Thanksgiving Unit

Thanksgiving
by Katie Stoneman, M.S., CCC-SLP and
Jamie Gentry, M.S., CCC-SLP

SESSION ONE:
•What do you already know about Thanksgiving?
•What would you like to learn about Thanksgiving?
1.List students’ ideas on chalkboard
•Book
1. "Thanksgiving Day" by Anne Rockwell (K-2)
2. "Oh, What a Thanksgiving" by Steven Kroll (3-5)
A.What will this book be about?/How do you know?
B.Answer questions about a story
a. Who (main characters) was in the story?
b. What (main event/main idea) happened in the story?
c. When did the story take place?
d. Where did the story take place?
e. Inferences/Why
f. Make predictions
C.Student retells story
a. Correct Sequence
b. Setting
c. Problem
d. Solution
e. Outcome
f. Time Words

SESSION TWO
•Categories
1. Define “category”
2. What are some things you do on Thanksgiving
A. Introduction: List student ideas in separate groups on board/Students name the category
B. Therapist names category/Students name members:
a.Foods people eat on Thanksgiving
b.Relatives you may see on Thanksgiving
3. Define “Relative” (name, category, distinctive features, example). Student will write down new vocabulary word. e.g. "A relative is a person who is in your family and loves you."
A. Therapist names members/Students name categories
a.Cherry pie, Chocolate pudding, Fruitcake, Cookies
(These are all _________ (Thanksgiving desserts))
•Describing
1. How do you describe?
A. Therapist models by describing a Thanksgiving food item/Student guesses from description
a. Turkey
b. Ham
B. Student accurately describes Thanksgiving food item
a.Corn
b.mashed potatoes
- Category
- Size
- Shape
- Color
- Distinctive feature(s)
- Taste/Feel/Sound
C. Student describes an item by touch (Thanksgiving items may be hidden in a bag or box; student must close eyes -- ideas: corn on the cob, roll, etc.)
a.Student may then pull item into sight and add to the description just given


SESSION THREE:
•Compare/Contrast
1. Define “Compare” and “Contrast”
A. Native American/Pilgrim
B. Thanksgiving/Birthday party
•Antonyms
1. Define “Antonym/Opposite”
2. There were many Pilgrims and Native Americans that ate Thanksgiving together. What is the opposite of many? (few)
3. The Pilgrims came to America from a land far away. What is the opposite of far? (close, near)
•Synonyms
1. Define “Synonym”
2. The Pilgrims and the Native Americans were nice to each other on Thanksgiving. What are some other words that mean the same as nice? (kind, friendly)


SESSION FOUR:
•Following Directions
1. Materials: plate, cup, fork, knife, spoon, napkin, placemat
A. Put the placemat on the table, the plate in the middle of the placemat, and the fork to the left of the plate.
B. Put the knife and spoon to the right of the plate, sit down, and put the napkin on your lap.
•Giving Clear Directions
1. Student provides 3 or 4 steps with Time Words (First, Second, Finally, etc.)
A. How do set the table?
B. How can you introduce yourself to someone you don’t know?
•Review
1. What have we learned about Thanksgiving?
2. Which language skills did we work on?