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The First Thanksgiving

Teacher Guide Designer: Charisa Dickson Fall 2014

The First Thanksgiving: 2nd Grade

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Overview: Rationale and General Content: The Social Study standards require 2nd grade students to: identify reasons for immigration, recognize that American colonists and Native American groups lived in the area of the Thirteen Colonies, retell historical stories to describe past events/people/places, and organize historical events in chronological order on a timeline. Within this lesson, students will learn these standards through The First Thanksgiving. This builds upon other Social Study standards they will continue to learn throughout 2nd grade, such as the cause of the Revolutionary War and United States Independence, and the events leading up to these. Students will put the basic events that happened, in order, leading up to the historical holiday we know today as “Thanksgiving.” Students will use a timeline to order these historical events. Students may also use text-to-self and text-to-world connections when asked to describe their Thanksgiving holiday and traditions, and in the optional writing activity about what they are “thankful” for on this holiday. Intended Users: The targeted users for The First Thanksgiving is 2nd grade students. For the purpose of this lesson The First Thanksgiving is broken down into two, 30-45 minute instruction times. Students in the K-2 age range appreciate fun, hands-on, and engaging activities tied to instruction; these activities will help students “show what they know” from the instructional lesson. A formal assessment will be given at the end of the two-day lesson. Instructional Objectives: 1: Students will identify and explain who the pilgrims were and their reason for immigration. (AZ 1.5.1-Reasons for Immigration to the U.S.) 2: Students will be given a map with names of the original 13 Colonies and will be able to identify where the Pilgrims settled. (AZ 1.4.1—Thirteen Colonies) 3: Students will be able to tell who helped the Pilgrims survive and name 3 ways how. (AZ 1.1.5—Historical Stories) 4: Students will be able to put events in order leading up to the first Thanksgiving. (AZ 1.1.2—Timelines)


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Organization:

For the purpose of this lesson The First Thanksgiving is broken down into two, 30-45 minute instruction times. Students in the K-2 age range appreciate fun, hands-on, and engaging activities tied to instruction; these activities will help students “show what they know” from the instructional lesson. A formal assessment will be given at the end of the two-day lesson. Materials:

• Pre-Instructional Motivation Thanksgiving pictures • Brainpopjr.com Thanksgiving video • Multi-Colored Beads • Pipe cleaners • Thanksgiving Retell Bracelet activity:

o Directions for Instructor o Thanksgiving Retell Poem for Students o Sample Picture

• Paper and Pencil for each student • The First Thanksgiving read aloud picture book • Thanksgiving Jeopardy game

Unit Planning: The First Thanksgiving is designed to be taught in two, 30-45 minute sessions. Day 1: Students will watch a BrainPOP Jr. video on The First Thanksgiving. Students and teacher will discuss whole group. After discussion, students will complete a timeline ordering the events leading up to the First Thanksgiving. Students will then complete an individual hands-on and engaging activity. Day 2: Students will listen to read aloud story The First Thanksgiving by Linda Hayward. Teacher and students will talk about the story, answering specific questions about the read aloud and the First Thanksgiving. Students will play Thanksgiving Jeopardy game after read aloud discussion. Students will then take the post assessment on instructional objectives.


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Background Information: Thanksgiving source BrainPOP Jr: http://www.brainpop.com/educators/community/lesson-plan/thanksgiving-background-information-for-teachers-and-parents/


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Day 1: Preparation:

1. Make copies of poem—Thanksgiving Story Bracelet—for each student.

2. Prepare beads and pipe cleaners; make sure students have easy access to materials when it comes time to make retell bracelet.

3. Cut out pre-instructional Thanksgiving pictures to show under document camera.

4. Upload BrainPOP Jr. Thanksgiving video to show to class. Materials:

1. Document Camera, Computer/Laptop, Projector 2. BrainPOP Jr. Thanksgiving video 3. Paper and pencils for students to create timeline with teacher 4. Thanksgiving pre-instructional pictures (optional extension activity) 5. Thanksgiving retell bracelet teacher instructions (optional extension

activity) 6. Thanksgiving retell bracelet student poem (optional extension

activity) 7. Multi-colored beads and one pipe cleaner per student for retell

bracelet (optional extension activity)

Procedure:

Begin the activity by showing students the previously prepared and cut out Thanksgiving pictures (as seen above) under the document camera. Ask students, “What do you notice about these pictures? Do they have anything in common?” Teacher wait for student responses about Thanksgiving. (If no response regarding Thanksgiving, give leading questions such as: “What holiday do we celebrate in November? Is it a holiday that is coming up very soon?” Or clues such as: “We usually eat a lot of food during this holiday. It is a day to give thanks.”) After a few responses ask, “Why do celebrate Thanksgiving today? Where does this tradition and holiday come from?” Teacher wait for student responses; after a few student’s respond, introduce the BrainPOP Jr. video on Thanksgiving. You may use some or all of the


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following information from BrainPOP Jr when introducing the video “Thanksgiving” to students.

After introducing the video, play Thanksgiving BrainPOP Jr. video. Pause at certain points of video when prompted, and ask the questions and discuss with students:

• Who were the pilgrims? • Where did the pilgrims land? • Who were the Wampanoag? • What do you think happened at the first Thanksgiving? • How do you celebrate Thanksgiving now?

After watching and discussing the Thanksgiving BrainPOP Jr. video, create a Thanksgiving flow map with students. Write all the events leading up to the first Thanksgiving that were seen and discussed in the video. This flow map will be used to help students create a timeline. Example:

Pilgrims leave England

Pilgrims land and settle in Plymouth (Massachusetts)

Pilgrims have harsh winter and many die

Squanto and Wampanoag people help Pilgrims

Autumn brings a bountiful harvest

Pilgrims give thanks to the Wampanoag

Flow map: the First Thanksgiving


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After the flow map is created with students, instruct students to take

out a paper and pencil. They will create a timeline using the events you ordered in the flow map. Example:

Day 1 Optional Extension Activity: Create Thanksgiving Retell Bracelets (timeline bracelets).


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Day 2: Preparation:

1. Make copies of post-assessment. Will be given after students finish day 2 activities.

2. Make copies of pilgrim boy and girl masters (for optional extension activity)

Materials:

1. Projector, computer/laptop 2. Thanksgiving Jeopardy PowerPoint game 3. Book: The First Thanksgiving by Linda Hayward 4. Easel or Whiteboard and marker to list Thanksgiving facts 5. Paper, Pencils, scissors, colored paper, glue, crayons (for the

optional extension activity) Procedure: Begin day 2 with students on the carpet in front of you. Introduce the lesson by telling students “Yesterday, we watched a video about Thanksgiving. After watching the video, we created a flow map and timeline of the important historical events that happened leading up to Thanksgiving. Do you remember some events or facts about Thanksgiving from yesterday’s lesson?” You may list any accurate information students give you about day 1 on the whiteboard/easel next to you. If you still have the flow map from day 1 available, you may refer back to that as well.

Continue by explaining to students that you will now read a story aloud titled The First Thanksgiving by Linda Hayward. Remind students to listen/pay attention to the order of events that lead up to the first Thanksgiving.

Read The First Thanksgiving by Linda Hayward. Ask comprehension questions throughout the story. Allow time for students to “think, pair, share” if needed. Some question examples to ask during read aloud:

• Why did the pilgrims leave England? § (They wanted to practice their own religion)

• What was the name of their ship? § (the Mayflower)

• What was life like on the Mayflower as they sailed to the New World? § (long, choppy waters, hungry, boring, etc.)

• Where did the pilgrims finally land/settle? § (Plymouth, Massachusetts)

• What was the name of their new colony? § (Plymouth Colony)


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• What state is Plymouth in today? § (Massachusetts)

• What season is it when the pilgrims arrived in Plymouth? § (winter)

• What did the pilgrims need to do before they could leave the Mayflower? § (build shelter, build houses, find food, etc.)

• Who helped the pilgrims survive the harsh winter? § (Wampanoag, Squanto)

• What did the Wampanoag do to help the pilgrims? § (how to grow crops, hunt, gather, etc.)

• What was the first Thanksgiving for? § (to give thanks to the Wampanoag, to celebrate their first fall

harvest, etc.)

After reading and discussing The First Thanksgiving by Linda

Hayward, have students go back to their seats to play Thanksgiving Jeopardy. Break students into teams of 4-5 students per team. Explain Thanksgiving Jeopardy game rules:

1. Teams choose a captain. (If this cannot be done in a timely manner, teacher can choose captain for them.)

2. One team will be selected at random to begin. 3. Every team will get opportunities to answer questions—will go

in a clockwise motion. 4. When it is your team’s turn, the team captain may select any

topic and any point amount the team agrees upon. 5. The teacher will read the question once to your team. Your

team will get 30 seconds to agree upon an answer. (teacher start the timer after the question is read) Team captain will tell the teacher the agreed upon answer.

6. If your team cannot agree upon an answer within 30 seconds or you do not know the answer, the team with their hand raised first will get the opportunity to answer the question and steal the points.

7. Continue the clockwise motion until all questions are answered.

8. Teacher will tally the points to determine the winner! After playing Thanksgiving Jeopardy (a review of all the objectives), please tell students to “get their thinking caps on” and have students take out a pencil for the First Thanksgiving post assessment. Complete Instructor and Student Surveys.


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Day 2 Optional Extension Activity (after post assessment and survey completion): Use text-to-world connections when completing the compare/contrast assignment: Now and Long Ago, with students.


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Dear teacher, Thank you for all that you do! You are appreciated!!

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