What do you do when you have finished a project the day before and there is one more day before a 4-day holiday? Games? Party? How about some reading and writing?
I love games and fun days “off” from teaching in the classroom, but I wanted to gives students some context and substance for the day they might be celebrating – one which seems like a big deal to many Americans: Thanksgiving.
I began the lesson by asking students about the food they have heard about or eaten for Thanskgiving. I showed a picture of a Thanksgiving spread and went through some of the common foods: turkey, stuffing, potatoes, salad, pumpkin pie, etc. I then asked them why we eat these foods and had them recall the story of Thanksgiving. There were vague notions of harvests and thanking the land. I gave a very brief overview of the story of Thanksgiving, including explaining who Pilgrims and Native Americans are. Then, I introduced the activity for the day. We were going to answer the question: Did the Colonists eat the same foods in 1621 that we eat today?
I explained we would read some information, share it with each other, and then write about it.
I showed the introduction to the article on the screen so that everyone had the same background. We read and discussed it together.
I then gave students each a different section of the article to read. My adapted version can be downloaded here. In my adapted version, there were four sections: What about Turkey?, Please Pass the Eels, No Pie?, and Modern Thanksgiving.
After reading it for five minutes and me helping students with unknown vocab or concepts, I put students together in groups, jigsaw-style, so that each group member had read a different article.
Speaking and Listening
Students had to share what they had learned from their article. While listening, students had to take notes. I gave about 10 minutes for this activity. Students worked to give their information, clarify (for example, the difference between clams and mussels), and finally, ask me any questions.
Finally, for the remaining 15-20 minutes, I told students they would need to describe, in writing and using both their article and their notes, the foods eaten during the first Thanksgiving and why our modern Thanksgiving menu is different. I reminded students about writing a clear topic sentence and gave a model outline, though students were free to organize their writing in any way they wanted. I gave feedback as they wrote.
I was actually very surprised at the quality of the work. They were able to incorporate many of their partners’ details and most write in a very logical way. I felt, though I did not explain, that this was good practice for synthesizing information, and I think I could use this similar framework for teaching synthesis in the future. I wish students had more time to write, but given the brevity of the class, what they turned in (about a paragraph) seemed very good. I will give some general feedback and return their papers in December. This activity also gave me a chance for informal assessment of writing organization, grammar, mechanics, etc., which I will definitely incorporate into our final weeks together.
Like my previous Thanksgiving lesson, this one was not “fun” in the traditional sense, but was received as very interesting and, as I explained, would make a great conversation topic for anyone sitting down to a Thanksgiving feast.