LESSON FOUR: Lesson Objective Students will be able to recall information from experiences about Thanksgiving by creating a book

about what they are thankful for and sharing their story with their classmates. Assessments PRE: Students will be asked what they know about Thanksgiving and what it means to be thankful. They will also be asked what they know about the word gracias. DURING: The teacher candidate will ask higher level thinking questions throughout reading. After reading the book, there will be an open discussion on what the boy in the story thankful for. POST: To determine what students learned and achieved during the lesson, students will create a book about three things they are thankful for in their lives and why. They will share their books with the class. Format of Formative Assessments PRE: Open discussion- The teacher candidate will ask the class what they know about Thanksgiving and if they recognize the word gracias. The teacher candidate will read a short article about Thanksgiving to the class. DURING: DiscussionThroughout the book, the teacher candidate will ask questions to encourage them to make predictions. POST: Observation- Before students begin their book, they will make a list of things they are thankful for. They will choose three things off the list to use in their book. While they are creating their books, the teacher candidate will walk around and observe. Accommodations The teacher will assist any student who needs extra help. For students who cannot think of anything they are thankful for, the teacher will give them ideas of what they can include. In order for the students to know what they are expected to do for this activity, the teacher candidate will already have a book created to use as an example. For the different learning styles, the teacher candidate will read a story and ask engaging questions for the auditory, and for the visual and kinesthetic learners, the teacher candidate will provide students with an opportunity to create a book about things they are thankful for in their own lives.

For my pre-assessment, we had an open discussion. I asked students what they know about Thanksgiving and its meaning. I also asked about the meaning of gracias (to introduce our bilingual book). Once the class gave me information on what they knew, I read an article about Thanksgiving that explained who the Pilgrims were and how Thanksgiving was established. For my during-assessment, we also had an open discussion. Throughout the book I would stop and

have students make predictions about why the boy was thankful about the simple things in his life. For my post-assessment, the students created their own book about three things they are thankful for in their own lives. Before they made their books, I had them list about five or six things they are thankful for, and to pick three for their story. While they worked on their books, I walked around an provided feedback and assistance. Allowing students to recall experiences helps them express their feelings in writing. During this lesson, they will have practice composing sentences and explaining their points. They will also have practice expressing themselves through the use of drawings. Using this data, I can cater future lessons to each student using this information.