Activate Prior Knowledge
This is the seventh lesson in a series of fourteen.
We review yesterday’s lesson and information we learned from the informational story. I ask: What do you remember about the first part of our story from yesterday? The pictorial information was part of the story, but we read even more details!
I model: I remember that the Pilgrims and Wampanoags were WORRIED about meeting each other. We learned that WORRIED means you are a little bit scared.
I model using complete sentences to discourage the use of one word answers. Because my students are second language learners, they need consistent language models and linguistic patterns to help them along.
After I've given students some think time I direct: Turn and talk to your partner about what you remember from the story. Like I did, you might start your sentence with "I remember..." As student partners to share what they remember about the pictorial and the 1st part of the story they read yesterday, I am monitoring the groups and prompting where necessary with guided inquiry. I might say: Look at our pictorial for some ideas about information you remember. What do you remember about the Wampanoag? What do you remember about the Pilgrims? For students who are really struggling with language, details or both I narrow my guided inquiry: How did the Pilgrims get to America? What was their ship called?
**Partner talk is a great way to encourage those collaborative conversations that are woven throughout Common Core Standards. It also allows me to assess student knowledge and language use.
Review the Story
We review the first part of the story that was read and add new information on the pictorial (Squanto helping/ Pilgrims ill, etc).
Linguistic patterns can be used: Squanto helped . The Pilgrims were . The weather was _.
Here is a fun song to sing! 5 Little Turkeys:
Together They Were Better
Use the PowerPoint of the Together They Were Better . Read the second half of the book - pg. 19- 27.
I ask: Is this story real or fantasy? (real) I ask: Why are there no photographs? (because there were no cameras long ago)
We look at each picture on pp. 19-27 closely. I encourage conversation, then read the page. As I read the book aloud, I use the illustrations from each page to give students clues as to the text on the page, helping them to see the relationship between the pictures and the words. There are some pages where I do not discuss the picture because the text and picture are straight forward.
To introduce new vocabulary, I use step asides. Step asides are short teachable moments where we break from the text to discuss a word. I invite students to share knowledge about a word and/or I explain the word to them, modeling how we use context and illustrations to help us with understanding. Because the majority of my students speak virtually no English, this is a necessary strategy. I might pantomime, and use illustrations to explain vocabulary such as “harm”, “signed a paper (treaty)”, “fear”, “better lives”, “hide of a deer”, “traded”, “seeds” – what might they be? (different grains for making bread – not corn- from England), “celebrate”, “feast”, “prepared.”
Page 19: I say: When we sign a paper it means we put our name at the bottom of it. That usually also means that you agree with what the paper says. I ask: What does this paper say that the Wampanoags and Pilgrims agree to? (not to harm each other) "Harm" is the same thing as "hurt."
Page 20: I say: Look at this picture. Does it look like they are happy together or not getting along? (happy together) They do "not fear each other." (I touch that text) That means they aren't afraid of each other anymore! Show me "fear." (we all look afraid) Show me do "not fear each other." (we all smile and hug each other)
Page 21: I explain: The HIDE of a deer is the skin of the deer. Show me your SKIN. (student touch or gently pull up their skin to show 'skin' and not a body part) I continue: For us we call this SKIN, but on animals we call it their HIDE.
Page 22: I ask: Who can come up and show me the SEEDS in the picture? How do they use the SEEDS?
Page 23: I explain: When people TRADE it means they give something of theirs and get something in return. What are the men TRADING in this picture?
Page 24: I clarify: COZY means warm and safe. Can you show me 'warm?' (we wrap our arms around ourselves) When you are warm and safe, you feel COZY.
Page 25: I say: A FEAST is when you sit down and eat a large meal. If it is a little bit of food we just call it a 'meal.' If it is a lot of food, we call it a FEAST.
Page 26: I say: You PREPARE for school every morning by putting on your clothes and your shoes. What do you think it means when we say "the Pilgrims PREPARED food?"
Page 27: (text is straight forward...I just read this page)
Review of the Story:
When the story is completed, I point back to the pictorial and ask students what they learned or remembered about each part of the map. Remember to model how to use evidence from the text to assist in answering the questions.
Add to the Double Bubble
We add more information in the double bubble of the Wampanoag and the Pilgrims.
Looking back at the text just read, I ask: What new information can we add to the double bubble to understand what is the same and different about the Wampanoag and Pilgrims?
**HINT**If students are having trouble generating the facts from the read, I show them the last part of the story again and we gather information to add going page by page using pictures and textual evidence.
Practice using the following linguistic patterns:
The Wampanoag had .
The Pilgrims had .
The Wampanoag had but the Pilgrims had
Both the Pilgrims and the Wampanoag .