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SWBAT will work in Groups and will be given their own pictures to sort by these categories “Planting”, “Gathering”, and “Hunting”. SWBAT write about the Wampanoag based on evidence.

Big Idea

Working together helps us to achieve more than we can alone!

Prepare the Learner

15 minutes

Activate Prior Knowledge

This is the fourth lesson in a series of fourteen.

We review yesterday’s lesson and the photographs that were placed on the completed pictorial.


I ask:  Please share with a partner what you remember about the pictorial and the text that was read.  You might say something like:

The Wampanoag and Pilgrims needed ­­­­ food.

__Pilgrims__  gathered___ nuts___.

  Pilgrims_  hunted   turkeys          .

__Wampanoags__  planted    corn        _.

Squanto showed Pilgrims how to     plant food         


I give my students examples to help them hear the correct modeling of language use.  I also want to encourage them to use full sentences when speaking.  I do this because my students are second language learners and consisten modeling and opportunites to talk are both crucial to help them meet the listening and speaking standards of Common Core.



I say: Turn and talk with your partner.  Remember our rules for conversation.  We quickly review the rules.  As students are talking, I monitor and assist where necessary.

Interact with text/concept

45 minutes

Plant-Gather-Hunt Sorting


I say:  Just like the Pilgrims and Wampanoag, you will be working together and sharing the work.


Model the Sort Categories:

Place the categories on the pocket chart                                                    

I pantomime each of the categories and have students follow my movements.

GatheredI prompt: Boys and girls, SHOW me 'gathered.'  We bend over slightly and pretend to pick berries or nuts off the ground and place in a basket.  

I ask:  What are you gathering?      I accept responses and encourage use of the linguistic pattern:  I am gathering ____ _. 


Hunted:  I prompt: Boys and girls, SHOW me 'hunted.'  We use a bow and arrow movement, using a sharp eye as we “look” for animals.

I ask:  What are you hunting?      I accept responses and encourage use of the linguistic pattern:  I am hunting  _______.


Planted:    I prompt: Boys and girls, SHOW me 'planted.' We pretend to dig a hole and place an imaginary seed into the hole.  We place the soil over the hole and pat it.

I ask:  What are you planting?      I accept responses and encourage use of the linguistic pattern:  I am planting  _______.


I sayNow we will use the pictures we had yesterday and put them with the correct category -picture.


Model the Collaboration Activity:

I review each picture first so that students remember what they are.  I then show how the students will put the category titles on top.  I say:   Where do we usually put the titles/categories when we sort? (top)  Watch how I put my titles at the top of the pocket chart.  Do you have  a pocket chart? (no) Yours will look like mine, but it will be flat on your desk or on the floor, wherever you choose to work.


I also model one or two to make sure expectations are clear. I show students the oyster picture. I sayThese oysters are stuck on the rocks by the ocean. How do you think the Pilgrims got these oysters? (Extra scaffold: Did they pick them up and gather them in baskets? Did they hunt for them? Did they plant them and watch them grow). I elicit answers and I askWhy do you think that?  I do the same exercise with a rabbit and beans.


Begin Collaboration Activity:

Students will now get into groups. I have one person get the pictures and one person get the category labels.  I monitor and assist to make sure students set up their categories like I did on the pocket chart.  I remind students: Boys and girls, your group labels should be at the top like mine are. (refer to the pocket chart)

As I walk around and I  use inquiry type questions like:


  1. Look at the picture. What does it look like people would do to get this food?
  2. What was your thinking when you put  ______ in________ ?


When students are through, I have them face me and the pocket chart. I go over the pictures and place them in correctly in each category. I challenge students to explain their thinking and elicit language/questions from the students. I allow students to fix their piles to make them correct, if necessary.


Why Sort?

Sorting the pictures helps me to see if students understand the vocabulary of hunt, gather and plant.  The context of the pictures helps kids connect the word with the action and this builds understanding.  This vocabulary is crucial to overall understanding of how Pilgrims and Indians both worked together and survived.  


Extend Understanding

20 minutes

Wampanoag Writing

For this writing we focus on what we've learned about the Wampanoag.  It challenges the students to synthesize their knowledge about the Wampanoag.  We are also working on the correct use of the sight words 'can' and 'have,'   writing multiple sentences in one piece of writing as well as illustrating that writing.

I say: Let's think about everything we've learned about the Wampanoag.  Let's think about what the Wampanoag CAN do and what the Wampanoag HAVE.



Tree Map

I show students the Wampanoag tree map and we review it briefly.  I remind students: We will be writing our ideas under the word CAN that tell what we learned the Wampanoag CAN do.  We will write our ideas under the word HAVE to tell what we learned the Wampanoag HAVE.


I put my tree map on the document camera and students take one to their desks so that we complete it together in a guided setting.  I do this because my students have limited English and limited writing skills, but I still want to challenge them with the rigor of writing two sentences.  We are still in the stage of teacher support, but eventually my students do not need my support with the tree map.


I prompt: What have we learned Wampanoag CAN do? (hunt, gather, plant) What have we learned that they HAVE? (seeds, wetu, bows and arrows)  We write those items on the lines together.





Writing Off the Map

I put lines on the same paper as my tree map.  It allows the kids to reference the words they need in close proximity to their writing.  While I am modeling, it is still helpful for students to have their map and writing lines available to them simultaneously.  Transferring information from one paper/place to another is still difficult for my students at this time of year.  


I continue: Now we are going to use our tree map information to write two sentences.  We are going to write one for what they Wampanoag CAN do and one sentence for what the Wampanoag HAVE.  


We begin by writing our first word from the top of the Tree Map, "Wampanoag."  Here is a video of the kids writing the word Wampanoag as the letters are called out.  


Next, we write the word "can."


We then choose one word under the word 'can' to complete the first sentence.  I model and think aloud: I am going to write 'plant' because I want to draw a picture of them planting.  Watch how I copy that word from my tree map to my sentence.  I model write as students watch.  Now you copy the word under 'can' that you want to write and draw.  As students are choosing and writing, I monitor and assist where necessary.


When students are finished, I call their attention back to the screen and my paper on the document camera.  I follow the same procedure for the word 'have.'


When students are finished with their second sentence, they raise their hand so they can read their sentences to me.  ONce they have read their sentences to me, they illustrate their writing.





Reading Our Writing

I always have students read their writing back to me.  We do this every day, so students are familiar with the procedure.  I have them read back to me so that I can see how they are applying sight word knowledge, letter/sound and blending knowledge and tracking.  This particular writing piece also allows me to see if they understand the return sweep.  


If students are struggling, I have them echo me and I hep them to track by using hand over hand and moving their finger along as we read.