Packing the Pilgrim's Trunk: Personalizing History in the Elementary Classroom

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Packing the Pilgrim's Trunk: Personalizing History in the Elementary Classroom

Description:

This unit helps students explore who the Pilgrims were, learn about their trip aboard the Mayflower, think about what it was like to move to a new world and discover how they adapted and built new lives at Plymouth Colony. But more importantly, it helps students discover connections between their own life experiences and those of the Pilgrims, making history interesting, meaningful, and relevant.

Education Levels:

1, 2, Kindergarten

Subject:

United States History, Writing (composition), Reading, Process Skills

Resource Type:

Unit of instruction

Medium:

Text/HTML

Fee Status:

Free

Beneficiary:

Students

Online provider:

ReadWriteThink

Show more properties

Keywords:

Pilgrims, Plymouth Colony, Mayflower, Thanksgiving

Mediator:

Elementary school teachers

Publisher:

ReadWriteThink

Contributor:

Devon Hamner

Is Part Of:

http://www.readwritethink.org/classroom-resources/lesson-plans

Language:

English

General

Essential Resources:

Books about the Pilgrims and about moving (suggested titles included in resource); Shoebox for each student; Small items to classify; Journals; Pens/pencils; Paper; Chart paper

Learning Time:

Nine 50-minute sessions

Subjects/Topics

P21 Subject:

Communication Skills, Language Arts, History

Instructional Methods

Assessment Method:

Observation, Informal assessment

Interaction Method:

Small group instruction, Large Group instruction

Learning Outcomes:

Learning Outcomes:

Broad Correlation

NCTE-IRA Standards for the English Language Arts (1996)

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Broad Correlation

NCTE-IRA Standards for the English Language Arts (1996)

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Broad Correlation

NCTE-IRA Standards for the English Language Arts (1996)

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Broad Correlation

NCTE-IRA Standards for the English Language Arts (1996)

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Broad Correlation

NCTE-IRA Standards for the English Language Arts (1996)

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Research to Build and Present Knowledge

7. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Language Standards

Conventions of Standard English

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

This data provided by the Achievement Standards Network

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