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Pilgrims and Wampanoag of the 1620S a Unit to Encourage Perspective for Grade 3 Kathleen Monahan, Laurie Higgins, and Mark Galligan

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Pilgrims and Wampanoag of the 1620S a Unit to Encourage Perspective for Grade 3 Kathleen Monahan, Laurie Higgins, and Mark Galligan Instructional Units for the Engaging Classroom ILA BRIDGES GRADES 3–5 Pilgrims and Wampanoag of the 1620s A Unit to Encourage Perspective for Grade 3 Kathleen Monahan, Laurie Higgins, and Mark Galligan DESCRIPTION The Pilgrims and Wampanoag of the 1620s unit is de- the impact the Pilgrims had on the Wampanoag cul- signed as four weeks of 120-minute English language ture and the ultimate demise of most of the tribe. As arts blocks for grade 3 students, but it can also be in- an introduction to the unit, students will be exposed corporated into a grade 4 or 5 curriculum. This unit to several picture books and corresponding tasks focuses on the concept of personal perspective and related to point of view. Each day, a mentor text les- how the same events in history can be viewed from son focusing on point of view and perspective will be several different points of view. In particular, stu- given. Then, students will complete various activities dents will learn about the Pilgrims of the 1620s and to reinforce the concepts taught. the Wampanoag Native American tribe who helped Students will access this information through the the Pilgrims survive (a period in United States history reading of several fiction and nonfiction texts. A va- that has been romanticized). riety of reading modes will be used including, but not Students will read realistic accounts of the Pilgrims’ limited to, read-aloud with think-aloud, interactive voyage and the challenges they faced, learning about reading, partner reading, and independent reading. DOI:10.1598/bridges.7014 | © 2015 International Literacy Association UNIT OVERVIEW Common Core State Standards Teaching and and Learning Week Grouping Central Ideas Objectives Learning Activities Goals Achieved Texts Used 1 Students will Students will • Students will know what Students will engage in RL.3.3 • Voices in the Park by complete be exposed to a point of view is and reading and listening to RL.3.6 Anthony Browne lesson several picture how experiences can be fiction stories with an W.3.3a, b, c, d • The Jolly Postman, or activities as a books and different when viewed emphasis on personal SL.3.1a, b, c, d Other People’s Letters whole class, corresponding from other points of view. perspective and point of SL.3.3 by Janet Ahlberg and in small tasks related to • Students will recognize view. Students will also use SL.3.4 Allan Ahlberg groups, in point of view. when an author has these texts to participate • Dear Mrs. LaRue: pairs, and chosen to write from a in strategies lessons that Letters From individually. particular point of view. culminate in writing. Obedience School by • Students will demonstrate Mark Teague understanding of the • The True Story of the concept of point of view Three Little Pigs by Jon by writing a narrative from Scieszka one character’s point of view. 2 Students will This week • Students will understand Students will engage in RI.3.1 • 1621: A New Look complete focuses on the importance of reading and listening to RI.3.2 at Thanksgiving by lesson the common perspective with regard to nonfiction accounts of RI.3.3 Catherine O’Neill activities as a misconceptions historical events. the Wampanoag Native RI.3.6 Grace and Margaret M. whole class, surrounding • Students will identify the American tribe and their RI.3.9 Bruchac in small the first facts surrounding the contributions to the W.3.8 • Excerpts for read- groups, in Thanksgiving. events of 1620 and 1621. survival of the Pilgrims of SL.3.1a, b, c, d aloud from other pairs, and 1620. Students will also SL.3.2 books, such as Of individually. use nonfiction texts to SL.3.4 Plymouth Plantation by participate in strategies William Bradford lessons that culminate in a writing task. 3 Students will This week • Students will know who Students will engage in RI.3.1 • The Pilgrims Before the complete focuses on the the Pilgrims were, the reading and listening to RI.3.2 Mayflower by Susan lesson Pilgrims of 1620. reasons they left England, nonfiction accounts of RI.3.3 Whitehurst activities as a who and what they found the Pilgrims of 1620 and RI.3.7 • The Mayflower by whole class, when they landed, and their history. Students will RI.3.9 Susan Whitehurst in small the challenges they faced also use nonfiction texts W.3.2a, b, c, d • American Documents: groups, in in the first year, and who to participate in strategies SL.3.1a, b, c, d The Mayflower pairs, and helped them survive those lessons that culminate in Compact by Judith individually. challenges. writing tasks. Lloyd Yero • Students will know how a • Plymouth: Surviving historian finds evidence for the First Winter by events and people’s lives in Susan Whitehurst the past so that he or she • Three Young Pilgrims can inform others about by Cheryl Harness what happened. • Squanto’s Journey by • Students will be able Joseph Bruchac to define why writing • Excerpts for read- history or a news article aloud from other is different from writing books, such as A fiction. History of US by • Students will be able to Joy Hakim and Of define what life was like in Plymouth Plantation by the 1600s in the place we William Bradford now call Massachusetts. (continued) 2 February 2015 | Pilgrims and Wampanoag of the 1620s DOI:10.1598/bridges.7014 | © 2015 International Literacy Association UNIT OVERVIEW (CONT.) Common Core State Standards Teaching and and Learning Week Grouping Central Ideas Objectives Learning Activities Goals Achieved Texts Used 4 Students will This week • Students will be able Students will engage in RL.3.1 • On the Mayflower: complete focuses on point to recount a series reading and listening to RL.3.4 Voyage of the Ship’s lesson of view and of events, identifying fictional accounts of Pilgrim RL.3.6 Apprentice and a activities as a perspective of the connections and and Wampanoag boys and RL.3.9 Passenger Girl by Kate whole class, people living in recognizing when a point girls in the early 1620s. W.3.3a, b, c, d Waters in small the colonies in of view is used. Students will use these W.3.7 • Sarah Morton’s Day: groups, in the early 1620s. • Students will be able to fiction texts to participate W.3.8 A Day in the Life of a pairs, and compare similarities and in strategies lessons that SL.3.1a, b, c, d Pilgrim Girl by Kate individually. differences in accounts of culminate in writing tasks. Waters the same event. • Samuel Eaton’s Day: • Students will know what A Day in the Life of a daily life was like in the Pilgrim Boy by Kate 1620–21 period. Waters • Students will understand • Tapenum’s Day: A that different cultures have Wampanoag Indian different expectations for Boy in Pilgrim Times by children and that these Kate Waters expectations affect how children are brought up. • Students will be able to write a clear and concise third-person account of an event, telling pertinent facts in order. TEXTS Ahlberg, J., & Ahlberg, A. (1986). The jolly postman, or Waters, K. (1996). Tapenum’s day: A Wampanoag Indian other people’s letters. Boston, MA: Little, Brown. boy in Pilgrim times. New York, NY: Scholastic. Bradford, W., & Morison, S.E. (1952). Of Plymouth Waters, K., & Kendall, R. (1989). Sarah Morton’s day: Plantation, 1620–1647 (New ed.). New York, NY: A day in the life of a Pilgrim girl. New York, NY: Knopf. Scholastic. Browne, A. (1998). Voices in the park. New York, NY: Waters, K., & Kendall, R. (1993). Samuel Eaton’s day: DK. A day in the life of a Pilgrim boy. New York, NY: Bruchac, J., & Shed, G. (2000). Squanto’s journey: The Scholastic. story of the first Thanksgiving. San Diego, CA: Silver Waters, K., & Kendall, R. (1996). On the Mayflower: Whistle. Voyage of the ship’s apprentice and a passenger girl. Grace, C.O., Bruchac, M.M., Brimberg, S., & Coulson, New York, NY: Scholastic. C. (2001). 1621: A new look at Thanksgiving. Whitehurst, S. (2002). Plymouth: Surviving the first Washington, DC: National Geographic Society. winter. New York, NY: PowerKids. Hakim, J. (2003). Freedom: A history of US. New York, Whitehurst, S. (2002). The Mayflower. New York, NY: NY: Oxford University Press. PowerKids. Harness, C., Quan, J., & Egolf, R.L. (1992). Three young Whitehurst, S. (2002). The Pilgrims before the Pilgrims. New York, NY: Bradbury. Mayflower. New York, NY: PowerKids. Scieszka, J., & Smith, L. (1989). The true story of the Yero, J.L. American documents: The Mayflower three little pigs. New York, NY: Viking Kestrel. Compact. Washington, DC: National Geographic Teague, M. (2002). Dear Mrs. LaRue: Letters from obe- Children’s Books. dience school. New York, NY: Scholastic. Yolen, J. (1992). Encounter. San Diego, CA: Voyager. 3 February 2015 | Pilgrims and Wampanoag of the 1620s DOI:10.1598/bridges.7014 | © 2015 International Literacy Association TEACHING AND LEARNING ACTIVITIES Week 1: A Look at Perspective Read aloud Voices in the Park by Anthony Browne. Ask strategic questions to make sure that students Group Description understand when different people are narrating the These lessons are designed for whole-class, small- events. What does the author do to let the reader group, paired, and individual instruction. know when a different person is speaking? Who is the narrator? Materials Complete a four-column graphic organizer to show • Chart paper and markers each point of view of the events that occurred in the • Voices in the Park by Anthony Browne park. As a model, show the class how to take the point of view of a character from the text and write his or • The Jolly Postman, or Other People’s Letters by Janet Ahlberg and Allan Ahlberg her version of the events that occurred in the park.
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