Name Reynalyn Agpoon LP Grade Level 1st grade Presenting in field?

Yes

No

The Story of the Pilgrims

Materials:

Comic Strip draft handout

Comic Strip Handout with picture boxes

Childrens Book:
The Pilgrims First Thanksgiving by Ann McGovern
Time needed:
45 minutes (2 days)
--------------------------------------------------------------------------------------------------------------------Standards/Benchmark
HCPSIII Social Studies Standard/Topic/Benchmark
Strand: Historical Understanding
Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CASUALITYUnderstand change and/or continuity and cause and/or effect in history.
SS.1.1.1 Distinguish temporal structures (beginning, middle, end) in stories and
historical narratives.
Students will create a comic strip including the beginning, middle, and end events from
the story
Integrated Standard w/ Connection (Reading)
RL.1.1 Ask and answer questions about key details in a text
Students will answer questions about the main idea and key details of The Pilgrims
First Thanksgiving during and after the read aloud.
RL.1.3 Describe characters, setting, and major events in a story, using key details.
Students will describe the characters of the book, setting of where the pilgrim story took
place, and the major events of the Pilgrim journey with supporting key details after the
read aloud.
Integrated Standard w/ Connection (Writing)
CCSS.W.1.2 Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.
Students will complete a comic strip describing the main events of the story.
GLOs

Self-Directed Learner: The ability to be responsible for ones own learning

Effective Communicator: The ability to communicate effectively
Quality Producer: The ability to recognize and produce quality performance and quality
products.
InTASC Standard
Standard 1: Learner Development I1b: The teacher creates developmentally
appropriate instruction that takes into account individual learners strengths, interest,
and needs and that enables each learner to advance and accelerate his/her learning
Assessment
Formative Assessments
-Temperature Check: fist to five by your heart. The students will be doing a temperature
check to see how much they understand about the pilgrims and the story
Questions such as:
-Where did the Pilgrims before coming to America?
-How did they get to America?
-Muddiest Point: Students will write down a question on a piece of paper about the
Pilgrims. If the student does not have a question, they will write down one thing they
learned about the lesson.
Summative Assessment -Performance Task
Comic Strip: Students will complete a comic strip with four different boxes. Students will
fill in the comic strip according to the temporal structure of the story The Pilgrims First
Thanksgiving. The students will need to have the words, first, next, then, last in the
correct order. The students will also include drawings for each part of the story.
Rubric/Checklist
Criteria
I can retell the story of the pilgrims voyage
using the beginning, middle, and end story
structure.

Yes

No

I can accurately describe how/why Pilgrims

came to America.

Comic Strip Checklist

Student
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First Box

Copied book
Incomplete

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Second Box

Copied book
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Third Box
Incomplete

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Last Box

Copied book
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Incomplete

Incomplete

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Active Learning Plan

Grabber/Motivating opening
Gather students on the carpet.
Ask the students to close their eyes and to visualize in their heads. Tell the students,
Imagine if you were forced to move out of your house and move into a new home all
the way across the country! You had to leave your comfy bed, your iPad, and your
favorite toys. To get to this new home, you did not fly by airplane, but sailed on a boat

with a hundred other people. You all had to sleep squished together in one room. All
there was to eat was bread and soups, nothing else. This is all you could eat for
breakfast, lunch, and dinner for days and days. How would you feel? What do you
think would happen?
Have a few students share their thoughts.
Narrative Overview with Assessment explanation
Share the narrative overview: Today, we will be talking about Pilgrims, where their story
began, how they traveled to America, and what their first Thanksgiving was like. I will
also show you some interesting pictures of what their lives were like. You will also
create a comic strip that talks about what happened during the pilgrims voyage and the
pilgrims first thanksgiving. Voyage is another word for trip. And a comic strip is what
people use to write on when they want to tell a story in order from beginning to end.
You will be retelling the story of the Pilgrims using the words first, next, then, and
last, on their journey to America.
Pair/Small Group Exercise for Guided Practice
Before the read aloud, ask the following questions:
Why do you think the Pilgrims had to leave their homes?
How do you think the Pilgrims felt leaving all of their belongings behind?
Write on a chart paper the student responses.
Read the story, The Pilgrims First Thanksgiving
During the read aloud, engage the students in questioning (ask these questions)

Where do you think they are going?

Why do you think they are going?
How would you feel if you had to be on the Mayflower?

After the read aloud, fill out the beginning, middle, and end chart with the appropriate
pictures. Model how to figure out what goes first, next, and last.
Explain to the students that we will use this chart to put the events in the story in order.

Beginning

Middle

End

Brainstorm with the students to retell the story of the pilgrims thanksgiving.
Ask these questions:
What happened in the beginning of the story?
What did the pilgrims do after? How do you think they felt about this?
What happened in the middle of the story?
What happened at the end of the story?
What do you think happened after the first Thanksgiving?
Review all of the items on the chart. Instruct the students about the next step: There
are many other events that happened besides the ones listed here. When you go back
to your desks, you will get a paper that have four boxes on them, which is the comic
strip draft. You will use what you learned from the story to fill in the piece of paper. You
have to write the events that happened in the story in the correct order.
Implement the formative assessment: Temperature check fist to five by your heart.
The students will be doing a temperature check to see how much they understand
about the Pilgrims and the story. Explain temperature check to the students. So this
short activity is to inform me about how much you remember about the Pilgrims or if you
need more help remembering. I want you to put a 5 by your heart if you understand
what happens in the beginning, middle, and end of the story. If you do not understand
at all, you hold up a 0 by your heart. 3 fingers mean that you are doing okay, but still
have some questions about Pilgrims. So on the count of 3, I want you hold up the finger
that represents how you feel. 0 means I do not understand, 3 means I understand a
little, and a 5 means I completely understand. This is just to show me how you are
feeling right now, so you do not need to copy anyone elses votes. Engage the
students in the temperature check.
Take note of the students who held up 0 or 3. Assist those students during the
independent work.

Dismiss the students to their desks.

Pass out comic strip draft handout.
Independent work/Implementation of Performance Task
Retell the instructions: So your task is to fill in the piece comic strip from what you
remember from the story. Think about what happened first in the story, then what
happened after that, and what happened last. If you get stuck, look on the chart we did
as a class. When you are done, show it to me and I will see if you can move on to
create your comic strip. When I approve your comic strip, you will write what happens
first in the first box, then what happens next in the second box, and what happened last
in the third box.
Students will work independently. Assist students who held a 0 or a 3 during the
formative assessment. Allow students to work for 30 minutes. Walk around the room
once the students who needed further assistance are fine.
Closing
-

Gather students back to the carpet

Inform the students that they can continue working tomorrow if they did not
complete their task.
Review the lesson: So today we talked about the pilgrims and their journey to
America. Think about how you would feel if you had to leave Hawaii to move to
a different country with only a few things. How would your life change? We will
talk about your thoughts tomorrow.
Perform the muddiest point assessments: On a piece of paper, I want you to
write a question that you have about the pilgrims or if you do not have a question
or wonderings, write one thing you learned. It is okay to have questions. This is
why we are doing this to see what we should review tomorrow. We will discuss
your questions tomorrow.

Day 2: 45 Minutes
Grabber/Motivating opening
So did you come by the Mayflower today? Did you pick up chicken eggs before you got
ready for school? How many of you wore your white to hats to school today?
Narrative Overview with Assessment explanation
-

Gather the students to the carpet and ask them the grabber

Share narrative overview

Today we will review what we learned yesterday, which were about Pilgrims. For
the students who did not finish their draft of the comic strip, you can continue
today. For the students who did finish and are ready to create their comic strips,
you can start today.

Present the chart that was completed yesterday. Review the pictures on the
chart.

Ask students to raise their hands to share what they remember from yesterday

Allow students to respond

During the discussion, ask students to think about these questions

o Should Pilgrim children be working in farms?
o How would you feel if you had to work on a farm instead of going to
school?
o How is your life different from a pilgrim child?

Ask the students to turn to their side partners to discuss the question: Should
pilgrim children be working in farms?
Allow the students to discuss
Ask students to come back as a whole group after one minute of discussion
Ask students to share what they discussed with their partner
Chart their responses and their reasons
Discuss their responses
End the discussion by introducing their task, which is the comic strip.
Review the summative assessment, which is the comic strip.
So boys and girls, if you are done with your comic strip draft, you can start on
your comic strip final. Even if you are not done with your draft, you should be
listening too because I am telling you all the instructions right now. When you
are done with your comic strip draft, you will then create the comic strip with
drawings. In the lines, you will copy the first event on the first box. Then you will
copy the second event on the second box. And then you will write what the third
event was on the third box. Last, you will write the last event in the last box. The
comic strip is where you will draw what happened to the Pilgrims. You have to
draw what happened first in the first box, what happened second in the second
box, what happened third on the third box, and what happened last on the last
box. You can color when that is done too. Remember, before you can create a
comic strip, you need to show me your comic strip draft. If you need a comic
strip, they will be on my desk. I will be working with students who need help so if
you need my help, come to the round table.
Excuse the students who look ready. During this time, the students will all be
working on the same tasks, but some will still be drafting and some will be

publishing. If there are no students by my desk, I will walk around the classroom
to check up on the students. They should work independently for 30 minutes.
Closing
-

Collect all of the work. Students who could not finish within the two days, they
can work on it during the intervention block.
Gather the students on the carpet and perform the fist to five assessment.
Hold up a five if you think you worked well on your own today? Well that means
you were on task and you were working quietly. Hold up a fist if you think you
could have worked better and if you worked better you could have finished your
work? Okay, well thank you for listening and working very hard today. I want
you to think about how much sacrifice the Pilgrims had to make to come to
America. Sacrifice means giving up something you want for something that is
important. Do you think the sacrifices the Pilgrims made helped them to become
happy? Do you think it was a good idea for them to leave their country and
come to America? We have people doing that everyday.

Differentiation Plan
ELLs
Students can have photocopies for the pages of the book. Students can draw their
responses on the comic strip draft and on the comic strip final.
504/IEP
Students will sit on the front row and be partnered up with a student who is focused. The
focused student will help minimize the distractions.
Accelerated
Students can include more details on their comic strip.