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    Unit Lesson Plan 3

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    This lesson plan teaches second grade students about the Pilgrims. Students will learn about the Pilgrims' way of life by reading a book called The Pilgrims of Plimoth and answering questions throughout. They will describe aspects of the Pilgrims' lives, such as what it would be like to sleep on straw mattresses. Students will continue writing postcards started in a previous lesson to highlight facts they have learned. The teacher will read sections of the book aloud and engage students with higher-order thinking questions to check comprehension.

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    Unit Lesson Plan 3

    Uploaded by

    api-337360126
    50 views6 pages
    This lesson plan teaches second grade students about the Pilgrims. Students will learn about the Pilgrims' way of life by reading a book called The Pilgrims of Plimoth and answering questions throughout. They will describe aspects of the Pilgrims' lives, such as what it would be like to sleep on straw mattresses. Students will continue writing postcards started in a previous lesson to highlight facts they have learned. The teacher will read sections of the book aloud and engage students with higher-order thinking questions to check comprehension.

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    unit lesson plan 3

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    This lesson plan teaches second grade students about the Pilgrims. Students will learn about the Pilgrims' way of life by reading a book called The Pilgrims of Plimoth and answering questions throughout. They will describe aspects of the Pilgrims' lives, such as what it would be like to sleep on straw mattresses. Students will continue writing postcards started in a previous lesson to highlight facts they have learned. The teacher will read sections of the book aloud and engage students with higher-order thinking questions to check comprehension.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    50 views6 pages

    Unit Lesson Plan 3

    Uploaded by

    api-337360126
    This lesson plan teaches second grade students about the Pilgrims. Students will learn about the Pilgrims' way of life by reading a book called The Pilgrims of Plimoth and answering questions throughout. They will describe aspects of the Pilgrims' lives, such as what it would be like to sleep on straw mattresses. Students will continue writing postcards started in a previous lesson to highlight facts they have learned. The teacher will read sections of the book aloud and engage students with higher-order thinking questions to check comprehension.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    3: Lesson Planning Form for Accessible Instruction Calvin College Education

    Program
    Teacher

    Sarah Hartwell (Mrs. Culver)

    Date

    Subject/ Topic/ Theme

    Pilgrims

    Grade __Second _

    I. Objectives
    How does this lesson connect to the unit plan?
    This lesson builds on lesson plan two because we are finishing the book and the
    postcards. The students are learning more about who the Pilgrims were and what they
    did in America.
    Learners will be able to:

    cognitive- physical
    R U Ap An E development
    C*
    U

    socioemotional

    Describe what they think it would be


    like to have straw or feather mattress
    out loud in a group discussion.

    An

    Answer questions posed throughout


    the book reading of The Pilgrims of
    Plimoth out loud in a group or with a
    elbow partner.

    Describe an aspect of the Pilgrims


    lives through the writing of a
    postcard. (Continued if not finished
    by the students.)

    Common Core standards (or GLCEs if not available in Common Core) addressed:
    CCSS.ELA-LITERACY.L.2.4.A Use sentence-level context as a clue to the meaning of
    a word or phrase.
    CCSS.ELA-LITERACY.RL.2.1
    Ask and answer such questions as who, what, where, when, why, and how to
    demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.7
    Use information gained from the illustrations and words in a print or digital text to
    demonstrate understanding of its characters, setting, or plot. CCSS.ELALITERACY.SL.2.1.B Build on others' talk in conversations by linking their comments

    to the remarks of others.


    (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.

    What persuasive writing is. Who the Pilgrims are and how
    they came to America. What the Pilgrim men during the
    day.
    Pre-assessment (for learning):
    Review shortly what happened in each section previously
    read. The KWL.
    Formative (for learning):
    Outline assessment
    Participation on answering questions.
    activities
    (applicable to this lesson) Formative (as learning):
    Summative (of learning):
    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 Multiple
    Means of Action
    and Expression

    Provide
    Multiple
    Means of
    Engagement
    Provide options for Provide options for Provide options
    perception- making
    physical actionfor recruiting
    information
    increase options
    interestperceptible
    for interaction
    choice,
    Pilgrim coloring
    relevance,
    page. Visual
    value,
    pictures of items.
    authenticity,
    minimize
    threats
    Coloring page,
    the students are
    very into art.
    Provide options for Provide options for Provide options
    language,
    expression and
    for sustaining
    mathematical
    communicationeffort and
    expressions, and
    increase medium
    persistencesymbols- clarify &
    of expression
    optimize
    connect language Answering
    challenge,
    Pictures of
    questions posed
    collaboration,
    uncommon objects. throughout the
    masteryreading. Reading.
    oriented
    feedback

    Provide options for


    comprehensionactivate, apply &
    highlight
    Comparing some
    of the aspects of
    the Pilgrims life to
    our own.
    Writing the
    postcard to
    highlight what
    facts the students
    learned.
    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?

    Provide options for


    executive
    functionscoordinate short &
    long term goals,
    monitor progress,
    and modify
    strategies
    Students ability to
    finish their
    postcards and
    coloring page.

    Provide options
    for selfregulationexpectations,
    personal skills
    and strategies,
    self-assessment
    & reflection
    Students make
    sure that they
    are listening
    and selfregulating
    while listening
    to the reading.
    The Pilgrims of Plimoth book written by Marcia Sewall.
    Picture examples of pewter, pipkin and pottle (bring in half
    a gallon milk jug) Students postcards from previous lesson.
    Pilgrim coloring page.
    Normal set up. Main focus of the lesson in the carpeted
    area. Then moving back to the desks at the end of the
    reading.

    III. The Plan


    Time

    3 mins

    Components
    Motivation
    (opening/
    introduction/
    engagement)

    Describe teacher activities


    AND
    student activities
    for each component of the lesson. Include important
    higher order thinking questions and/or prompts.
    What types of games do you
    Students respond as
    like to play during recess?
    needed.
    (Wait for responses) What kind
    of clothes do you wear? Do
    you make your clothes and if
    they get holes in your clothes
    do you fix them? (Wait for

    responses) In todays reading we


    are going to find out how the
    Pilgrims would answer these
    Development We have already read the
    (the largest
    sections titled The Pilgrims and
    component or Menfolk. Today we are going
    main body of
    to finish the book and read
    the lesson)
    about the Womenfolk, Children
    and the Plantation.
    Womenfolk:

    15 mins
    reading
    10 mins
    working
    25
    minutes
    in total

    Page 28: Talk briefly about it


    would be like to sit, sleep or
    live in the houses that are
    described. (describe that pewter
    is a type of tin with copper
    mixed in it. It can be used for
    utensils. Show the picture
    example)
    Page 30: Raise your hands if
    you sleep on a straw or feather
    mattress? Now, raise your hand
    if you sleep in a nice comfy
    bed that isnt made out of straw
    or feathers? What do you think
    it would be like to live on a bed
    made out of straw or feathers?
    Show the example of what a
    pipkin is. Define that a pottle is
    a measure for liquids equal to a
    half a gallon.
    Page 34: Brewing an infusion
    or a decoction is their type of
    medicine.
    Children and Young folk:
    (Choose what one to talk about
    for page 36)
    Page 36: What do you think it

    Students respond when


    needed, otherwise they
    should be sitting in the
    carpeted area listening.

    would be like if you didnt have


    school? (Take three answers from
    students)
    What kinds of things do you do
    before going to school? Do you
    just wake up and drive to school?
    Or do you do chores before going
    to school? (Take three student
    answers)
    Page 38: Tares are a type of
    weed. I know how these children
    feel, I hate pulling weeds from
    my garden!

    2
    minutes

    Closure
    (conclusion,
    culmination,
    wrap-up)

    Page 39: Blind mans bluff is


    where a person who is
    blindfolded tries to catch the
    other players. Sounds like a hard
    All right, its time to wrap up
    Students should put away
    whatever you are writing or
    their work and get ready
    coloring. Hold up your written for the next activity.
    or colored work, I want to see
    what you made. Wow! You are
    great artists and writers! You
    can put your work in your

    under construction folder if you


    arent done, or in the turn in bin
    if you are. Make sure your names
    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.)
    I did not teach this lesson. After teaching lesson two I realized that this book was too
    long and had hard vocabulary for my class. I also noticed that the students had trouble
    staying focused during lesson two. The class likes to color and write, I think they
    would have enjoyed coloring the Pilgrims. The questions that I prepared would have
    been good for the students to think about. I could have incorporated partner
    sharing/talking to answer some of the questions. The problem with having so many
    questions throughout the book is that its hard to bring back the students focus back to
    the reading of the book.

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