Haley Smith

SOST
9-15-2014
Collaborative Lesson Plan

Journey to the New World
2
nd
Grade

Goals/Objectives:
The student will be able to understand the feeling of anticipation and fear felt by the Pilgrims in the
moment of time when they first set foot in America. The student understands the concepts of time and
chronology. The student is expected to describe the order of events by using designations of time
periods such as historical and present times.
Learning Outcome:
The student will be able to accurately describe the moment of time when the Pilgrims first set foot in
America and be able to relate that to the way they may feel when they encounter a new situation.
Value and Importance:
The feeling of fear one encounters when coming across a new situation is a common theme in many
peoples lives. Thus, studying and understanding how the Pilgrims might have felt during this moment
and relating it to lives of the students will benefit them in dealing with these feelings later on.
Materials Needed:
https://www.youtube.com/watch?v=4FmCP_EHEf8
Pilgrim Hats (1 per child)
Timeline material (http://www.scholastic.com/scholastic_thanksgiving/voyage/journey.htm) (1 per
child)
Book about Journey to the new world
Markers/Crayons
Ipads (1 per child)
Apps: puppetpals, Imovie, camera

Technology:
At the beginning of the lesson the teacher will show a video outlining the Pilgrims journey to the New
World (Charlie Brown Video: https://www.youtube.com/watch?v=4FmCP_EHEf8). When the students
get to the timeline, they will be grouped in pairs and have an Ipad for each pair. The students will be
expected to click on the interactive map on their Ipads in order to determine what the various events
are to add to their paper maps. As well, the students will use their ipads to video two events from their
map (Example: if the students choose the event Autumnal storm strikes then they will have to enact a
20 second segment of them in the Mayflower when the storm strikes). For independent practice, the
teacher will use the app puppetpals to re-enforce their learning about what the pilgrims might have
been feeling.

Instructional Motivational Strategy:

Role-playing is a form of play, and thus as the students have the chance to not only learn about the
Pilgrims, but instead pretend to be a Pilgrim, they will be better motivated to pay attention and learn
the material. As well, the teacher will incorporate strategies to cater to his/her visual students (Charlie
Brown video), his/her auditory students (the book and discussion), his/her tactile students (the
interactive Ipad timeline), and his/her kinesthetic students (creation of a video of journey on Ipad.)

Prior Knowledge:
Students must know who the Pilgrims were as well as possess basic writing and reading skills. The
students must be able to work with one another in groups. They must know the basics for filming video
on an Ipad and have the motor skills to use an Ipad.
Anticipatory Set:
As students enter the room they will each have a Pilgrim hat at his/her desk and each will be role-
playing a Pilgrim who has just arrived at the New World on the Mayflower. There will be a video playing
detailing what the Pilgrims have faced in their journey over the sea and reasons for coming to the new
world.
Direct Teach:
The teacher will read a fiction book about the voyage of the Pilgrims to the new world (Life on the
Mayflower by Jessica Gunderson). As well, the teacher will discuss and explain what the Pilgrims life in
the Old World was like, what the journey on the Mayflower was like, what the Pilgrims will be
experiencing and seeing for the first time when they land and what they will find as they explore the
land. She will use the nonfiction resource, Why Did The Pilgrims Come To The New World: And Other
Questions About the Plymouth Colony by Laura Hamilton Waxman, to form his/her lesson. The Teacher
should include the difficulty of the journey for the Pilgrims, as well as the persecution of the Pilgrims in
England. After reading the books she will place them both on the whiteboard along with other
nonfiction and fiction resources that the students will be allowed to access throughout the lesson if they
want more information.
Modeling:
Teacher will elaborate and model what she is looking for in the answer to the questions for guided
practice time. As well, she will model the timeline and have a sample of what she is looking for. She will
also have a sample drawing and include specific things in her picture that detail her feelings toward the
journey and historical details.
Guided Practice:
Ask the following questions and more if needed, to help evoke in students the sense of a personal, first-
hand experience. There is no wrong answer, but the teacher should encourage well thought-out
answers that reflect the information they have received from the text and direct teach time. (How do
you feel about leaving your friends and belongings to move to the New World? Is traveling on the
Mayflower fun? Why or why not? How do the passengers on the ship treat you and each other? What
kind of food do you eat? Do you like it? How do you spend your time? What frightens you about the
voyage? Have you gotten angry during the voyage? What made you angry? Have you had any happy
times on the ship? Sad times? What caused these feelings? What has been the best thing about your
voyage? The worst thing? How do you expect to feel when you reach the New World?)
Have students get into groups of two and access the Journey on the Mayflower on their Ipads. This
interactive map plots major events of the trip using pictures and text. While in groups of two, have the
students transfer the information about these events onto their maps. The teacher should instruct the
students in their groups of two to discuss the emotions each of these events might have evoked. Once
the students have firmly grasped the significance of these events, the teacher will instruct them to come
up with and plot their own imaginary events on the map. Finally, the teacher will have the students
choose two events from their map, either the events they have come up with, or the events that were
given, and film a short, twenty second, video re-enacting each event. After the students are done
videoing, the teacher will use Imovie to create a film of the voyage using all the students videos in
chronological order along with the puppet shows to show to the students at a later class.
Independent Practice:
Using the app Puppetpals have the students individually create a puppet show that re-enacts the
moment the pilgrims first see land. The students will have used this app before and thus will not need
any teacher help. The teacher will instruct them to use the nonfiction and fiction resources sitting on the
whiteboard if they get stuck.
Check For Understanding:
While the students are answering the set of directed questions the teacher will be walking around and
listening to ensure all the students are participating and understanding. As well, she will collect their
journals, drawing, videos and timelines and can use this as a measure of how well they understood and
invested in the lesson.
Modifications for Special Populations:
The different discussion and journaling accommodate for both advanced and special-ed students as they
can be as advanced or simple as one wants to make them. For students who have not grown up in
America, or know very little about the trip on the mayflower, teacher will provide additional resources
and books for the student to read.
Closure:
The students will be asked to write a journal entry as if they were a Pilgrim that just arrived in the new
world and include how they feel, what was the hardest part of the journey for them and what they are
excited about. This should be a considerable amount of words and should include answers to the
questions they discussed earlier. After they have written about their experience have them share
what they wrote and why with a partner. The teacher will meanwhile walk around the room and ensure
everyone is understanding and participating.
Reflections:
Did the students fully grasp the information?
What worked well in the lesson and thus needs to stay?
What could be done better?
What was confusing for the students and required additional explanation?
Did this lesson fully reach all the learning styles, or were some of the students not fully engaged?
Standards:
TEKS: 113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(2) History. The student understands the concepts of time and chronology. The student is
expected to:
(A) describe the order of events by using designations of time periods such as historical
and present times;
DBU: Competency #1: Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate
and challenging learning experiences.

Competency #2: Learning Differences. The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable each learner to meet high
standards.

Competency #3: Learning Environments. The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self motivation.

Competency #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of
the discipline accessible and meaningful for learners to assure mastery of the content.

Competency #5: Application of Content. The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.

Competency #6: Assessment. The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the teachers and learners decision
making.

Competency #7: Planning for Instruction. The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary
skills, and pedagogy, as well as knowledge of learners and the community context.

Competency #8: Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections, and
to build skills to apply knowledge in meaningful ways.

Competency #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional
learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices
and actions on others (learners, families, other professionals, and the community), and adapts practice to
meet the needs of each learner.

Competency #12: Educator Excellence. The teacher understands characteristics of educator excellence as
defined by Texas approved appraisal systems.