Will:

Student Will:

Bring students to the easel. The teacher will display a circle


map with Squanto in the center. The teacher and students will
add ideas to the circle map about who Squanto was and how
he helped the Pilgrims survive in the New World.

Help teacher generate


ideas to add to the
circle map. Students
will discuss how
Squanto was a
Wapanoag Native
American who helped
the pilgrims in many
ways including:
hunting wild turkey
and deer, catching fish
and clams, farming,
and planting corn,
beans, and squash.

Students will also fill in


the Squanto page in
their daily books.
After completing the circle map, the teacher will send the
students back to their seats to fill in the Squanto page in their
daily books (Appendices B).

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Independent Practice

Co-Teaching Strategy/Differentiation
Teacher can read the story Squantos Journey if students want to learn more about
Squanto.

Teacher Will:
Give children copies of the Thank you, Squanto writing
activity (Appendices C). Teacher will encourage students to
pretend they are Pilgrims who received help from Squanto.
Teacher will explain that we are going to be writing Squanto a
thank you note, thanking him for all of his help. Teacher will
encourage children to use the idea bank for topics to write
about and include details they learned from the online minibook.

Student Will:
Students will put
themselves in the
position of a Pilgrim in
1620. The students will
write a letter to
Squanto, thanking him
for all of his help.
Students will use the
ideas from the idea
bank and include
details from the minibook and circle map.

Co-Teaching Strategy/Differentiation
Teacher can provide students will a list of sentence starters to help with their writing. For
example: I am writing to thank you for You are a great teacher because Thank you
for teaching me how to
Teacher can also re-read the online mini-book one more time to help students generate
ideas for their writing.
Closing/Student Reflection/Real-life connections:
Teacher will ask students what we have learned today? Teacher will explain that today we
learned about a Native American named Squanto who helped the Pilgrims survive in the New
World. Squanto was a very kind, generous, and helpful Native American. We should learn
from Squanto and always be kind and helpful towards our friends in school.

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34

Appendices A

Squanto Online Mini-Book can be found at:

http://minibooks.scholastic.com/content/collateral_resources/swf/09/IWB09_e010.sw
f?lt=MB/ib//eng/FullScreenIWB///MB_proddetail/txtl/IWBusgae///

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Appendices B

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Appendices C

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First Thanksgiving LESSON PLAN

Teachers:

Subject:

Miss Engels

Social Studies

Standard:

S1.C3.PO2: Describe the interaction of Native Americans with the Pilgrims


(e.g., arrival of the Mayflower, Squanto, the Wampanoag, the first
Thanksgiving).
S3.C1.PO5: Discuss the significance of national holidays: Thanksgiving,
Presidents Day, Martin Luther King Jr. Day, Fourth of July, Constitution Day
ISTE Teacher Standard: 3: Model digital age work and learning, d: Model and
facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning.

Objective (Explicit):

Students will be able to describe the history of the first Thanksgiving.

Evidence of Mastery (Measurable):


Exceeds

Characteristics:

Number of Students:

SWBAT complete the independent


practice worksheet, describing three
or more facts learned about the first
Thanksgiving.
Meets

Characteristics:

Number of Students:

SWBAT complete the independent


practice worksheet describe two
facts learned about the first
Thanksgiving.
Approaches

Characteristics:

Number of Students:

SWBAT complete the independent


practice worksheet with assistance
Falls Far Below

Characteristics:
Does not attempt

Number of Students:

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Sub-objectives, SWBAT (Sequenced from basic to complex):

Review/Prior Knowledge: Students will know that the Pilgrims traveled on a


ship called the Mayflower in search of religious freedom. Students will know
the the Pilgrims had a very hard winter after arriving in Massachusetts, many
Pilgrims died. Students will also know Squanto and the Wampanoag helped the
Pilgrims survive in their new land.
New Learning:
Students will learn about the first Thanksgiving including who attended, how
long it lasted, and what foods were served.
Relevancy: Students celebrate Thanksgiving every year. It is important for
students to know why we celebrate this holiday.

Key vocabulary:

Materials:

Thanksgiving

-The Pilgrims First


Thanksgiving by Ann
McGovern (p. 24-30)

Pilgrims
Wampanoag
Celebrate

-Scholastic slideshow
on the Thanksgiving
Feast (found at
http://www.scholastic.c
om/scholastic_thanksgi
ving/feast/ )
-The First Thanksgiving
Worksheet (Appendices
B)
-Daily Book page
(Appendices A)
-Promethean Board and
Document Camera

Opening (state objectives, connect to previous learning, and make relevant to real life)

Instructional

Ask students if they know about the holiday Thanksgiving? Students will share about their
Thanksgiving traditions. Teacher will ask if students know why we celebrate thanksgiving?
Teacher will explain that today we will be learning about the history of Thanksgiving. We will
be talking about who attended the first thanksgiving, how long it lasted, and what foods
were served.
Teacher Will:

Student Will:

Teacher will bring students to the carpet in front of the reading


chair. The teacher will finish reading the story The Pilgrims
First Thanksgiving by Ann McGovern (p. 24-30). The teacher
would have read parts of the story each day during the unit.
After reading the story, the teacher will bring the students in
front of the promethean board to explore the Scholastic

Listen as the teacher


reads aloud the story.
The students will learn
from the images and
information on the
Thanksgiving Feast

Input

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slideshow that goes into more depth about the feast and what
happened during those three days. The teacher can chose to
read aloud the information on each slide or there is an option
of listening to an audio recording.

39
slideshow.

Co-Teaching Strategy/Differentiation

Guided Practice

Playing the audio recording during the slideshow may be beneficial to some learners.
The story as well as the slideshow have many great images that will aide in student
understanding of the first Thanksgiving.
Teacher Will:

Student Will:

Bring students to the easel. The teacher will display a circle


map with The First Thanksgiving in the middle. Students will
help teacher generate ideas about the first Thanksgiving. If
students have difficulty coming up with ideas, teacher can
prompt students by asking who attended the first
thanksgiving what types of foods were eaten how long did
the celebration last what did the Pilgrims and Wampanoag
do during the feast

Help teacher generate


ideas to add to the
circle map. Students
will discuss how the
Wampanoag and
Pilgrims attended the
first Thanksgiving, the
foods that were eaten
included duck, venison,
corn, squash, seafood,
cabbage, and onions,
the celebration lasted
about three days, and
the Pilgrims and
Wampanoag played
games, sang songs,
danced, cooked and
ate.

Students will complete


the page in their daily
book.
The teacher will send the students back to their seats and
instruct them to take out their Daily Thanksgiving Book. The
children will open up to the First Thanksgiving page
(Appendices A). The teacher and students will work together to
descibe the first Thanksgiving using complete sentences.

Co-Teaching Strategy/Differentiation
Teacher can directly model what sentences to write in the daily book. For example, she
could write The Pilgrims and Wampanoags shared the First Thanksgiving. The
celbration lasted for three days. The people ate duck, seafood, venison, and corn. The

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40

Independent Practice

people played games, sang songs, danced, cooked and ate.

Teacher Will:
Give each student the independent practice worksheet
(Appendices B). Explain the directions to ensure student
understanding.

Student Will:
Students will pretend
they were at the first
Thanksgiving. Students
will use drawings and
sentences to describe
what they did at the
first thanksgiving.

Co-Teaching Strategy/Differentiation
Teacher can provide students will a list of sentence starters to help with their writing. For
example: If I was at the first Thanksgiving I would
Teacher can display the circle map that the students helped create to help students
generate ideas for there drawings and sentences.

Closing/Student Reflection/Real-life connections:


Teacher will engage students in short discussion asking, When you celebrate Thanksgiving
this year will you tell your family about the Wampanoag Indians at the first Thanksgiving?
Why? Who do you usually thank when you celebrate Thanksgiving? Did this lesson give you
an idea of any other people to thank?

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Appendices A

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Appendices B