Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher - Ms. Lee

Date-

Subject/ Topic/ Theme- Pilgrims First Thanksgiving

Grade ___2_____

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in the unit. After introducing how pilgrims reached America, this unit serves to teach children what Thanksgiving meant to the first pilgrims
and how they celebrated it.

Learners will be able to:

Describe in their own words how pilgrims settled down in America.

Explain why pilgrims celebrated Thanksgiving.
Put themselves in the shoes of Native Americans and describe how they felt when they encountered the pilgrims.
Look at a story from different points of view and tell their opinions about it.

cognitiveR U Ap An E C*

physical
development

socioemotional

R
An
U
An

Common Core standards (or GLCEs if not available in Common Core) addressed:
Reading:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading
dialogue aloud.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or
plot.
CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSS.ELA-LITERACY.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-LITERACY.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
Writing:
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
Speaking&Listening:
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CCSS.ELA-LITERACY.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)

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*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Knowledge: remember why and how the pilgrims reached America from England. Know that their
journey was a hard one, but things did not end there; more events were waiting for them on the new
land they have found.
Skills: be able to compare and contrast the story from two different points of view.
Pre-assessment (for learning): ask students to recall what we learned in class yesterday. Point out the different
experiences the pilgrims went through on Mayflower.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): students answer the questions asked by teacher throughout the lesson.
Summative (of learning): students fill out KWL chart like they did before, writing down their questions under W
column and what they learned under L column. They will also be given homework to be completed and brought
back for the next lesson (the sheet with questions on Strangers on a Ship article).

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
-Visual representation: show the
pictures of the book through doc
camera so that everyone can see it.
-Show video clips so that students
can hear from the Native American
how it felt like when white men
came to their land.
-Auditory perception: read the text
out loud so that everyone can hear
the text.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
- Instead of only staying in one
place during the lesson, have
students move by asking them to sit
on rug (at the back of the
classroom) and then back on their
seats again.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Get students to think about the
conflict between pilgrims and
Native Americans by giving them a
scenario (put themselves in the
shoes of Native Americans).

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
-Define vocabulary that students
may not be familiar with:
Native American- those who were
already living in America
Perspective- point of view

Provide options for expression and

communication- increase medium
of expression
-Students can verbally express their
ideas or ask questions, or write
them down.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
-While students are filling out their
KWL chart, go around and ask
questions such as:
What do you know now that you
didnt know before the lesson?
What did you think about the life
that pilgrims had after reaching the
New Land?

Provide options for

comprehension- activate, apply &
highlight
-Highlight the important concepts
by asking students similar
questions several times. At the
beginning of the lesson ask about
what we learned in our last lesson,
and at the end wrap up by asking
students what we learned in todays
lesson.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
-At the end of the lesson give back
the KWL chart to students so they
can record what they learned from
the lesson so far about the pilgrims.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
-If, after the lesson, there are things
that students would like to learn
more about, they can write down
more questions under W column
and instructor will adjust the next
lesson to answer such questions.

The book The Pilgrims First Thanksgiving

Doc camera
Laptop
Short video clip titled Plimoth Plantation-Virtual Field Trip

How will your classroom

be set up for this lesson?

Scholastic article Strangers on a Ship (one for each student)

Strangers on a Ship worksheet
Scholastic article A Trip to a New Land (to be read by themselves)
Two books, Samuel Eatons Day and Sarah Mortons Day
KWL chart

For the first part of the lesson students will be sitting at the back of the classroom on the carpet and
listen to the teacher as I read the book. For the second part of the lesson when I start reading the
scholastic article they will be asked to go back to their desks.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Opening:
- Ask students to tell a little bit about what
they remember about pilgrims voyage
from yesterdays lesson.

Engagement:

Students recall their learning experience

from yesterday and tell the class what they
remember.

Students answer question asked by the

teacher.

Students voice their opinions on whether

they thought life was easy or hard for
pilgrims after getting off of Mayflower.

Students try to put themselves into Native

Americans shoes and think about how
they must have felt when pilgrims arrived.

Introduction:
- Tell them today we are going to learn
about what happened after they got off the
ship.
Development
(the largest
component or
main body of
the lesson)

Development 1:
- Gather students at the back of the
classroom and start reading The Pilgrims
First Thanksgiving from pg. 8-15,
making sure that students can all see the
pictures.
- On pg.11, ask: who likes winter? Can you
imagine living in the woods without
heaters?
- Pause after finishing pg.15 ask students
what life was like after pilgrims reached
their new land. Was their life hard? Easy?
Why do you say that?
- Tell them life was hard because pilgrims
had to work hard to build their new
homes.
Development 2:
- Tell students that there is something
important that they need to know: there
were people already living on this land,
and these people were called Native
Americans. Define what native means.
Can you imagine how Native Americans
would have felt when the pilgrims came
over and started building new houses?

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Imagine 2nd graders from a different

school came into our classroom one day
without telling us before and started using
our things and taking over our spaces.
How would you feel?
Explain to students that an event can be
viewed from different perspectives, or
different points of views.
Students move back to their seats. Show
students Plimoth Plantation-Virtual Field
Trip video. This is a video of a Native
American being interviewed. He talks
about what it was like when the pilgrims
came over. (play from 2:50-5:31)
Tell students we are now going to look at
this event from Native Americans point of
view.
We have been reading the story from the
pilgrims point of view. Now we are going
to read an article about how Native
Americans must have felt when pilgrims
came to their land.
Ask paper-passers to hand out the
scholastic article Strangers on a Ship to
each person.
Instruct them that I will be reading this
article and I want them to follow along
with their fingers.
Begin reading and pause after each
section. Ask students:
What happened then the Mayflower
arrived?
What happened when they met on the
beach? Why did pilgrims and Native
Americans fight with each other?
What do you think the Wampanoag
people would do? Will they fight with the
pilgrims again? Or do you think they will
become friends with pilgrims now?
How did pilgrims and Native Americans
reach peace?
Teach students that when there are
conflicts (or, fights between people) they
can be resolved peacefully.
Again have paper-passers distribute
Strangers on a Ship worksheet. Tell
students this is to be completed as
homework for next lesson.
Show that there is a different version of
the article, A Trip to a New Land, written
from pilgrims point of view. Tell students
they may read it during daily 5 to read the

As teacher reads the article, students

should follow along, pointing with their
fingers.

Students should think about what they just

heard/read and answer the questions.

Students should finish the worksheet by

next lesson.

Students read the article during their daily

5 time (read to self or read to others).

story from pilgrims point of view.

Development 3:
- Gather students at the back of the
classroom again. Resume reading The
Pilgrims First Thanksgiving from pg. 1618.
Now we know that some Indians were
friendly towards pilgrims, we will learn
about how they helped pilgrims settle in
this new land.
Point out the ways that Squanto helped the
pilgrims.
-

Closure
(conclusion,
culmination,
wrap-up)

Skip to pg. 24-30, which talks about why

and how pilgrims celebrated their first
thanksgiving. Read the whole pages if
time, or otherwise summarize what each
page says. This serves as introduction to
next lesson about Thanksgiving.
Point out to students that pilgrims
celebrated thanksgiving because they were
thankful to God for the friendship they
had with Native Americans and for good
harvest.
End by telling students now that we know
a little bit about why pilgrims celebrated
their first thanksgiving, in our next lesson
we will learn about how their
thanksgiving was different to ours.

Students listen attentively as teacher reads

the book to them. Think about why
pilgrims celebrated thanksgiving.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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