Enter your name and specific age group(s) to use this lesson: Christine Bailey Grade: 2 List the

Web site you found your lesson on: My own Big Idea this lesson plan supports: Help students learn about Thanksgiving online and the importance of this day. Lesson Plan Component Title - Name of Lesson GSEs/GLEs/ Frameworks/Common Core/NETSStandards (listed under Course Documents) The First Thanksgiving GSE/GLEs: R:B:2:2.2: Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local) R:IT:2:2.1: Connecting information within a text (State) EXAMPLE: Combining or comparing facts and details presented What food is eaten by both kinds of fish? R:IT:2:2.3: Making basic inferences or drawing basic conclusions (State) EXAMPLE: Based on this report, do turtles make good pets? R:IT:2:2.4: Identifying facts presented in text (Local) R:IT:2:1.1: Obtaining information, from text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, or illustrations) (State) EXAMPLE: On what page would you find information about snakes? R:IT:2:1.2: Using explicitly stated information to answer questions (State) EXAMPLE: According to this report, what do dolphins eat? R:IT:2:1.3: Locating and recording information to show understanding, when given an organizational format (e.g., T-chart or Venn diagram)(Local) R:IT:2:1.4: Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local) R:LT:2:4.1: Comparing stories or other texts to related personal experience, prior knowledge, or to other texts (Local) NETS: 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative Criteria

products and processes using technology. 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Lesson Objective(s) - The Student can or will using a verb from Blooms Revised Taxonomy Sub Categories Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS) Remembering Recognising, listing, describing, identifying, retrieving, naming, locating, finding

Students will summarize key events. Students will be able to navigate online and play videos, games, and go to other sites. Students will learn facts about that particular time in history. Students will read about the event online. Students will be able to discuss what was learned in the lesson. Students will write in their online notepad (learning how to take notes) about the events that occurred. Students will chart what they have learned.

Understanding Interpreting, Summarising, inferring, paraphrasing,

classifying, comparing, explaining, exemplifying

Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating

Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring

Creating - designing, constructing, planning, producing, inventing, devising, making

Higher Order Thinking Skills (HOTS) Materials - What will they need to complete this assignment? Be as specific as possible. Anticipatory Set - Prior Knowledge How will you hook students prior to teaching the lesson Procedures - What will student and teacher do? Best practices - Ask 3 questions here to promote higher In order to hook students they will discuss what they already know about this event and what they want to learn more about. Visuals such as pictures, games, and videos will be also available for viewing. 1. Student will discuss what they know about this event in a group setting. Access to a computer, access to the WebQuest, and linked pages, games, and videos.

order thinking related to lesson plan.

2. Students will read about the event online. 3. They will be able to watch videos, look at pictures, and play games related to the event. 4. Students will take online notes about what they learn. 5. They will journal the notes in an online notepad using questions that are provided for them. 6. They will answer questions about what they have learned in an online poll that is linked on the page. 7. They will demonstrate what they have learned by discussing it and writing their thoughts in the online notepad.

Closure - How will you have students reflect on what has been learned in this lesson? Assessment- Assessment is directly correlated to stated objectives (listed above) and provides an opportunity for every student to demonstrate progress toward meeting the objective(s) Create a rubric that shows objectives relating to project. Assessment can be completion of project. Something student creates.

What have you learned about this event? Why is this event important to you? How do you celebrate this day? Chart what they have learned, and if the expectations were met.

Use the rubric that was provided to the student for the assessment to see if they meet or exceed the objectives of the lesson.

Modifications/ Accommodations

Modifications will include extra help in the classroom. More links to websites if more visuals are needed.

Lesson plan includes appropriate modifications and/or Sending work home for them to do for better understanding. accommodations for students needing enrichment, remediation, or A student IEP Plan for those that need it. alternative strategies More hands on activity, such as poster boards, dittos, if needed. Students with IEP - Individualized Educational Plans or 504s would Frequent breaks in classroom. require modifications or accommodations A teachers helpers for help with online, taking notes, and any questions that arise.