Design for Learning

Instructor: Tabitha Whitacre

Lesson Title: Thanksgiving is For Giving Thanks
Curriculum Area: Approaches to Learning
Grade Level: Pre-School
Date: 11/18/14
Estimated Time: 15 minutes
Standards Connection
Alabama Preschool AL.P.1.1 Make and express choices, plans and
decisions.
Ababama Preschool LL.P.5.2 Progress from using scribbles, shapes, or
pictures to represent ideas, to using letters or letter-like symbols, or
writing familiar words such as their own names.
Inferred IEP Goal: A. will communicate clearly using either words or
pictures.
Lesson Objectives
When given the I am Thankful For page, students will depict what
they are thankful for by making a choice and expressing their decision
accurately.
Evaluation of Learning Objectives
When given the I am Thankful For page, the students will choose one
thing they are thankful for and draw a picture, accurately expressing
their decision. In order to be considered proficient, students must have
one drawing on their paper that represents what they are thankful for.
Engagement
The teacher will start by reading Thanksgiving Is For Giving Thanks
by Margaret Sutherland. This will introduce the students to the idea of
saying what they are thankful for. Good morning guys! Today we are
going to be talking about what we are thankful for! I am going to read
this book called Thanksgiving Is For Giving Thanks. After the teacher
reads the book, she will move into teaching.
Learning Design

I.

Teaching
The teacher will introduce what they are going to be doing.
She will explain that just like the children in the book, every
one has something to be thankful for. She will then show a
video podcast of college students expressing what they are
thankful for. Wow what a good story! Just like the boys and
the girls in the story were thankful for so many things, we
have so many things to be thankful for too! Right now we are
going to watch a video of some of my big kid friends in
college and what they are thankful for! The teacher will play
the video for the students to have many ideas of different
things they could be thankful for. After the students watch the
video, the students will then talk about what they are thankful
for. Wasnt that a fun video? There were so many friends
having so much to be thankful for. Now, we are going to talk
about what we are thankful for. Can you guys think of
something you are thankful for?

II.

Opportunity for Practice

The teacher will write down what each student says they are
thankful for and then pass out the I am Thankful sheet. The
students will be able to draw and color their choices. You guys
are thinking of great things to be thankful for! Now how do
you think you would draw that? Oh wow great thinking! The
teacher will hand out crayons and help the students begin to
draw what they are thankful for. For Student A, she will be
given two options for what she is thankful for, and then will
color the option she decides. The teacher will be there for
hand-over-hand instruction if she needs. For Student G, the
teacher will write what he is thankful for, and then have him
copy the letters onto his page. The teacher will be there to
help and guide the students as they draw and depict their
choice of what they are thankful for.

III.

Assessment
The teacher will make a note of the students drawings and
how accurately they depict what they are thankful for. In order
to be considered proficient, students must have one drawing
on their page describing what they are thankful for. Student A.
will color her choice of what she is thankful for in order to
meet the standard and be considered proficient.

IV.

Closure
The teacher will praise the students on how hard they worked
and encourage them to continue of thinking of things they are
thankful for. Wow! You guys did great work! I am so proud of
how hard you worked and how you chose what you are
thankful for. Your pictures look so good. You will have to take
them home and show your family what you are thankful for.
Great job today girls and boys! I am very proud of you.

Resources and Materials

Thanksgiving Is For Giving Thanks by Margaret Sutherland

I am Thankful Video Podcast
I am Thankful Coloring Page
Crayons
Pencils
Student A. options for what she is thankful for

Plans for Individual Learners and Differentiation Strategies

Extensions:
Student J. will write what he is thankful for by copying words from
the teacher as well as drawing.
Students J. will be able to choose two things he is thankful and
depict them with drawings.
Accommodations and Modifications:
Student A. will choose what she is thankful for out of two options
and then paste and color her object instead of drawing it.
Student A. will have a pencil grip if she needs to use it for
drawing.
Hand-over-hand modification will be used for Student A. if
needed.
Student A. and G. will have teacher help in drawing what they
are thankful for.
All students will talk to the teacher before they draw to help
them accurately depict what they are thankful for.
Data Analysis

All three students accurately met the objective by making a choice and
clearly depicting it using either their choices or coloring. Student A
chose a tangible mom and dad and colored them. Student K chose her
grandparents and drew them. Student J chose his parents and drew
them on his paper. All three students were considered proficient in
meeting the objective and standard.

Data from Thanksfulness Lesson

100

75
Data from Thanksfulness
Lesson

50

25

0
Student A

Student K

Student J

Reflection
I think overall this lesson went pretty well, although there are things I
would do differently if I were to teach this lesson again. After reflecting
on how it went and talking to Ms. Dudley, I would have spent more
time on the Video Podcast. This could have been used as a tool to
create conversation about my friends and college and what they were
thankful for. They were really enjoying it, and I moved on quickly
because I wasnt sure how long I would keep their attention. I would
plan and create time to talk and answer questions that they had about
the video. I would also work on asking Student A wh questions in
order to work toward her IEP goals instead of just yes and no
questions. I might also have the students look through magazines or
real pictures to create what they were thankful for instead of drawing.
This would have created a way for the students to be engaged and
communicate what they are thankful for in a fun and creative way.
However, overall, all three students met the objective and standard
and I enjoyed teaching this lesson.