Thanks for Thanksgiving
1 Hook/Attention Getter
Each student gets an iPad and the teacher uses the Smartboard to play the "Thanksgiving Fun!" quiz game on Kahoot. All students will launch the game on their iPad and will answer all 5 questions individually, but at the same time. The Kahoot quiz game is over basic facts about thanksgiving that could have been discussed in a previous lesson.
2 Direct Instruction
1. Teacher will read the story "Thanks for Thanksgiving" by Julie Markes.
2. Discuss the book with the following questions. Write students responses on the Smartboard or chart paper. Here are some suggested questions: "In the story, "Thanks for Thanksgiving," what different things does the author mention that they are thankful for?," “How do the pictures support the writing," "What words are used to start the sentence on each page of the book?" (Thanks for... and Thank you..."
3. Discuss the writing trait "Ideas" and "Presentation" and tell students that those are the two writing traits you are going to be practicing during this lesson.
Ideas: Strong topic, Strong Details, I stick to my topic
Presentation: It is appealing to the eye.
3 Guided Practice
1. Brainstorm as a class different people, things, and activities students are thankful for. Write the responses on the board.
2. Have students give reasons for their thankfulness. E.g. I am thankful for recess because I can spend time with my friends. E.g. I am thankful for my dad because he he always helps me on my homework.
3. Instruct students to make a mind-map using SpiderScribe on their iPad of 3 - 5 things they are thankful for and 2 supporting reasons.
4 Independent Practice
Students use their iPad and the app TinyTap to make a “Thanks for...” read-aloud story:
1. They will use the thanksgiving themed background, but can add pictures and objects from other themes.
2. They must write a full sentence on every page that says, “Thanks for...” or "Thank you for..." They will use their mind-map they made to help them write their sentences for their storyboard.
3. After writing, students will put pictures on each of their story board pages that match the sentences they wrote.
4. Then students must record themselves on the TinyTap app reading their storyboard aloud.
Students will present their "Thanks for...." TinyTap stories in class either in small groups or as a whole class.
Key Standards Supported
|L.2: Conventions of Standard English|
|L.2.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|L.2.1a||Use collective nouns (e.g., group).|
|L.2.1b||Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).|
|L.2.1c||Use reflexive pronouns (e.g., myself, ourselves).|
|L.2.1d||Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).|
|L.2.1e||Use adjectives and adverbs, and choose between them depending on what is to be modified.|
|L.2.1f||Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).|
|L.2.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|L.2.2a||Capitalize holidays, product names, and geographic names.|
|L.2.2b||Use commas in greetings and closings of letters.|
|L.2.2c||Use an apostrophe to form contractions and frequently occurring possessives.|
|L.2.2d||Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).|
|L.2.2e||Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.|
|Vocabulary Acquisition and Use|
|L.2.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.|
|L.2.4a||Use sentence-level context as a clue to the meaning of a word or phrase.|
|L.2.4b||Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).|
|L.2.4c||Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).|
|L.2.4d||Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).|
|L.2.4e||Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.|
|L.2.5||Demonstrate understanding of figurative language, word relationships and nuances in word meanings.|
|L.2.5b||Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).|
|L.2.6||Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).|
|L2.5a||Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).|
|RL.2: Key Ideas and Details|
|RL.2.1||Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.|
|RL.2.2||Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.|
|RL.2.3||Describe how characters in a story respond to major events and challenges.|
|Integration of Knowledge and Ideas|
|RL.2.7||Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.|
|RL.2.8||(Not applicable to literature)|
|RL.2.9||Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.|
Speaking & Listening
|SL.2: Comprehension and Collaboration|
|SL.2.1||Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.|
|SL.2.1a||Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).|
|SL.2.1b||Build on others’ talk in conversations by linking their comments to the remarks of others.|
|SL.2.1c||Ask for clarification and further explanation as needed about the topics and texts under discussion.|
|SL.2.2||Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.|
|SL.2.3||Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.|
|Presentation of Knowledge and Ideas|
|SL.2.4||Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.|
|SL.2.5||Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.|
|SL.2.6||Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.|
|W.2: Production and Distribution of Writing|
|W.2.4||(Begins in grade 3)|
|W.2.5||With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.|
|W.2.6||With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.|