SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Kelsey Blow

Thematic Unit Theme/Title/Grade Level: History and Historical Knowledge/The Pilgrims/Grade level K
Wiki space address: http://ucfgrkpilgrimssp16.weebly.com
Daily Lesson Plan Day/Title: Day 3: Life in Plymouth
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable Students will recognize the importance of Thanksgiving as a way of
todoattheendofthislesson?Besure
remembering how the Native Americans and pilgrims worked together and
tosetsignificant(relatedto
how one of the first colonies was established in America.
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://www.cpalms.org/Public/

Assessment
Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?

Doesyourassessmentalignwithyour
objectives,standardsandprocedures?

Informalassessment(multiplemodes):

participationrubrics,journalentries,
collaborativeplanning/presentationnotes,
etc.

LearningObjectives:*youMUSThaveobjectivestomeetallstandards
1. Thestudentwillbe able to give a basic overview and understand that
the first Thanksgiving happened because of the pilgrims who came to
America.
2. The student will be able to draw and read a timeline
3. The student will know the difference between the lives of the
pilgrims/natives and their own lives.
4. Thestudentwillbeabletodescribehowthepilgrimslived,dressed,and
NCSStheme(s):
Culture
Time,Continuity,andChange
FloridaStandard(s):
LAFS.K.RL.3.9 With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
NextGenerationSunshineStateStandards:
SS.K.A.2.2 Recognize the importance of celebrations and national
holidays as a way of remembering and honoring people, events, and our
nation's ethnic heritage.
SS.K.A.1.1 Develop an understanding of how to use and create a
timeline.
SS.K.A.2.1 Compare children and families of today with those in the
past.
LAFS.K.SL.2.4 Describe familiar people, places, things, and events
and, with prompting and support, provide additional detail.
UnitPreAssessment:
Two weeks prior to day 1 of the unit, students will be asked if they have heard
of the following things: Thanksgiving, pilgrims, Native Americans (or Indians),
the Mayflower, Squanto. They will be asked this via a simple Kahoot if the
technology is available.
UnitPostAssessment:
Ongoingdaily(progressmonitoring)Assessment:
Ongoing, students will be formally and informally assessed for understanding
throughout the unit.
4-Student can talk about the people and events associated with the first
Thanksgiving in complex detail and understand why we celebrate it today.
3-Students understand why we celebrate Thanksgiving and can easily identify
all the key people and events surrounding it.
2-Students can describe most of the events leading up to the first Thanksgiving
with some detail.
1-Students can describe some of the events leading up to the first Thanksgiving

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

with limited or no detail.

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer

1. I would begin the lesson by doing an overview of what we learned the

day before. Go over key vocabulary words such as
a. Pilgrims
b. Natives
c. Settlers
d. Vessel
e. Passengers
2. Now that the students are off the Mayflower and safe at Plymouth rock,
they have to start building their colonies.
a. Here, I would have them label their timeline November 9, 1620
land is sighted (9)
3. Explain to the children what a colony is and what it means to have to
build your home from nothing
a. How do you think these houses got here?
b. What kind of land should they build on? Grass? Dirt? Swamp?
i. http://www.bc.edu/bc_org/avp/cas/fnart/fa267/pliplant.jp
g
ii. http://www.bc.edu/bc_org/avp/cas/fnart/fa267/17th/arabe
lla.jpg
iii. http://www.bc.edu/bc_org/avp/cas/fnart/fa267/17th/pv_h
seint1.jpg
c. Watch the virtual tour of life in Plymouth
i. http://www.scholastic.com/scholastic_thanksgiving/webc
ast.htm
Activity 1:
1. Open the book, You Wouldnt Want to Sail on the Mayflower by Peter
Cook, to page 24. Read aloud
2. I will have a venn diagram already set up (8) and introduce it to the
students. I will explain the set up of this graphic organizer and we will
fill out the chart together of the differences between the past and
present.
a. https://s-media-cacheak0.pinimg.com/600x315/72/e9/9b/72e99ba3a938b1593f68f44b
a2979641.jpg
b. We will do it collectively as a class and I will add drawings next
to what their classmates say to accommodate ESOL students (1)
3. Then, students will be given a house venn diagram (45) to compare
and contrast their houses with the homes they were just shown in the
pictures and in the video.
a. They can also color in the different sides, different colors
depending on their houses
i. These will be placed in their suitcases

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

ii. For ESOL students, they can draw the differences and
write down a few key words in each box or triangle

Resources/Materials

Activity 2:
2. For this activity, we will be making classic pilgrim garments
a. Explain what garments are and talk about the types of clothes
they used to wear back then
i. What do you think their clothes will look like?
ii. http://www.plimoth.org/learn/just-kids/homeworkhelp/what-wear#Pilgrim%20clothing
b. Go into detail about their clothes and the purpose for wearing
what they did
i. Why did they have to wear pants and long sleeve shirts
even though it was probably hot out?
c. Use Popsicle sticks with the students names on the to determine
who will be making pilgrim hats and bonnets and who will be
making native American clothing. (That is in day 4) The
students chosen to make clothes tomorrow will be given a
separate task or broken up into centers.
d. Distribute construction paper and scissors. Have the students
make hats and bonnets.
i. This is perfect for ESOL students because it is
completely hands on
ii. I will eliminate gender roles or bias by allowing the
students to choose what they want to make.
Activity 3:
1. Now that the students have learned about the pilgrims clothing and
houses, we will discuss how they got their food.
2. I will begin my discussion by asking the students what they had for
breakfast that day or what they brought for lunch
a. Does anybody know where your food comes from
b. Where did it all start? On a farm?
3. Then we will discuss what farming is, and just a general overview of the
concept of farming and making food from scratch.
4. The students will then be able to make the connection between
homegrown food and the pilgrims because they will now know that the
pilgrims had to start from nothing (refer back to clothing section)
a. http://www.scholastic.com/scholastic_thanksgiving/daily_life/
b. Explore the daily life page and all of its aspects (4.2)
5. Provide students with a worksheet entitled A Day in the Life of On
this paper, there will be 3 sections, one labeled morning, one labeled
afternoon, and one labeled evening. Here they will make a list of what
they would do if they were living in the colonial era.
a. For all students, focusing on ESOL, they will also draw a picture
of what that activity or chore looks like.
6. While we talk about the webpage, I will write vocabulary words on the
board (words they will use in their charts) so they will be in view for
reference.
http://mayflowerhistory.com/houses
http://www.scholastic.com/scholastic_thanksgiving/webcast.htm
http://www.bc.edu/bc_org/avp/cas/fnart/fa267/pliplant.jpg
http://www.plimoth.org/learn/just-kids/homework-help/what-wear#Pilgrim

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

%20clothing
http://score.rims.k12.ca.us/activity/plymouth/
https://s-media-cacheak0.pinimg.com/600x315/72/e9/9b/72e99ba3a938b1593f68f44ba2979641.jpg
http://www.scholastic.com/scholastic_thanksgiving/voyage/journey.htm
Materials:
Construction paper
Scissors
Stapler
Yarn
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.