LEARN NC

K–12 teaching and learning · from the UNC School of Education

Molly's Pilgrim Activity

Using the book by Barbara Cohen, students will respond to the social and historical significance of this portrayal of the Thanksgiving holiday. Students will also participate in constructing a Venn diagram and completing a cloze activity.

A lesson plan for grades 3–4 English Language Arts and Social Studies

By Susan Milholland, Kathy Vaden, and Rita Wilson

Education Reference

Look up cloze activity in the LEARN NC’s Education Reference.

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Learning outcomes

The learner will:

  • identify incorrect information, delete, and insert data from the book, Molly’s Pilgrim.
  • respond to the social and historical significance of this selection.

Teacher planning

Time required for lesson

3 Hours

Materials/resources

The book, Molly’s Pilgrim by Barbara Cohen. It would be nice if every child had his/her own book.

Technology resources

A computer in your classroom or a lab with Microsoft Word or another word processing program.

Pre-activities

Students need to review facts about the first Thanksgiving and how we celebrate Thanksgiving today.

Students need to know how to use Microsoft Word or another word processing program. This unit can be used to introduce word processing while integrating it with the curriculum.

Activities

This activity can be done in the classroom on a single computer or you can do it in the lab with an entire class.

  1. Read the book, Molly’s Pilgrim. The teacher may read the book aloud to the class, students may read with a partner, or students can read in small groups with a volunteer.
  2. Do a Venn Diagram. After reading and discussing the book, have students complete a Venn diagram comparing Molly’s family to the traditional pilgrim family.
  3. Complete a cloze activity. The teacher will need to create a cloze activity of 8 to 10 incorrect sentences using the word processing program. The students will use the word processor to identify the incorrect information in each sentence by highlighting it and then deleting it. They will then insert data to make each sentence correct.
  4. Answer questions. You will need to create a set of questions for students to answer on the cultural, social, and historical significance of the book. Students can use the word processor to answer the questions on the book.
  5. Print the completed activity. Students will use the printer to print their responses to the cloze activity and the questions.

Assessment

Teacher will evaluate the completed Cloze Activity and the answers to the teacher-made questions about the book.

Supplemental information

Attachments:

Comments

The third grade team from Lawsonville Avenue School worked on this plan together. The team consisted of Susan Milholland, Kathy Vaden, and Rita Wilson.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 4

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
      • setting a purpose using prior knowledge and text information.
      • making predictions.
      • formulating questions.
      • locating relevant information.
      • making connections with previous experiences, information, and ideas.
    • Objective 2.05: Make inferences, draw conclusions, make generalizations, and support by referencing the text.

Social Studies (2003)

Grade 4

  • Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina.
    • Objective 2.02: Trace the growth and development of immigration to North Carolina, over time from Europe, Asia, and Latin America.
    • Objective 2.03: Describe the similarities and differences among people of North Carolina, past and present.
  • Goal 3: The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.
    • Objective 3.01: Assess changes in ways of living over time and determine whether the changes are primarily political, economic, or social.

  • North Carolina Essential Standards

    • Social Studies (2010)

      • Grade 3

        • 3.H.2 Use historical thinking skills to understand the context of events, people and places. 3.H.2.1 Explain change over time through historical narratives (events, people and places). 3.H.2.2 Explain how multiple perspectives are portrayed through historical...

      • Grade 4

        • 4.H.1 Analyze the chronology of key historical events in North Carolina history. 4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous American Indian groups in North Carolina before and after European exploration. 4.H.1.2 Explain...