Standards-Aligned Lesson Plan Template

Subject(s): _____HISTORY / SOCIAL SCIENCE, ELA___________ Grade: __2ND________

Teacher(s): _____Bethany Finneran_____________ School: _Newport Heights Elementary____
Date:_11/3/16__
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
CCSS.ELA.RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
H-SS.2.3.2: Describe the ways in which groups and nations interact with one another to try to resolve problems in such areas as trade, cultural
contacts, treaties, diplomacy, and military force.
3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
4. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

Students will examine the interactions and conflict resolutions of the English settlers and Wampanoag
Native Americans by answering wh questions through diary entries and illustrating their writing.
(Blooms analyze)

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the

real world? Why are these outcomes essential for future learning?)

Students will see historical examples of how two very different groups of people coexisted, resolved
their problems, and can then apply these strategies in their own lives.

STUDENT-FRIENDLY
TRANSLATION
I will be able to write about the
interaction and conflict resolution
between the English settlers and
Wampanoag Native Americans.
STUDENT-FRIENDLY
TRANSLATION
I will understand how two very different
groups of people are able to coexist.

6. Essential Questions:
Why is it important to learn how these two very different groups solved their problems?
How can we learn from their experiences and apply that knowledge to modern day problem solving?
Part II STUDENTS INFORMATION
7. Class Information: 1st/2nd combo class (this lesson is for 2nd grade only)
a. Total number - There are 13 total students in 2nd grade in this class; 8 boys and 5 girls.
b. English Learners/Standard English Learners - There are no English learners in this grade level in this
class. There is one bilingual student who speaks Vietnamese. The majority of the students this class are
English Only.
c. Students with Special Needs There are no students with special needs in this grade level in this class.
d. Academic language abilities, content knowledge and skills in content area - Students have prior
knowledge on the First Thanksgiving from 1st grade lessons. This will be one of the first history lessons
taught to the 2nd grade class this year. Students have been working throughout the year on various graphic
organizers and have prior knowledge and experience transferring information from graphic organizers into
paragraphs with assistance from the teacher.
e. Linguistic background The majority of the students in this class are English only. There is one bilingual
student who speaks Vietnamese.
f. Cultural background (home/family) The majority of students in this class come from middle class
socioeconomic backgrounds. There are a few students from low and high class socioeconomic backgrounds.
There is one Vietnamese student, as well as a few students who are Jewish. The majority of the students in
this class speak English at home.
g. Health considerations (if any) Many students in this class wear corrective eyeglasses. There is one

student with a severe peanut allergy.

h. Physical development factors that may influence instruction in this academic content area
Girls and boys seem to be in a similar range of physical development in this class. Students enjoy practicing
fine motor skills such as drawing and coloring. Students in this class enjoy dancing and being active during
recess and lunch breaks.
i. Social development factors that may influence instruction in this academic content area
Students in this class are able to easily talk with one another and collaborate on group work. There is a
mixture of students who are very mature for their age as well as students who are immature for their age in
this class. There are a few students who are only children who struggle with concepts such as sharing.
j. Emotional development factors that may influence instruction in this academic content area
Students in this class are able to express their emotions easily. There are a few students who come from
divorced families. One student is neglected at home and does not receive much attention or care from his
parents which negatively impacts his ability to turn in homework, arrive to school on time, as well as get
enough sleep each night.
k. Interests/Aspirations (relevant to this academic area) Students in this class all enjoy Pokemon, the
Harry Potter series, as well as active games such as soccer and gymnastics. There is one student who is an
aspiring child model and is occasionally pulled out for photoshoots.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):

Students may have difficulty understanding the vocabulary in the Wampanoag text.
Part III - LESSON ADAPTATIONS

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )

In order to accommodate the anticipated difficulty of unknown vocabulary, I will:

Verbally go over the vocabulary words and definitions with the students before reading the text.
Provide images of the new vocabulary as we verbally go over it
I will connect these new words to students prior knowledge using the KWL chart

10.

21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
Communication & Collaboration Pair/share activities as well as class discussions
Creativity Illustration on the diary entries
Critical Thinking Analyzing the lifestyles of the English settlers and Wampanoag Native Americans
11.

Technology - How will you incorporate technology into your lesson?

I will be using the document camera and projector to model how to start the diary entries with the class.

12.

Part IV - ASSESSMENT OF STUDENT LEARNING

Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
My formative assessment for this lesson is the verbal KWL chart. During this activity, students will verbally share with
their partners and the class as a whole what they already know about the First Thanksgiving, as well as any
questions they may have or things they want to know.
b. Summative (if applicable):
My summative assessment for this lesson is the two diary entries (Webbs level 2), as well as the illustration of their

writing with clear labeling. During this assessment, students will work independently to imagine life as an English
settler and a Wampanoag Native American. Information about the lifestyles will be gathered from the text. For the
pilgrim diary entry, students will answer the following questions: How do I feel about moving to a new country?
What have I experienced since moving here? How do I feel about the Wampanoag Native Americans and What
are my thoughts during the first Thanksgiving? For the Wampanoag diary entry, students will answer the following
questions, How do I feel about English settlers moving to my home? What have I experienced since the English
settlers moved here? How do I feel about the English settlers? and What are my thoughts on the first
Thanksgiving? Above the diary entry, students will illustrate their writing with clear labels of their illustration.
c. (Attach rubric here, if applicable):

Category/Score
Pilgrim Diary Entry:
Perspective on the land

Pilgrim Diary Entry:

Perspective on other group

Pilgrim Diary Entry:

Perspective on conflict
resolution

Wampanoag Diary Entry:

Perspective on the land
Wampanoag Diary Entry:
Perspective on the other

3
Students clearly write
about their perspective on
moving to a new country
with details from the text.
Students clearly write
about their perspective on
the Wampanoags with
details from the text.

2
Students clearly write
about their perspective on
moving to a new country
without details from the
text.
Students clearly write
about their perspective on
the Wampanoags without
details from the text.

Students clearly write

about their perspectives on
conflict resolution with
details from the text.

Students clearly write

about their perspectives on
conflict resolution without
details from the text.

Students clearly write

about their perspective on
the Pilgrims moving to their
land with details from the
text.
Students clearly write
about their perspective on

Students clearly write

about their perspective on
the Pilgrims moving to their
land without details from
the text.
Students clearly write
about their perspective on

1
Students are unclear in
their perspectives on
moving to a new country
without details from the
text.
Students are unclear in
their perspectives about
the Wampanoags without
providing details from the
text.
Students are unclear in
their perspectives on
conflict resolution without
providing details from the
text.
Students are unclear in
their perspectives on the
Pilgrims moving to their
land without providing
details from the text.
Students are unclear in
their perspectives about

group

Wampanoag Diary Entry:

Perspective on conflict
resolution

13.

the Pilgrims with details

from the text.
Students clearly write
about their perspectives on
conflict resolution with
details from the text.

the Pilgrims without

providing details from the
text.
Students clearly write
about their perspectives on
conflict resolution without
details from the text.

Part V - INSTRUCTIONAL PROCEDURE

Instructional Method: Circle one Direct Instruction
Inquiry

the Pilgrims without

providing details from the
text.
Students are unclear in
their perspectives on
conflict resolution without
providing details from the
text.

Cooperative Learning

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
The Pilgrims reading handout http://www.learnnc.org/lp/media/uploads/2012/11/pilgrims_2_3.pdf
The Wampanoag reading handout http://www.learnnc.org/lp/media/uploads/2012/11/wampanoag_2_3.pdf
Document Camera
Writing paper
14.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
Anticipatory Set (7 minutes)
I will begin this lesson by reading the book, The Very First Thanksgiving Day. I will then be asking students what they know about the First
Thanksgiving. I will use this activity as a verbal KWL chart. I will ask students to turn to their elbow partner and tell each other one fact they know
about the First Thanksgiving. After sharing in a pair, I will ask students to share out what they discussed as a pair. If no one has shared yet, I will
ask the students if they know the two groups involved and if they can tell me anything about them. I will ask the students if there is anything they
want to know about the First Thanksgiving.
Objective and Its Purpose (3 minutes)
After the pair/share activity, I will tell students that we are going to learn more about the two groups of people who were involved in the Frist
Thanksgiving. I will say, Our objective today is to understand how the Pilgrims and the Wampanoag Native Americans were able to overcome
their differences and live together peacefully. We are going to read a passage about the Pilgrims and the Wampanoag Native Americans. As we are

reading the stories, look for details describing the two groups lifestyles and interactions. We will be writing diary entries imagining ourselves as a
Pilgrim and Wampanoag Native American during this time in history. I will project the objective (I will be able to write about the interaction and
conflict resolution between the English settlers and Wampanoag Native Americans) onto the board and have students chorally read it.
BODY: (Marzano Level 2: Summarizing and note taking)
Instructional Input
After describing the objectives, I will then read the passage about the Pilgrims aloud. While reading, I will go over the vocabulary in the text. As I
am reading, I will write the words on the board and verbally ask students if they know what the words mean. I will cover the words, England,
Europe, and harvest from the Pilgrim text, and sachem (leader), patuxet (Wampanoag village), and peace treaty from the Wampanoag text as
they appear in the text. As I am reading the text, I will stop at various places and ask students how they think the Pilgrims feel about moving to a
new country, what the Pilgrims have experienced since they have moved here, how the Pilgrims feel about the Wampanoag Native Americans, and
how they think the Pilgrims feel about the first Thanksgiving.
After I have read the passage about the Pilgrims aloud, the students will partner read the text. Students will alternate reading one paragraph at a
time.
Checking for Understanding
After reading the Pilgrim text, I will ask students to tell me one thing they learned about the Pilgrims from this text that they did not know before.
Next, I will read the passage about the Wampanoag people aloud, while stopping to clarify vocabulary words. I will also stop at various places in
this text to ask students questions such as, how they think the Wampanoags feel about the Pilgrims moving to their land, what the Wampanoags
have experienced since the Pilgrims moved here, how they think the Wampanoags feel about the Pilgrims, and how they think the Wampanoags
feel about the first Thanksgiving. After I have read the passage aloud, I will have students partner read the Wampanoag text. Again, after students
have read the passage, I will ask them to tell me one thing that they have learned about the Wampanoag Native Americans that they did not know
before.
Modeling
After reading, I will pass out the writing paper to each student. Using the document camera, I will model how to begin a diary entry and write
down the four required questions for each diary entry. For the pilgrim diary entry, students will answer the following questions:
How do I feel about moving to a new country?
What have I experienced since moving here?
How do I feel about the Wampanoag Native Americans
What are my thoughts during the first Thanksgiving?
For the Wampanoag diary entry, students will answer the following questions:
How do I feel about English settlers moving to my home?
What have I experienced since the English settlers moved here?

 How do I feel about the English settlers?

What are my thoughts on the first Thanksgiving?
Students will be given a chance to talk about these questions with their elbow partner. I will tell students to use examples from the story in their
diary entries. They will then write their diary entries answering the questions
.
Further Instructional Input
Once the students have completed their diary entries, I will tell students they will now illustrate their diary entry above their writing. I will tell
students that they must clearly label their illustration, and will describe their illustrations with one sentence.
CLOSE:
Guided Practice
As students are working on their illustrations and sentences, I will walk around the room and provide feedback and assistance to students who may
be struggling.
Independent Practice
Students will independently work on their diary entries as well as illustrate their diary entry with clear labeling of the picture.
Closure
As students are finishing their diary entries, I will ask students to share examples of how the Pilgrims and Wampanoag Native Americans lived
peacefully together. After students have shared, I will ask students read the learning objective again and give a thumbs up if they believe we have
met our learning goal, or a thumbs down if they do not think we have met the goal.
I will collect students diary entries and help them transition to the next activity.
Part VI - REFLECTION
1. Please include your rubric data here.
Pilgrim: land
Pilgrim: other group
Pilgrim: conflict resolution
Wampanoag: land
Wampanoag: other group
Wampanoag: conflict
resolution

10/12
7/12
5/12
6/12
8/12

1/12
2/12
2/12
3/12
3/12

1/12
3/12
5/12
3/12
1/12

6/12

5/12

1/12

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence (Include 5 samples low, medium, high, EL, & Student with Special Needs).
I was very surprised at the students rubric scores. When we discussed the questions both as a class and with
partners, the students were able to come up with many answers to each question and were able to pull examples
from the text we had read. However, these answers did not all transfer into the students written work. Overall, I
believe the students were successful in meeting the learning goals of this lesson. They could, however, improve their
ability to write their thoughts and opinions clearly.
I chose Charlottes work as an example for a high student. In her letter as a Pilgrim, she was able to clearly describe
her feelings about moving to a new country, and the new activities she experienced once she got there. She was
able to use examples from the text that we read as a class. She was also able to clearly write about her feelings
towards the Wampanoags and how they were able to work together to learn new skills. In her letter as a
Wampanoag, she wrote about her perspectives on the Pilgrims moving to her land with many descriptive words. She
also wrote about a new friend that she made (I am assuming a Pilgrim friend). Charlotte was able to clearly convey
her thoughts and feelings as both a Pilgrim and Wampanoag Native American while answering the required questions
for this activity.
I chose Katies work as an example for a mid-to-high level student. In her Pilgrim letter, she was able to clearly write
about her feelings about moving to a new country, and the experiences she has had since moving here. Although
she did not directly say the Wampanoag people taught her, she wrote that she has learned how to fish, plant crops,
and hunt, which were all examples from the text. She did not directly speak about the conflict resolution between the
two groups in this letter, but she was able to express her kind feelings towards the Wampanoag people and her
gratitude towards them for teaching her many new skills. In her Wampanoag letter, Katie was able to express her
feelings about the Pilgrims and her experiences since they have arrived. She did not, however, write about the
conflict resolution between the two groups in this letter.
I chose Rowans work as an example of a mid-to-high level student. In his Pilgrim letter, Rowan wrote briefly about
his feelings towards his new home and the Wampanoags. I was impressed that he was able to write about the
conflict resolution between the two groups, and was also able to name a specific Wampanoag Native American that
helped the Pilgrims survive. He was not as descriptive in his Wampanoag letter. He wrote briefly about his feelings
towards the Pilgrims and how the two groups are able to get along.
I chose Stephens work as an example of a mid-level student. Stephen was able to participate well in the oral

discussions, but did not seem to take the writing assignment seriously. In his Pilgrim letter, he only wrote about his
dislike for the food aboard the Mayflower. He was not able to write about his feelings towards the Wampanoags or
the conflict resolution between the groups. In his Wampanoag letter, he wrote that he was not happy about the
Pilgrims moving to his home, but he did get along with them. His letter contradicted himself often. For the next
steps, I will encourage students to think about this project seriously, and to try to imagine how they would have felt
in this situation.
b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
I chose Sophias work as an example of a low student. Sophia misunderstood the activity and wrote an actual letter
to her cousin who lives in England on her Pilgrim letter. She asked her cousin about the questions in her letter, but
did not actually answer the questions herself. Her Wampanoag letter improved a bit, but she was not able to write
about the conflict resolution between the two groups. For my next steps, I will make sure all students understand
that they are supposed to imagine their lives as a Pilgrim or Wampanoag in this time period. Many students wrote
the letters as themselves to people in the past.

3. What instructional strategies did you use to help students achieve the lesson objective?
Many of the instructional strategies that I used were very helpful to the students. First of all, the frontloading of the
Wampanoag vocabulary was extremely helpful for the students. They were able to practice pronouncing the words
when I read the passage for the first time, and then were able to pronounce them correctly on their own when they
read it with their partner. This helped the students understand the text at a deeper level.
In addition, having students orally discuss the driving questions helped a lot of students formulate their answers
orally before writing them down. I have noticed in this class, students prefer speaking to writing. Therefore, allowing
students to discuss their thoughts and ideas for each question was helpful for them not only to develop and refine
their own ideas, but to learn from their peers.
4. What would you change about the lesson and why?
I had assumed that all of the students would have previous knowledge of the format for a letter or diary entry.
However, many of the students struggled to identify the correct line for your name, and the correct line for the name

of the person you are writing to. Because of this, I would change this lesson by reviewing the format of a letter
before starting this lesson. I believe this would help the lesson run more smoothly in the future.
In addition, many of the students did not answer all of the required questions, which caused them to receive a lower
score on the rubric. In the future, I would change the lesson to have much more modeling for the students. I think it
would be helpful to go over each question as a class, and then give the students time to write their answer to that
question. We would then move on to question number two, and repeat the process. Going one question at a time
would help students make sure they answer each question carefully and to the best of their ability.
Finally, the student friendly version of the objectives was not very student friendly for my class. None of the
students understood the meaning of conflict resolution when we first read the objectives. I had to stop the lesson
and go over the meaning of this word. The students knew the meaning of conflict and the meaning of resolve and
resolution, but did not know how the words were used together. I was able to use this as an additional learning
opportunity for this lesson, but I think it would be helpful to integrate frontloading of this vocabulary at the beginning
of the lesson next time.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.