Teacher Candidate: Erika Walters Subject/Grade: Social Studies/First Grade

Lesson # 4 Date and Time of Lesson: 11/14/13 @ 11:00 a.m.

Learning Objective: Students will be able to recall information from experiences about Thanksgiving by creating a book about three things they are thankful for and sharing their story with the class. Alignment with Standards: Common Core: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question Additional Standards: SL. 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly SL. 1.5 Add drawings or other visuals displays to descriptions when appropriate to clarify ideas, thoughts, and feelings Developmental Appropriateness or Cross-curricular connections: This lesson will incorporate social studies with writing. The teacher will discuss Thanksgiving with the students and what they know about it. Points about the Pilgrims and Native Americans will be touched on during the lesson. The lesson will also incorporate speaking and listening skills. Students will create books about what they are thankful for, adding drawings to each item they are thankful for and why. Assessment(s) of the Objectives: Lesson Objective(s) Students will be able to recall information from experiences about Thanksgiving by creating a book about what they are thankful for and sharing their story with their classmates. Assessment(s) of the Objective(s) Pre- Students will be asked what they know about Thanksgiving and what it means to be thankful; what they know about the word gracias During- Asking higher level thinking questions throughout reading; open discussion on what the boy in the story thankful for Post- To determine what students learned and achieved during the lesson, students will create a book about three things they are thankful for in their lives and why Use of Formative Assessment Allowing students to recall experiences helps them express their feelings in writing. During this lesson, they will have practice composing sentences and explaining their points. They will also have practice expressing themselves through the use of drawings. Using this data, I can cater future lessons to each student using this information.

Accommodations: The teacher will assist any student who needs extra help. For students who cannot think of anything they are thankful for, the teacher will give them ideas of what they can include. In order for the students to know what they are expected to do for this activity, the teacher candidate will already have a book created to use as an example. For the different learning styles, the teacher candidate will read a story and ask engaging questions for the auditory, and for the visual and kinesthetic learners, the teacher candidate will provide students with an opportunity to create a book about things they are thankful for in their own lives.

Materials: Gracias/Thanks by Pat Mora Create sheets or bring blank books (enough for each student) Crayons, markers, or colored pencils Thanksgiving article Procedures: 1. Have the students come to carpet where the students will sit to listen to the story 2. Ask, What holiday is coming up within the next few weeks? Once they answer, ask, What is Thanksgiving all about? Why is it so important? (They answer and eventually talk about giving thanks.) a. After discussion, read short article about Thanksgiving Day and lead into giving thanks 3. Today, we are going to learn about being thankful for what we have been given. Off the top of your head, what is the first thing that comes to your mind when I ask what you are thankful for? (Students will answer and then introduce book) 4. Inform students of the title, author and illustrator of Gracias/Thanks by Pat Mora. Ask the students if they have heard of the word, Gracias. Explain that the word Gracias is a Spanish word and that the rest of the book includes the words in Spanish and English. Tell students that as you are reading the Spanish part, to look at the illustrations and see if they can use them as context clues. 5. Read aloud Gracias/Thanks. While reading ask these questions: a. Has anyone ever had a ladybug land on his or her finger? What did you do? b. Why do you think the bees did not sting the boy? c. Why do you think the boy finds it funny that his little brother throws mashed peas at his sister? d. Why is the boy thankful that no one laughed at him when he tripped and fell on stage during his play? 6. After finishing the story discuss the book a. Have the students tell you what were some of the things the boy was thankful for 7. Describe the activity and send students back to their desks by group (group 1, 2, 3, and 4) a. Students will first write down a list of the things they are thankful for on a separate sheet of paper b. Then in their blank book have students write what they are thankful for in complete sentences (I am thankful for). These items should be different from the first part of the assignment because they are items they are thankful for in their own lives. Students should have a list of at least three things they are thankful for. c. Encourage them to be creative. d. Give the students about 10-15 minutes to write and draw their pictures; walk around and check on each students progress and help when needed 8. Once everyone has completed the assignment, ask for any volunteers to share their book with the class a. If time allows, they can share all three items or just one item (pick one that is their favorite or one they really want to share) 9. Collect booklets and close out a. Return class back to cooperating teacher Activity Analysis: No technology will be used in this lesson because it is not necessary for the activities that will be completed. For the first activity, students will participate in an open discussion about the story. Discussing the story will help students understand what was going on in the story and help them see a connection with their own lives. The second activity, the students will complete a book about three things they are thankful for and share with their classmates. Again, they will be making connections from the story with their own lives. They have the opportunity to be creative and have more practice explaining things in front of the class. References: Mora, P. (2010). Gracias/Thanks. New York, NY: LEE & LOW BOOKS Inc.

http://webcache.googleusercontent.com/search?q=cache:053U9AYgOUwJ:users.manchester.edu/student/kmfaudree/P rofWeb/FaudreeKM340Lesson1.docx+&cd=3&hl=en&ct=clnk&gl=u http://www.usconsulate.org.hk/pas/kids/td.htm