Lesson Plan Template

Name: Laura Martin, Patricia Orta, and Janet Fernandez

Grade Level: 1st

Word Processed by: Patricia Orta

Day: Day 5 - Friday

Lesson Title: Are you Pilgrim or Native American?

Lesson Length: 60 min

Unit Title: Pilgrims

Rationale for Instruction

A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Students have been learning throughout this week about the Mayflower voyage, Pilgrims, Native
Americans, and Thanksgiving. Using all the information they have learned so far, they will make
connections with the world that they live in today. It is also important for students to recognize
important people and events that shaped the world they live in.
SS.1. A.2.1 Understand history tells the story of people and events of other times and places.
SS.1. A.2.4 - Identify people from the past who have shown character ideals and principles including
honesty, courage, and responsibility.
LAFS.1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
LAFS.1.RI.2.4 - Ask and answer questions to help determine or clarify the meaning of words and
phrases in a text.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and NGSSS),
challenging, measurable and appropriate
learning goals!

Students will investigate different people from the past using different resources.

Students will learn that history tell the story of people and events of other times and places.

Students will learn to gather information from different sources.

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Student Activities &
Procedures
Design for Instruction

What best practice strategies will be

implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Lesson Plan Template

Students will be able to define and illustrate key vocabulary words.

Anticipatory Set:
As students enter the classroom: Students will see three questions displayed on the board for them to
answer once they are seated (What is history? Can you tell the name of a person from the previous
lessons? Is the person a Pilgrim or a Native American?). There will be several books placed on the
center of the tables for students to use later on the lesson. The classroom will be set up half representing
the Pilgrims and the other half representing the Native Americans. Pictures of Pilgrims and Native
Americans will be displayed on the walls. Once students are seated, the teacher will ask the questions What is history? Can you tell the name of a person from the previous lessons? Is the person a Pilgrim or
a Native American? The questions will start a discussion about Pilgrims to test students prior
knowledge (5 min). After listening to the students responses, the teacher will explain that: history is the
study of past events. The teacher will also answer the other questions if necessary.

Students Expectations: The teacher will explain that this lesson is the last lesson of the thematic unit.
The teacher will explain the objectives of the lesson and activities that will be done throughout the
lesson. The teacher will also explain students expectations. The teacher will use gestures and visuals to
enhance EL students learning.

Instructional Input and Procedures:

1. The teacher will ask students to create four groups. Students will be able to work independently
if decided.
2. The teacher will ask the groups to choose one culture between the Pilgrims and the Native
Americans.
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Lesson Plan Template

3. Students will sit in the chosen culture.
4. Once the students have chosen their culture, the teacher will do two short interactive read aloud
to review the content taught during the past 4 days.
5. The teacher will read The Story of the Pilgrims by Katharine Ross and Carolyn Croll.
6. The teacher will provide a list of key words with their meaning and translation.
7. The teacher will ask questions throughout the reading to evaluate the students comprehension
of the story.
8. The teacher will read the second book Squanto's Journey: The Story of the First Thanksgiving by
Joseph Bruchac.
9. The teacher will provide a list of key words with their meaning and translation.
10. The teacher will ask questions throughout the reading to evaluate the students comprehension
of the story.
11. The teacher will use gestures and images from the books to aid EL students and students with
learning differences.
12. Once the reading is completed, the teacher will ask students to choose a person from the
Pilgrims or the Native Americans culture that they have learned throughout the week.
13. Students working in a group must choose the same person.
14. Students will have a few minutes to discuss and reach a conclusion.
15. The teacher will walk around assisting students.
16. Once the students have reach a conclusion, the teacher will ask one member from the group to
say the name of the person they have chosen.
17. The teacher will write the chosen names of the board for students to see.
18. The teacher will explain the project to the students and will provided examples for students to
see what is expected of them.
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Lesson Plan Template

19. Students will do a Bio-Cube project to present to the others.
20. Projects will be placed on display in the school entrance for others to see the students work.
21. Students will research their person using the resources books and the Internet to complete the
project.
22. Students will document their findings in a word document or in their journals.
o Edith will draw the answers in her journal.
o Edgar will provide simple descriptions (written words) in his journal.
o Tasir will write her answers in her journal, but grammar will not be evaluated.
23. Students will do an/a:

Obituary

Poem

4 diary/journal entries (as if the person chosen wrote it when he was alive)

Newspaper from that time period

Collage

Birth Certificate (if possible)

Bottle person

Timeline with ten or more events that happened during your persons lifetime

24. The teacher will explain that students can do more than what is being asked in the rubric if they
desire.
25. The teacher will provide the rubric for the project.
26. Students will cite their resources and must use credible sources to complete the project.
27. Students will work on their project in the classroom.
28. The teacher will walk around assisting students and answering any question that they have.
29. Check for understanding Teacher will check the progress of the students project.
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Lesson Plan Template

30. Closing Activity The teacher will play a song from YouTube that will resume the content of
all the lessons taught throughout the week.
YouTube - They Were the Pilgrims
https://www.youtube.com/watch?v=Kuz7GXb7QMU
o This is a YouTube song about the pilgrims and the first Thanksgiving. In the
song, children will see key details about the Pilgrims journey and why left
England, Mayflower, Native Americans, and the first Thanksgiving. Children
will be singing while learning or reviewing all this information about the first
Thanksgiving and other events.

Assessment

How will student learning be assessed?

Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Unit Pre-Assessment:
o Questions asked by the teacher What is history? Can you tell the name of a person from the
previous lessons? Is the person a Pilgrim or a Native American?
o Informal discussion answering the introductory questions.
Unit Post-Assessment:
o The Bio-Cube Project
Daily Lesson Plan Assessment:
o Questions asked during the interactive read aloud
o Journal/word document entry
o Observations made by the teacher while students work in groups

Resources/Materials
Resources:
CPALMS.org. Retrieved April 16, 2016, from http://www.cpalms.org/Public/search/Standard#0
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Lesson Plan Template

Goodman, S. E. (1999). Pilgrims of Plymouth. Washington, D.C.: National Geographic Society.
H. (2014, November 08). They Were the Pilgrims. Retrieved April 19, 2016, from
https://www.youtube.com/watch?v=Kuz7GXb7QMU
Pilgrim History. Retrieved April 19, 2016, from http://mayflowerhistory.com/pilgrim-history/
Ross, K. (1995). The Story of the Pilgrims. New York: Random House.
Bruchac, J., & Shed, G. (2000). Squanto's journey: The story of the first Thanksgiving. San Diego: Silver Whistle.

Materials:
Pencils
Color Markers
Social Studies Journal
Computer and Internet Access
Translation of key words worksheet
Glue
Construction paper
Water bottle
Examples of the Bio-Cube project

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Books
The Story of the Pilgrims by Katharine Ross and Carolyn Croll.
Squanto's Journey: The Story of the First Thanksgiving by Joseph Bruchac.
ESOL:
Edith: Gestures, hands-on activity, modeling, pictures, repetition, rephrasing, cooperative groups,
simple yes/no questions, translation of key words.
Edgar: cooperative groups, simple descriptions (written word).
Tasir: scaffold writing development (avoid deducting points for grammatical errors assess content
knowledge), cooperative groups (comprehension checks, monitor participation).

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Lesson Plan Template

Students with Learning Differences: Strategies used for ESOL students are also appropriate for students
with learning differences.
Gifted/Talented: Complex analysis, justification, evaluation, opportunity to explore many points of
view, and opportunity to analyze and evaluate material
Lesson Extensions

Homework Students will keep working on their Bio-Cube project. Students will present their BioCube projects the next day of class, which will be Monday.

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Lesson Plan Template

Rubric
Ratings
I included 4 journal entries (20 pts).

I included 2 journal entries (10 pts).

Pts.
I did not include the journal entries (0
pts).
I did not include a birth certificate of
the person (0 pts).

20

I did not include a timeline (0 pts).

10

I included a bottle person (10 pts).

I did not include a bottle person (0 pts).

10

I wrote a newspaper article that might have

appeared in the newspaper during the
lifetime of the person (20 pts).

I did not include a newspaper (0 pts).

20

I included a People Poem about the

person (10 pts).
I included an autobiographical obituary that
celebrates the life and achievements of the
person (10 pts).

I did not include a People Poem

about the person (0 pts).
I did not include an autobiographical
obituary that celebrates the life and
achievements of the person (0 pts).

10

I included a birth certificate of the person

(15 pts).
I included a timeline with at least 10
historical events that happened during the
persons lifetime (10 pts).

My writing lacked distracting errors (5 pts).

I included a timeline with less than

10 historical events that happened
during the persons lifetime (5 pts).

I included an autobiographical
obituary, but it does not celebrates
the life and achievements of the
person (5 pts).
My writing contains 5 or less
grammatical errors (3 pts).

10

10

My writing contains more than 10

5
grammatical errors (0 pts).
Total Points: 100

Note: Modifications will be made to evaluate the work of ELs and Students with Learning Differences.

Modified 1/16 Van De Mark from document created by L. Spaulding