Martha Chapman
Educational Technology Facilitator
J.B.Lafargue Special Education Department
Rapides Parish School District

Thanksgiving With the Pilgrims

Technology-Connected Thematic Unit

Lesson Objective
Technology Standards
Assessment
Procedure
Culminating Activities
Materials
Resources

Title: Thanksgiving with the Pilgrims

Grade Level: ESL Beginner, Intermediate - Level 1-3 (can be adapted to regular ed.)

Focus Question: This unit will use technology methods to introduce students to the history and traditions of Thanksgiving in America.

Unit Length: Ten Days

Curriculum Areas: English/Language Arts, Math, Social Studies, Arts

Lesson Objective:

English/Language Arts:

ELA-1-E1 − gaining meaning from print and building vocabulary using a full range of strategies (e.g., self-monitoring and correcting, searching, cross-checking), evidenced by reading behaviors while using the cuing systems (e.g, phonics, sentence structure, meaning);

ELA-1-E2 − using the conventions of print (e.g., left-to-right directionality, top-to-bottom, one-to-one matching);

ELA-1-E5 − reading, comprehending, and responding to written, spoken, and visual texts in extended passages;

ELA-1-E6 − interpreting texts to generate connections to real-life situations;

ELA-1-E7 − reading with fluency for various purposes (e.g., enjoying, learning, problem solving).

ELA-2-E3 − creating written texts using the writing process;

ELA-2-E6 − writing as a response to texts and life experiences (e.g.., journals, letters, lists).

ELA-3-E1 − writing legibly;

ELA-3-E3 − demonstrating standard English structure and usage;

ELA-4-E1 − speaking intelligibly, using standard English pronunciation;

ELA-4-E5 − speaking and listening for a variety of audiences (e.g., classroom, real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment, information, problem solving);

ELA-4-E6 − listening and responding to a wide variety of media (e.g., music, TV, film, speech);

ELA-4-E7 − participating in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader).

ELA-5-E1 − recognizing and using organizational features of printed text, other media, and electronic information (e.g., parts of a text, alphabetizing, captions, legends, pull-down menus, keyword searches, icons, passwords, entry menu features);

ELA-5-E4 − using available technology to produce, revise, and publish a variety of works;

Social Studies

G-1A-E2 − locating and interpreting geographic features and places on maps and globes;

G-1B-E1 − describing and comparing the physical characteristics of places, including land forms, bodies of water, soils, vegetation, and climate

G-1B-E4 − defining and differentiating regions by using physical characteristics, such as climate and land forms, and by using human characteristics, such as economic activity and language;

G-1D-E1 − identifying and explaining ways in which people depend upon and modify the physical environment;

G-1D-E4 − describing the use, distribution, and importance of natural resources.

H-1A-E1 − demonstrating an understanding of the concepts of time and chronology;

H-1A-E2 − recognizing that people in different times and places view the world differently;

H-1A-E3 − identifying and using primary and secondary historical sources to learn about the past;

H-1B-E1 − describing and comparing family life in the present and the past;

Math

M-1-E − applying (measure or solve measurement problem) the concepts of length (inches, feet, yards, miles, millimeters, centimeters, decimeters, meters, kilometers), area, volume, capacity (cups, liquid pints and quarts, gallons, milliliters, liters), weight (ounces, pounds, tons, grams, kilograms), mass, time (seconds, minutes, hours, days, weeks, months, years), money, and temperature (Celsius and Fahrenheit) to real-world experiences;

M-5-E − demonstrating the connection of measurement to the other strands and to real-life situations

Health and PE

1-P-4 − Performs basic rhythmic skills alone, with a partner or within a group.

1-E-1 − Demonstrates mature forms in locomotor, non-locomotor, and manipulative skills (e.g., locomotor - run, jump, skip; non-locomotor - bend, stretch, lunge; manipulative - catching, throwing, kicking).

Arts

HP-3VA-E2 − Express how visual symbols communicate a universal language;

CE-1VA-E2 − Explore techniques and technologies for visual expression and communication;

CE-1VA-E5 − Work as an individual and as a group member in a responsible and productive
manner

Technology Standards:

1. Identify, explain, and effectively use input, output and storage devices of computers, and other technologies (e.g., keyboard, mouse, scanner, adaptive devices, monitor, printer floppy disk, hard drive). (5, 6)

2. Use accurate and developmentally appropriate terminology (e.g., cursor, software, hardware, pull down menu, window, disk drive, hard drive, CD-ROM, laser disc) when referring to technology (6)

3. Discuss basic issues related to responsible use of technology and information; and describe personal consequences of inappropriate use. (5)

4. Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools, digital cameras, graphing software) for communication, presentation, and illustration of thoughts, ideas, and stories (e.g., signs, posters, banners, charts, journals, newsletters, and multimedia presentation.) (1, 3, 4)

5. Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences. (1, 3)

6. Utilize search strategies employing keywords, phrases, and Boolean operators (and, or, not) to access and retrieve information. (4)

7. Use technology resources to assist in problem-solving, self-directed learning, and extended learning activities. (2, 4

Assessment:

1. Music/Games - participation
2. Completed worksheets
3. Completed assignments
4. Rubrics
    - rubric - Venn diagram (Clothing)
    - rubric -comparison chart (life)
    - rubric - teamwork
5. Teacher observation
6. Open-ended discussion
7. Journal – students will write a daily journal of important concepts learned

Procedure:

English/Language Arts/Social Studies

1. Introduce the unit using a book with simple pictures in it about the Pilgrims and the Mayflower.
                The First Thanksgiving by Linda Hayward
                The Pilgrims’ First Thanksgiving by Ann McGovern.
                If You Sailed on the Mayflower in 1620 by Ann Mc Govern

2. Tell the story using the pictures in the book. Review the story several times. Emphasize the reasons the Pilgrims left England, the hardships of the voyage, and the terrible first winter. Build the oral vocabulary through pictures and discussion.

3. Record the story, and place in a listening center.

4. Take a virtual tour of Plymouth at Virtual Tour of Plimoth

5. Answer questions about Plymouth using a word processor.

6. Build a Vocabulary List:
                a. Use a word processing program to build a vocabulary list.
                b. Write the vocabulary word
                c. Insert a picture of the word
                d. Use the Internet/Ask Jeeves/or Webster to define the word
                e. Add to it daily

7. Complete the word searches, and vocabulary practices:
                a. Thanksgiving Word Search (All Words).
                b. Thanksgiving Word Search (Larger Word Search
                c. Thanksgiving Word Search (40 Words)
                d. Spelling Review
8. Using Microsoft PowerPoint, students will write a version of the Thanksgiving story, adding pictures and sound.
9. Discuss poetry and the fact that it has different forms and can be of varying length.
                a. Divide the children into small groups.
                b. Go to Thanksgiving Poems
                c. Assign each a poem.
                d. Have them write either the whole poem or a part of the poem and illustrate it, using
                     Kid Pix.
                c. Put the poems together in a book.

10. Select an animal mentioned in one of the discussions and write a poem or a paragraph about that animal. Animals mentioned are fox, deer, bear, horse, elk, and turkey.

11. Have the students make a chart comparing Pilgrim life to their own.
                  a. Open Inspiration
                  b. Insert pictures representing themselves and Pilgrims in the categories:
                      me, my house, a chore I do, my family, animals I have, and how I get to school.

12. Make a model of a Pilgrim village. (A good example is in Molly's Pilgrim by Barbara Cohen).
Kid Pix may be used.

13. Visit the website: "Thank you" in over 465 languages
a. Memorize one "Thank You".
b. Thank You Certificates Thank You

14. Use a Venn diagram to compare clothing of Pilgrims and Native Americans.
15. Thanksgiving Worksheets:

           If I Was A....?
           Thanksgiving Maze
           Reading Comprehension Worksheet
           Word Search Worksheet
           Acrostic Poem
           Pilgrims

Math

1. Students solve a Thanksgiving logic problem entitled Thanksgiving Dinner.
2. Use worksheets to practice basic math skills.
                  a. Easy Thanksgiving Addition and Subtraction
                  b. Thanksgiving Addition and Subtraction
                  c. Thanksgiving Multiplication and Division
                  d. Thanksgiving Time Problems
                  e. Vegetarian Thanksgiving Problems
                  f. Thanksgiving Measurement Problems

PE/Health:

1. Play The Turkey Trot Game
2. Games.
3. Songs

Arts/Math/

Culminating Activities:

1. Group mural of the First Thanksgiving (begin the first week)

2. Prepare/Enjoy a Thanksgiving Stew:

Discuss the kinds of vegetables you are using

Discuss how to make Stirabout Stew (peel and chop up vegetables) and safety precautions (washing hands, how to cut carefully, not to eat until finished, etc.)

Stirabout Stew
This recipe says it serves six but that would be large entree servings. You could double it easily if desired but the simmering would take a little longer. This recipe requires almost constant supervision so a parent or aide would be necessary.

o        Utensils:
        large saucepan with lid
        mixing spoon and small bowl
        fork and spoon
        spoons and small cups for students

Ingredients:

4 cups chicken broth
4 cups sliced potatoes
1 cup chopped celery
1 tsp. parsley
1 tsp. garlic powder
1 tsp. salt
1 tsp. pepper
2 cups canned corn, drained
2 cups cooked chicken (could be canned) in small pieces
1 cup tomato sauce
2 eggs, beaten
1/2 cup all-purpose flour

Directions:

§               Boil chicken broth in large saucepan.
           Add potatoes, celery, spices and simmer covered until potatoes are almost tender
                     (15 to 20 minutes for this size).
           Add cooked chicken, tomato sauce, and corn.
           In the small bowl, mix eggs and flour with fork to make a thin paste.
           Drop with the spoon into the above mixture, which should be almost at a boil again.
           Cover and gently boil for   8 to 10 minutes.

Materials:

Resources : ( Books, or websites used in the unit or in development of the unit)
     Books
          The First Thanksgiving by Linda Hayward
          The Pilgrims' First Thanksgiving by Ann Mc Govern.
          If You Sailed on the Mayflower in 1620 by Ann Mc Govern
          Molly's Pilgrim by Barbara Cohen
          The Book of Thanksgiving. by Dickson, Paul
          Thanksgiving Day by Dianne M. MacMillan
          The First Thanksgiving by Jean C. George
          Thanksgiving: Why We Celebrate it the Way We Do by Martin and Kate Hinz

     Websites:
                Virtual Tour of Plimoth
                http://pilgrims.net/plimothplantation/vtour/
                including homes, tools, and people

Webster
http://smac.ucsd.edu/cgi-bin/http_webster?

Worldbook Online
http://www.worldbookonline.com/wbol/wbAuth/jsp/wbArticle.jsp?/na/ar/co/ar553320.htm

Thanksgiving with the Pilgrims at:
http://www.rapides.k12.la.us/chapmanm/contents.htm

                Mayflower History
                http://www.mayflowerhistory.com/
                Information about the Mayflower includes passenger lists, links to biographical information, etc.

Thanksgiving
http://www.edhelper.com/Thanksgiving.htm

The Pilgrims & Plymouth Colony: 1620 -

Thank You

Clothing Venn Diagram Rubric

Name_________________________________

Date______________

	Beginning 1	Developing 2	Accomplished 3	Magnificent 4	Score
Pilgrim Clothing and Native American Clothing	Does not show any similarities and differences learned.	Shows very few similarities and differences learned.	Shows most of the similarities and differences learned.	Shows all of the similarities and differences learned.
Important Information on the Venn Diagram	No information on the Venn Diagram.	Gives very little important information about Pilgrim clothing and Native American Clothing	Offers some important information about Pilgrim clothing and Native American clothes.	Offers a lot of important information about Pilgrim clothing and Native American clothing.
Work	Does very little work.	Usually needs help to do the diagram.	Usually does the diagram without help.	Always does the diagram without help.
Self-Evaluates	Is not able to tell what was done well and what could be done to improve.	Needs help to tell what was done well and what could be done to improve.	Usually is able to tell what was done well and what could be done to improve.	Always is able to tell what was done well and what could be done to improve.
				Total

Comparison Chart Rubric

Name_________________________________

Date______________

	Beginning 1	Developing 2	Accomplished 3	Great 4	Score
My Life and Pilgrim Life	Does not show any similarities and differences learned.	Shows very few similarities and differences learned.	Shows most of the similarities and differences learned.	Shows all of the similarities and differences learned.
Important Information on the Venn Diagram	No information on the chart	Gives very little important information about Pilgrim life and my life.	Offers some important information about Pilgrim life and my life.	Offers a lot of important information about Pilgrim life and my life.
Work	Does very little work.	Usually needs help to do the chart	Usually does the chart without help.	Always does the chart without help.
Self-Evaluates	Is not able to tell what was done well and what could be done to improve.	Needs help to tell what was done well and what could be done to improve.	Usually is able to tell what was done well and what could be done to improve.	Always is able to tell what was done well and what could be done to improve.
				Total

Teamwork Rubric

Name__________________________

Date________________

The scores below are for your teamwork or participation in the group.

0=No participation.

1=I kind of worked with my group.

2=Yes, I worked together with my group.

3=Yes, I worked a lot with my group.

4=Yes, I worked with my group all of the time.

Circle your score.

1. I worked well with my group.	1	2	3	4
2. I shared ideas with my group.	1	2	3	4
3. I listened to my partners in the group.	1	2	3	4
4. I helped to create the play.	1	2	3	4
5. I did my best in my group.	1	2	3	4

Please score your group's teamwork. How well did your group work together?

0=Most people did not participate.

1=Only a few people worked on the play.

2=Some people created the play.

3=Most of my group worked on the play together.

4=My group worked well together all of the time.

Circle your score.

1. My group worked well together.	1	2	3	4
2. My group shared ideas with each other.	1	2	3	4
3. My group listened to each other in the group.	1	2	3	4
4. We all helped to create the play.	1	2	3	4
5. We all did our best in the group.	1	2	3	4

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Martha Chapman Educational Technology Facilitator J.B.Lafargue Special Education Department Rapides Parish School District

Teamwork Rubric

Martha Chapman
Educational Technology Facilitator
J.B.Lafargue Special Education Department
Rapides Parish School District