Tws Lesson Plans

Lesson 1
Name of Teacher Candidate: Ansley

Moore
Central Focus: Thanksgiving basic history
Date: Monday, November 7th, 2016

Grade Level: Kindergarten
Lesson Title: Pilgrims Journey to America

Curriculum Areas Addressed: Social Studies and ELA
Time Required: 30 minutes
Instructional Groupings:
Are you using whole

group, small group, partners, quads, homogeneous,
heterogeneous?
Whole Group
Standards:
List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the
number and the text of each of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed,
include only the part or parts that are relevant.
1. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about

kindergarten topics and texts with peers and adults in small and larger groups.
a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
b) Continue a conversation through multiple exchanges.
2. ELAGSEKSL4: Describe familiar people, places, things, and events and, with prompting
and support, provide additional detail.
3. SSKH1: The student will identify the purpose of national holidays and describe the people
or events celebrated.
a. Thanksgiving Day
As a result of this lesson/unit students will
Be: (State the BE Bridge for the unit.)
Student will be thankful for what they have by working together and showing gratitude
towards others to create a positive, respectable community.
Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is
to..)
The purpose of this lesson is to introduce students to the Pilgrims journey to America.
Essential Question(s): (Essential questions should be used to guide instruction.)
Who were the Pilgrims?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the
thinking skills, skills of the discipline. These represent the skills that will be assessed.)
The students will be able to actively engage in group-reading activities while participating in
collaborative conversation about Thanksgiving topics.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or
symbols specific to the content area. These may be derived from the standards.)
Pilgrims
Mayflower
Plymouth Rock
Language Demands:
(Language demands is defined as the specific ways that academic language

(vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading,
writing, listening, and/or speaking to demonstrate their disciplinary understanding. Identify the following way/ways
that students will participate in learning tasks to demonstrate disciplinary understanding: reading, writing,
listening, or oral language.)
Listening: teacher read childrens book, educational videos

Speaking: whole group discussion
Language Function: (The language function is represented by the active verbs within the learning
objectives. Common language functions in the include identifying main ideas and details; analyzing and
Elementary/Middle Childhood edTPA Lesson Plan Template
John H. Lounsbury College of Education, Georgia College
interpreting characters and plots; arguing a position or point of view; predicting; evaluating or interpreting
an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between texts; and
so on.
Engage in group-reading activities

Participate in group discussion
Collaborate with classmates when discussing Thanksgiving topics
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into
structures, such as sentences, tables, or graphs. Identify the supports that will be provided for students to organize
the information charts, graphs, diagrams. These must relate to the Language Function.)
Sequence graphic organizer: chronological organizer of the Pilgrims journey to America with
fill-in-the-blank
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic
Language.)
Fill-in-the-blank on sequence graphic organizer of the Pilgrims journey to America. Students

will fill in the vocab words that we focused on.
Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE
be evaluated? How will students demonstrate their understanding or the lessons objectives? How will you provide
feedback for the students? What type of assessment will be used? Is the assessment formal or informal? What
evidence will be collected to demonstrate students understanding/mastery of the lessons objective? What
constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the
learning objectives listed above. Each learning objective should be assessed. DO NOT restate the learning
objective.)
Formative: Whole group observation of thumbs up/thumbs down true/false review game.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that
anchor judgments about the learners degree of success on an assessment.)
Thumbs up: Students confidently understand the Thanksgiving topic discussed in the
lesson, the Pilgrims journey to America from England. Student meets the criteria.
Uncertain/no clear hand signal: Students have some understanding, but do not fully
comprehend the Thanksgiving topic discussed in the lesson, the Pilgrims journey to
America from England. Needs extra instruction or possibly re-teaching of a particular
topic.
Thumbs down: Students do not understand the Thanksgiving topic discussed in the
lesson, the Pilgrims journey to America from England. Student does not meet criteria.
Differentiation for IEP and Focus Students:
No IEP students
Student A: N/A
Student V: N/A
Student P: (higher level student) Ask follow up questions to prompt deeper
understanding of the topic and keep him engaged.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson
procedures including strategies/planned supports for wholeclass, small group, and individual instructions; and
differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the
lesson.)
Students will stand around the outside of the carpet.

I will place pictures with short, simple captions on the carpet in random order. I will ask
students about the pictures and let them brainstorm what they think these pictures are
for.
A few students will share their ideas about the pictures.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.)
I will tell students that these pictures will help us create a story.
This story is about the Pilgrims Journey to America.

I will explain that we are learning about Thanksgiving and the Pilgrims are a part of the
very first Thanksgiving.
Instructional Strategies and Planned Supports: (Use a bulleted or numbered format to
communicate the procedures for the lesson. Describe the strategies, which will be used to support students
learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evident.)
I will ask a student to select a picture, pick it up, and describe it to the class.
After the whole class has seen the picture, students will talk with whoever is sitting next
to them about what they think the picture means.
I will read the caption on the picture.
We will repeat this process for all of the pictures.
I will collect the pictures from the students.
We will read the story of the Pilgrims journey from a PowerPoint so students have an
understanding of the chronological order of their journey.
Students will help me to pick which picture comes first in the story, second, third
continuing until we have told the story with our pictures.
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the
core concepts, relevant goals, or essential questions.)
I will give the pictures back to the students.
I will ask whoever has the picture for the first part of
Students will continue to order themselves and their
the story to come stand up front.

pictures, one-by-one, in the front of
the classroom.
I will scramble the pictures and this process will be repeated a few times to allow several
students to participate and comprehend the order of events.
The story ends with the Pilgrims meeting new people, but I do not want to tell them
whom they meet. I will finish by telling students that we will continue the story later to
keep them interested for the next lessons.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one: Content/Process/Product
Process
How will differentiation be accomplished?
Students will be paired specifically with students to assist or be assisted in organizing the
story picture cards.
What strategies will be used to differentiate for focus student 1?
Student A: Paired with a higher student to help direct, if needed
Student V: Paired with higher student to keep attention and help direct organizing the story
cards
Student P: paired with a lower student to challenge comprehension levels as he must
understand the content well enough to direct another student as they are learning
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all
resources that you did not create. Attach key instructional material needed to understand what you and the
students will be doing. Examples: class handouts, assignments, slides, and interactive white board images.)
Story pictures
PowerPoint with Pilgrims journey story
Handout graphic organizer with blanks for vocab words
Additional Resources and Materials Used to Increase Teachers Background
Knowledge of the Content: (List any websites and sources of materials and background information that
you will need or use as the teacher to engage the students.)
Who Were the Pilgrims? (n.d.). Retrieved September 15, 2016, from
https://www.plimoth.org/learn/just-kids/homework-help/who-were-pilgrims
Pilgrim Facts. (2016). Retrieved September 17, 2016, from

https://kidskonnect.com/history/pilgrims/
BICKFORD III, J. j., & RICH, C. c. (2015). The Historical Representation of Thanksgiving
Within Primary- and Intermediate-Level Children's Literature. Journal Of Children's
Literature, 41(1), 5-21.
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of
Development:
Vygotsky, interaction with peers and teachers: Students will interact with their peers
and myself through the lesson and story cards organizing.
Connections to Technology and/or the Arts:
Promethean board: PowerPoint, videos
Description of Collaboration with Others: (These might include the inclusion teacher, media
specialist, counselor, guest speaker, grade level coordinator, community experts, families, etc.)
Cohort peers
Host teacher
Lesson 2
Moore
Date: Tuesday, November 8th, 2016

Lesson Title: All About Pilgrims!

Time Required: 30-40 min.
Are you using whole

heterogeneous?
Whole Group
Small groups- organized according to reading
levels, 4 groups
Standards:
1. SSKH1 The student will identify the purpose of national holidays and describe the people
a. Thanksgiving Day
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
b. Continue a conversation through multiple exchanges.
Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is to
..)
The purpose of this lesson is to introduce students to the Pilgrims and the different aspects
of their life in America.
Who were the Pilgrims?
The students will be able to actively engage in group-reading activities while

participating in collaborative conversation about Thanksgiving topics.
Pilgrims
Mayflower
Plymouth Rock
Language Demands:

Listening to teacher read childrens book, educational videos

Speaking: whole group discussion; small group activity
Shared writing
so on.


Label a pilgrim worksheet
Discourse:
(Describe how the students will demonstrate/express their understanding of the Academic
Language.)
Fill-in-the-blank review game on Promethean board with vocab words in sentences
to
review the Pilgrims journey to America and continue comprehension of academic
language through discussion.
objective.)
Whole Class Observation while reviewing vocabulary and discussing the characteristics of
the pilgrims.
Meets: Actively participates in reviewing vocabulary and correctly labeling pilgrim

Needs Some Improvement: Participates in reviewing vocabulary and attempts to label
pilgrim, but has some errors.
Does Not Meet: Does not participate in reviewing vocabulary and does not attempt to
label pilgrim


No IEP students
Student A: Pair with higher student to help keep up with the pace of labeling the pilgrim
Student V: Pair with higher student to help keep up with the pace of labeling the pilgrim
Student P: Pair with lower student to challenge existing knowledge and comprehension
lesson.)
They Were the Pilgrims video

https://www.youtube.com/watch?v=Kuz7GXb7QMU
student interest.)
Have you ever met a pilgrim? Why not?

We will discuss how the pilgrims lived long ago, so none of them are still alive.
Using a PowerPoint, we will discuss who the pilgrims were, what they wore, what their
houses looked like, what kinds of jobs they had, and how they got their food.
Then students and I will collaborate through class discussion to label a pilgrim on a
worksheet.
Students will split into reading small groups where we will create a pilgrim hat or bonnet.
We will keep these hats to use in our cumulative project.
Process
Lower students will pair with higher students for assistance with labeling the pilgrim
worksheet.
Paired with higher student
Repeating and rewording questions or phrases if needed for comprehension
Pair with lower student to challenge his comprehension level in attempting to teach/help
a peer
They were the Pilgrims video- https://www.youtube.com/watch?v=Kuz7GXb7QMU

Label a Pilgrim worksheethttps://www.teacherspayteachers.com/Product/ThanksgivingLabel-It-Freebie-1513731
PowerPoint- created by me
Who Were the Pilgrims? (n.d.). Retrieved September 15, 2016, from
https://www.plimoth.org/learn/just-kids/homework-help/who-were-pilgrims
Pilgrim Facts. (2016). Retrieved September 17, 2016, from
https://kidskonnect.com/history/pilgrims/
Development:
Jean Piaget discusses the use of open-ended questions with children in the
preoperational stage. This is a theory that I will exhibit in this lesson, as well as almost
every lesson, because it gets my students to think and form their own ideas. Those ideas
may not be correct, but we will figure that out together as a class as we learn and grow.
Creating pilgrim hats and bonnets
Cohort peers
Host teacher

Lesson 3
Moore
Date: Wednesday, November 9th, 2016

Lesson Title: Native Americans lived in America first

Time Required: 30 min.
Are you using whole

heterogeneous?
Whole Group
Standards:

a. Thanksgiving Day
..)
The purpose of this lesson is to introduce students to the Native Americans and increase
awareness about the Native Americans living in America before the Pilgrims arrived.
Who were the Native Americans?

Native Americans
Language Demands:

Listening: educational videos


Shared writing
so on.
Beginning to compare Native Americans to Pilgrims

Fill-in-the blank and color worksheet about the Native Americans living in America
Language.)
Academic language will be included on the fill-in-the-blank worksheet. Students will

practice writing academic language to increase comprehension.
We will also include the use of academic language in whole group discussion.
objective.)
Ticket off the carpet, fill-in-the-blank sentence card

The [Native Americans] lived in America before the [Pilgrims].
Meets: Student spells Native Americans and Pilgrims correctly, including

capitalization of the words because they are the names of groups of people.
Needs Improvement: Student spell Native Americans and Pilgrims correctly, but does
not include capital letters at the beginning of each name of people.
Does Not Meet: Student does not spell Native Americans and Pilgrims correctly and
does not include capital letters at the beginning of each name of people.
No IEP Students
Student A: Paired with higher student to ensure he keeps up with the pace of the class
when writing. Include a word bank to aid in copying correctly.
Student V: Typically handles copying from the board well, but one-on-one with host
teacher or parapro if he seems to be struggling. Include a word bank to aid in copying
correctly.
Student P: No word bank, able to copy off the board along with the teacher.
lesson.)
Powwow Native American song and dance- Jack Hartman

https://www.youtube.com/watch?
v=pnGtg8CblWs&list=PLeX4qA9SlLy8z3jdpDLc7d0QCdTABviKg&index=12
student interest.)
Does anybody know what country we live in? (Review that we live in America and the
Pilgrims sailed to America)
Have you ever wondered if someone lived in America before the Pilgrims came over
from England?
Do you think anybody lived in America before the Pilgrims?
We will take a poll of how many students think someone lived in American before the
Pilgrims and how many do not think that someone lived in American before the Pilgrims.
Compare numbers.
Remind students that we will take another poll after we finish the lesson to see if
anybody wants to change their answer.
Prior to the lesson, I will have placed notecards with letters on them around the room.
I will select one or two students at a time to go on a scavenger hunt for a letter.
Once all of the letters have been found, we will spell out Native Americans.
Using a PowerPoint, we will investigate and discuss the Native Americans/Indians that
lived in America at Plymouth Rock, where the Pilgrims would eventually sail.
We will look at a map and discuss how Plymouth Rock is in our country, but it is far away
from where we live.
Going back to the poll we took before starting the lesson, I will ask students to raise their
hand if they would like to change their answer and why.
Ticket off the carpet, fill-in-the-blank sentence card

o The [Native Americans] lived in America before the [Pilgrims].
I will assist students in spelling and writing the words with an example on the
Promethean board.
Product
For my lower students, I will provide a word bank on the ticket-out-the-door.
For my higher students there will not be a word bank, only the example on the board.
What strategies will be used to differentiate for focus student 1? Student A
word bank on ticket-out-the-door card
What strategies will be used to differentiate for focus student 2? Student V
word bank on ticket-out-the-door card
What strategies will be used to differentiate for focus student 3? Student P
No word bank ticket-out-the-door card
Powwow Native American song and dance by Jack Hartmanhttps://www.youtube.com/watch?

v=pnGtg8CblWs&list=PLeX4qA9SlLy8z3jdpDLc7d0QCdTABviKg&index=12
Ticket-off-the-carpet: created by me
PowerPoint: created by me
Knowledge of the Content:
(List any websites and sources of materials and background information that
Redish, L., & Lewis, O. (n.d.). Wampanoag Indian Fact Sheet. Retrieved September 12,
2016, from http://www.bigorrin.org/wampanoag_kids.htm
Wampanoag Indians. (n.d.). Retrieved September 12, 2016, from
http://www.indians.org/articles/wampanoag-indians.html
Development:
Dewey states that teachers should use their knowledge of the world to expand childrens
knowledge. I will do this in discussing were the Native Americans lived and how it relates
to where the children live now. We are working to form a sense of distance and time by
helping children to understand that Plymouth Rock is in our country, but it is not close
enough for us to walk to.
Host Teacher
Cohort peers

Lesson 4
Moore
Date: Thursday, November 10th, 2016

Lesson Title: All About Native Americans!

Are you using whole

heterogeneous?
Whole Group
Small groups- split up by reading levels; 4
groups
Standards:
1.
2.
3.
SSKH1 The student will identify the purpose of national holidays and describe
the people or events celebrated.
a. Thanksgiving Day
ELAGSEKSL1: Participate in collaborative conversations with diverse partners about
ELAGSEKSL4: Describe familiar people, places, things, and events and, with
prompting and support, provide additional detail.

..)
The purpose of this lesson is to introduce students to the Native Americans and their
lifestyle in America.
Who were the Native Americans?

Native Americans
Language Demands:


Shared writing

so on.

Label a Native American worksheet

Language.)
Students will correctly use academic language in whole class discussion.

Students will fill-in-blanks to label a Native American.
objective.)
Whole class observation- checklist

Meets: Actively participates in class discussion and labeling of Native American.

Needs Improvement: Participates in class discussion and labeling of Native Americans,
but has to be redirected often.
Does Not Meet: Does not participate in class discussion and labeling of Native American.
No IEP students.
Student A: N/A
Student V: N/A
Student P: Scaffolding questions to increase comprehension and push student to keep
thinking about what we have learned
lesson.)
PowerPoint slide with several pictures related to Native Americans.

Allow students to sit and think about the pictures, turn to a partner (random) and quietly
talk about what you think these pictures are for.
student interest.)
Review yesterdays lesson about the Native Americans living in America.

Now, we get to learn about how the Native Americans lived!
Using a PowerPoint with pictures, we will discuss what the Native Americans wore, what
their houses looked like, what kinds of jobs they had, and how they got their food.
Then students and I will collaborate through class discussion to label a Native American

on a worksheet.
Students will split into reading small groups where we will create a Native American
headband.
We will keep these headbands to use in our cumulative project.
Student A & V: Content
Student P: Process
Content: use of visuals
Process: no word bank
Utilizing visuals to ensure understanding on the new vocabulary
Utilizing visuals to ensure understanding on the new vocabulary
No word bank on label the Native American worksheet
Label a Native American worksheethttps://www.teacherspayteachers.com/Product/Thanksgiving-Label-It-Freebie-1513731

PowerPoint- created by me
Redish, L., & Lewis, O. (n.d.). Wampanoag Indian Fact Sheet. Retrieved September 12,
2016, from http://www.bigorrin.org/wampanoag_kids.htm
Wampanoag Indians. (n.d.). Retrieved September 12, 2016, from
http://www.indians.org/articles/wampanoag-indians.html
Development:
Vygotsky states that interaction is just as important as constructing ones own ideas. We
will exhibit this theory through whole class discussion as we explore how the Native
Americans lived so long ago. Students will suggest ideas as they interact with me and
talk with their neighbors to include peer interaction as well.
Creating Indian headbands
Host teacher
Cohort peers


Lesson 5
Moore
Date: Friday, November 11th, 2016

Lesson Title: The First Thanksgiving!

Are you using whole

heterogeneous?
Whole Group
Standards:
1.
2.
3.
SSKH1 The student will identify the purpose of national holidays and describe
the people or events celebrated.
a. Thanksgiving Day
ELAGSEKSL1: Participate in collaborative conversations with diverse partners about
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).
ELAGSEKSL4: Describe familiar people, places, things, and events and, with

..)
The purpose of this lesson is to introduce and familiarize students with the First
Thanksgiving.
The purpose of this lesson is to introduce what it means to be thankful for something or
someone and how showing gratitude has positive effects in your community.
What does it mean to be thankful?
The students will be able to list objects/people that they are thankful for.
The students will be able to compare and contrast the Native Americans and the
Pilgrims.
Thanksgiving Day
Thankful
Pilgrims
Native Americans

Language Demands:

Listening: childrens book, educational videos

so on.

Comparing the traits of the Pilgrims to the Native Americans
Identifying something/someone that you are thankful for and explaining why
Sorting Diagram: Pilgrims and Native Americans picture sort
I am thankful for. exit ticket
Discourse:
Language.)
Correctly using academic language in class discussion.

objective.)
Compare/contrast Native Americans & Pilgrims: whole class observation, sorting game on
promethean board
Participate in collaborative conversation: whole group observation during discussion
List something/someone you are thankful for: ticket-off-the-carpet
Ticket-off-the-carpet
Meets: Students answer makes sense. Student can accurately explain why he/she is
thankful for that object/person.
Needs Improvement: Student wrote an answer, but it does not make sense. He/she
cannot explain why he/she is thankful for whatever they wrote.
Does Not Meet: Student did not write an answer, nor can they explain their lack of
answer.
No IEP students.
Student A: Sound out word with students help as you write it on the board for him to
copy.
Student V: Scaffolding questions, ask student to help sound out the word, then write it
for him to copy.
Student P: Help student sound out his word instead of writing it on the board for him to
copy.
Attention Getter or Hook:
(State how the attention of the students will be piqued at the start of the
lesson.)
Display sorting diagram (pilgrims and native Americans) on Promethean board.

Allow students to come to the board and drag pictures into the correct section.
Review previous lesson.
student interest.)
Video about the first Thanksgiving: Thank You for Thanksgiving by StoryBots on
YouTube
Read Pete the Cat: The first Thanksgiving
Discuss how the Native Americans showed the Pilgrims how to grow food in the New
World.
o Connect to previous lesson about what the native Americans ate and how
they got their food: farming, hunting, gathering
Who knows what harvest means? Give think time, take several examples, and create a
class definition for harvest. (Ex: when the food is ready to be picked: when tomatoes
turn red they are ready, when strawberries turn red they are ready, when pumpkins turn
orange they are ready -previously studied the life cycle of pumpkins)
To celebrate their first harvest together, the Native Americans and the Pilgrims decided
to have a feast of all the food they had collected. They were thankful for each other. This
feast is the First Thanksgiving!
What does it mean to be thankful? Give think time, take several examples, and create
a class definition.
o Examples: I am thankful for my mom because she takes care of me when I am
sick, I am thankful for my sister because she helps me with my homework, I
am thankful for my dog because he plays outside with me.
Explain the Thankful Turkey to students- each student gets a feather to write
something they are thankful for on it and that will make up our class turkey
Show students the turkey body, without any tail feathers.
Before we actually write on our turkeys feathers, we need to brainstorm some ideas.
Brainstorm means to think about a lot of different ideas for the same topic, so we need
to think about what or who we are thankful for and why.
Have students close their eyes (limits distractions) and think about what/who they are
thankful for and why.
Ticket-out-the-door/ticket-off-the-carpet: fill-in-the-blank, I am thankful for
___________________.
Teacher will have to help students spell. Write their suggestions on the board for them to
copy down.
When student brings it to you, check for understanding. Did they choose an answer that
makes sense? Ask them to explain why they are thankful.
Process
Scaffolding questions and one-on-one assistance

Scaffolding questions to clarify new content and sounding out words to write on ticket-offthe-carpet
One-on-one assistance with host teacher or parapro
Scaffolding questions to challenge students prior knowledge and lead him to learning how
to accomplish tasks on his own, such as sounding out words to write. He has the ability; he
just doesnt have the confidence to do it without help yet.
Dean, K., & Dean, J. (2013). Pete the Cat: The first Thanksgiving. New York, N.Y.:
Harperfestival.
Sorting diagram: created by me
BICKFORD III, J. j., & RICH, C. c. (2015). The Historical Representation of Thanksgiving
Within Primary- and Intermediate-Level Children's Literature. Journal Of Children's
Literature, 41(1), 5-21.
Gambino, M. (n.d.). What Was on the Menu at the First Thanksgiving? Retrieved
September 16, 2016, from http://www.smithsonianmag.com/history/what-was-on-themenu-at-the-first-thanksgiving-511554/?no-ist
Development:
Dewey states that teachers are engaged in the formation of proper social life. In this
lesson, we discuss what it means to be thankful for someone or something. As teachers,
we do not simply teach academics, but we are involved in catering to the child as a
whole. This means fostering their emotional development and aiding in their transition
into society.
Promethean board: educational videos
Send home activity to complete with families: How do you celebrate Thanksgiving at
your house? Parents/guardians write a few bullet points and the student illustrates them.
Host Teacher
Cohort peers

Lesson 6
Moore
Central Focus: Thanksgiving symbols
Date: Monday, November 14th, 2016

Lesson Title: Turkeys!

Are you using whole

heterogeneous?
Whole Group
Small groups- divided by reading levels, 4
groups
Standards:
a. Thanksgiving Day
5. SSKG1 The student will describe American culture by explaining diverse community and
family celebrations and customs.
..)
-The purpose of this unit is to introduce students to Thanksgiving as a National Holiday,

familiarize them with Thanksgiving customs, and introduce the basic history of the holiday.
What are symbols associated with the holiday of Thanksgiving?
-The students will be able to actively engage in group-reading activities while participating in
-Thanksgiving Day
-Turkey
Language Demands:

-Listening: childrens book, educational videos

-Speaking: whole group discussion, collaborative conversation
so on.

Label a turkey worksheet

Language.)
We will use academic language in whole group discussion as well as on the label a turkey
worksheet.
objective.)
Label a turkey worksheet

Meets: Student actively participates in class discussion, correctly labels the turkey, and
spells all words correctly.
Needs Improvement: Student somewhat participates in class discussion, but requires
redirection. Student mislabels the turkey or has misspelled words.
Does Not Meet: Student does not participate in class discussion, incorrectly labels the
turkey, and has misspelled words.
No IEP students
Student A: N/A
Student V: One-on-one with host teacher or parapro if it is obvious that student begins to
struggle
Student P: N/A
lesson.)
Turkey song and dance video-Jack Hartman

https://www.youtube.com/watch?
v=Xpo8obvdUG8&index=13&list=PLeX4qA9SlLy8z3jdpDLc7d0QCdTABviKg
student interest.)
Ask students What do you eat at Thanksgiving?

Write down their answers as they share.
Instructional Strategies and Planned Supports:
(Use a bulleted or numbered format to

communicate the procedures for the lesson. Describe the strategies which will be used to support students
Follow PowerPoint with facts about turkeys. Have students read along with you.
Let students touch and feel turkey feathers to experience what a turkey feels like.
Discuss how we eat turkeys at Thanksgiving, but you do not have to eat turkey to
celebrate Thanksgiving.
Complete labeling the turkey worksheet
Students split into small groups to create a funky hand turkey

On a piece of construction paper, students create a hand print with brown paint on their
hand.
Once handprint dries, students choose feathers to glue over the fingers to create the
turkeys tail feathers.
Students make also choose color of googly eyes to glue on their turkeys face.
Add a wing on the side, a beak, and feet.
Write students name at the bottom to be displayed in the hallway
Process
Inclusion or exclusion of a word bank and pairing with other students
Includes a word bank on label the turkey worksheet
Includes a word bank on label the turkey worksheet
One-on-one assistance if needed
No word bank on label the turkey worksheet
Label the turkey worksheethttps://www.teacherspayteachers.com/Product/Thanksgiving-Label-It-Freebie-1513731

PowerPoint-created by me
Turkey video- https://www.youtube.com/watch?
v=Xpo8obvdUG8&index=13&list=PLeX4qA9SlLy8z3jdpDLc7d0QCdTABviKg
Turkey feathers
Sage, C. (1993). Of Pilgrims and Turkey: A Look at Thanksgivings Past and Present.
Teacher's Roundtable. Social Studies And The Young Learner, 6(2-), 18-19.
Gambino, M. (n.d.). What Was on the Menu at the First Thanksgiving? Retrieved
September 16, 2016, from http://www.smithsonianmag.com/history/what-was-on-themenu-at-the-first-thanksgiving-511554/?no-ist

Development:
Howard Gardner discusses multiple intelligences and the importance of incorporating our
students intelligences into our curriculum. This lesson taps into both the naturalistic
intelligence as well as the kinesthetic intelligence. Students are learning about
something in nature and they get to experience the feel of that with the turkey feathers.
Promethean board: PowerPoint, video
Art: Students make hand turkeys, choose their own feathers, eyes, decorations
Host Teacher
Cohort peers

Lesson 7
Moore
Central Focus: present day Thanksgiving
Date: Tuesday, November 15th, 2016

Lesson Title: The 1st Thanksgiving vs. Todays Thanksgiving

Are you using whole

heterogeneous?
Whole Group
Standards:
a. Thanksgiving Day
9. SSKH3 The student will correctly use words and phrases related to chronology and time
to explain how things change.
a. Now, long ago
..)
- The purpose of this lesson is to increase students awareness of the differences between
now and long ago thorough the exploration of the First Thanksgiving and present-day
Thanksgiving.
How does the First Thanksgiving compare to todays Thanksgiving?
The students will be able to compare and contrast how we celebrate Thanksgiving today
versus how the Pilgrims and Indians celebrated the very First Thanksgiving.
participating in collaborative conversation about Thanksgiving topics
Vocabulary:
(What Academic Language will be taught or developed? Identify the key vocabulary and/or
Thanksgiving Day
Pilgrims
Indians
Language Demands:

Listening: educational videos

so on.

N/A
Discourse:
Language.)
Students will use academic language through collaborative conversations within our class
discussion.
objective.)
Whole class observation-checklist

Meets: Student actively participates in class discussion.

Needs Improvement: Student requires redirection and reminders to remain engaged in
class discussion, but participates when asked.
Does Not Meet: Student does not participate in class discussion.
No IEP students.
Student A: N/A
Student V: Gentle reminders to stay on task and engage in class discussion.
Student P: N/A
lesson.)
Lay an assortment of pictures from present-day Thanksgiving

Students sit around the outside of the carpet.
Ask students to look at all the pictures and think about what we could be talking about.

Introduction:
(State how the lesson will be introduced. This should communicate the purpose of the lesson, be
student interest.)
Close your eyes so your brain can think really hard and think up so great ideas! I want
you to think about what you do to celebrate Thanksgiving. Do you celebrate
Thanksgiving? How do you do that?
Tell students to keep those great ideas in their brains because we will need them a little
later.
Discuss the common customs associated with Thanksgiving today in America

(Powerpoint)
o Turkey
o Eating a big meal with family
o We buy our food at grocery stores
o Football
o Macys Thanksgiving Day Parade
o Corn
Ask students how they celebrate Thanksgiving with their families? Is there anything that
you do every year? A tradition? Make a list on the board.
Teacher shares personal examples- connecting our knowledge to grow students
knowledge.
Revisit the pictures from the beginning of the lesson.

Let students name each picture and explain its relation to Thanksgiving.
Content
additional mini-lesson
According to his participation in the discussion, I will determine if he comprehended the
material. If not, I will give an additional mini-lesson to ensure comprehension of material.
If he does not seem engaged in the discussion, I would implement an additional mini-lesson,
either one-on-one or a small group, to reiterate the material with his full attention.
Additional mini-lesson to go more in depth with our existing symbols or add more
symbols to recognize for present-day Thanksgiving.
Resources and Materials Used to Engage Students in Learning
(Provide citations for all

PowerPoint-created by me
Picture cards- created by me

Thanksgiving in North America: From Local Harvests to National Holiday. (n.d.). Retrieved
September 12, 2016, from http://www.si.edu/Encyclopedia_SI/nmah/thanks.htm
Dow, J., & Slapin, B. (2004). DECONSTRUCTING THE MYTHS OF "The First Thanksgiving".
Multicultural Review, 13(3), 44.
Development:
This lesson connects to Deweys theory that teachers should use their knowledge of the
world to expand childrens knowledge. I am drawing on past experiences and prior
knowledge to expands my students knowledge and horizons, in terms of our entire
country celebrating a holiday together.
Community: How does your community celebrate Thanksgiving?

o How do other communities in the US celebrate Thanksgiving? Send home survey
for families to complete and discuss together.
Host Teacher
Cohort peers
Lesson 8
Moore
Central Focus: present-day Thanksgiving
Date: Wednesday, November 16th, 2016

Lesson Title: The 1st Thanksgiving vs. Todays Thanksgiving

Are you using whole

heterogeneous?
Whole Group
Standards:
a. Thanksgiving Day
a. Now, long ago
..)
The purpose of this lesson is to introduce students to Thanksgiving as a National Holiday,

familiarize them with Thanksgiving customs.
The purpose of this lesson is to increase students awareness of the differences between
now and long ago thorough the exploration of the First Thanksgiving and present-day
Thanksgiving.
How is the First Thanksgiving similar to todays Thanksgiving celebrations? How is it
different?
Thanksgiving Day
Pilgrims
Indians
Language Demands:

-Listening: childrens book, educational videos

-Speaking: whole group discussion
so on.

Compare and contrast the First Thanksgiving to present-day Thanksgiving
Venn Diagram: picture sort, First Thanksgiving and present-day Thanksgiving

Language.)
Students will use academic language through collaborative conversations within our class
discussion.
objective.)
Venn Diagram
Evaluation Criteria:
(Indicate the qualities by which levels of performance can be differentiated and that
Meets: Correctly sorts ALL of the pictures on the Venn diagram.

Needs Improvement: Correctly sorts AT LEAST half of the pictures on the Venn diagram.
Does Not Meet: Incorrectly sorts half or more of the pictures on the Venn diagram.
No IEP students
Student A: N/A
Student V: one-on-one with host teacher or parapro
Student P: Option of cutting and pasting pictures or attempting to write the words.
lesson.)
Place picture cards of items from the First Thanksgiving and present-day thanksgiving
around the room.
Have students sit on the carpet.
Choose one student at a time to go find a picture card and bring it back to the carpet.
Students hold onto their cards until we are ready to discuss.
student interest.)
Review yesterdays lesson on present-day Thanksgiving.

Discuss the concept of comparing and contrasting.
o Were going to find out what is the same and what is different.
One student at a time, stands up, and shows the class their picture.
That student can tell the class what they think it is or provide the option of opening it up
to the class to discuss.
The student holding the picture can call on another student to help her/him.
Once the picture has been identified and discussed, decide whether it goes on in the First
Thanksgiving, present-day, or both!
Venn diagram on promethean board- place pictures in appropriate spot
Student return to their desks and complete their own Venn diagram worksheet
comparing the First Thanksgiving and present-day.
Process
assistance from peers

Student A and a partner (of higher level) will be sent to find a picture card and explain it
together
Student V and a partner (of higher level) will be sent to find a picture card and explain it
together
N/A
Resources and Materials Used to Engage Students in Learning
(Provide citations for all

Venn diagram worksheet-created by me

Venn diagram on promethean- created by me
Thanksgiving in North America: From Local Harvests to National Holiday. (n.d.). Retrieved
September 12, 2016, from http://www.si.edu/Encyclopedia_SI/nmah/thanks.htm
Dow, J., & Slapin, B. (2004). DECONSTRUCTING THE MYTHS OF "The First Thanksgiving".
Multicultural Review, 13(3), 44.
Development:
Montessori focuses on creating a child-centered environment. I plan to implement that
theory throughout this lesson by involving my students in the teaching and learning
process. They help to find the pictures and tell the class about them. The focus is on the
students, not on me.
Host teacher
Cohort peers

Lesson 9
Date: Thursday, November 17th, 2016
Moore
Central Focus: Thanksgiving Post Test/
Project Intro
Lesson Title: Review/Introduce and practice project/Summative Post Test
Are you using whole

heterogeneous?
whole group for intro to project

post test in groups-divided by reading levels,
4 groups
project discussion and practice in small
groups-lower students paired with higher
student to ensure comprehension and
engagement
Standards:
18. SSKH1 The student will identify the purpose of national holidays and describe the
people or events celebrated.
a. Thanksgiving Day
19. SSKH3 The student will correctly use words and phrases related to chronology and
time to explain how things change.
a. Now, long ago
20. SSKG1 The student will describe American culture by explaining diverse community
and family celebrations and customs.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).
22. ELAGSEKSL4: Describe familiar people, places, things, and events and, with
..)

-The purpose of this unit is to increase students ability to compare and contrast now and
long ago thorough the exploration of the differences between the First Thanksgiving and
present-day Thanksgiving.
Learning Objectives:
(Objectives are stated in measurable/observable terms. These should reflect the

The students will be able to list objects/people that they are thankful for.
The students will be able to compare and contrast the Indians and the Pilgrims.
Pilgrims
Mayflower
Thanksgiving Day
Plymouth Rock
Indians
Thankful
Turkey
Language Demands:

Speaking: whole group discussion; practice project
Language Function:
(The language function is represented by the active verbs within the learning
so on.

Practice presentation of the First Thanksgiving
Post Test
Discourse:
Language.)
Students will exhibit use and understanding of academic language on the post test, as well
as in the presentation of the First Thanksgiving.
objective.)
Administering Post Test during reading groups

Exceeds: Scores a total of 15-16 points on the post test.

Meets: Scores a total of 13-14 points on the post test

Needs Improvement: Scores a total of 12 points on the post test
Does Not Meet: Scores a total of 0-11 points on the post test
No IEP students
Student A: rewording or rephrasing of questions and statements to ensure understanding
and accurate test scores
Student V: one-on-one with either me, host teacher, or parapro
Student P: N/A
lesson.)
Do you remember the story of the first Thanksgiving?

Allow students to retell the story
student interest.)
Review the First Thanksgiving


Explain to students that we will be reenacting the First Thanksgiving and reporting on it
for the news
We might even get to record it and watch it!
Some will wear their pilgrim hats and bonnets, others will wear native American
headbands
Each student, pair of students, or group of students will have a picture card that gives a
clue to what they are supposed to say
Students practice what they are going to say, the order of who talks when and where.
This practice will happen in small groups to ensure all students are aware.
Process
pairing students for the project
Paired with a higher student
Paired with a higher student
paired with a lower student

Pilgrim hats and bonnets- created by students
Native American headbands- created by students


Development:
Zone of Proximal Development: The post test and project practice will provide me with
data concerning my students knowledge and abilities. Using this data, I can push them
to reach outside of their ZPD to continue learning everyday.
-Promethean board: PowerPoint, videos
Host teacher
Cohort peers
Lesson 10!
Date: Friday, November 18th, 2016
Moore
Central Focus: The First Thanksgiving
Thanksgiving
Lesson Title: Presentation of the First Thanksgiving (cumulative project)
Are you using whole

heterogeneous?
Whole group
pairings and groups for presentation-lower
and higher students paired together
Standards:
a. Thanksgiving Day
a. Now, long ago


..)

What would happen if a news reporter showed up to the First Thanksgiving?
-The students will be able to list objects/people that they are thankful for.
- The students will be able to compare and contrast how we celebrate Thanksgiving today
-The students will be able to compare and contrast the Indians and the Pilgrims.
-The students will be able to actively engage in group-reading activities while participating in
-Thanksgiving Day
-Indians
-Pilgrims
-Mayflower
-Plymouth Rock
-turkey
-Thankful
Language Demands:

-Speaking: presentation
so on.

N/A
Discourse:
Language.)
Students will demonstrate the use of academic language throughout their presentation.

objective.)
Observation checklist
Evaluation Criteria:
(Indicate the qualities by which levels of performance can be differentiated and that
Meets: Actively participates in presentation.

Needs Improvement: Needs redirection, but attempts to participate in presentation.
Does Not Meet: Does not participate in presentation.
No IEP students
Student A: N/A
Student V: paired with higher student
Student P: paired with lower student
lesson.)
News reporter introduces himself/herself (can have multiple news reporters)

student interest.)
Students prepare for their presentation


News reporter walks to each student, pair, or group and asks them why they are at the
First Thanksgiving.
Each student, pair of students, or small group (depending on sizes of groups) will have a
picture card to cue them into what they are supposed to tell us.
This will tell the story of the first Thanksgiving.
Some students are pilgrims, some are native Americans.
Several students may take turns being news reporters, if several are interested.
Students all take a bow!

As a whole group, we will quickly reflect on how much we learned in two weeks!
Process
Pairing students
Paired with higher student (if needed)
paired with lower student

Pilgrim hats and bonnets- created by students
Native American headbands- created by students

Development:
Zone of Proximal Development: By presenting the material we have learned over the
course of two weeks, students are stepping outside of their comfort zone and applying
their knowledge. They have to further comprehend how to explain what they know to
someone else.
-Promethean board: PowerPoint, videos
Host teacher
Cohort peers


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Lesson 1

Name of Teacher Candidate: Ansley

Date: Monday, November 7th, 2016

Lesson Title: Pilgrims Journey to America

Are you using whole

1. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about

(Language demands is defined as the specific ways that academic language

Listening: teacher read childrens book, educational videos

Engage in group-reading activities

Fill-in-the-blank on sequence graphic organizer of the Pilgrims journey to America. Students

Students will stand around the outside of the carpet.

Elementary/Middle Childhood edTPA Lesson Plan Template

I will read the caption on the picture.

We will repeat this process for all of the pictures.

I will collect the pictures from the students.

core concepts, relevant goals, or essential questions.)

I will give the pictures back to the students.

Students will continue to order themselves and their

the story to come stand up front.

Elementary/Middle Childhood edTPA Lesson Plan Template

Date: Tuesday, November 8th, 2016

Lesson Title: All About Pilgrims!

Are you using whole

The students will be able to actively engage in group-reading activities while

(Language demands is defined as the specific ways that academic language

Listening to teacher read childrens book, educational videos

Engage in group-reading activities

Collaborate with classmates when discussing Thanksgiving topics

Label a pilgrim worksheet

Fill-in-the-blank review game on Promethean board with vocab words in sentences

Meets: Actively participates in reviewing vocabulary and correctly labeling pilgrim

Elementary/Middle Childhood edTPA Lesson Plan Template

Differentiation for IEP and Focus Students:

They Were the Pilgrims video

Have you ever met a pilgrim? Why not?

They were the Pilgrims video- https://www.youtube.com/watch?v=Kuz7GXb7QMU

you will need or use as the teacher to engage the students.)

Elementary/Middle Childhood edTPA Lesson Plan Template

Date: Wednesday, November 9th, 2016

Lesson Title: Native Americans lived in America first

Are you using whole

1. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about

The students will be able to actively engage in group-reading activities while

(Language demands is defined as the specific ways that academic language

Listening: educational videos

Elementary/Middle Childhood edTPA Lesson Plan Template

Speaking: whole group discussion

Beginning to compare Native Americans to Pilgrims

Academic language will be included on the fill-in-the-blank worksheet. Students will

Ticket off the carpet, fill-in-the-blank sentence card

Meets: Student spells Native Americans and Pilgrims correctly, including

Powwow Native American song and dance- Jack Hartman

Ticket off the carpet, fill-in-the-blank sentence card

Powwow Native American song and dance by Jack Hartmanhttps://www.youtube.com/watch?

Knowledge of the Content:

Elementary/Middle Childhood edTPA Lesson Plan Template

Date: Thursday, November 10th, 2016

Lesson Title: All About Native Americans!

Are you using whole

As a result of this lesson/unit students will

The students will be able to actively engage in group-reading activities while

(Language demands is defined as the specific ways that academic language

Speaking: whole group discussion