Name

of Teacher Candidate: Hunterpaige McDaniel Date: November 13, 2018

Central Focus: Thanksgiving Grade Level: Kindergarten

Lesson Title:
Lesson 9: Compare and Contrast the First Thanksgiving and Thanksgiving today
Curriculum Areas Addressed: Social Studies; ELA

Time Required: 35 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: small groups to work together
(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 compare and contrast the First Thanksgiving to modern
Thanksgiving.

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

• How do I compare and contrast the first Thanksgiving and modern Thanksgiving>
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 compare and contrast the events of the First Thanksgiving Feast and

traditions of Thanksgiving in present times.

2. Students will discuss traditions that different families have.

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.)

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

• Traditions
• holiday
• Pilgrims
• Wampanoag Indians
• Diverse

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 I Know an Old Lady

Who Swallowed a Pie By: Alison Jackson.

2. Students will use this language through discussion while completing a picture sort.

3. Students will use this language for 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 traditions celebrated on Thanksgiving
• Identify Thanksgiving as a national United States holiday
• Compare and contrast the first Thanksgiving to modern Thanksgiving
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.)
• www.teacherspayteachers.com

Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
• Students will express their understanding of the Academic Language when answering discussion questions during a read aloud of
I Know an Old Lady Who Swallowed a Pie.
• Students will demonstrate their understanding of the Academic Language when comparing and contrasting the First Thanksgiving
to modern Thanksgiving.
• Students will express their understanding of the Academic Language while discussing Thanksgiving traditions.

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

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. Write each students name by their contribution to the Venn Diagram
• 2. Tally each student that shares an accurate modern Thanksgiving tradition.
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. 1. 15-21 students correctly contributing= mastering; 8-14 students correctly contributing =
progressing; 1-7 students correctly contributing = lacking (mastering= ready to move on; progressing
=will need to review again; lacking=will need to completely teach again)

• 2. 15-21 students correctly naming a modern Thanksgiving tradition= mastering; 8-14 students correctly
naming a modern Thanksgiving tradition = progressing; 1-7 students students correctly naming a
modern Thanksgiving tradition = 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:
• Differentiation for IEP: if noticing that speech student says something incorrectly, repeat it back to him
in the correct way
• JH: call on him first to use as an example
• DD: no differentiation needed
• LW: no differentiation needed

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.)
• Show students the Old Lady Puppet
• Read I Know An Old Lady Who Swallowed A Pie
• Have students identify the author and the illustrator
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.)
• Tell students that we are almost at the end of our Thanksgiving unit
• Recall the people we have learned about so far
• Tell students that we will now compare the first Thanksgiving to modern Thanksgiving
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.)
• Project the Thanksgiving comparison Venn Diagram on the board
• Go through color rows on the carpet to allow each student to share something they think should be added to the Venn diagram,
and where it should go
• Allow students to give a thumbs up if they agree. Give further redirection if needed.
• Continue the process until all students have added to the diagram.
• Tell students that you want to see what they know. Therefore, they are going to complete a then and now picture sort.
• Review the worksheet.
• Allow students to name each image.
• Call students by color rows to go to their seats.
• When everyone is seated, pass out worksheets, scissors, and glue.
• Instruct each student to write their name on their worksheet.
• Review rules for using scissors and glue.
• Give students 15 minutes to complete the picture sort activity.
• Walk around to help students identify pictures or columns, explain directions again, or help with using scissors and glue.
• When students are done, ask them to clean up their area and return to the carpet.

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

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.)
• Go over the picture sort worksheet giving correct answers
• Allow students to each tell you one thing new they have learned about Thanksgiving
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one: Content/Process/Product
Process
How will differentiation be accomplished?
Repeat directions; help students hold scissors correctly
What strategies will be used to differentiate for focus student 1?
• J.H.: keep him engaged by allowing him to hold the Old Lady puppet
What strategies will be used to differentiate for focus student 2?
• D.D.: place in a group to complete the then and now sort
What strategies will be used to differentiate for focus student 3?
• L.W.: place in a group to complete the then and now sort
Instructional Supports
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.)


• www.teacherspayteachers.com

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.)
https://www.youtube.com/watch?v=Ym4izq-rrow

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

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

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 their
experiences learned throughout the unit.
• Vygotsky: Scaffolding. I will build upon prior knowledge of Thanksgiving celebrations, events, and
traditions.
• Utilizing developmentally appropriate assessments and tasks based on typical development for
kindergarten students
• Developing gross motor skills: correct scissor grip
• 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:
• use of technology to project sheets on interactive board

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