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The Story of Squanto

By the completion of the lesson:
Students will be able to recognize adjectives and their application to a character based on inferences.
Students will be able to refer to the text to justify responses.

Grade Level:
Second Grade
Allotted Time:
One forty-five minute session
NJCCCS Addressed:
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,
including using adjectives and adverbs to describe.
6.4.2 B. 1.
Recognize the names of major figures in American history, including George Washington, Abraham, Lincoln,
Sacajawea, Harriet Tubman, Susan B. Anthony, and Martin Luther King Jr.
6.4.2 B. 2.
Discuss the contributions of important women, African Americans, and Native Americans to United States and
New Jersey history.
6.4.2 B.3.
Explain the historical significance of major national holidays (e.g. Independence Day, Labor Day) and
American symbols.
Required Materials:
Squanto biography (About one page in length), one for the teacher and one per group
CD of a read aloud of the Squanto biography
Radio with CD player
Adjective list for each group
Poster board for each group
Glue sticks
Set Up Instructions:
Find or summarize the life of Squanto so that the text is about one page, or less, that contains factual
information about his life story.
Read aloud the story of Squanto onto a CD for students with special needs.
Construct a list of varying adjectives that describes and does not describe Squantos character accurately.
Create two columns onto each poster board.
One titled Squanto Was
The other titled Squanto Was Not
Develop mixed ability groups of 2 or 4 students.
Step-By-Step Procedure:
The teacher will engage students and access their prior knowledge by asking what they know about
Student responses can range from the holiday to the history of the holiday.
Following a brief introduction of Squanto, he was an important historical figure, the teacher will begin to read
Squanto aloud to students.
The teacher will ask students how they might describe Squanto to a friend.
The teacher will use leading questions to guide students to recognize adjectives and how not all
adjectives apply to a persons character.
Guiding questions can include:
How would you describe Squanto to a friend?
Was Squanto lazy?
Each child will be grouped based on their varying abilities.
Students will reread the story in their groups and highlight information they feel is important.
The list of adjectives, along with the titled poster board, will be handed to each group.
Once the story has been reread, students will cut up, list, and place adjectives either in the was or
was not section.
Following this exercise students discuss why they put adjectives in each category.
Reference will be made to the text in order to justify their choices.
Assessment Based On Objective:
Teacher-based observation of student responses of their poster boards.
Formal assessment of poster completion within each group.
Adaptations (For Students with Special Needs):
Students with special needs will listen to a previously recorded reading of Squantos biography.
Extension (For Gifted Students):
Gifted students will be able to apply what they have learned to complete a Making and Using Time Lines.