Curriculum / ELA / 3rd Grade / Unit 2: Rediscovering Thanksgiving: Fact vs. Fiction / Lesson 18
ELA
Unit 2
3rd Grade
Lesson 18 of 24
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Analyze an account of the first Thanksgiving and explain what happened.
Book: Pilgrims: A Nonfiction Companion to Magic Tree House #27 by Mary Pope Osborne pp. 70 – 83
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According to the book Pilgrims, what happened at the first Thanksgiving?
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Based on what you know about the Wampanoag, what additional information is needed for a complete understanding of the event?
Questions about the text that will help guide the students understanding
The chapter starts by saying, "The fall of 1621 was joyful." How is this a change in attitude from other chapters? Why?
What did the Pilgrims eat at the first Thanksgiving? Why? How did they eat their food?
The author says, "it was a time for great celebration." How did the author say they celebrated?
When did Thanksgiving become a national holiday? What does it signify?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
bustling
adj.
to move in a busy way
custom
n.
a tradition among people in a group or place
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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.3.7 — 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).
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.
Next
Explain what motivated the settlement and colonization of the New World and what challenges the explorers faced.
Standards
RI.3.3
Describe the conditions on the Mayflower and why so many people decided to take the journey.
RI.3.3RI.3.6
Describe Lizzy's experiences on the Mayflower and the challenges she faced.
Describe what life was like on the Mayflower by writing a variety of compound sentences.
L.3.1L.3.1.hL.3.1.iRI.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."
2 days
Write a few sentences describing the challenges and rewards of being in the New World.
L.3.1.fL.3.1.hL.3.1.iRI.3.3W.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.3.3RI.3.9
Explain why Squanto chose to help the Pilgrims.
RI.3.3RI.3.6RI.3.9
Use subordinating conjunctions to write more interesting and complex sentences.
L.3.1.hL.3.1.i
Analyze what information is missing about the Wampanoag.
Describe the Wampanoag's relationship with the colonists.
Discuss unit essential question using information from multiple texts and sources.
RI.3.3SL.3.1SL.3.1.aSL.3.1.d
Draft a paragraph describing what it was like to be a Wampanoag in 1621.
RI.3.3W.3.2W.3.2.a
Discuss unit essential questions using information from multiple texts and sources.
RI.3.6RI.3.9SL.3.1SL.3.1.aSL.3.1.d
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.aRI.3.3RI.3.6RI.3.9W.3.2W.3.2.aW.3.7W.3.8
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