Social Studies Lesson Plan Template

First Name

DENIS

Last Name

BAIK

UH Email

DENISB@HAWAII.EDU

Date

SEPT 6,2015

Semester

Year

2015

Grade Level/
S.S. Strand

FIRST/

Lesson Duration

50 MINUTES

Lesson Plan #

Teaching in
LP #1 _X_ LP#2___ field?

Title

The Life of a Pilgrim Child

Yes_X_ No ____

Central Focus and Enduring Understandings

A brief description of the key concept(s) to be learned, along with the important
understanding(s) that will be emphasized during the lesson that the students can apply to
their lives
Students will understand that life as a Pilgrim was harsh. Students will compare and contrast life as a
Pilgrim child and make connections with their own life. This allows students to see how different or
similar children were in the past.
Enduring Understanding:
Appreciate everything you have and be fortunate for where you live.
We all benefit from sacrifices that others have made.

Content Standard(s)
Both the S.S. Hawaii Content & Performance Standard (HCPS III), the Topic, AND the
specific Benchmark under that Topic that align with the central focus as well as a Common
Core State Standard (CCSS) in ELA or Math that can be met during the lesson

CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Student Learning Objectives
Outcomes to be achieved by the end of the lesson or end of multi-lesson learning segment

Students will be able to compare and contrast a life of a Pilgrim child and make
connections with their own.
Students will be able to use graphic organizers (ex. Thinking maps).

Assessments
The procedures to gather evidence of students learning of lesson objective(s) including
formative (informal) assessments applied throughout the lesson and a summative
assessment (formal) of what students learned by the end of the lesson (include any
assessment tools)
Formative Assessments:
Structured Observation
Think, Pair, Share
Buddy Buzz
Response
Summative Assessments:
Students will be able to use a graphic organizer to list out similarities and differences between a life of
a child Pilgrim with their own. Using the list created together as a class, students will organize facts to
independently fill out a graphic organizer.
Content

ME
Three similarities
and differences.

M
At least two
similarities and
differences.

A
At least one
similarity and
difference.

No similarity or
difference.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and

personal/cultural/community assets to draw upon to support learning
Every year, America celebrates Thanksgiving on the last Thursday of November.
Thanksgiving is a national holiday that celebrates the pilgrimage and to be thankful for
what we have.

Academic Language
Oral and written language that the students need to learn and use to participate and engage
in the content
Pilgrims
Thanksgiving
Compare
Contrast
Similarities
Differences
Graphic Organizer
Thinking Map
Native Americans

Instructional Strategies and Learning Tasks

A description of what the teacher will do, say and ask and what the students will do during
the lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) lists opportunities offered for multiple modes of participation

Teacher does
Gather students to the back of the room for
discussion.
Pre Questions:
What is Thanksgiving?
What do we do on Thanksgiving? Personal
experiences?
Why do we have Thanksgiving?
What are you thankful for?

Student does
Students will participate by answering questions
and sharing personal experiences. Students will
actively listen throughout discussion.

Give background knowledge about how the

Pilgrims came to North America and how life
was back then.
Explain to students how life as a Pilgrim was
different than life today, especially the role of a
child. Ask how life may be different as a Pilgrim
child.
Introduce the book, Three Young Pilgrims, and
have students actively listen for facts and key
details. Explain that these facts will be shared at
the end of the book and will all be listed on chart
paper.
Have students raise their hands and share key
details and facts from the story. Write down the
facts shared on a piece of large chart paper
After listing facts and details from Three young
Pilgrims, have students share personal
experiences/observations of a child in present
time. To lead the discussion, ask students what
they do for fun or if they do any manual labor,
etc. List these examples on a separate piece of
chart paper.
Introduce the thinking map graphic organizer.
Explain to the class that they will be comparing
and contrasting the life of a Pilgrim child and the
life of child in present time using examples,
facts, and key details we listed as a class
together.
Comparing means to find the similarities
between two topics. What is similar between
Pilgrim and todays children? Show students
where they will write their similarities.
Contrast means to find the differences between
the two topics. What is different that maybe the
child Pilgrim did that a child in the present
would commonly not do. Show students where

Students will participate in group discussion.

Students will buddy-buzz with their partner and
discuss different ways life as a Pilgrim child
could have been.
Students will actively listen for key details and
facts from the book about how life as a Pilgrim
child was. Students will share at the end of the
story.
Students share key details and facts found from
the story.
Students share personal experiences or
observations of a child in present time.

Students will actively listen and participate in

class discussions. Students will come up with
one similarity and one difference as a class.
Students will buddy-buzz with a partner before
sharing an example aloud.

they can write their differences.

Do an example for one difference and one
similarity as a class.
Dismiss students to their desk and pass out
thinking map worksheets to each student.
Instruct students to write three similarities and
three differences for each topic. Post chart papers
of facts that the class came up with at the front of
the room. Students who can not see clearly may
move up to the front.

Students will work independently to complete

thinking map chart listing three similarities and
differences. Students will raise their hands for
assistance or questions.

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments
to meet the needs of students who require further support (e.g., ELL/MLL, struggling,
accelerated, 504/IEP, etc.)
ELLS
Having the story read to the students will relieve the stress of trying to understand it. Students will be
able to narrow their focus and pay attention to detail.
Struggling Learners
Buddy-buzz and sharing examples as class will help struggling learners understand the concept.
Monitor students and be prepared to assist them as they do their summative assessment.
Accelerated Learners
Allow students to compare and contrast personal experiences. They do not have to be limited to what is
on the chart paper.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson
Three Young Pilgrims by Cheryl Harness
Chart Paper (Compare and Contrast Graphic Organizer)