Lesson One

Student Name: Amanda Rion

Subject/Topic: The First Thanksgiving

Class/Grade: 1st Grade

Date to be taught: 11/14/14

Indiana Standards:
Social Studies
Standard 1 History: Students identify continuity and change in the different
environments around them, including school and neighborhood communities, and
identify individuals, events and symbols that are important to our country.
1.1.1 Compare the way individuals in the community lived in the past with the
way they live in the present. Example: Clothing, the use of technology, methods
of transportation, entertainment and customs
1.1.5 Identify people and events observed in national celebrations and
holidays. Example: Celebrations and holidays, such as Thanksgiving; Reverend
Martin Luther King, Jr. Day; Presidents Day; Independence Day; Arbor Day;
and Veterans Day
Common Core Standards:
CCSS.ELA-LITERACY.W.1.7
Participate in shared research and writing projects (e.g., explore a number of "how-to"
books on a given topic and use them to write a sequence of instructions).
Materials:
The First Thanksgiving Leveled Reader
Crayons/colored pencils
Pencils
Scissors
Stapler
Elmo/Projector

Objectives:
The students will analyze the first Thanksgiving by reading a leveled reading and then
discuss the important facts from the story.
The students will create a list of facts they think are important details in the story.

Motivation:
I will ask the students, Who can tell me what holiday is in November? Once the
students give me the desired answer of Thanksgiving I will ask the students if they know
why we celebrate Thanksgiving. I will then tell the students we are going to learn about
Thanksgiving by learning how the tradition began by reading The Frist Thanksgiving
leveled reader.
Goal for Learner:
Today you will be introduced and begin exploring the topic of Thanksgiving through a
leveled reader.
Content and Procedures:
Each student will have a stapled packet that contains a leveled reader that is not put
together. I will ask the students to each take out their yellow crayon to highlight
important parts of the story as we read. The students will be instructed not to take their
book apart yet, and not to cut until we have read the story.
I will display a copy of the packet on the Elmo so the students are able to follow along.
We will begin by reading the title of the book. The students will each write their name
on their copy of their book. I will then instruct the students to look at page 1 of the
leveled reader. I will model the page to the students on the Elmo to make sure they are
on the proper page. I will ask if anyone would like to read the first page and then take a
volunteer to read. If a student struggles with a word I will help them sound it out and
give phonics clues (such as long and short vowels).
After reading the first page I will ask the students to raise their hand if they can tell me
one fact or important item from the story. I will tell the students we are going to
highlight the important information with our yellow crayons. I will model how to do this
with each important item the students can tell me. The desired answers for page 1 are the
year 1620, Pilgrims sailed from England, it was a difficult trip, they sailed on the
Mayflower, and the voyage took 65 days. If the students are not able to come up with all
of these answers I will give clues such as do you think dates are important to help us
remember when something happened, or, names and places are always important are
there any names or places we forgot to highlights?
After the students have read and highlighted on the first page I will ask the students the
following questions: 1. Why do you think it was a difficult trip? 2. Do you think 65 days
would be a long time to be on a ship? 3. Would you like to travel on the Mayflower?
I will then model how to turn the page and go onto the next page in the packet, which will
be page 2 of their leveled reader when it is stapled. I will repeat the process of having a
student read this page and helping with sounding out as needed. I will then ask the
students what information they think is important on page 2. I will model and highlight
the important facts as the students give me them. The important facts from page 2 that
should be highlighted are: they landed at Plymouth Rock, the first winter many people
died, and they did not have enough food.

After the students are done highlighting the second page I will ask them the following
questions: 1. Do you think the Pilgrims knew they would land on Plymouth Rock? 2.
Why do you think they did not have enough food?
I will then repeat this process of choosing a student to read each page and asking for the
important information that needs highlighted . I will continue to model and highlight on
each page with the student. On page 3 the important information that needs to be
highlighted is the year 1621 and the Wampanoag tribe became friends. One page 4 the
important information is the Wampanoag helped the Pilgrims and how to plant crops
including corn. On page 5 the important information that needs to be highlighted is the
year 1621 and the Pilgrims invited their friends to a feast.

Practice/Application:
I will then instruct the students to read page 6 and 7 of their leveled reader independently.
I will tell the students to use their yellow crayon and highlight all the information they
think is important. I will tell the students to read in their head or whisper read quietly. I
will have the students give me a thumbs up when they are finished and ready to move on.

Evaluation of Student Learning:

I will then select a student to read page 6. I will then ask the students to share some of
the things they highlighted. The students should have each highlighted the feast lasted
for 3 days, Thanksgiving is the fourth Thursday in November, and it became a national
holiday in 1863. If the students highlighted more information it is ok, but they must have
those three things highlighted on page 6.
I will then select a student to read page 7 of the leveled reader. I will ask the students to
share what they highlighted. The desired response is the entire sentence.
I will then ask the students to share what their favorite part of the story was. I will call on
a few students to share their answers.

Closure:
I will tell the students they can color and cut out their leveled readers. I will tell them to
color first using their personal best coloring. I will tell the students not to color on the
words so they could still see what we highlighted. I will tell the students once they have
finished coloring and cutting the pages out to make sure they are in order and bring them
up for me to staple them. I will have the students keep the leveled reader in their desk to
practice reading it repeatedly for fluency.

Lesson Two
Student Name: Amanda Rion
Subject/Topic: The Mayflower

Class/Grade: 1st Grade

Date to be taught: 11/14/14

Indiana Standards:
Social Studies
Standard 1 History: Students identify continuity and change in the different
environments around them, including school and neighborhood communities, and
identify individuals, events and symbols that are important to our country.
1.1.1 Compare the way individuals in the community lived in the past with the
way they live in the present. Example: Clothing, the use of technology, methods
of transportation, entertainment and customs
LANGUAGE ARTS
Conventions of Standard English: Grammar and Usage / Capitalization, Punctuation, and
Spelling
1.W.6.1e Usage Writing complete simple declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.

Materials:
Brown construction paper
Printed writing prompt
Scissors
Glue stick
Pencil
Crayons/Colored Pencils
First Thanksgiving leveled readers
Elmo/Projector

Objectives:
The students will create a suitcase describing the five things they would take on the
Mayflower with them.
The students will evaluate the items they would bring on the Mayflower with them and
write about them.

Motivation:
I will tell the students to close their eyes and pretend they are taking a trip on the
Mayflower. I will tell them to describe some of the things they would see, hear, or smell
on the Mayflower. I will encourage the students to use their imaginations.

Goal for Learner:

Today we will talk about the voyage the Pilgrims took on the Mayflower and find see
what items you would take on the Mayflower with you.
Content and Procedures:
Before the lesson I will have a premade suitcase for each student. The suitcase will be
brown construction paper cut into the shape of a suitcase with a handle. On one side I
will glue a piece of paper with the prompt I am going on the Mayflower and this is what
I will bring with me
I will begin the lesson by asking a student to reread page 1 of the leveled reader The
First Thanksgiving Book. I will ask the students to tell me reasons they think the
voyage on the Mayflower were a difficult one. The desired responses are: they were on
the ship for 65 days there were a lot of people on the small ship they were crowded
together
I will then tell each student they are going to pretend they are going on the Mayflower
voyage. I will tell the students they will be on the ship for 65 days. The students have to
pack their suitcase with only 5 items to take with them. I will instruct the students to
draw the pictures of the 5 items inside their suitcase. I will tell the students to use as
many details as possible in their pictures. I will remind the student that they will be on
the ship for 65 days and to think about the things they need the most.
After the students have finished I will ask if any student would like to share their
drawings before we begin writing. I will let the students bring their suitcase up to the
Elmo to show the students. I will ask the students Why did you chose this item? Was
it hard to choose only 5 items to take? Do you think it was hard for the Pilgrims to only
be able to take a few things with them to the new world? If students bring items that
take electricity I will ask them Do you think the Pilgrims had electricity on the ship?
Knowing there was no electricity would you still take the same items in your suitcase or
would you select different items?
Practice/Application:
After a few students have had the opportunity to share their drawings I will tell the
students it is time to write about what is in their suitcases. I will ask the students what
things a good sentence needs. The desired response is to begin with a capital letter, to
end with punctuation, to have a naming part, to have a telling part, and to make sense.
I will tell the students they need to write one good sentence for each item they are taking
with them on the Mayflower. I will tell the students to tell me why they decided to take

that item. I will give them an example and write the sentence, I will bring my teddy
bear on the Mayflower because I can not sleep without it. I will point out the capital
letter, the punctuation, and that the sentence makes sense.
I will give the students some time to work on their sentences. I will tell the students
when they are finished they can work quietly on coloring their pictures until everyone has
finished their writing.
Evaluation of Student Learning:
I will do an informal evaluation of the students suitcases. I will have them stand up in
front of the class and share what they wrote. I will have the students give me a thumbs
up if they believe the student has everything a good sentence should have. If a student is
missing a part of the sentence I will ask the student What could we change to make it a
good sentence? I will tell the students there are no bad sentences, just good sentences
and sentence that need some more work (sentences that are under construction).

Closure:
I will tell the students that on the Mayflower there was no electricity, which meant no
video games, no television, and no stove to cook on. I will tell the students to look at the
way their desks are arranged in little groups where each desk is touching other desks. I
would explain to them that on the Mayflower the people had to share small spaces and
get along. I asked what they thought happened if one person was sick in that small
crowded space? The desired response would be that the sickness would spread easily.
I will then ask the students to give me a thumbs up if they would have been happy being
a Pilgrim on the Mayflower. I will tell the students to give me a thumbs down if they are
thankful they did not have to be a Pilgrim on the Mayflower. I will then ask a few
students who have their thumbs up why they wanted to be on the Mayflower? I will then
ask a few students who have their thumbs down why they did not want to be on the
Mayflower.
After the students have finished I will collect the suitcases and check their sentences. If a
student needs to make corrections to make good sentences I will have them correct it
before hanging these suitcases up on the wall. I will display these suitcases until the unit
is finished.

Lesson Three
Student Name: Amanda Rion
Subject/Topic: Thanksgiving

Class/Grade: 1st Grade

Date to be taught: 11/18/14

Indiana Standards:
Social Studies
Standard 1 History: Students identify continuity and change in the different
environments around them, including school and neighborhood communities, and
identify individuals, events and symbols that are important to our country.
1.1.1 Compare the way individuals in the community lived in the past with the
way they live in the present. Example: Clothing, the use of technology, methods
of transportation, entertainment and customs
1.1.5 Identify people and events observed in national celebrations and
holidays. Example: Celebrations and holidays, such as Thanksgiving; Reverend Martin
Luther King, Jr. Day; Presidents Day; Independence Day; Arbor Day; and Veterans
Day
Language Arts
Conventions of Standard English: Grammar and Usage / Capitalization, Punctuation, and
Spelling
1.W.6.1e Usage Writing complete simple declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.

Common Core Standards:

CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about
the topic, and provide some sense of closure.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.1.7
Participate in shared research and writing projects (e.g., explore a number of "how-to"
books on a given topic and use them to write a sequence of instructions).

Materials:
Elmo/Projector
Computer with internet access
Scholastic Website http://www.scholastic.com/scholastic_thanksgiving/feast/
The Very First Thanksgiving Day Written By: Rhonda Gowler Greene
Lets Plan Thanksgiving Dinner Worksheet
Lined Paper for Writing
Thanksgiving Dinner Word Bank
Pencil
Crayons/colored pencils
Objectives:
The students will explore the Scholastic website and analyze the first Thanksgiving feast.
The students will create their own Thanksgiving plate and write about what they have at
their feast.

Motivation:
We will begin the lesson by listening to the book The Very First Thanksgiving Day
Written by Rhonda Gowler Greene. After the story I will ask the students why the
Pilgrims and Indians celebrated the first Thanksgiving? I will then ask the students What
types of food do you think was at the first Thanksgiving? I will remind the students the
feast lasted for 3 days.

Goal for Learner:

Today you will explore the first Thanksgiving feast, and then create your own
Thanksgiving dinner.

Content and Procedures:

I will then pull up the Scholastic website on the projector. On this website we will
explore the feast. I will read from the website about the feast and show the students
pictures from the website. I will ask the students if there are any foods they had a t the
first feast they have tried. The desired response is corn and turkey. We will spend about
10 minutes exploring the feast on the Scholastic website together. I will ask the students
if any of them celebrate Thanksgiving for 3 days.
I will tell the students they are going to plan their own Thanksgiving feast. I will hand
each student the Lets Plan Thanksgiving Dinner worksheet. I will ask the students to tell
some things they like to eat on Thanksgiving. I will then ask the students what are some
things they would like to eat for Thanksgiving dinner, but do not have it for their dinner.
I will tell the students they are going to create a plate of food they want at their
Thanksgiving feast. I will have a sample already drawn and colored to model with. I
will display mine on the projector and explain to the students at my feast I will be having

turkey, corn, green bean casserole, asparagus, sweet potatoes, and cherry pie. I will point
to each item on my plate as I explain what is on the plate.
I will then tell the students they are going to draw what they want at their feast on their
plate. I will display the Thanksgiving Dinner Word Bank on the Elmo and explain to the
students these are a few choices they can have for their dinner. I will tell the students
they can use all of the words from the word bank, or not use any. I will remind the
students that each plate should be different.
Once the students have drawn their pictures I will ask them to go back and add as much
detail to their pictures as they can. I will have the students use crayons or colored pencil
to color in their pictures. I will only give the students about five minutes to color and
then tell them they will be able to finish the coloring after they finish their writing.
I will then ask a few students to share their drawings with the class on the Elmo. I will
ask the students what foods they chose and why they chose those foods. I will look for a
few students who have a unique food on their plate (example deer meat). I will then ask
the students if they think the Pilgrims might have had that food at their feast.

Practice/Application:
I will then give each student a piece of lined writing paper. I will display the word bank
back on the Elmo. I will tell the students we are going to write about your Thanksgiving
Dinner. I will tell the students their writing must have good sentence. I will ask the
students what does a good sentence need. The desired answer is a capital letter at the
beginning, punctuation at the end, a naming part, a telling part, and it has to make sense.
I will tell the students they need to explain what is on their plate, why it is on their plate,
and anything else they would like to say about their food (example if a student had deer
on their plate they could say it was deer they hunted on their own, making it more
meaningful). I will encourage the students to be creative when they are writing. I will
tell the students to be very descriptive when writing about their plate. I will tell the
students to pretend I cannot see the picture and they have to describe what is on the plate
so I can create a picture in my head.
I will tell the students they need to have one good sentence about each item on their plate.
I will tell the students they are allowed to have more than one sentence about each item,
but they have to have at least one item. I will give the students some time to work on
their writing. I will encourage the students to stretch out words they do not know how to
spell. I will not spell any words for the students, but I will help them sound out the words
and stretch them out. I will make sure the students know I am not grading their spelling,
but to do their best trying to figure out the beginning, middle, and end sounds for words
they cannot spell yet.

Evaluation of Student Learning:

When the students are done I will tell them to go back and read what they wrote and
make sure it makes sense. I will tell the students to use their yellow crayon to highlight
the capital letters and punctuation in each sentence to self evaluate and make sure they
have used capital letters and punctuation.
I will then have the students read what they wrote to me. I will ask questions such as
Does the writing make sense? and Are there any more details you could add?
When the students have finished their writing I will tell them they can go back and finish
coloring their picture while the other students are finishing up their writing.
I will then do an informal evaluation and have some of the students stand up and share
what they wrote. I will have the students read their writing first and then show the
pictures. I will ask the students to give me a thumbs up if they would like to eat at that
students Thanksgiving feast, or a thumbs down if they would not like to eat the food that
student has on their plate.
After the students have finished sharing their writing I will collect the writings to check
over the sentences. I will hand back any papers that need to be corrected.

Closure:
I will close the lesson by asking the students how some of their Thanksgiving foods were
similar to the food at the first Thanksgiving feast. I will remind the students at the first
feast there were no stoves and ovens. For 3 days all the food was cooked over the fire for
the feast. I will ask the students how long they think it might take to cook their
Thanksgiving feast without a stove.
I will then hang the students pictures and writing up to be displayed until the unit is
complete.

Scholastic Website:

Book:

sweet
pota
atoes

masshed
pota
atoes

stufffing

rolls or
brea
ad

ham
m

Thankssgiving Din
nner
Word Bank

Than
nksgiving Foods
turkey

corn

cranberrry
sauce

gravy

pie

collards

http://mrspierce
e0515.blogspot.c
com

De
escribing Words

sweett

warm

juicy
salty
tart

creamy

crunch
hy

fluffy

golden
n

tangy
y

Amanda Pie
erce 2011

Lesson Four
Student Name: Amanda Rion
Subject/Topic: Thanksgiving

Class/Grade: 1st Grade

Date to be taught: 11/19/14

Indiana Standards:
LANGUAGE ARTS
Conventions of Standard English: Grammar and Usage / Capitalization, Punctuation, and
Spelling
1.W.6.1e Usage Writing complete simple declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.
Common Core Standards:
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about
the topic, and provide some sense of closure.
Materials:
Book A Plump and Perky Turkey Written By: Teresa Bateman
How to cook a Thanksgiving Turkey worksheet
Blank sheet of paper
Elmo/Projector
Pencil
Crayons/colored pencils

Objectives:
The students will create their own instructions on how to cook a turkey.

Motivation:
I will begin the lesson by reading a silly Thanksgiving book. The book is called A
Plump and Perky Turkey, written by Teresa Bateman. This book talks about a smart
turkey that avoids being eaten for Thanksgiving dinner. It is a fun book for the students
and has bright colorful pictures that is inviting to the students.

Goal for Learner:

Today you will enjoy a book about a silly turkey that avoids being eaten for
Thanksgiving dinner. You will then create a recipe that tells how to cook a turkey for
Thanksgiving dinner.

Content and Procedures:

I will then ask the students how they think a turkey is cooked. I will let a few students
explain their instructions to the class. I will ask questions such as what do you cook the
turkey in? Where do you get the turkey from? How big should your turkey be?
What do you do to prepare the turkey for the oven?
I will then give each student a How to cook Thanksgiving Dinner worksheet. I will tell
the students to write their name where is says By:. I will model this on the Elmo. I will
then read each of the prompts to the students. I will tell the student to think about the
things they want to write for each prompt. I will tell the students this can be a funny
made up way to make a turkey or it can be an informative recipe to cook a turkey for real.
I will tell the students to be very detailed and descriptive in their writing. I will ask the
students what a good sentence needs. The desired response is a capital letter at the
beginning, punctuation at the end, a naming part, a telling part, and it has to make sense.
I will then tell the students they need to fill in the recipe for how to cook a turkey. I will
tell them to reread each prompt and then write complete sentences for each prompt.

Practice/Application:
I will give each student time to work on their writing. When I notice the students are
almost finished with their writing I will read my sample recipes. I will have a premade
sample of a made up copy and an instructional copy. For the made up recipe I will say
things like, Before you cook the turkey you need to make sure you have pulled all the
feathers out Cook the turkey at 500 degrees for 2 hours This example shows the
students it is ok to be creative and use your imagination. For the same of the instructional
recipe I would say things like, Get a turkey from the store and choose the biggest turkey
you can find or You can eat pumpkin pie, mashed potatoes, and green beans with your
turkey.
I will then tell the students they have more time to work on their recipe. I want the
students to be creative and have good sentences.

Evaluation of Student Learning:

I will informally assess the students writings. I will let the students share their writings.
I will ask the other students to give a thumbs up if they could cook a turkey using the
recipe or a thumbs down if they think the student needs to add a few more details to help
them cook the turkey. I will give the students time to go back and add to their writings if
they would like.

Closure:
When the students are finished with their writings I will give each student a blank piece
of paper. I will model to the students how to fold the paper. I will have the students fold
the paper into 6 equal sections. I will ask the students to use their writing to draw out
each instructional step in cooking their turkey. I will tell the students if they are not able
to draw a picture from their writing, then they need to go back and add more details to
their writing. I will then put their recipe and colored picture on a piece of construction
paper and display them on the wall until the unit is finished.

Book:

H ow t o Cook a
T ha nksgiv ing T ur key
( recipe not kitchen tested)
By:______________________
G et a turkey ________________________________________________
____________________________________________________________
Bef ore you cook it you need to: ________________________________
____________________________________________________________
____________________________________________________________
Cook the turkey at _____________degrees f or ___________________
____________________________________________________________
The turkey is done when_______________________________________
____________________________________________________________
____________________________________________________________
You can eat ________________________________________________
______________________________________________ with the turkey.
For dessert you can eat _______________________________________
____________________________________________________________