Lesson Plan Template

Name: Laura Martin, Patricia Orta, and Janet Fernandez

Grade Level: 1st

Word Processed by: Patricia Orta

Day: Day 2 - Tuesday

Lesson Title: Pilgrims of Plymouth!

Lesson Length: 30 min

Unit Title: Pilgrims

Rationale for Instruction

A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.

Against great odds, the Pilgrims made the famous 1620 voyage aboard the ship the Mayflower and
founded the Plymouth Colony, but they were also ordinary English men and women. To understand
them, it is important that we look beyond. This lesson will help students to learn about the Pilgrims
daily life and much more.

SS.1. A.2.1 Understand history tells the story of people and events of other times and places.
SS.1. A.2.2 Compare life now with life in the past.
LAFS.1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.

These can be downloaded from the

Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and NGSSS),
challenging, measurable and appropriate
learning goals!

Students will investigate about the clothing, games, and chores of Pilgrims, specifically children,
using several resources such as books and websites.

Using a Venn Diagram, students will compare and contrast a Pilgrim boy v. a Pilgrim girl using
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

the information gathered from the different resources.

Student Activities &

Procedures
Design for Instruction

What best practice strategies will be

implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Students will learn the meaning of the word Pilgrim.

Students will learn to gather information from different sources.

Students will be able to define and illustrate key vocabulary words.

Anticipatory Set:
As students enter the classroom: the teacher will be dressed as a Pilgrim. Students will see two
questions displayed on the board for them to answer once they are seated (What is a Pilgrim? and What
is the Mayflower?). There will be books placed on the center of the tables for students to use later on the
lesson. A Pilgrim doll will be displayed for all students to see. The classroom will be set up as a
Pilgrims house. Pictures of Pilgrims will be displayed on the walls. Once students are seated, the
teacher will ask the questions - What is a Pilgrim? and What is the Mayflower? The questions will start
a discussion about Pilgrims to test students prior knowledge (5 min). After listening to the students
responses, the teacher will explain that: a pilgrim is a person who goes on a long journey often with a
religious or moral purpose, and especially to a foreign land. The teacher will also address the second
question if necessary.
Students Expectations: The teacher will explain that this lesson is a continuation of yesterdays lesson the Mayflower voyage and the arrival of the Pilgrims to Plymouth. The teacher will explain the
objectives of the lesson and activities that will be done throughout the lesson. The teacher will also
explain students expectations. The teacher will use gestures and visuals to enhance EL students
learning.
Instructional Input and Procedures:
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

1. The teacher will explain that the Pilgrims once lived in England and lived in a very unhappy and
difficult environment. They wanted to come to the United States so that they would be free.
They came to the United States in September 1620 on a big ship called the Mayflower.
2. The teacher will discuss with the class how children in 1620 were different.
3. The teacher will explain the Pilgrim children responsibilities and jobs that they had on Plymouth
Plantation.
4. The teacher will show two books to the students that will be read to gather information about
Pilgrim boys and girls.
5. The teacher will read the first book Sarah Morton's Day: A Day in the Life of a Pilgrim Girl by
Kate Waters. As students listen to the reading, they will create a T-chart in their Social Studies
journal, where they will write the information about Pilgrim girls on the left column. While the
teacher is reading the overgarments wore by the Pilgrim girls from the book, she will point to the
Pilgrim doll for students to make connections between text and visuals. Translation of key words
will be provided for EL students to use.
o Edith will draw the answers in her T-chart instead of writing them.
o Edgar will provide simple descriptions (written words) in the T-chart.
o Tasir will write her answers in the T-chart, but grammar will not be evaluated.

overgarment: a clothing that is worn over others.

6. The teacher will read the second book Samuel Eaton's Day: A Day in the Life a Pilgrim Boy by
Kate Waters. As students listen to the reading, they will write the information about Pilgrim
boys on the right column of their T-chart in their Social Studies journal. While the teacher is
reading the overgarments wore by the Pilgrim boys from the book, she will point show labeled
pictures for students to make connections between text and visuals. Translation of key words
will be provided for EL students to use.
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

o Edith will draw the answers in her T-chart instead of writing them.
o Edgar will provide simple descriptions (written words) in the T-chart.
o Tasir will write her answers in the T-chart, but grammar will not be evaluated.
7. After the reading, students will work in small groups or independently to fill out the interactive
Venn Diagram using the information gathered from different resources and their T-chart.
Students will identify in the Venn Diagram similarities and differences between Pilgrim boys
and girls. Students will compare and contrast clothing, games, education, and chores.
8. The teacher will model the task to show students what is expected of them. Each group will
create a Venn Diagram, and they will be assigned a specific color marker. To complete the Venn
Diagram, students will do further research using different materials to make sure that the
information is factual. There will be different books on their tables - Life in Colonial America by
Peter F. Copeland, Colonial Life by Bobbie Kalman, Pilgrims of Plymouth by Susan E.
Goodman, Sarah Morton's Day: A Day in the Life of a Pilgrim Girl by Kate Waters, IllustratorRuss Kendall, The Story of the Pilgrims by Katharine Ross and Carolyn Croll. Other resources
will be online websites provided by the teacher. Students will be able to go on the computer to
search. Some of the websites will be:
Plimoth Plantation Who were the Pilgrims? https://www.plimoth.org/learn/justkids/homework-help/who-were-pilgrims
Plimoth Plantation A Childs Role. http://www.plimoth.org/learn/just-kids/homeworkhelp/childs-role
MayflowerHistory.com http://mayflowerhistory.com/pilgrim-history/
Pilgrim Hall Museum - About The Pilgrims
http://www.pilgrimhallmuseum.org/about_pilgrims.htm
o Edith will draw the answers in her T-chart instead of writing them.
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

o Edgar will provide simple descriptions (written words) in the T-chart.
o Tasir will write her answers in the T-chart, but grammar will not be evaluated.
9. The teacher will walk around checking for participation, answering questions, and assisting
students if necessary.
10. Check for understanding groups will share their Venn Diagrams using a gallery walk. Students
will walk round checking the work of the other groups.
11. By doing this activity, students will learn that in 1600s, Pilgrim children had to stand to eat.
Pilgrim children could only speak at the table when spoken to. They also had to eat on pieces of
wood and share cups if their families didn't have enough wooden bowls or plates. Schools
weren't established for some time, so most children were taught at home. Often only boys were
taught to read and write. There were few toys or books during that time. Both girls and boys
wore dresses when they were small. Boys were allowed to start wearing "breeches" when they
were about seven years old. Pilgrim children were expected to do chores for most of the day.
During this period of time life was very difficult for the Pilgrims in America and everyone,
including the children, had to work hard.
12. Closing Activity - The teacher will ask students to share ways Pilgrim children helped their
families and how do they help their own families now. (Text to Self Connection)
13. Transition into the next lesson: The teacher will tell students that for the next lesson, they will
learn about the Native Americans that lived in Plymouth before the Pilgrims. The teacher will
also say that without the help of the Native American, the Pilgrims will have not survived.
Assessment

How will student learning be assessed?

Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Unit Pre-Assessment:
o Question asked by the teacher What is a Pilgrim?
o Informal discussion about what students know about Pilgrims before introducing the lesson.
Unit Post-Assessment:
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

o Each student will have to share ways Pilgrim children helped their families, and how do they
help their own families now. (Text to Self Connection)
Daily Lesson Plan Assessment:
o T-chart (individual)
o Venn Diagram (group)
o Journal entry
o Observations made by the teacher while students work in groups
Resources/Materials
Resources:
About the Pilgrims. (2012). Retrieved April 19, 2016, from
http://www.pilgrimhallmuseum.org/about_pilgrims.htm
Copeland, P. F. (2002). Life in colonial America. Mineola, NY: Dover Publications.
CPALMS.org. Retrieved April 16, 2016, from http://www.cpalms.org/Public/PreviewStandard/Preview/5861
Goodman, S. E. (1999). Pilgrims of Plymouth. Washington, D.C.: National Geographic Society.
Hamner, D. Packing the Pilgrims Trunk: Personalizing History in the Elementary Classroom - ReadWriteThink.
Retrieved April 19, 2016, from http://www.readwritethink.org/classroom-resources/lesson-plans/packingpilgrim-trunk-personalizing-400.html?tab=4#student-objectives
Jacobs, L. B. The Pilgrim Children. Retrieved April 02, 2016, from
http://www.teachingfirst.net/Poems/Thanksgiving.html
Kalman, B. (2011). Colonial Life. New York: Crabtree Pub.
Pilgrim History. Retrieved April 19, 2016, from http://mayflowerhistory.com/pilgrim-history/
A Childs Role. Retrieved April 19, 2016, from http://www.plimoth.org/learn/just-kids/homework-help/childs-role
Who were the Pilgrims? Retrieved April 19, 2016, from http://www.plimoth.org/learn/just-kids/homeworkhelp/who-were-pilgrims
Ross, K. (1995). The Story of the Pilgrims. New York: Random House.
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Waters, K., & Kendall, R. (1989). Sarah Morton's Day: A Day in the Life of a Pilgrim Girl. New York:
Scholastic.
Waters, K., & Kendall, R. (1996). Samuel Eaton's day: A Day in the Life of a Pilgrim Boy. New York: Scholastic.

Materials:
Pencils
Color Markers
Venn Diagrams in Poster Paper
Pilgrim Doll
Pilgrim Boy Labeled Image
Social Studies Journal
Computer and Internet Access
Translation of key words worksheet
Books
Life in Colonial America by Peter F. Copeland
Colonial Life by Bobbie Kalman
Pilgrims of Plymouth by Susan E. Goodman
Sarah Morton's Day: A Day in the Life of a Pilgrim Girl by Kate Waters, Illustrator-Russ
Kendall
The Story of the Pilgrims by Katharine Ross and Carolyn Croll
Samuel Eaton's Day: A Day in the Life a Pilgrim Boy by Kate Waters
Websites
Plimoth Plantation Who were the Pilgrims? http://www.plimoth.org/learn/just-kids/homeworkhelp/who-were-pilgrims
Plimoth Plantation A Childs Role. http://www.plimoth.org/learn/just-kids/homeworkhelp/childs-role
MayflowerHistory.com - http://mayflowerhistory.com/pilgrim-history/
Pilgrim Hall Museum - About The Pilgrims
http://www.pilgrimhallmuseum.org/about_pilgrims.htm

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

ESOL:
Edith: Gestures, hands-on activity, modeling, pictures, graphic organizer (pictures and words),
repetition, rephrasing, cooperative groups, simple yes/no questions, translation of key words.
Edgar: graphic organizer, cooperative groups, simple descriptions (written word).
Tasir: scaffold writing development (avoid deducting points for grammatical errors assess content
knowledge), cooperative groups (comprehension checks, monitor participation).
Students with Learning Differences: Strategies used for ESOL students are also appropriate for students
with learning differences.
Gifted/Talented: Complex analysis, justification, evaluation, opportunity to explore many points of
view, and opportunity to analyze and evaluate material

Lesson Extensions

Homework Choral poetry- Students will do a coral poetry using the poem bellow. It will be a mixed between
readers theater and choral poetry because they will have to perform the poem using gestures and
changing voices. Students will memorize the poem and perform in front of an audience. They will dress
as Pilgrims. This choral poetry activity will give EL students the opportunity to participate without
worrying about their pronunciation because everyone will be reciting at the same time. This activity will
also require preparation for the final presentation, which is important for EL students. Every student will
benefit from this activity.
THE PILGRIM CHILDREN by Leland B. Jacobs
The pilgrim children
Long ago
Learned to live
With ice and snow

They lived in cabins,

Slept in cold
When nights were long
And winds blew cold
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

But all of them
Were glad, I'd say
To have that first
Thanksgiving Day
And when they went
To bed at night
I'd guess their dreams
Were warm and bright

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Pilgrims!!!

Girls

Boys
Both

Modified 1/16 Van De Mark from document created by L. Spaulding