Jaclyn Turney

Holiday Lesson Plan: Thanksgiving

Grade: 2
Student learner objectives:
Students will learn about a special holiday, why we have Thanksgiving and what
we are to be thankful for
Students will read a story about Thanksgiving
Students will locate the path the pilgrims took to get to Massachusetts
Students will sing I want to say Thanks
Students will sing Every day is Thanksgiving
Students will expand their math practices by searching for numbered turkeys
Students will listen to a Thanksgiving poem
Students will create their own poem
Students will color in turkeys and the feathers of turkeys
Materials:
Markes, J., & Barrette, D. (2004). Thanks for Thanksgiving. New York: HarperCollins.
Raphael, E., & Bolognese, D. (1991). The first Thanksgiving. New York: Scholastic
Every Day Is Thanksgiving: Song Lyrics and Sound Clip. (n.d.). Retrieved April 11,
2016, from
http://www.songsforteaching.com/calendarweatherseasons/everydayisthanksgiving.php
-Poem of Thanksgiving
-Map of United States and England
-Scissors, construction paper, crayons
Curricular Connections:
Reading, Geography, Math, Music, Language, Art
Procedure:
1. Read the story Thanks for Thanksgiving (Reading)
2. Review the phrase: What am I thankful for?
3. Read: The first Thanksgiving
4. Discuss where the pilgrims traveled. (Map) How long did they have to go? How
long did it take?
5. Students will point out on the map where the pilgrims came from
(Geography/History)
6. Students will search for the numbered turkeys. Discuss how they knew it was the
highest number. (Math)
7. Teach the song: Every day is Thanksgiving (Music)
8. Discuss the history of. Who likes turkeys? Who doesnt? What colors do they
have
9. Draw the turkey from your traced hand, cut him out and color him (Art)

Reading- Thanks for Thanksgiving

1. Ask students what they are thankful for
2. Read the book Thanks for Thanksgiving

3. Allow students to talk about what they learned from the book and what they
liked the most

Geography- Retracing their path

Procedure
1. Discuss the story behind the pilgrims and their travels
2. Make sure students know where they started and where they landed
3. Have a large map of the world and point to the path that the pilgrims made
and where they landed

Math
1. Hide previously cut out turkeys around the room when students are at lunch or
recess, each having different numbers on it
2. When students come into the room they will have to find the highest
numbered turkey
3. Whoever finds the highest numbered turkey wins a prize
4. The rest of the students get stickers for playing the game and having fun
Song Lesson: (Music)

Every Day is Thanksgiving

When I have turkey to eat and stuffin and pumpkin pie
Then I know its Thanksgiving Day and Im gonna tell you why
Cause theres so much to eat and the people I love are near
That is why Thanksgiving Day is my favorite time of the year
But I dont need turkey to eat or stuffin or pumpkin pie
To make each day Thanksgiving Day and Im gonna tell you why
Cause if theres food to eat and the people I love are near
Then it is Thanksgiving Day every day of the year

Procedure for teaching the song:

5. This song has a very important message. What do you think that is? (We are
thankful for each day.)
6. What do people do on thanksgiving? (Eat tasty foods and get together with
others)
7. What are the phrases that repeats? (Thanksgiving Day and Im gonna tell you
why and `Cause theres so much to eat and the people I love ar near)
8. Please join me on these words. (Thanksgiving Day and Im gonna tell you
why and `Cause theres so much to eat and the people I love ar near) Sing
again.
9. Why do you think we eat on Thanksgiving? (This is because of the Pilgrims
and the history behind it) (History)
10. What foods are in the song? (Turkey, stuffin, pumpkin pie)
11. Can you think of anything else you eat on Thanksgiving? (Gravy, potatos,

children can add what they want into the song)

Teaching Tips/Information:
1. Cut out pictures of the food you are going to sing aboout. Hold it up when that
food is about to be sung in the song so students know when to sing it.
2. Make sure students realize this holiday is about so muc more than food, its about
being thankful.
3. Always be watching students while they are working with scissors
4. Allow each student to feel as though theyve won during the turkey hunt/number
game. Its important that this holiday is important to each of them and the game
was not just for the prize and food.

Language- Reading a poem

T IS FOR TURKEY ON THANKSGIVING DAY
H IS FOR HURRY WERE HUNGRY WE SAY
A IS FOR AUNTIE SHE WORKS AND SHE MENDS
N IS FOR NATIVE AMERICAN FRIENDS
K IS FOR KITCHEN THE OVENS ON LOW
S IS FOR SILVERWARE SAT IN A ROW
G IS FOR GRANDMA THE ONE WE LOVE MOST
I IS FOR INSIDE WHERE WERE WARM AS TOAST
V IS FOR VEGETABLES EAT THEM WE TRY
I IS FOR ICE CREAM ON TOP OF THE PIE
N IS FOR NEVER DO WE HAVE ENOUGH DRESSING
G IS FOR GRANDPA WHO GIVES THANKS FOR OUR BLESSINGS.
HAPPY THANKSGIVING!!!!

Procedure
1. Have students sit on carpet to listen to the poem.
2. When the poem is finished, have students think of their own word that reminds them of
Thanksgivig and make their own poem.
3. Share it with the class
Art
Procedure1. Have students trace their hand
2. Add features such as the beak, feathers, and feet
3. Have students color in feathers and body
4. Cut out the turkey and gobble away!
Common Core State Standards: CCSS
Key Ideas and Details
1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.

2. Determine the main idea of a text; recount the key details and explain how they
support the main idea.
3. Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to
time, sequence, and cause/effect.
Integration of Knowledge and Ideas
7. Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur).
Writing Standards
1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons. b. Provide reasons that support the
opinion. c. Use linking words and phrases (e.g., because, therefore, since, for
example) to connect opinion and reasons.