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Lesson 5

The lesson plan has students work in groups to compare and contrast the daily lives of Pilgrims and Wampanoag Indians using online resources. Students create a double bubble map and visual representation of their assigned topic. They then present what they learned to the class. The teacher monitors student work and facilitates a closing discussion where groups share their projects. The goal is for students to understand similarities and differences in how the two groups lived.

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38 views

Lesson 5

The lesson plan has students work in groups to compare and contrast the daily lives of Pilgrims and Wampanoag Indians using online resources. Students create a double bubble map and visual representation of their assigned topic. They then present what they learned to the class. The teacher monitors student work and facilitates a closing discussion where groups share their projects. The goal is for students to understand similarities and differences in how the two groups lived.

Uploaded by

api-269442483
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Hannah Blackwood


Date

Subject/ Topic/ Theme

Daily Life

Grade _2nd/3rd _________

I. Objectives
How does this lesson connect to the unit plan?
This is the fifth and final lesson in a unit on the Pilgrims. In the last lesson, the students learned about the First Thanksgiving. In this lesson they will learn about the
similarities and differences between the daily life of the Pilgrims and the Wampanoag Indians.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

An
C
C

Compare and contrast the daily life of the Pilgrims and the Wampanoag Indians within their assigned topic.
Create a visual representation of what their group learned about their topic
Create a creative way to orally present what their group learned about their topic to the rest of the class
Collaborate and work well with group members to complete the project.

Common Core standards (or GLCEs if not available in Common Core) addressed:
Compare the physical and human characteristics of the local community with those of another community (2 G2.0.1), Use
components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community. (2 G4.0.3)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

General information about who the Pilgrims and Wampanoag Indians were.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Double bubble map, visual


Formative (as learning):
Summative (of learning):

Presentation rubrics

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of


Action and Expression
Provide options for physical actionincrease options for interaction

Looking at pictures in book,


listening to story, website online.

Acting out what theyve


learned/standing up in front of class
to present what theyve learned.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Website introduces important


vocabulary to do with each topic.

Visual representation (e.g.


drawing), oral presentation.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Going to the computer lab, working
together in groups.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Collaborating with group members
to complete the project.
Peer-completed rubrics.

Provide options for comprehensionactivate, apply & highlight

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection
Students can self-assess based on
the rubric which shows what
expectations the teacher has for
their projects/presentations

1-19-13

Pilgrims of Plymouth by Susan E. Goodman


Computers
Pilgrims vs. Wampanoag double bubble map
Large sheets of white paper
Markers, colored pencils, crayons, etc.
Presentation rubrics
All except the very beginning of the lesson will be in the computer lab.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?

III. The Plan


Time

Components

8:45
Motivation
(opening/
introduction/
engagement)

8:50

Development
(the largest
component or
main body of
the lesson)

Closure
(conclusion,
1-19-13

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Read Pilgrims of Plymouth by Susan E.
Listen quietly.
Goodman
While reading, ask the students questions to
Respond to questions.
keep them engaged like What are some of the
reasons the Pilgrims had to be Thankful? or
Why do you think the Pilgrim children didnt
go to school?
After finishing the book, tell the students to
Line up quietly by the door.
line up by the door and get ready to go up to
the computer lab
Lead the students up to the computer lab.
Listen quietly.
Read the names of the students in each of the
six groups and tell them where to sit.
Instruct the students how to click the icon on
the desktop to open up the link to the Daily
Life section of the Scholastic Thanksgiving
site
Explain that each group is going to be learning
about one topic and comparing and contrasting
the daily life of the Pilgrims and Wampanoag
in terms of this week.
Tell each group their assigned topic and give
them the double bubble maps.
Explain that they should work together to find
information from the website to put in the
bubbles on the Double Bubble map, with
comparisons in the middle bubbles and
contrasting information in the outer bubbles on
each side.
Tell the students that after completing their
double bubble map they will have to come up
with a way to visually represent their topic on
a big piece of paper (e.g. drawing with
markers, colored pencils, etc.) and then find a
way to act out/present what they learned to the
rest of the class.
Work well with group members to fill in
Have the students begin their work. Walk
double bubble map, create visual, and come up
around and check up on them, answering
with oral presentation.
questions as needed.
Take the students back downstairs
Work with group members to show their visual

culmination,
wrap-up)

Have the students show their visuals and


present what theyve learned

and present what theyve learned.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

1-19-13

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