Curriculum / ELA / 3rd Grade / Unit 2: Rediscovering Thanksgiving: Fact vs. Fiction / Lesson 11
ELA
Unit 2
3rd Grade
Lesson 11 of 24
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Explain how the arrival of European explorers impacted the Wampanoag.
Book: The Wampanoag (A True Book: American Indians) by Kevin Cunningham and Peter Benoit pp. 6 – 16
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How were Wampanoag lives impacted by the arrival of European explorers and settlers?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What is an alliance? Why might it have been important for the Wampanoag to have an alliance with their neighbors?
Describe the early relationship between the Wampanoag and the Europeans.
What is an epidemic? How did the epidemic of 1616 hurt the Wampanoag?
Close read the following sentence on page 14: "There they found empty native villages and farms. They also ran into angry Wampanoag who shot at them with bows and arrows. The loud English guns surprised the native warriors and drove them into the woods—for a while." What language does the author use to describe the Wampanoag? How does that impact the reader’s understanding of the Wampanoag?
How did Squanto help the Pilgrims?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
epidemic
n.
a quick and sudden spread of something harmful or unwanted
treaty
an official agreement between countries or groups
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RI.3.3 — 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.
RI.3.9 — Compare and contrast the most important points and key details presented in two texts on the same topic.
Standards that are practiced daily but are not priority standards of the unit
L.3.4 — Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4.b — Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 — Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.10 — By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2—3 text complexity band independently and proficiently.
SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 10
Lesson 12
Explain what motivated the settlement and colonization of the New World and what challenges the explorers faced.
RI.3.3
Describe the conditions on the Mayflower and why so many people decided to take the journey.
RI.3.3 RI.3.6
Describe Lizzy's experiences on the Mayflower and the challenges she faced.
Writing
Describe what life was like on the Mayflower by writing a variety of compound sentences.
L.3.1 L.3.1.h L.3.1.i RI.3.3
Explain why the Pilgrims were not satisfied with Cape Cod and why they were satisfied with Plymouth.
Explain what readers learn from Lizzy about what life was like in the "New World."
Writing – 2 days
Write a few sentences describing the challenges and rewards of being in the New World.
L.3.1.f L.3.1.h L.3.1.i RI.3.3 W.3.2
Describe who the Wampanoag were and what they valued.
Describe key aspects of Wampanoag culture.
Analyze how the Wampanoag viewed the Pilgrims and explain why.
RI.3.3 RI.3.9
Explain why Squanto chose to help the Pilgrims.
RI.3.3 RI.3.6 RI.3.9
Use subordinating conjunctions to write more interesting and complex sentences.
L.3.1.h L.3.1.i
Analyze what information is missing about the Wampanoag.
Describe the Wampanoag's relationship with the colonists.
Discussion
Discuss unit essential question using information from multiple texts and sources.
RI.3.3 SL.3.1 SL.3.1.a SL.3.1.d
Draft a paragraph describing what it was like to be a Wampanoag in 1621.
RI.3.3 W.3.2 W.3.2.a
Analyze an account of the first Thanksgiving and explain what happened.
Discuss unit essential questions using information from multiple texts and sources.
RI.3.6 RI.3.9 SL.3.1 SL.3.1.a SL.3.1.d
Informative Writing – 4 days
Students will research, draft, illustrate, and create books to teach younger students about the real story of the First Thanksgiving.
L.3.2.a RI.3.3 RI.3.6 RI.3.9 W.3.2 W.3.2.a W.3.7 W.3.8
Assessment
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