Thanksgiving Lesson Plan

School of Education
Megan Rosko and Sara Feigenbaum
The College of New Jersey
1. Title: Introduction to Thanksgiving, Second Grade
2. Lesson Guiding Question(s):
1. What is Thanksgiving?
2. What are some important key terms related to Thanksgiving?

3. Standards:
NCSS Themes:
I. Culture
II. Time, Continuity, and Change
IV. Individual Development and Identity
V. Individuals, Groups & Institutions

NJ Social Studies Standards:

6.1.4.A.15 Explain how and why is it important that people from diverse cultures collaboration
to find solution to community, state, national and global challenges.
6.1.4.D.14 Trace how American identity evolved over time.
6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily immigrated to
New Jersey and America, and describe the challenges they encountered.
6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration of Americas growth as
a nation, historically, can today.
6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New
Jersey.
6.1.3.D.5 Relate key historical documents (i.e. the Mayflower Compact, the Declaration of
Independence, The United States Constitution and the Bill of Rights) to present day government
and citizenship.
Common Core Literacy Standards:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
Key Ideas and Details:

 CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
4. Learning Goals (Behavioral Objectives) and Assessments:

Learning Objectives

Assessments

SWBAT identify what about

Thanksgiving they already know as
well as what they want to learn.

Students will create a KWL chart on

Thanksgiving but only fill in the K
and W

SWBAT describe what happened on

the first thanksgiving.

Teacher and students will have a

discussion as a class during the
reading of The Pilgrims First
Thanksgiving

SWBAT to explain the meaning of

the Thanksgiving vocabulary words

Students will create a Thankful for

Vocabulary Thanksgiving book
with definitions and drawing
pictures.

5. Materials:
The Pilgrims First Thanksgiving By: Ann McGovern
KWL charts
Thankful for Vocabulary Thanksgiving book
Pencil
Crayons/colored pencils
6.

Pre-lesson assignments and/or prior knowledge:

5 minutes: The students will complete part of a KWL chart. They will only fill in the K for
what they already know about Thanksgiving and W for what they want to know.
7. Lesson Beginning:
10-15 minutes: The students will gather on the carpet while the teacher will start off the lesson
by reading the book called, The Pilgrims First Thanksgiving by Ann McGovern.

8. Instructional Plan:
5 minutes: The teacher will have the students fill out the KWL chart. Each student will fill out
what they know, what they want to know and what they learn throughout the lesson.
10-15 minutes: The students will gather on the carpet and the teacher will read the story, The
Pilgrim's First Thanksgiving.
During the story the teacher will stop and ask the students what they notice about the pictures.
Teacher will also ask students what they already knew from the book. Also, what the students
learned that was new. Perhaps something that surprised them.
20-25 minutes: The students will go back to their desk and they will create Thankful for
Vocabulary Thanksgiving book. This book will help students to learn major keywords that will
take place throughout the Thanksgiving unit.
There will be eight vocabulary words: Plymouth Rock, Turkey, Thanksgiving, Pilgrims,
Wampanoags, Mayflower, Crops, and Squanto.
The students will write the word, the definition and then draw and color a picture of the
vocabulary word.
o Differentiation:
The teacher will assist the students with the definitions for the vocabulary book. Students who
know more information on the word may add that as well.

o Questions:
1. What is Thanksgiving?
2. What are some important key terms related to Thanksgiving?
3. What do you notice in the pictures?
4. What from this book did you already know?
5. What did you learn from this book? Or that you find surprised?
6. What is Plymouth Rock?
7. What is a Turkey?
8. What does Thanksgiving mean?
9. Who are Pilgrims?
10. Who are the Wampanoags?
11. What is the Mayflower?
12. Who is Squanto?
13. What are crops?
o Instructional Management:

The teacher will have the teacher helper pass out any worksheets. The teacher will circulate the
room during independent work. The students will be given positive points on class dojo to
reward positive behavior. The teacher will instruct students how they want them to complete the
activity and play the game, so they know the expectations. Have students silently raise their
hands when they want to answer a question and only call on the students who are following
directions. Warn students once for any inappropriate behavior and if it continues, have a
conversation with the student at the end of the lesson about how that student can change his/her
behavior.
o Transitions:
Using the whole brain approach, the teacher will say, class class and the students will answer,
yes, yes when moving from one activity to the next. This will get their attention and the
teacher will be able to explain the next activity. The teacher will also say, mirror and the
students will answer mirror when the teacher want them to repeat after them to reinforce
certain concepts.
Closure:
The teacher will come around and staple their books together. The students will keep the
vocabulary book in their chair pocket to refer to throughout the rest of the unit.

1.

Title: Welcome to the Mayflower, Second Grade

2. Lesson Guiding Question(s):

1. What is the Mayflower?
2. What are the different parts of the Mayflower?

3. Standards:
NCSS Themes:
I. Culture
II. Time, Continuity, and Change
IV. Individual Development and Identity

 V. Individuals, Groups & Institutions

NJ Social Studies Standards:
6.1.4.B. Spatial thinking and geographic tools can be used to describe and analyze the spatial
patterns and organization of people, places, and environments on Earth.
6.1.4.A.15 Explain how and why is it important that people from diverse cultures collaboration
to find solution to community, state, national and global challenges.
6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily immigrated to
New Jersey and America, and describe the challenges they encountered.
6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration of Americas growth as
a nation, historically, can today.
6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New
Jersey.
6.1.4.D.14 Trace how American identity evolved over time.

Common Core Literacy Standards:

Comprehension and Collaboration:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Key Ideas and Details:
CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.2.7

Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
4. Learning Goals (Behavioral Objectives) and Assessments:
Learning Objectives

Assessments

SWBAT to identify parts of the

Mayflower.

Students will complete a worksheet

labeling the parts of the Mayflower.

SWBAT to demonstrate the

Mayflower Voyage.

Students will color code a map showing

the Pilgrims voyage from Europe to
America.

5. Materials:
http://www.scholastic.com/scholastic_thanksgiving/voyage/
The Mayflower Voyage worksheet
Parts of the Mayflower worksheet
Crayons/Pencil
Mayflower Ship

6. Pre-lesson assignments and/or prior knowledge:

5 minutes: The teacher will hand students the map of The Mayflower Voyage. The teachers will
ask students to identify where we live in North America and Europe to assess their prior
knowledge. The students will use three different color crayons and label the map key for Europe,
North America, and Massachusetts. The teacher will project this image as students are doing the
map. http://www.scholastic.com/scholastic_thanksgiving/voyage/journey.htm

7. Lesson Beginning:
10-15 minutes: The teacher will put up a picture of the Mayflower on the board.
http://www.scholastic.com/scholastic_thanksgiving/voyage/tour.htm
The teacher will take students on a tour of the Mayflowers seven parts. (There is an audio)
While students are doing this, they will complete the worksheet entitled Parts of the
Mayflower
8. Instructional Plan:
10-15 minutes:
First, the teacher will put up a picture of the Mayflower on the board.
http://www.scholastic.com/scholastic_thanksgiving/voyage/tour.htm
The teacher will take students on a tour of the Mayflowers seven parts. (There is an audio)

 While students are doing this, they will complete the worksheet entitled Parts of the
Mayflower
20-25 minutes:
The students will create their own Mayflower.
The students will do a museum walk to see their classmates Mayflowers.
o Differentiation:
Each student will receive a story about Sam and Sarah. For the students who cannot read, the
teacher will read the excerpt aloud. For the students who can read, they can go ahead and read
the story on their own and begin filling out the Venn diagram. The teacher will walk around the
room to help anyone who is struggling during this independent activity.
o Questions:
1. What is the Mayflower?
2. Where did the Mayflower travel to and from?
3. What are the different parts of the Mayflower?

o Instructional Management:
The teachers will have the teacher helper pass out any worksheets. The teachers circulate the
room during independent work. The students will be given positive points on class dojo to
reward positive behavior. The teachers will instruct students how they want them to complete the
activity and play the game, so they know the expectations. Have students silently raise their
hands when they want to answer a question and only call on the students who are following
directions. Warn students once for any inappropriate behavior and if it continues, have a
conversation with the student at the end of the lesson about how that student can change his/her
behavior.
o Transitions:
Using the whole brain approach, the teacher will say, class class and the students will answer,
yes, yes when moving from one activity to the next. This will get their attention and the
teachers will be able to explain the next activity. The teacher will also say, mirror and the
students will answer, mirror when the teachers want them to repeat after them to reinforce
certain concepts.
Closure:
The students will do a museum walk to see their classmates Mayflowers.

1. Title: Meet the Pilgrims and Discover Their Long Voyage, Second Grade
2.

Lesson Guiding Question(s):

1. Who are the Pilgrims?
2. What was the voyage on the Mayflower like?
3. What are some obstacles Pilgrims encountered during their voyage to
Plymouth Rock?
4. What did the Pilgrims take with them?

3. Standards:

NCSS Themes:
I. Culture
II. Time, Continuity, and Change
IV. Individual Development and Identity
V. Individuals, Groups & Institutions

NJ Social Studies Standards:

6.1.4.A.15 Explain how and why is it important that people from diverse cultures
collaboration to find solution to community, state, national and global challenges.

 6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily

immigrated to New Jersey and America, and describe the challenges they
encountered.
6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration of
Americas growth as a nation, historically, can today.
6.1.4.D.4 Explain how key events led to the creation of the United States and the
state of New Jersey.
6.1.4.D.14 Trace how American identity evolved over time.

Common Core Literacy Standards:

Comprehension and Collaboration:
CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.

Key Ideas and Details:

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine
their central message, lesson, or moral.

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

4. Learning Goals (Behavioral Objectives) and Assessments:

Learning Objectives
SWBAT to explain who the
Pilgrims are.

Assessments
Students will have a class
discussion and then create a
project pretending to be

Pilgrims.
SWBAT recall obstacles or
problems pilgrims
encountered on the
Mayflower.

Students will be asked to

verbally describe problems
described in the book.

SWBAT describe details of

the Mayflower voyage.

Students will be asked to

verbally share facts they
knew, facts they
learned/found surprising after
the read aloud.

5.
Materials:
The Mayflower by Mark Greenwood.
Suitcase stencils
Brown Construction Paper
Scissors
Pencils/Pens
Meet the Pilgrims
worksheethttp://www.scholastic.com/scholastic_thanksgiving/voyage/
A Long Voyage worksheet
6. Pre-lesson assignments and/or prior knowledge: Teacher will ask
students, who do they think the Pilgrims are? to assess their prior knowledge.
Teacher will then read a quick paragraph called, Meet the Pilgrims to the students
to see what information they already knew.
7.
Lesson Beginning:
10-15 minutes: The students will gather on the carpet while the teacher will start of
the lesson by reading the book called, The Mayflower by Mark Greenwood. This
book will provide students with background information about the Pilgrim and their
voyage on the Mayflower.

8. Instructional Plan:
10-15 minutes: The students will gather on the carpet and the teacher will read
the book, The Mayflower. This book will provide students with background
information about the Pilgrim and their voyage on the Mayflower.
Students will also be asked to imagine they were on the Mayflower in 1620.
During the story the teacher will stop and ask the students what they notice about
the pictures.
Students will be asked to think/pair/share - why pilgrims were not able to take many
personal belongings with them?

At the end of the book, teacher will also ask students what they already knew from
the book. Also, what the students learned that was new. Perhaps something that
surprised them.
They will also ask the students how the Pilgrims felt on the Mayflower in 1620.
Teacher should ask the students what clues the book gave them.
20-25 minutes:
The teacher will read them the A Long Voyage
worksheet to the students and
the students will go back to their desk and they will create Mayflower
Suitcase
Students will write on paper what they would pack if they were traveling on the
Mayflower as a Pilgrim.
Students will also draw and label the items.
Students will be given construction paper and a stencil to create a suitcase.
9. Differentiation:
The teacher will provide already made suitcases for some students. Some students
will only be asked to draw and label the items.
10. Questions:
Who are the Pilgrims?
What was life like on the Mayflower?
Do you think the passengers enjoyed being on the Mayflower?
What clues did the book give you?
Why were pilgrims not able to take many personal belongings with them?
What 3 belongings would you bring with you if you were a pilgrim on the
Mayflower?
What did you learn from this book? Or that you find surprised?

Instructional Management:
The teacher will have the teacher helper pass out any worksheets. The teacher will
circulate the room during independent work. The students will be given positive
points on class dojo to reward positive behavior. The teacher will instruct students
how they want them to complete the activity and play the game, so they know the
expectations. Have students silently raise their hands when they want to answer a
question and only call on the students who are following directions. Warn students
once for any inappropriate behavior and if it continues, have a conversation with
the student at the end of the lesson about how that student can change his/her
behavior.
Transitions:

Using the whole brain approach, the teacher will say, class class and the students
will answer, yes, yes when moving from one activity to the next. This will get their
attention and the teacher will be able to explain the next activity. The teacher will
also say, mirror and the students will answer mirror when the teacher want
them to repeat after them to reinforce certain concepts.

Closure:

The teacher will come around and collect the suitcases if they are completed.
If they are not completed students will have to complete them at another
time.

1.

Title: Pilgrim Children Had Many Chores, Second Grade

2. Lesson Guiding Question(s):

1. What are some of the things Pilgrim children had to do every day?
2. What were the differences in chores between Pilgrim boys and Pilgrim girls?
3. What are some of the differences in chores between Pilgrim children and children today?
3. Standards:

NCSS Themes:
I. Culture
II. Time, Continuity, and Change
IV. Individual Development and Identity
V. Individuals, Groups & Institutions

NJ Social Studies Standards:

6.1.4.A.15 Explain how and why is it important that people from diverse cultures collaboration
to find solution to community, state, national and global challenges.
6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily immigrated to
New Jersey and America, and describe the challenges they encountered.
6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration of Americas growth as
a nation, historically, can today.
6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New
Jersey.
6.1.4.D.14 Trace how American identity evolved over time.
Common Core Literacy Standards:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Key Ideas and Details:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

4.
Learning Objectives

Assessments

SWBAT describe what a chore is.

Teachers and students will have a

discussion about Pilgrim Children Had
Many Chores after reading the story.

SWBAT compare and contrast the

chores of pilgrims and children
today.

Students will create a Venn diagram to

compare and contrast the chores after
reading an excerpt about Sam and Sarah.

SWBAT construct a Pilgrim hat or

bonnet.

Students will receive a Pilgrim hat

template and will be able to create their
own hat to wear during the
Thanksgiving feast.

5. Materials:
Pilgrim Children Had Many Chores By: Gina Lems-Tardif
Sam and Sarah Story Hand out
Venn diagram worksheet of Pilgrim boys and girls chores
Venn diagram worksheet of Pilgrim children and children today
Black brown and yellow construction paper
Glue
Stapler
Scissors
Pilgrim Hat Template (for boys) http://alphamom.com/wp-content/uploads/2013/11/PilgrimHat-Template-skiptomylou.org_.pdf
Pilgrim Bonnet (for girls)
6. Pre-lesson assignments and/or prior knowledge:
5 minutes: The teachers will ask the students what they remember about Pilgrims from the prior
lesson on Meeting the Pilgrims. The teachers will also ask the students if they know what a
chore is.
7. Lesson Beginning:
10-15 minutes: The students will gather on the carpet and the teacher will read the book called,
Pilgrim Children Had Many Chores by Gina Lem-Tardif.
8. Instructional Plan:

 5 minutes: First, the teachers will ask the students what they remember from the day beforehand
about the Pilgrims. They will also ask the students if they know what a chore is.
10-15 minutes: Then, the teachers will read the book called, Pilgrim Children Had Many
Chores while the students are sitting on the carpet.
During the story the teacher will stop and ask the students what
they notice about the different chores the Pilgrims had. What did the students
learn that was new information? What information did they already know? The
teacher will write the different chores on the board and compile a class list.
10 minutes: The students will go back to their seats and the teacher helper will pass out the Sam
and Sarah story.
The teacher will read an excerpt about two Pilgrims named Sarah and Sam and the students can
follow along. Afterwards, the teacher helper will hand out a Venn diagram.
The teachers will assist the students in filling out the Venn diagram comparing and contrasting
the chores of the Pilgrims and children today.
10 minutes: Each student will receive a Pilgrim hat or bonnet. The teacher will pre-cut the
different pieces of the hat.
The students will be advised to follow the template that the teacher already pre-made. The
teacher will project the example onto the board so the students can see how the hat should be put
together.
The students will glue the parts of their hat together, using the band, buckle and hat.
The teachers will assemble the hats depending on the measurement of the students head.
The teachers will collect the hats until the Thanksgiving feast.
o Differentiation:
Each student will receive a story about Sam and Sarah. For the students who cannot read, the
teacher will read the excerpt aloud. For the students who can read, they can go ahead and read
the story on their own and begin filling out the Venn diagram. The teacher will walk around the
room to help anyone who is struggling during this independent activity. If anyone finished early,
they can work on coloring their vocabulary book from the first day.

1.
2.
3.
4.

o Questions:
What is a chore?
What are two ways your life is different from Sam and Sarah?
Did Sam and Sarah have any of the same chores children have today?
Did Sam and Sarah have any different chores from children today?
o Instructional Management:
The teachers will have the teacher helper pass out any worksheets. The teachers circulate the
room during independent work. The students will be given positive points on class dojo to
reward positive behavior. The teachers will instruct students how they want them to complete the
activity and play the game, so they know the expectations. Have students silently raise their
hands when they want to answer a question and only call on the students who are following

directions. Warn students once for any inappropriate behavior and if it continues, have a
conversation with the student at the end of the lesson about how that student can change his/her
behavior.
o Transitions:
Using the whole brain approach, the teacher will say, class class and the students will answer,
yes, yes when moving from one activity to the next. This will get their attention and the
teachers will be able to explain the next activity. The teacher will also say, mirror and the
students will answer, mirror when the teachers want them to repeat after them to reinforce
certain concepts.
Closure:
The students will each get a pilgrim hat template to make. The teachers will help the students fit
the hat to their heads. The hats will be worn during the Thanksgiving feast on the last day of the
unit.

1.

Title: Meet the Wampanoags, Second Grade

2. Lesson Guiding Question(s):

1. Who are the Wampanoags?
2. How do the Pilgrims and Wampanoags differ?

3. Standards:
NCSS Themes:
I. Culture
II. Time, Continuity, and Change
IV. Individual Development and Identity
V. Individuals, Groups & Institutions

NJ Social Studies Standards:

6.1.4.A.15 Explain how and why is it important that people from diverse cultures collaboration
to find solution to community, state, national and global challenges.

 6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily immigrated to
New Jersey and America, and describe the challenges they encountered.
6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration of Americas growth as
a nation, historically, can today.
6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New
Jersey.
6.1.4.D.14 Trace how American identity evolved over time.
Common Core Literacy Standards:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Key Ideas and Details:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
4. Learning Goals (Behavioral Objectives) and Assessments:
Learning Objectives
SWBAT identify the animals the
Wampanoags would hunt.

Assessments
The students will go on a proper noun
scavenger hunt using different animal
cards.

SWBAT to explain whom the

Wampanoags were.

The students will read a story called

Meet the Wampanoags and have a class
discussion about them. They will also
answer questions that the teacher asks.

SWBAT to describe how the

Pilgrims and Wampanoags were
different.

The students will read a story about the

Wampanoags and Pilgrims and answer
questions about them.

5. Materials:
Scavenger hunt animal cards
Proper noun worksheet
Meet The Wampanoags read aloud
If I were a Wampanoag matching cards
6. Pre-lesson assignments and/or prior knowledge:
5 minutes: The teachers will review vocabulary words that pertain to the Wampanoags from the
students vocabulary book that was made during the first Thanksgiving lesson.

7. Lesson Beginning:
10 minutes: The students will go on a proper noun scavenger hunt. Since the Wampanoags were
hunters, the students will pretend they are hunters and search for the different nouns around the
room and put the correct noun in the proper category (person, place or thing).
8. Instructional Plan:
5 minutes: The teachers will review vocabulary words that pertain to the Wampanoags from the
students vocabulary book that was made during the first Thanksgiving lesson.
10 minutes: The students will go on a proper noun scavenger hunt. Since the Wampanoags were
hunters, the students will pretend they are hunters and search for the different nouns around the
room and put the correct noun in the proper category (person, place or thing).
20-25 minutes: The teacher helper will pass out the story that is called, Meet The
Wampanoags. The teachers will read Meet The Wampanoags to the students. After the read
loud is finished, the teachers will ask the students three questions about reading comprehension.
1.) What were the Wampanoags skillful at?
2.) How was the Wampanoags clothing different from the Pilgrims clothing?
3.) What was one way white men had treated the Wampanoag badly before The
Pilgrims arrived?

 Each student will get a set of If I were a Wampanoag matching cards. Using the cards, the
students will match the correct sentence to the correct term to review the information from the
read aloud. When finished, the students will raise their hand and the teacher will come around to
check if their answers are correct.
o Differentiation:
For students who have a hard time reading, the teachers will read the story about the
Wampanoags aloud. The students who can read will follow along on the copy that will be handed
out.
o Questions:
1.) What were the Wampanoags skillful at?
2.) How was the Wampanoags clothing different from the Pilgrims clothing?
3.) What was one way white men had treated the Wampanoag badly before The Pilgrims
arrived?
o Instructional Management:
The teachers will have the teacher helper pass out any worksheets. The teachers circulate the
room during independent work. The students will be given positive points on class dojo to
reward positive behavior. The teachers will instruct students how they want them to complete the
activity and play the game, so they know the expectations. Have students silently raise their
hands when they want to answer a question and only call on the students who are following
directions. Warn students once for any inappropriate behavior and if it continues, have a
conversation with the student at the end of the lesson about how that student can change his/her
behavior.
o Transitions:
Using the whole brain approach, the teacher will say, class class and the students will answer,
yes, yes when moving from one activity to the next. This will get their attention and the
teachers will be able to explain the next activity. The teacher will also say, mirror and the
students will answer mirror when the teachers want them to repeat after them to reinforce
certain concepts.
Closure:
Using the If I were a Wampanoag cards, the students will match the correct sentence to the
correct term to review the information from the read aloud.

1.

Title: Samoset and Squanto, Second Grade

2. Lesson Guiding Question(s):

1. Who are Squanto And Samoset?
2. What does Squanto teach the Pilgrims?

3. Standards:
NCSS Themes:
I. Culture
II. Time, Continuity, and Change
IV. Individual Development and Identity
V. Individuals, Groups & Institutions

NJ Social Studies Standards:

6.1.4.A.15 Explain how and why is it important that people from diverse cultures collaboration
to find solution to community, state, national and global challenges.
6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily immigrated to
New Jersey and America, and describe the challenges they encountered.
6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration of Americas growth as
a nation, historically, can today.
6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New
Jersey.

 6.1.4.D.14 Trace how American identity evolved over time.

Common Core Literacy Standards:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
Craft and Structure:
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.2.9
Compare and contrast the most important points presented by two texts on the same
topic.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain,
or describe.
Key Ideas and Details:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
]
4.

Learning Goals (Behavioral Objectives) and Assessments:

Learning Objectives

Assessments

SWBAT to identify who Samoset

and Squanto are.

Students will answer questions on

the worksheet after reading
Squantos Journey as a class.

SWBAT to identify how Squanto

helped the Pilgrims grow their crops.

Students will demonstrate the way

Squanto taught the Pilgrims to plant
crops by making Squantos
Snack.

5. Materials:
Squantos Journey By: Joseph Bruchac
Squanto Snack (Oreos, goldfish, candy corns, plastic bags, cups, spoons)
Samoset & Squanto worksheet story and questions

6. Pre-lesson assignments and/or prior knowledge:

5 minutes: Teachers will ask students to recall whom the Wampanoags are from making their
vocabulary book and prior lessons.
7. Lesson Beginning:
10-15 minutes: The students will gather on the carpet and the teacher will read Squantos
Journey by Joseph Bruchac to the students. During the reading the teacher may stop and ask
students questions about the pictures.

8. Instructional Plan:
5 minutes: The teacher will ask students to recall any information on whom the Wampanoags are
from the vocabulary book or any of the other lessons or books we have read.
10-15 minutes: The teacher will read Squantos Journey by Joseph Bruchac to the students on
the carpet.
10 minutes: The students will go back to their desk and the teacher will guide the students in a
short worksheet reading with a few questions. The students raise their hands providing answers
and writing them down.
20-25 minutes: The teacher and students will make Squantos Snack. The teacher will explain
that this activity will demonstrate the way Squanto taught the Pilgrims to grow their crops
The Oreos will represent the soil, the goldfish the fish, and the candy corns are the seeds.
o Differentiation:

The teacher will help assist student with the questions after reading the books. The teacher will
read the questions out loud while students recall information from the book.

1.
2.
3.
4.
5.
6.

o Questions:
What does Squanto teach the pilgrims?
Why couldnt the Pilgrims get their crops to grow?
How was the first winter for the Pilgrims in Plymouth?
What do the Oreos represent?
What does the goldfish represent?
What do the candy corns represent?
o Instructional Management:
The teachers will have the teacher helper pass out the worksheets. The teachers circulate the
room during independent work. The students will be given positive points on class dojo to
reward positive behavior. The teachers will instruct students how they want them to complete the
activity, so they know the expectations. Have students silently raise their hands when they want
to answer a question and only call on the students who are following directions. Warn students
once for any inappropriate behavior and if it continues, have a conversation with the student at
the end of the lesson about how that student can change his/her behavior.
o Transitions:
Using the whole brain approach, the teacher will say, class class and the students will answer,
yes, yes when moving from one activity to the next. This will get their attention and the
teachers will be able to explain the next activity. The teacher will also say, mirror and the
students will answer mirror when the teachers want them to repeat after them to reinforce
certain concepts..
Closure:
The teacher will have the students cover up Squantos Snack with a paper towel and rubber band
and students will take them home to eat. Teacher and students will discuss the impact Squanto
had on the pilgrims.

1.

Title: The First Thanksgiving and Giving Thanks, Second Grade

2. Lesson Guiding Question(s):

1. What are the Pilgrims and Indians thankful for?
2. What are you thankful for?
3. How did the Thanksgiving holiday come to be?

3. Standards:
NCSS Themes:
I. Culture
II. Time, Continuity, and Change
IV. Individual Development and Identity
V. Individuals, Groups & Institutions

NJ Social Studies Standards:

6.1.4.A.14 Describe how the world is divided into many nations that have their own
governments, languages, customs and laws
6.1.4.A.15 Explain how and why is it important that people from diverse cultures collaboration
to find solution to community, state, national and global challenges.
6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily immigrated to
New Jersey and America, and describe the challenges they encountered.
6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration of Americas growth as
a nation, historically, can today.
6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New
Jersey.
6.1.4.D.14 Trace how American identity evolved over time.

Common Core Literacy Standards:

Comprehension and Collaboration:

 CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
Craft and Structure:
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain,
or describe.
Key Ideas and Details:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

4. Learning Goals (Behavioral Objectives) and Assessments:

Learning Objectives

Assessments

SWBAT explain what took place the first

Thanksgiving

Students will complete The First

Thanksgiving worksheet and answer
the questions.

SWBAT identify what the Pilgrims are

thankful for.

Students will complete The First

Thanksgiving worksheet and answer

the questions.

SWBAT explain what they are thankful

for.

Students will create a project to

demonstrate what they are thankful for,
using a person, place and thing.

SWBAT to identify what they learned

during the Thanksgiving unit.

Students will fill out the L in the

KWL chart with what they learned from
the unit.

5. Materials:
Thanks for Thanksgiving By: Julie Markes
We Are Thankful song worksheet
The First Thanksgiving story and question worksheet
Thanksgiving KWL worksheet
Thankful heart
People/Place/Things sheet
Pins
Pencil
6. Pre-lesson assignments and/or prior knowledge:
5 minutes: The teacher will teach the song, We Are Thankful to the students. The teacher and
students will sing the song a second and third time together.
7. Lesson Beginning:
10-15 minutes: The teacher and students will read The First Thanksgiving worksheet together
as a class. Following that, teacher will read the three questions to the students and students will
raise their hands to provide answers. The students will fill in their answers on the worksheet.
8. Instructional Plan:
5 minutes: The teacher will have a student hand out a We Are Thankful song to all of the
students. The teacher will sing it once herself. Next, the teacher will sing it two more times with
the students.
10-15 minutes: The teacher will have a student pass out The First Thanksgiving worksheet
consisting of a story and questions. Teacher and students will read and go over the questions
together as a class as the students fill in the answers on their worksheets.
20-25 minutes

1. The students will gather on the carpet while the teacher will read the book, Thanks for
Thanksgiving By Julie Markes.
2. The teacher will ask the students, what are the Pilgrims and Indians thankful for?
3. The teacher will show the students the thankful heart project.
The teacher will model what she/he is thankful for.
Students will go back to their desks and create a thankful heart for themselves named things,
people and places they are thankful for. The students will list five in each category. For students
who are having trouble or need extra assistance they can be told they only need to list three.
o Differentiation:
The teacher will help assist students with the reading and questions. Teacher may reread parts of
the story to the students to assist them with answering the questions. During the thankful heart
project the teacher may allow students who are having difficulty coming up with ideas to only
have two or three in each category.
o Questions:
1. What are the Pilgrims and Indians thankful for?
2. What are you thankful for?
3. What did you learn throughout the Thanksgiving unit?
o Instructional Management:
The teacher will have the teacher helper pass out any worksheets. The teacher will circulate the
room during independent work. The students will be given positive points on class dojo to
reward positive behavior. The teacher will instruct students how they want them to complete the
activity and play the game, so they know the expectations. Have students silently raise their
hands when they want to answer a question and only call on the students who are following
directions. Warn students once for any inappropriate behavior and if it continues, have a
conversation with the student at the end of the lesson about how that student can change his/her
behavior.
o Transitions:
Using the whole brain approach, the teacher will say, class class and the students will answer,
yes, yes when moving from one activity to the next. This will get their attention and the
teacher will be able to explain the next activity. The teacher will also say, mirror and the
students will answer mirror when the teacher want them to repeat after them to reinforce
certain concepts.
Closure:
Students will fill out the L for learned on the Thanksgiving KWL chart. This will serve as an
assessment for the entire Thanksgiving unit.