Unit Topic: The Mayflower and the First Thanksgiving Subject(s) Social Studies, Reading, and English

Grade(s)/Learning Group: Grade 2-3 Designer Name Emily Miles

STAGE 1 DESIRED RESULTS

Unit Title: Established Goals/Content Standards:
Journey to the first KCCRS RI.2.1- Ask and answer such questions as who, what, where, when, why, and
Thanksgiving. how to demonstrate understanding of key details in a text.
KCCRS RI.2.2-Identify the main topic of a multi-paragraph text as well as the focus of
specific paragraphs within the text.
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.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
W.2.3 Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
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.

Meaning
Understandings: Essential Questions
-Students will understand when, why, and how the - Why did the Pilgrims leave England?
Pilgrims left England. - How would you describe the Pilgrims Journey on
-Students will understand what life was like on the the Mayflower?
Mayflower including the hardships, and the course for the - What are similarities and differences between
trip. Pilgrims and Indians?
-Students will be able to identify a Native American and a - Who was Squanto?
pilgrim. - How would you explain the first Thanksgiving?
- Students will be able to understand schooling, playtime,
and responsibilities of the Pilgrim children and the Native
American children.
-Students will understand who Squanto was and how he
helped the Pilgrims.
-Students will understand the Who, What, When, and
Why of the first Thanksgiving.
- Students will understand how to make a pumpkin pie.

Acquisition
Students Knowledge:
- I know the key details surrounding the Mayflower
Journey.
- I know the two people groups presented into the Frist
Thanksgiving, and their similarities and differences.
- I know the similarities and differences between and
Native American child and a Pilgrim Child.
- I know the role Squanto played in the Pilgrims first
winter.
- I know the key details of the First Thanksgiving
- I know how to make a pumpkin pie.
Students Performance Objectives:
- I can explain the Mayflower Journey and put the
story into my own words.
- I can compare and contrast the Native Americans
and the Pilgrims.
- I can demonstrate how to make a Pumpkin Pie.
- I can compare and contrast Native American
children and Pilgrim Children.
- I can make connections between Squantos
interaction with the Pilgrims and the friendship
shown at the First Thanksgiving.
- I can summarize the key details of the First
Thanksgiving.

STAGE 2 ASSESSMENT EVIDENCE

Pre-Assessment: Other Evidence:
Week 1: As a class, students will fill out a KWL chart on the - Students will turn and talk to table partners at various
Mayflower journey. On Monday the students will collaborate points during the unit. Teacher will walk around the room to

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Unit Topic: The Mayflower and the First Thanksgiving Subject(s) Social Studies, Reading, and English

Grade(s)/Learning Group: Grade 2-3 Designer Name Emily Miles

to fill out the K and the W. When the week is finished, the check for understanding.
class will reflect together and fill out the L section of the
KWL. (this assessment will be done as a class using chart
paper.)
Week 2: Students will complete a KWL chart found in their
interactive notebook. This time the focus will be able the first
Thanksgiving. The students will write what they know about
the subject before starting the unit. They will also write what
they wonder about the first Thanksgiving.
Performance Tasks:
Week 1: The Students will read a book titled The Journey of the Mayflower: and answer the WHO, WHAT, WHEN,
WHERE and WHY of the Mayflower journey in their interactive notebook.

On Final day of the Mayflower simulation, the students will journal about what there character is thankful for. The students
will work to write a well-written 3-5-sentence paragraph that will be read at the Thanksgiving Feast (at the end of week 2).

Week 2: Students will visit a website that explains the daily life of the Native Americans and the Pilgrims. They will compare
and contrast the two using a Venn diagram found in their interactive notebook.

Formative Assessments:
Students will participate in reflective writing during each day of the Journey on the Mayflower (week 1). They will write about
what their character experienced during that day and how it affected them and their family.

Students will brain storm hardships that they Pilgrims experienced upon arrival on the shores of Plymouth. They will write
these on cards that will go into their notebooks.

Students will fill in the WHO, WHAT, WHEN, WHERE, WHY and HOW the First Thanksgiving was celebrated.

Summative Assessment:
Students will recall key foods that were present for the First Thanksgiving.

Students will organize a Thanksgiving Feast to share with their parents.

STAGE 3 LEARNING PLAN

Summary of Learning Activities:
We are going to learn the specific details of the Pilgrims Journey from England to the New World, including why
W: We
they left England. Once we arrive at week 2, we will be learning about the Pilgrims life in the New World including
why behind the First Thanksgiving.
H: I will hook the students by asking them thought provoking questions before starting the simulation in week one.
Have you ever gone on a long car ride? How did you feel at the beginning, middle, and end of the trip? Did you
run into any trouble along the way? The class will also read The Mayflower by Mark Green Wood
E: During the course of the unit, students will experience the Journey on the Mayflower through a week long
simulation. They will literally step into the lives of the Pilgrims traveling across the sea. Students will complete daily
Journal assignments to reflect upon the simulation. They will also explore (using interactive notebook prompts) who
the Pilgrims where and what they encountered in the New World. I will read 2 books aloud and the students will do
research on their ipads to learn more about the specific details of this significant event.
R: I will provide ample opportunities for students to reflect on their fictional journey across the ocean in daily journal
writing. We will also have whole group and small group discussion time which the students will be given the chance
to rethink there ideas about life in early American history.
E: Students will be evaluated on their understanding of the big ideas when I will give them feed back on interactive
journal (did they summarize the key details correctly?), on journal entries during Mayflower simulation, group
discussions, and during the Thanksgiving Feast at the end of the unit.
T: I will personalize the work to reach all learning levels present in my classroom. Students who need extra directives
when writing the daily journal entries can work with a partner or work with a Para, they will be given a shorter
amount to write on. Students who dont work well in groups can participate in the Mayflower simulation by being a
single traveler. Gifted students may take part in researching the Pilgrims feast and find a recipe to try at home as
an extension activity.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Unit Topic: The Mayflower and the First Thanksgiving Subject(s) Social Studies, Reading, and English

Grade(s)/Learning Group: Grade 2-3 Designer Name Emily Miles

O This unit is organized into a one-week simulation (with lite research each day of class) and a second week where
students read, write, and explore the big ideas surrounding life in the New World. Students will answer essential
: questions about the Pilgrims and Native Americans through read aloud, journal entries, and student led research,
and a culminating class project that depicts the First Thanksgiving Feast.
ESSENTIAL VOCABULARY
Pilgrim- Name given to the people who sailed to America to worship freely without pressure from England.
Plimouth- The first place where the Pilgrims settled after landing from the 6 month voyage.
Separatist- Name given to the people who did not want to worship in the Church of England
England- The homeland of the Pilgrims, where they were being forced to worship in the Church of England.
Wampaneog- Native American tribe that helped the Pilgrims through the first winter
Squanto- Native American man who spoke English, He translated the native Americans language into English for the
Pilgrims.
New World- North America, where the Pilgrims landed after setting sail from England

LEARNING SEQUENCE
Week 1: Mayflower Simulation
Day 1: Unit Introduction
Students will complete K-W of KWL chart. They will consider background knowledge on the Mayflower and a
few things that they want to learn by the end of the simulation. After KWL, ask students how they felt when
they were on a long car ride with their family. How did they prepare for the trip, how long was the ride? Was
the ride always easy? Then, explain to students that this week, they will be traveling from England to the New
World on the Mayflower using their imaginations! Have students return to their seats where they will find a
simulation journal, reading packet, and day one experience cards. Inform students that they will be reading
from the page called Day One After students have read, they can turn over their cards to see which Pilgrim
they are and learn about their family. Give students time to talk with giggle and talk with their tables. Next
spend a couple minutes talking about how the students will write in their simulation journals. Tell them that
they are going to write as if they were the Pilgrim who is about to set sail. This is called perspective. The
students will write in the perspective of the character they are assigned.

Day 2:
Review the details behind leaving England as a class. Have students complete the interactive notebook page
titled Leaving England? (10 minute review) Gather students on the carpet and read aloud pages 6-19 of The
Mayflower (pausing to discuss why the pilgrims left England and the conditions of the over crowded
Mayflower.) After discussing, direct students to return to their seats where they will read the Day 2 reading
and will also find their experience cards waiting. After reading and sharing with their experience cards with
their table, move students attention toward the journal-writing period. Today they will be writing about how
their ship fared during departure, the problems with the speedwell, and setting sail to the New World.

Day 3:
Read aloud pages 22-27 of The Mayflower to the class while students sit at the carpet. Today students will
have their interactive notes with them while they listen to the story. Students will have the page titled, life on
the Mayflower opened. While we are reading, we will write down key words that give us details about
traveling on the mayflower. Teacher will write words on Anchor Chart to guide students who need help with
spelling. After reading, students will be sent back to their desks to read the prompt from Day 3. After reading,
students will come receive an experience card. Today, they will journal about their time at sea.

Day 4:
Read aloud pages 28-33 of The Mayflower. During the reading, the class will contribute to an Anchor Chart
about the Pilgrims struggles during the first winter in the New World. After reading and completing the chart,
have students return to their seats to read the Day 4 reading. Pass out experience cards to students who are
finished. Today students will be journaling about the arrival to the New World and what they read found in
their experience cards.

Day 5:
Before beginning day 5 reading activity, students will turn to the page titled Hardships at Plymouth They will

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Unit Topic: The Mayflower and the First Thanksgiving Subject(s) Social Studies, Reading, and English

Grade(s)/Learning Group: Grade 2-3 Designer Name Emily Miles

work independently to recall 5 hardships that the Pilgrims experienced during the First Winter in the New
World. After reviewing the hardships, the teacher will draw 5 students to share one hardship from their list.
The teacher will write these hardships on the board. Next, gather students to the floor to read aloud pages 34-
36 of The Mayflower. Tell students that this their last day on the journey and today they will be saying good
bye to their characters. Read together the reading for day 5. After reading, pass out experience cards. Give
students permission to spread out and journal about what their character/characters family has to be thankful
for. Student will be able to share during the Thanksgiving Feast at the end of Week 2. At end of lesson,
complete KWL chart in interactive notebook.

Week 2:
Day 1:
Tell class that this week they will be learning about the Pilgrims experience in the new world! Have students
turn to a new KWL sheet in their notebooks. Students will compete the K and W about the Pilgrims Life in the
New world, and the First Thanksgiving. Explain that we will also be comparing and contrasting the lives of the
native Americans and the Pilgrims. http://www.scholastic.com/scholastic_thanksgiving/daily_life/ (Watch
video on the housing of the Pilgrims and Native American) Have students begin to fill out Venn Diagram on
similarities and differences between the Pilgrims and Native Americans.

Day 2:
Today we will discover what the Pilgrims and Native Americans wore and what foods they ate. The students
will watch a comparative video found on the Scholastic website
(http://www.scholastic.com/scholastic_thanksgiving/daily_life/clothes.htm) (click on food and clothing). As a
class, we will continue to fill in the Venn diagram comparing/contrasting the two groups. Then students will
color the Pilgrim boy/girl coloring pages (they can choose one to color) and the Native American clothing
page. Explain to students that tomorrow they will discover more about the children of the two groups, and
what they did for school, for work, and for play.

Day 3:
Compare Native American children and the Pilgrim children. Watch video about Pilgrim and Native American
chores, schooling and games. While listening and watching, students will write down key details about the
childrens lives. We will brainstorm ideas as a class. When students are done brainstorming, we will prepare
our centerpieces for the Thanksgiving Feast on Day 5. Students will brainstorm what they are Thankful for. On
Day 4 they will be given 2 feathers and will write one thing they are Thankful for on each feather. The feathers
will be part of two turkey centerpieces for the Day 5 feat.

Day 4:
Thanksgiving day 1- Brainstorm in interactive note (feast page) what foods were at the feast. Watch Slide
show about the Thanksgiving Feast. Then tell students we are going to prepare for a Thanksgiving feast!
Explain that they have worked very hard in school and it is time to hold a feast of gratitude (explain what
gratitude is here if need be). Then say that we need to prepare a dish for thanksgiving. Hand students a
simple set of directions to make pumpkin pie. Explain that today we are going to learn how to make pumpkin
pie for our feast tomorrow. Have each table read a direction aloud. You (the teacher) will follow the directions
but make some mistakes to see if the students can correct you. After making the pumpkin pie, hand out a slip
of paper with one menu item listed on it. Tell the student that tomorrow is their Thanksgiving feast, their
parents know that they need to bring an item to share at the feast and the students will need to bring their
interactive journal to read the Day 5 journal entry during the feast. Conclude lesson with the students writing
two things they are thankful for on the turkey feathers.

Day 5:
Thanksgiving day 2
Read Marys First Thanksgiving by Kathy-Jo Wargin. Tell students that today we are going to focus on
thankfulness. Explain why it is important to be thankful. Allow students to brainstorm ideas of what they are
thankful for. Then have students fill out I am thankful page in interactive notebook. After students have
completed the page, direct them to turn to their KWL and finish the L section.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Unit Topic: The Mayflower and the First Thanksgiving Subject(s) Social Studies, Reading, and English

Grade(s)/Learning Group: Grade 2-3 Designer Name Emily Miles

We will arrange the desks to form one long table. Students I am thankful feathers (made on day 4) will be
attached to the Turkey centerpieces. Students will place them on the table. Students will take a short recess,
and the parents will prepare the decorations and arrange the food for the feast. Students will return to
classroom to take part in the feast! The students will first eat their meal and then they will read their journal
entries from Day 5 of the Mayflower simulation.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5