This lesson plan template outlines a reading lesson to teach elementary students about Thanksgiving traditions. The goals are for students to demonstrate their knowledge of traditions and produce a product about their own family traditions. Materials include a story about traditions and materials for students to make comic strips. The lesson involves reading the story, defining and discussing traditions, listing personal traditions, and making a comic strip about one tradition. Assessment includes formative questions during the lesson and a summative comic strip assignment.
This lesson plan template outlines a reading lesson to teach elementary students about Thanksgiving traditions. The goals are for students to demonstrate their knowledge of traditions and produce a product about their own family traditions. Materials include a story about traditions and materials for students to make comic strips. The lesson involves reading the story, defining and discussing traditions, listing personal traditions, and making a comic strip about one tradition. Assessment includes formative questions during the lesson and a summative comic strip assignment.
This lesson plan template outlines a reading lesson to teach elementary students about Thanksgiving traditions. The goals are for students to demonstrate their knowledge of traditions and produce a product about their own family traditions. Materials include a story about traditions and materials for students to make comic strips. The lesson involves reading the story, defining and discussing traditions, listing personal traditions, and making a comic strip about one tradition. Assessment includes formative questions during the lesson and a summative comic strip assignment.
This lesson plan template outlines a reading lesson to teach elementary students about Thanksgiving traditions. The goals are for students to demonstrate their knowledge of traditions and produce a product about their own family traditions. Materials include a story about traditions and materials for students to make comic strips. The lesson involves reading the story, defining and discussing traditions, listing personal traditions, and making a comic strip about one tradition. Assessment includes formative questions during the lesson and a summative comic strip assignment.
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Indiana Wesleyan University
Elementary Education Lesson Plan Template
Reading, Writing, and Oral Language 2007 ACEI Standards
Countdown to Thanksgiving, Jodi Huelin
Taylor Fisher READINESS I. Goals/Objectives/Standard(s): A. Goal(s) Students will demonstrate their knowledge on what traditions are and be able to recognize some of their own traditions. B. Objective(s) Students will be able to demonstrate their knowledge and understanding of traditions and be able to produce a product of their own traditions. C. Standard(s): 2.RL.2.4 Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why. II. Materials: Countdown to Thanksgiving by Jodi Huelin. Blank pieces of paper for comic strips. Thanksgiving traditions list sheet. Crayons/pencils. III. Anticipatory Set Take a few seconds to think about something that you and your family or friends do every year around Thanksgiving time. Turn and talk to a person sitting next to you about what activities you thought of (Walk around and listen to the students conversations). What activities or events did you and your partner talk about? (Let 3-4 students share). IV. Purpose: Today we will learn about traditions and their importance of bringing people together. PLAN FOR INSTRUCTION (ACEI 1.0) (InTASC 7) Foundational Theory: Reader-response criticism is a school of literary theory that focuses on the reader (or audience) and their experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author or the content and form of the work. Adaptation to Diverse Students (InTASC 2): - Thomas has trouble sitting still and focusing when he is at the carpet, so I will have him sit right next to me and he will sit in a chair. I added movement into my lesson for students who need to move, this will help them focus more. - I am using visuals and making the students create visuals. Students who learn through seeing will be able to grasp the concept I want students to learn easier. - This lesson creates opportunities to add in other activities that will cater to students multiple intelligences. (ACEI 3.2) Lesson Presentation (Input/Output) (InTASC 1, 4, 5, 8) - (Show the cover of Countdown to Thanksgiving) What do you think this story is going to be about? (Let 2-3 students answer and write predictions down on a sticky note). Why do you think that is what it is going to be about? (Let 1-2 students answer). - Read Countdown to Thanksgiving by Jodi Huelin. - This book said an important word that I want you to know. (Show page that says tradition and point to the word). This word is tradition; everyone say tradition (Class says tradition). A tradition is the passing of customs or beliefs from generation to generation (Write definition on the board). Traditions can help bring people together, especially families. You guys actually talked about traditions earlier when you shared with a partner something your family does every year around Thanksgiving. - Countdown to Thanksgiving talked about a lot of traditions. - Go through each page and ask, What do you think is the tradition on this page? Explain the tradition if needed and guide the students to the answer if needed as well. - (Say earlier predictions) Were our predictions right about the story? (Let 1-2 students answer). What was the story about? (Let 1-2 students answer). - On this sheet of paper I am going to pass out to you, you are going to list some of the traditions that you and your family carry on at Thanksgiving. Remember, this is something that you do the same every year around Thanksgiving time. For example, on my list I could write, share what we are thankful for. Every year at Thanksgiving supper, my family goes around and shares what we are thankful for. - I also want you to add who you learned the tradition from if you can remember. - I am going to give you three minutes to list as many traditions as you can think of. - (When time is up) I want you to star one of the traditions that you listed. You are going to create a comic strip of one of your traditions. (Show my example comic strip under the doc camera) You are going to draw pictures that represent what tradition you chose. Add the people who are with you, what you guys are doing, and maybe what happens when the tradition is over. I want you to add a lot of detail. - Does anyone have any questions about what you are suppose to do? (Answer questions, if any). (ACEI 2.1 & 3.3) V. Check for understanding: Everyone clean up and come back to the carpet. Share 2-3 students comic strips and have them give short explanations of the tradition they chose. Does anyone have any final questions about what a tradition is or why it is important? (Answer questions, if any). VII. Review learning outcomes / Closure I can tell by your comic strips that you guys understand what a tradition is and were able to give examples of your own. Pass up your comic strips. Tomorrow we will be talking more about traditions and practice writing. PLAN FOR ASSESSMENT (InTASC 6) Formative: Questions/answers throughout lesson and observations of students while they work. Summative: Comic strip. (ACEI 4.0) REFLECTION AND POST-LESSON ANALYSIS (InTASC 9, 10) 1. How many students achieved the lesson objective(s)? For those who did not, why not? 2. What were my strengths and weaknesses? 3. How should I alter this lesson? 4. How would I pace it differently? 5. Were all students actively participating? If not, why not? 6. What adjustments did I make to reach varied learning styles and ability levels? a. Blooms Taxonomy: b. Gardners Multiple Intelligences: 7. What activities could I do to get the students more involved? 8. What management strategies could I try next lesson? Thanksgiving Traditions
