Name of Teacher Candidate: Hunterpaige Date: November 2, 2018

McDaniel
Central Focus: Thanksgiving Grade Level: Kindergarten

Lesson Title:
Lesson 2: Journey on the Mayflower
Curriculum Areas Addressed: Social Studies; ELA

Time Required: 40 minutes Instructional Groupings: Are you using whole group,
small group, partners, quads, homogeneous,
heterogeneous?
• Introduction & read aloud: whole group
(heterogeneous: different abilities and
comprehension levels)
• Activity: class discussions
(heterogeneous: different abilities and
comprehension levels)
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the
number and the text of each of the GPS/CCGPS that is being addressed. If only a portion of a standard is
addressed, include only the part or parts that are relevant.

• SSKH1 Identify the national holidays and describe the people and/or events celebrated.
i. Thanksgiving Day

• ELAGSEKRL6 With prompting and support, name the author and illustrator of a story and define the
role of each in telling the story.

As a result of this lesson/unit students will…

Be: (State the BE Bridge for the unit.)
• Be thankful for the people, things, and experiences in life.
• Be aware of other people’s feelings, cultures, and traditions.
• Be caring towards others.
• Be accepting of differences.
Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is to …..)

• The purpose of this lesson is to introduce and discuss the Pilgrims’ journey on the Mayflower, including
living conditions on the ship.

Essential Question(s): (Essential questions should be used to guide instruction.)

• How did the Pilgrims get to America?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking
skills, skills of the discipline. These represent the skills that will be assessed.)

1. Students will be able to discuss with a partner, and share with the class what items they would fit into
the small box to carry on the Mayflower.

2. Students will be able to name the ship that the Pilgrims traveled on.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols
specific to the content area. These may be derived from the standards.)

• Pilgrims
• Mayflower
Elementary/Middle Childhood edTPA Lesson Plan Template John H. Lounsbury College of Education, Georgia College

• Voyage
• New World

Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary,
functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing,
listening, and/or speaking to demonstrate their disciplinary understanding. Identify the following way/ways that
students will participate in learning tasks to demonstrate disciplinary understanding: reading, writing, listening,
or oral language.)

1.Students will use this academic language through listening to a read a loud of …If You Sailed on The
Mayflower in 1620. by: Ann McGovern.

2. Students will use this language through discussion while completing a page in their culminating project book.

3.Students will use this language for think-pair-share and a whole class discussion for lesson wrap up.
Language Function: (The language function is represented by the active verbs within the learning objectives.
Common language functions in the include identifying main ideas and details; analyzing and interpreting
characters and plots; arguing a position or point of view; predicting; evaluating or interpreting an author’s
purpose, message, and use of setting, mood, or tone; comparing ideas within and between texts; and so on.

• Identify the name of the ship the Pilgrim’s traveled on.

• Describe the details of the Pilgrims journey on the Mayflower.

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into
structures, such as sentences, tables, or graphs. Identify the supports that will be provided for students to
organize the information – charts, graphs, diagrams. These must relate to the Language Function.)
• Story page sentence strips
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
• Students will express their understanding of the Academic Language while participating in a think-pair-
share activity during a read aloud of …If You Sailed on The Mayflower in 1620. by: Ann McGovern.
• Students will demonstrate their understanding of the Academic Language while completing and
illustrating the Mayflower book page.
Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE
be evaluated? How will students demonstrate their understanding or the lesson’s objectives? How will you
provide feedback for the students? What type of assessment will be used? Is the assessment formal or informal?
What evidence will be collected to demonstrate students’ understanding/mastery of the lesson’s objective? What
constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning
objectives listed above. Each learning objective should be assessed. DO NOT restate the learning objective.)
1. Observe to make sure that every partner pair shares what they would pack in their box to take on the
Mayflower
2. Check off students’ names if they raise their hand when asked if the missing word for the sentence strip is
Mayflower; place an X beside their name if they raise their hand when asked if the missing word is Pilgrim

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor
judgments about the learner’s degree of success on an assessment.)
• 1. 15-21 students sharing items that would fit in the box= mastering; 8-14 students sharing items that
would fit in the box = progressing; 1-7 students sharing items that would fit in the box= lacking
(mastering= ready to move on; progressing =will need to review again; lacking=will need to completely
teach again)

Elementary/Middle Childhood edTPA Lesson Plan Template John H. Lounsbury College of Education, Georgia College

• 2. 15-21 students raising their hand for Mayflower= mastering; 8-14 students raising their hand for
Mayflower = progressing; 1-7 students raising their hand for Mayflower = lacking (mastering= ready to
move on; progressing =will need to review again; lacking=will need to completely teach again)

Differentiation for IEP and Focus Students:

• IEP: if noticing that speech student says something incorrectly, repeat it back to him in the correct way
• JH: pair with other two focus students in order to be a peer mentor
• DD: pair with J.H. as a peer mentor
• LW: pair with J.H. as a peer mentor
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson
procedures including strategies/planned supports for whole-class, small group, and individual instructions; and
differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
• Ask if anyone knows what a pilgrim is. Allow a few students to answer.
• Read The Pilgrims from ..If you Sailed on The Mayflower in 1620 (pg. 10-13) by Ann McGovern
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.)
• Hang small picture of a Pilgrim on the board, and write Pilgrim beside it
• Allow students to share about a long trip they’ve taken
• Tell students that we are going to learn about the Pilgrim’s journey on the Mayflower.
Instructional Strategies and Planned Supports: (Use a bulleted or numbered format to communicate the
procedures for the lesson. Describe the strategies which will be used to support students’ learning. Knowledge of
students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be
evident.)
• Tell students that we are going to learn about the Pilgrim’s journey on the Mayflower.
• Ask, “Does anyone know what the Mayflower is?” Allow students to raise their hands to answer.
• Return to reading ..If you Sailed on The Mayflower in 1620 by Ann McGovern
• Read “On the Mayflower” (p. 14)
• Hang a small picture of the Mayflower on the board, and write Mayflower beside it
• Ask, “what would you take with you on a trip to a new world?”
• Remind students that there would be no stores to buy things.
• Show them a box. Tell them that the only things their whole family could bring would have to fit in the
box.
• Allow students to turn to a partner to “think-pair-share” to create a list of things they would put inside
of the box
• Add each partners’ ideas to the board.
• Read p. 22 What could the Pilgrims take with them?
• Introduce the culminating project: The Thanksgiving Story fact book
• Explain that each student will create their own book to show what they have learned throughout the unit
• Show students an example.
• Tell students they will create one page today: the Mayflower page
• Call students by color rows to return to their seats: quietly and put their head down while waiting on
directions.

Elementary/Middle Childhood edTPA Lesson Plan Template John H. Lounsbury College of Education, Georgia College

• Play Piano Quintet: The Mayflower while students work

• Pass out the sentence strip to all students.
• Read the sentence to them without saying the missing word.
• Ask students to raise their hand if they think the missing word is Pilgrim. (document answers for
assessment strategy)
• Ask students to raise their hand if they think the missing word is Mayflower. (document answers for
assessment strategy)
• Read the sentence again with the correct missing word (Mayflower)
• Instruct students to write Mayflower on the dotted line
• Pass out paper bag book page.
• Allow students to glue in the sentence strip.
• Explain to students that they will now illustrate their page by adding water and a Mayflower.
• Give students a range of materials to create their illustration: construction paper, felt, crayons, tissue
paper, etc.
• Give students ten minutes to create their illustrations.
• Ask students to leave their pages on their desks to dry, and clean up their area (throw away any trash,
wipe up glue, etc.)
• Ask students to return to their spot on the carpet when they are done.

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the
core concepts, relevant goals, or essential questions.)
• Ask, who were the Pilgrims?
• Ask, how did the Pilgrims travel?
• Ask students what they liked about the lesson, or what else they would like to learn about the Pilgrims.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one: Content/Process/Product
Process
How will differentiation be accomplished?
Whole class: repeat instructions multiple times before and during the creation of the book page

What strategies will be used to differentiate for focus student 1?

J.H.: give him the opportunity to define harder vocabulary words for the class

What strategies will be used to differentiate for focus student 2?

D.D.: give more direct, explicit instructions one-on-one before creating the Mayflower book page

What strategies will be used to differentiate for focus student 3?

L.W.: give direct help while writing the missing word on the sentence strip

Instructional Supports
Elementary/Middle Childhood edTPA Lesson Plan Template John H. Lounsbury College of Education, Georgia College

Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you
did not create. Attach key instructional material needed to understand what you and the students will be doing.
Examples: class handouts, assignments, slides, and interactive white board images.)
• Piano Quintet: The Mayflower: https://www.youtube.com/watch?v=-7w7nnCbH8w
• Mayflower and Pilgrim picture
• The Thanksgiving Story fact book: https://www.teacherspayteachers.com/Product/Thanksgiving-Story-
Fact-Book-2865546

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher
to engage the students.)
• Websites used to gain background knowledge for teacher:
https://www.history.com/topics/thanksgiving/first-thanksgiving-meal

http://historyofmassachusetts.org/the-first-thanksgiving/

http://time.com/4577425/thanksgiving-2016-true-story/

https://www.history.com/topics/thanksgiving/history-of-thanksgiving

https://www.history.com/topics/thanksgiving/history-of-thanksgiving

https://holidappy.com/holidays/Thanksgiving-Traditions-in-America

https://www.youtube.com/watch?v=z0bofuWCngY

https://learningenglish.voanews.com/a/american-celebrate-thanksgiving/2529775.html

https://www.smithsonianmag.com/history/what-was-on-the-menu-at-the-first-thanksgiving-511554/
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
• Piaget: Children organize what they learn from their experiences. My students will talk about a long trip
they have taken.
Elementary/Middle Childhood edTPA Lesson Plan Template John H. Lounsbury College of Education, Georgia College

• Vygotsky: Scaffolding; I will build upon my students’ prior knowledge of the Thanksgiving lesson from
the day before
• Utilizing developmentally appropriate assessments and tasks based on typical development for
kindergarten students
• Developmentally appropriate to sit still through tasks that are around 15 minutes: breaking up
instruction time and tasks to allow students to have a break from sitting still
• “Compared with younger children, kindergartners show more flexibility in their thinking, greater ability
to conceptualize categories, advances in reasoning and problem solving, and gains in knowledge of the
world, ability to pay attention, and use of memory.” -DAP, p. 200

Connections to Technology and/or the Arts:

• Piano Quintet: The Mayflower: https://www.youtube.com/watch?v=-7w7nnCbH8w
• Giving students different materials to create illustration on book page

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist,
counselor, guest speaker, grade level coordinator, community experts, families, etc.)
• Collaboration with partner teacher over required standards, and IEP differentiation strategies
• Feedback from cohort members during class discussions

Elementary/Middle Childhood edTPA Lesson Plan Template John H. Lounsbury College of Education, Georgia College