Social Studies Lesson Plan Template

Group Members/Group Name: _____Lisa Payne/Terri-Ann Clarke___________________________

Thematic Unit Theme/Title/Grade Level: ___The First Thanksgiving_____________
Group Wiki/Weebly space address: http://sse3312firstthanksgivingspring17.weebly.com/
Daily Lesson Plan Day/Title: __ Day 5__________
Lesson Length (ie. 30 minutes): __90 minutes ________________

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.
Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools Elementary students
should begin to understand that as citizens of the United States, they have both rights (privacy, speech, religion, movement,
assembly) and responsibilities (voting, obeying the law, helping in the community). Students should be willing to exercise
both their rights and responsibilities.]
Thanksgiving is an important event in the United States and it is just as important for students to know how it all
began. Through this lesson, as (1) part of a (5) part Thematic Unit students will explore the historical events that
culminated in The First Thanksgiving. Including the Pilgrims voyage on the Mayflower, the obstacles they had to
endure, and the significant help the Pilgrims received from the Wampanoag tribe in order for them to survive.

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
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.
Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical education,
technology) do you address in this lesson?
LAFS.2.SL.1.2Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
SS.2.A.2.1--Recognize that Native Americans were the first inhabitants in North America.
SS.2.A.2.5--Identify reasons people came to the United States throughout history.

These can be downloaded from the

Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
Learning Objectives Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be acceptable. Remember a
What will students know and be able to learning objective is a statement in specific and measurable terms that describes what the learner will know or be able to do
do at the end of this lesson? Be sure to set as a result of engaging in a learning activity as well as how that learning will be demonstrated. All learning objectives
significant (related to NGSS Themes, should begin with: The student will
CCSS, and NGSSS), challenging,
measurable and appropriate learning After reading each page of the History of Thanksgiving Mini-book the student will be able to accurately answer the
goals! question asked at the end of each page with information provided in the text.
A-Audience
Utilizing the Thanksgiving flip-book and using the knowledge obtained through this lesson and the previous lessons
B-Behavior
the student will be able to complete the written portion of the flip-book with 80% accuracy on each page.
C-Context
D-Degree of Mastery

Modified 5/15 Van De Mark from document created by L. Spaulding


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.
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
Social Studies Lesson Plan Template
This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence, including teacher
and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes
EVERYTHING and should be highly detailed!)
The lesson will begin by the teacher telling the students that they have learned a lot about The First
Thanksgiving throughout the Unit and tell them they are ready to finish up the Unit. After she will tell them
that now that they learned what the Pilgrims were thankful for at the first Thanksgiving she wants to know
what they are thankful for. She will then give them an acrostic poem about being THANKFUL. The students
will complete the poem about something for which they are thankful for each letter of THANKFUL. The
students will be given about 5-10 minutes to complete it. After the time expires the students will be instructed
to turn to their partner and share with them what they included in their poem. After sharing is complete the
teacher will tell what she is thankful for. The lesson will then continue.
For the next part of the lesson the students will each be given a copy of History of Thanksgiving Mini Book
This text covers all the important facts about the event that culminated in The First Thanksgiving. The
teacher will have her own copy which she will project at the front of the room. She will tell the students that
this is to review what events resulted in the First Thanksgiving. There is a total of four pages. The story will
be read as a class. We will begin with page one. The teacher will lead an Echo reading session. After
completing page (1) the teacher will ask the guiding question located at the bottom of the page. After the
teacher asks the question the students will Think-Pair-Share their answers with their shoulder partner and be
encouraged to look back at the text if they are unable to come up with an answer. The teacher will then ask
for a volunteer to share the answer with the entire class. The teacher will continue with these steps for pages
2, 3, and 4 of the mini-book.
After reviewing through the mini-book the students will then independently complete a Thanksgiving Flip-
book. The teacher will pass out the materials needed for the flip-book (pages, scissors, glue) and communicate
what is expected and how it should look once constructed. All together with the teacher supervision the
students will construct their flip book without including any of the required written information. Once the
everyone has completed constructing their flip book the teacher will instruct the students to complete the
written information and they should do so quietly and independently. The completed flip-book will be used as
a Summative Assessment of the unit.
Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for
individual, daily lesson plans!
***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson
plan.
Modified 5/15 Van De Mark from document created by L. Spaulding

notes
Resources/Materials
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.
Additional Comments and
Notes
Social Studies Lesson Plan Template
ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors),
childrens literature, etc. should be noted here. Citations should be in APA format.
THANKFUL organizer
History of Thanksgiving Mini-book
Thanksgiving Flip-book
Writing utensil
Scissors
Glue
Stapler
ESOL; Students with Learning Differences:
ESOL:
Edith: Group activities, Reduced speech, visual aids, pictures
Edgar: Same as Edith + allow for minor to major grammatical errors with written work
Tasir: Group activities + allow for minor grammatical errors for written work
Students with Learning Differences:
ESOL strategies are also appropriate for students with learning differences
Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.
As a homework assignment the students will be asked to write about a tradition their family does for Thanksgiving.
Modified 5/15 Van De Mark from document created by L. Spaulding