Beacon Lesson Plan Library
The Telling: A Thanksgiving Story
Colleges and Universities - Florida
With the use of literature, students compare and contrast different points of view on the first Thanksgiving.
The student recognizes comparison or contrast in a text and understands how it impacts the meaning of a text.
-Books, such as, "Squanto's Journey" by: Joseph Bruchac. Silver Whistle; ISBN: 0152018174; 1st edition (October 2000) and "The PIlgrims at Plymouth" by: Lucille Recht Penner Random House (Merchandising); ISBN: 0375821988; 1st landma edition (July 23, 2002)
(Note: Any two books may be used provided they present two different points of view)
-Rubric for Telling (see Associated File)
-Plain chart paper
-Dry erase board or chalk board
-Visa via markers
-Card stock or construction paper
**Note: Not all craft items need to be provided
1. Before class read both stories.
2. Identify information students may or may not be familiar with.
3. Identify vocabulary students may not know or recognize and establish support as it best applies to your class and students.
4. Create Venn diagram outline (this can also be done by students as a whole group or in small group).
5. Gather materials that will be used.
6. If possible, create a story station for the creation of the student’s assessment project.
7. If possible, contact your local or campus library for stories with the same perspective in other languages.
8. After reviewing the Goal Three Standards listed and the questions provided in the assessment section you may wish to construct a checklist of these and other questions or evaluations as a means of addressing these standards as they apply to your class and students.
SQUANTO, FRIEND OF THE PILGRIMS, BY; ROBERT BULLA,
SQUANTO AND THE FIRST THANKSGIVING, BY; JOYCE K. KESSEL AND LISA DONZE, PILGRIMS VOICES, OUR FITSY YEAR IN THE NEW WORLD, BY: CONNIE AND PETER ROOP, N.C. WYETH'S PILGRIMS, BY; ROBERT SAN SOUCI
1. Read "Squanto's Journey" (to class as a whole group).
2. Have students list new facts and insights they have learned from the story. This is to be done by the teacher as a whole group activity and placed on the chalkboard, dry-erase board or chart paper.
3. Explain that this story is told from Squanto’s point of view, but other points of view exist that may be different.
4. Read "The Pilgrims at Plymouth" (to class as a whole group).
5. Have students list new facts and insights they have learned from the story. Add these to the prior list.
6. Divide the class into two groups, group one being Native Americans and group two being Pilgrims.
7. Using a Venn diagram, have students compare and contrast the Native American and Pilgrim points of view. Generate one diagram for the class constructed by the students giving informational orally to the teacher from the insight list as well as providing information they may have from the stories or other resources.
8. Tell students they will now be sharing their information in a compare and contrast oral story retelling.
9. Sets of students will provide contrasting points of view while others will provide the comparisons. Share the criteria for storytelling with students (see associated file.)
10. Have students’ create a mask with one side Native American and the other Pilgrim.
Allow them to create the mask in any fashion desired with the materials you have provided.
11. Have students placed into groups of two.
Ask sets of students to orally tell those things which are alike and those which are different. (This can be done with both students comparing and contrasting or only comparing or only contrasting.)
Require students to present four facts in each area (if comparing and contrasting) that compare or contrast the information presented.
Assess each student's abilty to compare and contrast using the two-part mask and oral retelling (see Associated File for a scoring guide). Students who do not score a 4 or 3 on the rubric need corrective feedback and guidance and an additional opportunity for telling the story.
Goal three standards can be observed as follows:
1) Information Managers
Do students collect, organize and present information in a meaningful way?
2) Effective Communicators
-Do students convey their understanding of compare and contrast when they are presenting?
-Are the students presenting their ideas and insights clearly?
3) Critical and Creative Thinkers
-Do students present their thoughts and insights in non-conventional ways?
-Do they expand and reach for new information?
4) Cooperative Workers
-Do students work well with their partners and in a group setting? Are they helpful to another?
-Do they provide support when needed?
5) Culturally Sensitive Learners
-Do students identify why there are two different points of view?
-Can they see how each point of view was affected by where those who held the view came from, what their beliefs were, how they were raised?
This lesson can be expanded into math using a timeline for travel, evaluating the time period (before, during and after) the arrival of the first Pilgrim. A social studies lesson can be created from either the Native American or Pilgrim point of view. A science lesson via discussion of what the impact climate would have on the Pilgrims and Native Americans could correlate. A language arts and writing lesson can be created by having students be Native Americans and Pilgrims for a day with in the classroom and school setting with a journal exercise to express how it felt for both sides.
This lesson could also be presented in other languages, through other cultural experiences which are similar, by pairing non-english proficent students with English proficent ones.
Students could also write a framed paragraph with the infromation from the Venn Diagram, comparing and contrasting the different perspectives.