Rediscovering Thanksgiving: Fact vs. Fiction

Recognize and honor the Indigenous tribe(s) or nation(s) who have stewarded the lands and waters upon which your community is built.

This Land

Standards

RI.3.3

Explain what motivated the settlement and colonization of North and South America and what challenges the explorers faced.

“The English Colonies”

Standards

RI.3.3

Describe key aspects of Wampanoag culture.

The Wampanoag pp. 23–31
Boxes and Bullets Graphic Organizer

Standards

RI.3.3

Language

Form and appropriately use simple verb tenses.

The Wampanoag
Editing Checklist 1 (G3, U2)
3 colors of highlighters (or other color-coding tool) per student

Standards

L.3.1.dL.3.1.e

Describe the conditions on the Mayflower and why so many people decided to make the journey.

Pilgrims pp. 13–23
Boxes and Bullets Graphic Organizer
Editing Checklist 1 (G3, U2)

Standards

RI.3.3RI.3.6

Describe Lizzy's experiences on the Mayflower and the challenges she faced.

“Pilgrim Letter 1”
Highlighters

Standards

RI.3.3

Write a paragraph that teaches others about the effect of the arrival of European settlers to North America.

All unit texts
Single Paragraph Outline — Blank
Single Paragraph Outline Sample Response (G3, U2)
Cause and Effect T-Chart (G3, U2)
Linking Words Practice Handout (G3, U2, L7)
Informational Writing Rubric (G3)
Single Point Informational Writing Rubric 1 (G3, U2)
Editing Checklist 1 (G3, U2)

Day 1 - Brainstorming

Plan a cause-and-effect paragraph that describes the conditions on the Mayflower.

All unit texts
Single Paragraph Outline — Blank
Single Paragraph Outline Sample Response (G3, U2)
Cause and Effect T-Chart (G3, U2)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 2 - Drafting

Draft a cause-and-effect paragraph that describes the conditions on the Mayflower.

All unit texts
Single Paragraph Outline — Blank
Single Paragraph Outline Sample Response (G3, U2)
Linking Words Practice Handout (G3, U2, L7)
Single Point Informational Writing Rubric 1 (G3, U2)
Informational Writing Rubric (G3)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Explain how the arrival of European explorers impacted the Wampanoag.

The Wampanoag pp. 6–16
Cause and Effect Graphic Organizer

Standards

RI.3.3RI.3.9

Explain why the Pilgrims were not satisfied with Cape Cod and why they were satisfied with Plymouth.

Pilgrims pp. 25–34

Standards

RI.3.3

Explain what readers learn from Lizzy about what life was like in the "New World."

“Pilgrim Letter 2”
Editing Checklist 1 (G3, U2)

Standards

RI.3.3RI.3.6

Write a paragraph that teaches others about the effect of the arrival of European settlers to North America.

Day 1 - Planning & Drafting

All unit texts
Single Paragraph Outline — Blank
Single Paragraph Outline Sample Response (G3, U2)
Cause and Effect T-Chart Sample Response (G3, U2, L11)
Linking Words Practice Handout (G3, U2, L7)
Informational Writing Rubric (G3)
Single Point Informational Writing Rubric 1 (G3, U2)
Editing Checklist 1 (G3, U2)

Draft a cause-and-effect paragraph with important facts and details to describe the challenges and rewards of being in the "New World."

All unit texts
Single Paragraph Outline — Blank
Cause and Effect T-Chart Sample Response (G3, U2, L11) — (Completed)
Informational Writing Rubric (G3)
Single Point Informational Writing Rubric 1 (G3, U2)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Describe the Wampanoag and their values.

Pilgrims pp. 35–49
Boxes and Bullets Graphic Organizer
Editing Checklist 1 (G3, U2)

Standards

RI.3.3

Analyze how the Wampanoag view the Pilgrims and explain why.

“Wampanoag Letter 1”
“Wampanoag Letter 2”
Editing Checklist 1 (G3, U2)

Standards

RI.3.3RI.3.6

Analyze what information is missing about the Wampanoag.

Pilgrims pp. 51–61
Editing Checklist 1 (G3, U2)

Standards

RI.3.3RI.3.6RI.3.9

Write a paragraph explaining the impact of the arrival of European settlers in North America.

Day 1 - Planning & Drafting

All unit texts
Single Paragraph Outline — Blank
Single Paragraph Outline Sample Response (G3, U2)
Cause and Effect T-Chart (G3, U2)
Linking Words Practice Handout (G3, U2, L7)
Mixed-Up Sentences Practice Handout (G3, U2, L15)
Informational Writing Rubric (G3)
Single Point Informational Writing Rubric 1 (G3, U2)
Editing Checklist 1 (G3, U2)

Draft a cause-and-effect paragraph that explains how the arrival of English settlers affected the Wampanoag.

Day 2 - Revision & Editing

All unit texts
Single Paragraph Outline — Blank
Single Point Informational Writing Rubric 1 (G3, U2)
Cause and Effect T-Chart (G3, U2)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Develop and clarify writing by rearranging ideas to ensure a logical progression.

Pilgrims
Mixed-Up Sentences Practice Handout (G3, U2, L15)
Informational Writing Rubric (G3)
Single Point Informational Writing Rubric 1 (G3, U2)
Editing Checklist 1 (G3, U2)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Language

Ensure that subjects and verbs in a sentence agree in number and person.

“Robert's Rules of Order”
See, Think, Wonder Handout (G3, U2, L16)
Subject-Verb Agreement Handout (G3, U2, L16)
Editing Checklist 2 (G3, U2)

Standards

L.3.1.dL.3.1.eL.3.1.f

Describe the Wampanoag perspective of the Thanksgiving story and why they chose to help the Pilgrims.

Keepunumuk: Weeâchumun's Thanksgiving Story
Editing Checklist 2 (G3, U2)

Standards

RI.3.3RI.3.9

Describe the Wampanoag's relationship with the colonists.

The Wampanoag pp. 17–21

Standards

RI.3.3RI.3.9

Discussion

Discuss a unit Essential Question using information from multiple texts and sources.

Standards

RI.3.3SL.3.1SL.3.1.aSL.3.1.d

Analyze an account of the first Thanksgiving and explain what happened.

Pilgrims pp. 70–83

Standards

RI.3.3RI.3.6

Analyze an account of the first Thanksgiving and explain what happened.

Thanksgiving Story pp. 12–27 — (start at The New Land)
Boxes and Bullets Graphic Organizer

Standards

RI.3.3RI.3.6RI.3.9

Analyze an account of the first Thanksgiving and explain what happened.

1621 pp. 27–39
Editing Checklist 2 (G3, U2)

Standards

RI.3.3RI.3.6RI.3.9

Analyze an account of the first Thanksgiving and explain what happened.

1621 pp. 40–43
Boxes and Bullets Graphic Organizer
Editing Checklist 2 (G3, U2)

Standards

RI.3.3RI.3.6RI.3.9

Discussion

Discuss unit Essential Questions using information from multiple texts and sources.

Keepunumuk: Weeâchumun's Thanksgiving Story
Pilgrims pp. 70–83
The Wampanoag pp. 17–21
Thanksgiving Story pp. 13–28
The First Thanksgiving at Plymouth, 1621
TQE Chart (G3, U2, L24)

Standards

RI.3.6RI.3.9SL.3.1SL.3.1.aSL.3.1.d

Assessment

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

Research, draft, illustrate, and create an informational book to teach the events of the history that would become the "First" Thanksgiving.

All unit texts
Single Paragraph Outline — Blank
Research Note-Taking Graphic Organizer (G3, U2, L26)
Linking Words Practice Handout (G3, U2, L26)
The Real Story of Thanksgiving Sample Response (G3, U2, L26)
Informational Writing Rubric (G3)
Single Point Informational Writing Rubric 2 (G3, U2)
Editing Checklist 2 (G3, U2)

Day 1 - Researching

Investigate a research question on the topic of the first Thanksgiving.

All unit texts
Research Note-Taking Graphic Organizer (G3, U2, L26) — (Printable)
Research Note-Taking Graphic Organizer Sample Response (G3, U2, L26)
The Real Story of Thanksgiving Sample Response (G3, U2, L26)

Standards

W.3.2W.3.2.bW.3.6W.3.7W.3.8

Day 2 - Planning

Plan an informational paragraph about the true story of the first Thanksgiving that introduces a topic, includes related details, and provides a concluding statement.

All unit texts
Colored markers — For color-coding notes
Single Paragraph Outline
Single Paragraph Outline Sample Response (G3, U2, L26)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 3 - Drafting

Plan an informational paragraph about the true story of the first Thanksgiving that introduces a topic, includes related details, and provides a concluding statement.