Curriculum / ELA / 3rd Grade / Unit 2: Rediscovering Thanksgiving: Fact vs. Fiction / Lesson 2
ELA
Unit 2
3rd Grade
Lesson 2 of 24
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Describe the conditions on the Mayflower and why so many people decided to take the journey.
Book: Pilgrims: A Nonfiction Companion to Magic Tree House #27 by Mary Pope Osborne pp. 13 – 23
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Describe the conditions on the Mayflower. Why did so many passengers decide to take the difficult journey?
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
Describe the Pilgrims' motivations for going to the New World. Did all the Pilgrims share the same motivations? Explain why.
On page 15, the author states that "living on board was not pleasant!" What evidence does the author include to support this statement? Do you agree or disagree?
Read the sentence from page 17. "Tempers had grown short during the trip." What is a temper? What does it mean if a temper has grown short? Why was this happening? How was it solved?
There were nearly one hundred people on the Mayflower, yet only forty-one signed the Mayflower Compact. Explain why.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
pleasant
adj.
likable or friendly; causing a feeling of pleasure
temper
n.
a person's state of being, either angry or calm
pledge
a serious promise or agreement
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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.3.6 — Distinguish their own point of view from that of the author of a text.
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.
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 1
Lesson 3
Explain what motivated the settlement and colonization of the New World and what challenges the explorers faced.
RI.3.3
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.
Explain how the arrival of European explorers impacted the Wampanoag.
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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