Then and Now Pictures
Set the stage for learning
I have students sit as a whole group facing the pocket chart with Then and Now category cards and pictures. We look at each picture, identifying what it is. I ask: Who can tell me what this picture is? I do this so that I know that each of my students is clear on what the picture represents. It is also a great opportunity to build vocabulary!
After students have time to investigate the pictures, I place the category cards (Then, Now) in the pocket chart. I ask: Can anyone tell me what the difference between "then" and "now" is? These words are opposites, which means they are different. How are they different? (take student responses) Through discussion, I determine student understanding. To help them make personal connections with the terms, I ask: When you were a baby...was that "then" or "now?" (then)
We begin sorting and matching the Then and Now pictures. I ask: Does anyone see a picture that they think they know which group it goes in? Remember, our groups are "Then" (I point to the word 'then') and "Now" (I point to the word 'now'). I let students come up and place a picture in a category. After they do, I ask: Can you explain why you put that picture in the "Then" group or the "Now" group.
Here is what the completed sort looks like: Then and Now sort.
Using language and citing evidence
I want students to have an opportunity to try to sort pictures on their own and explain why they categorized the pictures in the manner that they did. I encourage them to talk about their picture placement/grouping. (These pictures go together because ___. I agree with ___ because ___) I use inquiry questions to facilitate students’ thinking (ex: I see you put the corn husk doll with the Barbie doll. )
Pictorial of Pilgrims' Journey
I create the pictorial of America, the Atlantic Ocean, and England. I draw it lightly with pencil (Thanksgiving pictorial intro) on butcher paper so that it is large enough for kids to see as they sit on the carpet with me, but the pencil is light enough that kids cannot see it until I trace over it. As I draw and label, I tell about each area and sequentially explain the story of how the Pilgrims came to America.
This is an opportunity to directly teach the vocabulary and concepts (Thanksgiving pictorial modeling) through the context of the drawing. The pictorial breathes life into the concepts and vocabulary so that students gain meaning and understanding simultaneously. The use of pictorials is a common strategy used in classrooms with second language learners, but it is really just good teaching and can be used with any student!
Draw and Label
I say: Now let’s talk about something from long ago.
I draw & label England, explaining it was surrounded by water (ocean) I say: The people of England were English and spoke English.
I draw some of the houses inside the land. I say: These people lived in houses made of stone and wood. A special group of people in England were called Pilgrims. I place the Pilgrims on this land. I continue: They wanted to leave England and travel to America to start a new life in a new land.
I draw the waves in the Atlantic Ocean and say: This ocean is called the Atlantic Ocean and it was very wide and deep. Add some more wave lines to symbolize water. I ask: How would the Pilgrims have gotten to America to start their new life? Could they walk? (No. They had to go on a boat)
I draw the Mayflower and label it. (Place the little Pilgrim picture on the boat). I explain: The wind moved it along because of the large sails, but that also made it a very difficult and bumpy trip. I draw the dashed line to show the way they traveled and explain: They were on the ship for a long time.
I then draw America (Cape Cod) and say: This is where the Pilgrims settled. I draw the coastline (blue), and tell the students: The animals that were in the ocean were: fish, crab, mussels, oysters I continue: On the land (brown) there were trees in forests. I add pictures of or draw the animals, deer, bear, rabbits.
I explain: Another group of people already lived on this land. I place the picture of a Wampanoag on the land. I draw the shelters of the people and say: Wampanoag’s bark-covered small shelter was called a "wetu." Long houses called "nush wetu," were large houses where many people lived.
Here is a completed pictorial.
Tour the Mayflower
I stop the video periodically to check for understanding. As the vocabulary pops up, I pause and check for understanding. I am sure to point out what part of the picture is identified by that particular word so that kids have context to attach the word to.
Home/School Connection: Lesson 1 homework. Parents are asked to share photos of themselves when they were young. They will also share photos of their children when they were infants. Students draw a picture of themselves when they were young (then) and now. I like to have students share their pictures the next day!