Name of Teacher Candidate: Hunterpaige Date: November 5, 2018

McDaniel
Central Focus: Thanksgiving Grade Level: Kindergarten

Lesson Title:
Lesson 3: Journey on the Mayflower
Curriculum Areas Addressed:
Social Studies; ELA
Time Required: Instructional Groupings: Are you using whole group,
45 minutes small group, partners, quads, homogeneous,
heterogeneous?
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

SSKH3 Correctly use words and phrases related to chronology and time. (Note: These elements should be

integrated into discussions about historical events and figures.) a. Now, long ago b. Before, after c. Today,

tomorrow, yesterday d. First, last, next e. Day, week, month, year f. Past, present, future

ELAGSEKRL1 With prompting and support, ask and answer questions about key details in a text.

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 build upon knowledge prior knowledge to discuss Pilgrims’ journey on
the Mayflower, including conditions, activities, and where the Pilgrims made landfall.

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

• How did the Pilgrims get to America?
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 name the ship that the Pilgrims traveled on.

2. Students will work in groups to construct a Mini Mayflower to complete a STEM challenge.

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.)

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

• New World
• Plymouth

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 …If You Sailed on The Mayflower

in 1620 by: Ann McGovern.

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

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 the name of the ship the Pilgrims traveled on
• Describe the details of the Pilgrims journey on the Mayflower
• Describing feelings of living like the Pilgrims did
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.)
• Mini Mayflower STEM Challenge Chart (create during class)
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
• Students will demonstrate their understanding of the Academic Language while listening to a read aloud
of …If You Sailed on The Mayflower in 1620. by: Ann McGovern, and participating in discussion.
• Students will demonstrate their understanding of the Academic Language while completing the Mini
Mayflower STEM challenge.
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.Observe students when answering the name of the ship the Pilgrims sailed on
• 2.Observe groups while completing the STEM challenge
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. 15-21 students correctly naming the ship= mastering; 8-14 students correctly naming the ship=
progressing; 1-7 students correctly naming the ship = lacking (mastering= ready to move on; progressing
=will need to review again; lacking=will need to completely teach again)

• 2. 3 groups following directions to correctly construct a Mini Mayflower Mayflower= mastering; 2

groups following directions to correctly construct a Mini Mayflower Mayflower= progressing; 1 group
following directions to correctly construct a Mini Mayflower Mayflower = lacking (mastering= ready to
move on; progressing =will need to review again; lacking=will need to completely teach again)
Elementary/Middle Childhood edTPA Lesson Plan Template John H. Lounsbury College of Education, Georgia College

Differentiation for IEP and Focus Students:

• IEP: if noticing that speech student says something incorrectly, repeat it back to him in the correct way
• JH: allow him to be a peer mentor helping other two focus students during the STEM challenge
• DD: receive help from focus student, J.H., during the STEM challenge
• LW: receive help from focus student, J.H., during the STEM challenge

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 drawing of the Mayflower
• Explain that it is called a cutaway
• Allow students to share different things that they notice about the drawing
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.)
• Their answers will be added to the board as a reminder to listen for those things while we read
• Tap into prior knowledge by asking students to share details about the Pilgrim’s journey that we have
already learned
• Tell students that we will continue to learn more about the conditions of traveling on the Mayflower
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.)
• Begin reading from …If You Sailed on The Mayflower in 1620 by Ann McGovern
• Read page 23: What would you eat and drink on the Mayflower?
• Ask students how they would like to eat the same cold food everyday; allow students to share
• Read page 25: Where would you sleep?
• Ask students if they would like to sleep without a bed every night; allow time to share
• Read page 26: Would you be able to keep clean?
• Allow discussion about taking baths with ocean water and wearing the same clothes
• Allow focus student J.H. to define voyage; Read page 27: Was it a safe voyage?
• Read page 32: The New World to talk about when the Pilgrims made initial landfall on November 9,
1620
• Explain that the pilgrims did not stay there. A group set out first to find new land
• Explain that they reached land on December 11, 1620: Plymouth
• Read page 43: Why did the Pilgrims decide to stay in Plymouth?
• Allow discussion about if they think life was easy on Plymouth
• Explain that we now spit into three groups to complete a Mayflower STEM challenge. Each group will
get to create their own Mayflower out of foil, construction paper, and straws
• Split students into three groups to complete the challenge (Partner teacher, Parapro, and I will all work
with a group)
• Each group’s area will have materials: a container with water, foil, straws, construction paper, and
marbles
• With assistance of adult, groups will form the boat out of foil—remembering to keep the middle empty
so marbles can be placed inside
• Students will create a sail out of construction paper and straws
• Adult will hot glue the sail and straws to the boat
• When each group has completed their boat, there will be a race to see which group’s boat sails across
their container the fastest: each adult will choose a time keeper and someone to blow in a straw to create
“wind” for the boat
• After the race, each group will see how many marbles they can place in their Mayflower before it sinks
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.)
• After completing the challenge, students will return to the carpet.
• Allow students to discuss what they liked about the challenge
• Review by asking students to name the ship the Pilgrims traveled on.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one: Content/Process/Product
Process
How will differentiation be accomplished?
• Repeat directions during the STEM challenge; assist groups as needed
What strategies will be used to differentiate for focus student 1?
• J.H.: allow him to be a peer mentor helping other two focus students during the STEM challenge
What strategies will be used to differentiate for focus student 2?
• D.D.: receive help from focus student, J.H., during the STEM challenge
What strategies will be used to differentiate for focus student 3?
• L.W.: receive help from focus student, J.H., during the STEM challenge
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.)
• https://www.youtube.com/watch?v=EywIqfgynF8: Mini Mayflower STEM challenge
• Mini Mayflower STEM Challenge Chart (create during class)
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.)
• Websites used to gain background knowledge for teacher:
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

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. Students will gain further knowledge
about why it mattered how much Pilgrims took on the Mayflower through the STEM challenge.
• Vygotsky: Scaffolding. I will build upon prior knowledge of the Pilgrim’s.
• Utilizing developmentally appropriate assessments and tasks based on typical development for
kindergarten students
• 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

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

• “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:

• Mini Mayflower STEM challenge: https://www.youtube.com/watch?v=EywIqfgynF8

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