son Plan Template

U 532_533
e: November 8, 2018
me: Anabele Farrar

Identify Desired Results Questions or key

understandings identified.
• Essential Questions/ Key Understandings: How is Thanksgiving today different Measurable objectives.
from the first Thanksgiving? What ways has Thanksgiving stayed the same as the
first Thanksgiving?

• Objectives (Measurable):

• SWBAT understand why/how all types of people celebrate Thanksgiving

• SWBAT participate and understand comparing and contrasting two
concepts
• SWBAT understand how different people may experience different
traditions depending on where they came from
• SWBAT ask and answer questions, give quality input and participate in a
discussion with the class.

Core Standards (Reading, Writing) List state standards

directly from the state of
S.4.2.3.Describe holidays, and tell why they are commemorated in the United States, Idaho core standards
h as Thanksgiving, Martin Luther King, Jr. Day, Independence Day, and Presidents’ document(s). Add Social
y. Standards as applicable.
3.1 Ask and answer questions to demonstrate understanding of a text, referring
plicitly to the text as the basis for the answers
K.3 With prompting and support, describe the connection between two individuals,
nts, ideas, or pieces of information in a text
K.10 Actively engage in group reading activities with purpose and understanding
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e: November 8, 2018
me: Anabele Farrar

Evidence of Student Learning/Understanding Evidence of learning

explicitly explained.
• I will know that students are learning if they are actively participating in the
discussion while on the rug. I will also know that they are learning when they are
able to speak about our topic.

Materials Needed List all materials needed.

Select social studies
• Giant venn-diagram materials that will
• Markers (for me) integrate ELA & Social
• Scholastic News (both- Wampanog Kids and Pilgrims) Studies standards. Please
• After Lesson: feast attach materials (or
pictures of materials) that
you will use in the lesson.

Environment / Classroom Motivation & Management Strategies How will you keep the
classroom engaged?
• Students will be expected to sit at their spot on the rug What classroom
• If students become talkative, we will do a breathing exercise management strategies
• If a particular student is disrupting the rest of the group they will be asked to go are appropriate for this
watch and learn from a table lesson? How will you
connect student behavior
• We will transition from calendar to this lesson without students moving from the
back to your rules?
rug so the transition should go very smoothly
• Give out (and take away) Class Dojo points if needed
• As always, when students aren’t paying attention I will “look for the best
kindergarteners to help me with the activity” or ask them to put their hands
on their head
son Plan Template
U 532_533
e: November 8, 2018
me: Anabele Farrar
Differentiation Include in your lesson the
types of accommodations
commodations- (as of this point, we’ve been able to let go of some of our / adaptations needed for
omodations for students with behavioral plans.) your classroom. This
• L.S. (PM): picture plan of lesson/ one on one assistance to get started should include listed
• A.S. (AM): Work at a separate table to control behaviors/ positive praise accommodations on
students’ IEP’s when
• A.M. (PM): Positive praise/ discuss model behavior before lesson/ snack with Mr.
applicable.
U
• A.H. (PM): go over behavioral chart before lesson if need be/ discuss model
behavior before lesson
• G.F. (PM): wiggle seat/ sitting OFF the rug if need be

ssroom Adaptations-
• Some of the students on behavioral plans take frequent breaks to walk around or
sit in the backpack area, all of the other students are aware of it and don’t think
much of it
’ve begun to play music for the P.M. group too, but its calmer music

Assess Students Prior Knowledge / Background Knowledge How will you assess prior
knowledge? What
• Students prior knowledge consists of: background knowledge
• Prior Thanksgiving activities done throughout the week do you need to provide
• Books read throughout the week ( for students?

Learning Activities to Teach Desired Lesson Results Use the lesson approach
required for the
1. Select a problem and conduct research. assignment. (Explicit
• Thanksgiving has changed a lot! What ways has Thanksgiving changed Instruction with
since the first Thanksgiving and what ways has it stayed the same? modeling, Classroom
son Plan Template
U 532_533
e: November 8, 2018
me: Anabele Farrar
2. Introduce the process and present the problem. Discussion, Inquiry-
• The problem: we don’t know the ways that Thanksgiving dinner has Based, Vocabulary
changed and stayed the same. Acquisition ). Describe in
detail the lesson activities
• The process: after viewing the Scholastic News “What did the Wampanog
you have planned.
Kids Do?” and “What did Pilgrims Do?” And we will recall what different
people did on the first Thanksgiving then we will do our own survey about
what we do on Thanksgiving on our then, now, and both venn-diagram
• We will do this venn-diagram on the floor as we sit in a circle so that
students can write, I can write and everyone can see and be a part.
3. Gather data.
• We will do a then, now and both venn-diagram to compare what people
did on the first Thanksgiving versus what we do on Thanksgiving now
where students will:
• State their traditions
• State traditions from the first Thanksgiving that they learned about
in the Scholastic News
• See if there are any similarities to put into the both section
4. Develop a theory and verify.
• We will look at our chart to see if Thanksgiving has stayed mostly the same
or very different
5. Explain the theory and state the rules associated with it.
• If there are only a couple of things in our both section of our then both and
now traditions venn-diagram, we will discuss that Thanksgiving is mostly
the same.
• If there are a LOT of things different, and not a lot of things in our both
section of our venn-diagram we will discuss that Thanksgiving is very
different.
son Plan Template
U 532_533
e: November 8, 2018
me: Anabele Farrar
6. Analyze the process.
• We will talk about how we got to organize our thoughts in different
sections of our big giant venn-diagram and how we looked at it to make a
decision.
7. Evaluate

Informal /Formal Assessments Connected to your

acceptable evidence and
• This lesson won’t necessarily have a formal assessment, however the entire thing will addresses questions
be an informal assessment. Overall, I will be looking for students to talk about what listed. This can be at any
they are learning, practice being polite while others are talking and have input in point during the lesson,
our conversation. I think this is achievable for students because they will be but should definitely be
interested in this lesson! included at the end of the
lesson.

Closing the Lesson Wrap up by stating the

main points of the lesson.
• The closing of our lesson will be our FEAST! We are doing this the Friday This could include a brief
before Thanksgiving Break so right after this we will be moving on to preview of a follow-up
making our own butter and having corn bread and some turkey! We wont lesson.
have to move from the rug so a song won’t be necessary, just a discussion.

Lesson Plan Reflection Consider and answer the

questions as part of your
1. What worked best in the lesson? reflection. Write in
• I think that although this was the day before break, students were really engaged. I paragraph form.
think that shaking butter DURING the lesson helped students recall and also
helped them to focus on what was going on. I expected it to be a lot crazier.
2. What would you do differently if you were to teach the lesson again?
• Honestly if I were to teach the lesson again I would have done the videos the day
son Plan Template
U 532_533
e: November 8, 2018
me: Anabele Farrar
before so we could’ve read a quick book before the lesson to refresh their memory
and move on to the venn diagram. In kinder we are always in a crunch for time
and so I felt like I was rushing.
3. Did you cover all objectives listed in the lesson plan? Why or why not?
• I did! Students learned about Thanksgiving, before and after, and students were
able to participate in research. They were able to ask and answer questions and
refer to the text to answer their questions and find new questions.
4. How were you able to actively engage the students in learning?
• They loved the venn diagram because it was new and shiny for them. They also got
to get up close and personal with it while sitting around it.
5. How was the pacing?
• Pacing had to be quick and it made me sad because they all wanted to talk about
their Thanksgiving traditions and I was like, “hey gotta move on lets go!” so I
could get it done… Therefore, I would avoid squeeeeezing so much in.
6. Discuss classroom management successess or difficulties.
• Truly didn’t have many classroom management difficulties. My successses
included having butter for them to shake (since we made our own) and honestly, I
did hold the feast over their head. I was saying things like, “if we can’t get through
this we can’t get through a feast together!”
7. If there was group work, how did you monitor?
• No group work, just a group of kindergarteners being 5.
8. Were the materials appropriately selected to meet objectives?
• I think so! They were totally engaged and I loved watching and being a part of it.
9. Were the transitions smooth between different parts of the lesson?
• The day overall was pretty smooth. Yesterday transitions werent very smooth, but
today they were really ready to move and ready for what came next. I also felt like
that could’ve been because we cancelled reading groups so they didn’t have to all
son Plan Template
U 532_533
e: November 8, 2018
me: Anabele Farrar
randomly leave the room at 10:00.
10. How did you collaborate with others to plan and/or teach the lesson?
• Melissa Ball helped me with transition to the feast, but I kind of came up with the
venn diagram on my own. I did know that I needed to teach Thanksgiving this
week though!
11. Based on your informal/formal and formative/summative assessments, did all
students meet the obectives? How will you reteach students who have not met the
objectives?
• Students got it! They talked about it during and throughout their feast. Some
students even came up to me and said “what were they called again vapernog?” I
loved it. J