Final Project 5 Day Lesson Plan:

Exploring the New World

Judith Collazo

EDCI 519-001George Mason University

Fall 2007

November 27, 2007

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ESOL Unit Lesson PlanExploring the New World

OVERVIEW:

Teacher: Judith CollazoSchool: (Any) VA Elementary School Grade(s): 4-5 Proficiency Level(s): Levels 1-5 Program Model: ESL Push-in or Sheltered

Immersion ClassDemographics: 25% ELP 1-3 and 25% ELP 4-5, taken from 4th grade demographics of my field observation school (Rose Hill Elementary). Approximately 50 % of the school population is L1 Spanish speakers.

Unit Duration: 5 consecutive class sessionsClass Period Time: 45-60 minutes Number of Students: 20+

1. CONTENT AREAS: English language – oral presentations, intercommunication skills, intrapersonal journal writing, Social Studies – American History, Explorers, Pilgrims, Native Americans; Math - problem-solving skills, and two-place multiplication.

UNIT DESCRIPTION: This unit was designed for an ESL push-in, Gen. Ed. Class with many ESLs or a

sheltered immersion program model for elementary school ELL students, Levels 1 – 5; however, it would also work well for a general education 4th or 5th classroom with a culturally and linguistically diverse student population.

These lessons are part of a Thematic Unit/Study about the Explorers and Native Virginian Americans. Lessons 1-5 are scaffolded starting at Grade 3 SOLs and progress to Grade 4 by Day 3 of the lesson plans. I wanted to make the connections with Columbus Day (Explorers), Thanksgiving (Pilgrims), and the focus of the unit, Virginian Native American tribes. It will all be connected on Days 3-5.

History and language are connected to real life unit through journals, higher-order skills such as reflection, summarization, and synthesizing and diverse perspectives. The four skills of writing, speaking, listening and reading are integrated into content lessons. This plan accommodates the nine intelligences, various learning styles, and English proficiency levels. By differentiating instruction and scaffolding, teachers ensure all English language learners (ELL) and mainstream students succeed academically and linguistically!

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Day One Lesson Plan – Expeditions: Are they Rewards worth the Risks?

Teacher: Judith Collazo School: ElementaryGrade(s) 4 Proficiency Levels(s) ELP1-5 Program Model: Push-In or Sheltered English immersion class with a class of 25% ELP 1-3 and 25% ELP 4-5, taken from 4 th

grade demographics of my field observation school (Rose Hill Elementary)Content: Social Studies

PLANNING PHASE

Performance Objectives1. Students will discuss risks vs. rewards2. Students will graphically organize an expedition as a class and in cooperative groups.3. Students will be introduced to the definition of an expedition.

Content: The purpose of this activity is to prepare students for the Explorers Simulation in the following lesson. Students will learn through their own interests and begin organizing their thoughts in a group. Organizational skills are imperative for children preparing for real life.

Lesson Outline:CONTENT: _________________________________________National/State/Local Standards:*SOL 3.3 - The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon, Jacques Cartier, and Christopher Newport (previous lessons); b) identifying reasons for exploring, the information gained, and the results from the travels. *This is a precursor lesson as part of a Thematic Unit/Study about the Explorers and Native Virginian Americans. Lessons 1-5 are scaffolded starting at Grade 3 SOLs and progress to Grade 4 by Day 4 of the lesson plans. I wanted to make the connections with Columbus Day (Explorers), Thanksgiving (Pilgrims), and the focus of the unit, Virginian Native American tribes. It will all be connected on Days 4-5.

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TEACHING PHASE

(1) PreparationWarm-up Activity: *Set students in cooperative groups of 3.

ATTENTION GETTER - Play 2 minute video of my skydiving experience. Write RISK vs. Reward in two columns on the board. Ask questions: What is the risk in skydiving? What do you think the reward is?

(write answers in columns) How many of you would take the risks______ for the rewards_________? What are the risks to studying, playing sports, etc. and what are the rewards

(Relate to students’ personal experiences and backgrounds).Transition: Everyone has to balance the risks and rewards for all the challenges in their lives. On overhead projector put graphic organizer of “My Expedition” on the board/overhead projector. Expedition: A journey undertaken by an organized group of people with a set objective/goal. Go over vocabulary, journey/expedition, supplies, funding, organized and objectives and use skydiving as example. Now we are going to think about the risks and rewards that an explorer might face when going on an expedition. Fill-in the graphic organizer (column for supplies and people, funding/money, places to go) for my skydiving trip. Pass out large poster board size sheets of paper and have the students fold in thirds. As a group they will decide on an expedition. They will fill in the supplies, places to go and funding they will need. They should think about the goal of the expedition and use that to title their expedition poster.

Language Goals: How is instruction scaffolded and differentiated for a multi-level ELLs?

TESOL GOALS: Goal 1 – To use English to communicate in social settings. Goal 3 –To use English to achieve academically in all content areas.

o Standard 1 – English language learners communicate for social, intercultural and instructional purposes within a school setting.

Goal 2 – To use English in socially and culturally appropriate ways.o Standard 5 – English Language Learners communicate

information, ideas and concepts necessary for academic success in the area of Social Studies (Grades 4-5, Explorers, Colonization, Cross-Cultural Experiences).

(2) PresentationSummary of Lesson -

Pass out large poster board size sheets of paper and have students fold into thirds Meanwhile explain that each group is going to plan an expedition. “As a group I

want you to decide on an expedition. You will fill in the supplies, places to go, supplies/people, and funding you will need. Title your expedition. Decorate your chart.”

Allow students approximately 20 minutes to work on their expeditions, longer if time allows. Students can use free time to decorate the expedition charts.

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Go over the meaning of expedition, supplies, and places to go and funding again. Model with graphic organizer that class made about skydiving trip. Make sure you discuss that their expeditions must have a goal and their title should reflect that goal (skydiving trip goal was to go skydiving in Florida).

Have students label their graphic organizers (Title: goal/destination on top, 3 columns (one for each student in the group): Places to Go/People, Supplies and Funding).

Tell them to think of an expedition with a set goal and destination. Have them use classroom resources (travel guides, encyclopedias, magazines, internet) to look up information on their expedition sites.

Monitor each group to keep on task. If they cannot decide on an expedition, give them choices or assign one.

*Ask these questions to guide the groups - o Where will we explore/travel and why?o Will we need funding/money?o What supplies and people will you need?

Activities

Level 1. Starting – Cut and paste magazine photos into appropriate categories. Draw pictures to put in columns (places to go, Funding and Supplies).Level 2. Emerging – One or two word answers for columns.Level 3. Developing – Tell the class about your expedition, where your group chose to go, supplies and funding needed.Level 4. Expanding - Write a journal entry about their expedition or dream vacation.Level 5. Bridging – Write a skit/role play for their group to perform about their expedition.

Four Skills

Listening Activity: Play the Garth Brook’s song “The Dance” about risks and rewards and the Hanna Montana song “Life is what you Make It” while the children are making their posters (See Appendix). Students can think about the risks and rewards mentioned in the songs.Speaking Activity: Oral presentation of expedition posters to class and/or ESL teacher.Reading Activity: Prior to this lesson, students will read about the Columbus and the Pilgrims journeys to the New World (readers will be adjusted for all ELPs).Writing Activity: Graphic organizers, journal entries, skit dialogues

(3) Practicea. video and discussion of “risks” vs. “rewards”b. graphic organizers, cooperative group work, c. role plays, oral presentations,

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(4) Evaluation Holistic Rubric to grade graphic organizers, oral presentations, journal entries,

and skit dialogues. Anecdotal records, teacher observations of student social and academic language

used in groups

(5) Expansion/ExtensionDay 2’s Lesson will be a simulation based on the Explorers’ and the Colonists’ voyages to America, using the same type of graphic organizer to plan for the journey.

Methods/Approaches/Strategies

Cognitive Academic Language Learning Approach (CALLA) - metacognitive strategies (organizational planning), cognitive strategies (grouping, summarizing), and social/affective strategies (cooperation and questioning for clarification)

Direct Method - students are encouraged to paraphrase in order to express themselves, listening to target language in large quantities.

Other Activities:

Follow-up: The students will present their posters to the class. During the next lesson, students will plan for and participate in a simulated journey to the “New World.”

Assessment: Holistic Rubric to grade graphic organizers, oral presentations, journal entries,

and skit dialogues Anecdotal records, teacher observations of student social and academic language

used in groups

Homework: Make a graphic organizer for the Explorers or Colonists on their expeditions to the New World. Make sure students understand HW. Begin HW in class (1-3 minutes).

Technology: Computer research of destinations, video clip and overhead slides, PPT with hypermedia could be used if teacher selects destination options for the groups, prior to the lesson.

Materials: TV, VCR, Overhead Projector, Large sheets of paper, markers, resource materials (travel magazines, encyclopedias, etc.).

Closure: After the expedition is planned, each team will present their charts to the entire class of adventurers or the ESL group. As students leave the room, they will write one risk or reward to studying or doing homework.

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REFLECTION PHASE*I included reflections on my first 2 days of the weeklong plan because these are lessons that I previously taught.

Efforts to Accommodate:Visual learners: video, graphic organizers, overhead modelingAuditory learners: songs about risks and rewardsTactile learners: cutting and pasting magazine pictures and places into columns.Specials needs learners: matching pictures/ drawing pictures of words and differentiated instruction for each ELP level.

What worked well? The graphic organizers were simple and easy to organize. The students enjoyed picking their own destination/goal (Caribbean, Hawaii, Antarctica). Many drew pictures and they were very descriptive on the places to go and the supplies needed.

What didn’t work well? Some of the students had a hard time grasping the more abstract meaning of “risks” and “rewards.” Some of the vocabulary words such as expedition, goals/objectives were above the lower level ELP students. I had to use shorter words and phrases, as well as model a lot to help guide understanding the CLD learners in the class.

What will you do differently as a result of this plan? I would allow students more time to research their destinations to help them practice using classroom resources.

How might this lesson be improved? Extend to 2 days in order to allow for comprehension of key concepts and time to plan role presentations. Students could make a storyboard of their travels, places they went what supplies they needed and didn’t, etc. and present that to the class.

One important thing I learned was that each student has his/her own learning style that must be accommodated to while taking into account his/her English language proficiency level. Differentiated instruction is a challenge to integrate but it is worth the effort. Every child can learn and through scaffolding every student can reach his/her full academic potential.

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Day 1– Song Lyrics

The Dance (Garth Brooks)Looking back on the memory of The dance we shared 'neath the stars alone For a moment all the world was right How could I have known that you'd ever say goodbye

And now I'm glad I didn't know The way it all would end the way it all would go Our lives are better left to chance I could have missed the pain But I'd of had to miss the dance

Holding you I held everything For a moment wasn't I a king But if I'd only known how the king would fall Hey who's to say you know I might have chanced it all

And now I'm glad I didn't know The way it all would end the way it all would go Our lives are better left to chance I could have missed the pain But I'd of had to miss the dance

Yes my life is better left to chance I could have missed the pain but I'd of had to miss the dance

Life is What You Make it (Hannah Montana)Dont let no frustrationEver bring you down...No, no, no, no!Just take a situationAnd turn it all around!

With a new attitude, everything can changeMake it how ya want it to beSaying mad, why do that... give yourself a breakLaugh about it and you'll see!

[Chorus ]Life's what you make it,So lets make it rockLife's what you make itSo Come on.... come onEVERYBODY NOW!aye aye aye oh aye aye, aaaaaye

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Why be sad, broken heartedThere's so much to do...yeah, yeah, yeah, yeah!Life is hard or it's a partyThe choice is up to you

With a new attitude, everything can changeMake it how ya want it to beStaying sad, why do that, give yourself a breakI know you wanna party with me...

[Chorus][ Life's What You Make It lyrics found on http://www.completealbumlyrics.com ]Life's what you make itSo Let's make it rockLife's what you make it so come onEverybody nowLet's celebrate it, join in everyoneYou DecideCause life's...what you make it!

Things are lookin' upAny time you wantAll ya gotta do is realize thatIt's under your controlSo let the good times Rock and Roll!OW!

[chorus]Life's what you make itSo Let's make it rock(Lets make it rock!)Life's what you make itSo come on, come onEVERYBODY NOW!Lets celebrate itJoin in everyone

You decide cause life's... what you make it

Life is what you make it!

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Day Two Lesson Plan – The Voyage Of Discovery – Who will live to see the New World?

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PLANNING PHASE

Performance/ Task-based Objectives:

1. Students will financially plan for an imaginary nautical voyage resembling a 16th Century Explorer.

2. SWBAT strengthen their math problem-solving skills.

3. SWBAT perform two-place multiplication problems

4. SWBAT organize their ideas using graphic organizers

5. In cooperative groups, SWBAT use prior knowledge and apply it to the simulation activities (requesting funding, purchasing supplies and planning for unforeseen difficulties).

Content:

The purpose of this lesson plan is to help relate organization and academic skills to active learning, while promoting English language proficiency development. Many upper elementary level students have difficulty with math story problems and negotiating meaning in the target language. This simulation takes the class through a lifelike experience using step-by-step problem solving in a cooperative group setting. This activity also encourages risk-taking, a characteristic paramount to English language and content based learning. An optimistic goal of this lesson is that the pupils will experience a deeper understanding of the explorers through empathy. Finally, children need to be reminded how fun and exciting academics can be!

Lesson Outline:

National/State/Local Standards:SOL 3.3 - The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon, Jacques Cartier, and Christopher Newport (previous lessons); b) identifying reasons for exploring, the information gained, and the results from the travels. FCPS 4th Grade Math – Two digit-multiplication, recognize estimation strategies and write a number sentence with one unknown to solve a problem.

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TEACHING PHASE

1. PreparationWarm-up Activity: *Set students in the same cooperative groups as prior

“Expedition” lesson.

Make a clustered vocabulary map/web on the board using words like safari, trail, journey, trip, travel, boat ride, use destinations from yesterday’s activity…) and have the students what word goes in the center circle (“Expedition).

Remind students of their expedition destinations and/or goals and ask them what they all have in common with explorers (answers will vary…try to get across the message that they are all journeys to explore new things).

Transition – Tell students that they are going to travel back in time in their imaginations as explorers in the 1500’s. These explorers were different than Columbus, Cabot, and Cabral, who bumped into the Americas while looking for _____? ( the Northwest Passage). Soon after Columbus died, many Spanish explorers realized that Columbus had found something more important than a passage to Asia. He had discovered new lands and riches for the explorers to claim for themselves and Spain.

Language Goals: How is instruction scaffolded and differentiated for a multi-level ELLs?

TESOL GOALS: Goal 1

o Standard 1 Goal 3 –

o Standard 1 Goal 2 –

o Standard 3 - Matho Standard 5 – Social Studies

(2) PresentationSummary of Lesson -

Pass out large sheets of poster board shaped like ships that have the three sections organized on the reverse side

Graphic recall planning –o Today you are all going on an expeditiono Can you recall from your adventure planning last class the three things

you need to plan an expedition?o Write – Places to Go, Funding, and Supplies on the board.o Tell the students to turn their ships to the side with these categories on

them.o Do together – Where will you go? New World…Caribbean…o Where will get funding? (King and Queen of Spain)

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o What basic supplies do you need? (Food, Water, Trade Goods) Math problem-solving and double-digit multiplication –

o Each child has a role, ELP 1-2: Supply Sailors - buy supplies from King and Queen, ELP 3: First Mate - Read budget problems out loud for group and King and Queen, ELP 4: Scribe - Record team’s budget on sheet, ELP 5: Capitan who facilitates problem-solving on budget.

o Pass out worksheets or have them turn over on desks (See WS at end of Day 2 Lesson Plan)

o Now that we know where we are going, what we need and how we are going to pay for it… we must plan a budget (explain budget).

o Go over the worksheet with the groups, helping them to solve the problems. Walk around and keep all in the right direction.

o Students should have 2 pieces of gold to spend after they have budgeted for the minimum necessary food and water rations. Give them two minutes to discuss what to buy with the extra gold.

o The First Mate will read their budget plans to the King or Queen (invite your principal to watch the lesson and he/she can be the King/Queen). The King will give each first mate ten pieces of gold.

o Then the Supply Sailors go to the treasurer (teacher) who will trade supplies for gold pieces.

Now let’s travel! Students will sit in groups on the floor by ships. Using big cutouts of ships for

the kids to sit on will help organize the kids. Play classical music (to correlate with the different “day” scenarios. I chose

Vivaldi’s Four Seasons because each section of the Concertos start provoke emotional reactions and help students visualize the scenarios presented ( i.e., Concerto No. 1 - Part I Allegro is perfect for the Land Ho! Music at the end of the simulation and Concerto No. 3, Part I Presto musically represents the wind). Be prepared and select all the music and have it ready before starting this lesson!!!

At 10 Days – collect 200 food and water rations from the group (sad music) Day 12 – Draw a lightning bolt on the board and take 200 water rations from the

groups (stormy, crashing music) Day 20 – another 200 water rations (sad music) Day 23 – Sea monster scare – lose 100 food rations (scary music) Day 30 – another 200 rations of food and water used (sad music) Day 36 – Flat edge of the earth, you must throw food and trade goods over board

to see if they fall off the earth (suspenseful music) Day 40 – another 200 food and water rations used (slow, tired sounding music). Day 41 – a strong wind pushes you ahead five days but blows 200 water rations

overboard*How many are out of food and water? Trade goods? You can live 5-10 days without food and water. Let’s count down from ten to see if we make it to land. 10-9-…..1….Wait a few moments and then play happy “Land Ho” music.

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Depending on time and reactions, you may ed here or add that those with trade goods left to trade will be able to trade food and water to survive in the New World.

Activities

Level 1 and 2 Starting/Emerging – Supply Sailors: One, two word requests or pointing to ask for supplies to buy.Level 3 - Developing – First Mate: read budget problems for group and for King and Queen.Level 4 - Expanding - Scribe: Record team’s budget and math problems on WS. Level 5 - Bridging – Captain: Facilitates problem solving and keeps group working toward budget goal.

Four Skills

Listening Activity: Students have to listen to each other and negotiate meaning in order to plan their expedition budget. Also, listening to classical music during the simulation with help foster comprehension of the simulation scenarios.Speaking Activity: The students have to orally communicate with their fellow explorers and with the King, Queen and Treasurer.Reading Activity: Prior to this lesson, students will read about the Columbus and the Pilgrims journeys to the New World (readers will be adjusted for all proficiency levels). Social studies textbooks also have sections on the Conquest of the Americas and the first Pilgrim settlers/Colonists.Writing Activity: Graphic organizer and Voyage budget plan.

(3) Practicea. budget planning, problem solving, negotiation of meaningb. graphic organizers, cooperative group work, c. role plays, simulation, interactive learning

(4) Evaluation

Evaluation of budget plans Student self-assessment Anecdotal records, teacher observations of student social and academic language

used in groups

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(5) Expansion/ExtensionDay 3’s Lesson will be a reading and writing activity based on the book Encounter by Jane Yolen. This book is written about Columbus’s arrival in the Caribbean but written from a Taino Indian boy’s perspective. We are now connecting the Explorers to the Native Americans.

Methods/Approaches/Strategies

Cognitive Academic Language Learning Approach (CALLA) - metacognitive strategies (organizational planning), cognitive strategies (grouping, summarizing), and social/affective strategies (cooperation and questioning for clarification). Negotiation of Meaning!!

CBI (Content Based Instruction) - Social Studies and Math Cooperative Group Work - interactive, social and academic language, negotiation

of meaning!! Direct Method - students are encouraged to paraphrase in order to express

themselves, listening to target language in large quantities. Rassias Method - theatrical simulation to lower the learner’s affective filters and

increase language learning.

Other Activities:

Follow-up: The students will discuss the activity. Did their group survive the voyage? Why or why not? Why is it important to plan and budget well before an expedition?

Assessment: Self-reflection Rubric regarding budget, surviving the journey, and what they

have learned. Anecdotal records, teacher observations of student social and academic language

used in groups Collection and assessment of budget plans.

Homework: Write or draw three things you learned from the simulation today.

Technology: CD of music, PPT with animation and sounds could be used to increase the visual and auditory impact of the lesson.

Materials: Poster boards (pre made in shape of ship), chart paper in outline of ships for students to sit on, pieces of gold, cards for supplies and trade goods. Crown for king/queen, sign for treasurer, jobs tags for each student.

Closure:

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What do you think it as like being an explorer in the 1500’s? What types of things did explorers have to do to plan for their trips? In our next class, we will be looking at the conquistadors from a different

perspective or point of view. When the explorers came to the Americas, they wanted were looking for riches and lands to conquer but there was already people here when the conquistadors landed in the New World. Who were they? Tomorrow we’ll begin our study of the first Americans.

REFLECTION PHASE

Efforts to Accommodate:Visual learners: graphic organizers, large pictures to depict events during simulationAuditory learners: music played during simulation, listening comprehension of simulation scenarios, cooperative group, and listening to others while planning budgetTactile learners: use of props (gold, supplies, etc.)Specials needs learners: TPR during simulation and differentiated group roles for diverse learners.

What worked well? The budget WS was well organized with clear instructions. All of the students were able to participate in the simulation. The roles done by ELP worked well because students each had defined tasks that they were able to accomplish. The simulation was lots of fun!! The music worked great for the ELP 1-3 s to understand better what was occurring during the simulation. The children spent a lot of time discussing what went wrong with their budget planning, if they didn’t survive the voyage.

What didn’t work well? Some of the students had a hard time with the problem solvingquestions even with all the guidance from the teacher and peers.

What will you do differently as a result of this plan? I would allow students more time to practice basic math story problems and have them work in the same groups to solve more math problems using double-digit multiplication. I would make the simulation longer with better visuals to accompany the music.

How might this lesson be improved? Create a PowerPoint with sounds and animated graphics for the simulation sequence.

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Day 3 Lesson Plan: Encounter

PLANNING PHASE

Performance/ Task-based Objectives:

1) Students will listen to and discuss a Native American perspective of the

Columbus story (Encounter by Jane Yolen, read to whole class).

2) Students will draw and write about comparisons and contrasts between the

Native Americans and the Conquistadors.

3) SWBAT will create journal entries (at their ELP level) that writing, drawings and discussion to further their comprehension and reflections.

4) SWBAT will answer factual written questions and revise false revise false statements by recalling details from the story.

5) SWBAT in oral, artistic and/or written form present their understanding of the Native American perspective and/or their own families’ story of immigration.

Content:

The purpose of this lesson is to provide children with a different perspective of the “discovery” of the Americas. History has many faces and children must be open to different experiences of the people involved in that history. The goal is also to help students review main ideas of the Encounter book and previous learning about the Conquistadors and the Conquest of the New World, while reflecting on a famous historical event from the viewpoint of the first Americans.

Lesson Outline:

National/State/Local Standards:Virginia Standard of Learning 3.3 - The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon, Jacques Cartier, and Christopher Newport (previous lessons); b) identifying reasons for exploring, the information gained, and the results from the travels. FCPS POS 4th Grade Reading

a)identify and compare character traitsb) use context clues to construct meaning

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FCPS POS 4th Grade Oral Languagea) reflect on the ideas and opinions of others

TEACHING PHASE

(1)PreparationWarm-up Activity: Teacher pass out costume hats (construction, fireman, princess crown, beret, cowboy hat, etc.) and have all students put them on. The teacher will explain the expression “putting on a new hat” (taking a new viewpoint). The class will discuss what different hats represent. What can you learn about your classmates by the hat(s) they are wearing? After some fun discussion, the teacher will tell the students to try to think about what life might be like as a “princess” or “witch,” etc. Transition: The teacher will tell the students that they are going to put on another hat today and hear the story of Columbus’s discovery of America from the perspective of a Taino Indian boy. After collecting the hats, the students will form a circle on the floor for a group reading activity. Each student will put on Native American headdresses that they made in a previous class.

Language Goals:

TESOL – GOAL 1 & 2, Standard 1: ELLs communicate for intercultural and instructional purposes within a school setting.Goal 1 & 2 , Standard 5: ELLs communicate information, ideas and concepts necessary for academic success in the area of Social Studies.Standard 2: Same as above but in the area of Language Arts.

(2) PresentationSummary of Lesson:

With students in headdresses on, students sit on a story circle (storytelling the main form of oral history used by many cultures, including Native American tribes). Introduce the Encounter book.

Tell the students that they are going to look at the story of the discovery of America (the Columbus story) from a new point view (while wearing a new hat). Tell them to listen to the story and think about how the little Taino boy felt when Columbus and his men arrived on their Caribbean shores.

Read the story and stop at each page to discuss feelings, motives of Conquerors, differences in lives of Native Americans and Conquistadors.

Ask children how they think the boy felt. Was it different from Columbus and his crew?

How does this story compare with the conquest of the Aztecs and the Incas (previous lessons)?

Have students go back to their seats and pullout their dialogue journals. Pass out slips of paper with journal assignments/homework on them

(accommodated for the various proficiency levels, see activities for ELP 1-5 in

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“Activity” section below). Tell the students that different people will do different activities to make the assignment more fun and so we have lots a different “perspectives” and “ways” to show what we have learned. The story boards can be just drawings along as they convey meaning because many Native American tribes, like the Mattaponi tribe of Virginia, had no written language and told stories through drawings and oral storytelling.

Teacher should model and clearly explain the different activities for the visual and auditory learners.

Activities

Evidence of differentiated instruction…

In student journals, Level 1 and 2 English Language Proficiency (ELP) Starting and Emerging – will create a storyboard of drawings and simple sentences (one or two words for ELP 1). Students will retell the story to classmates and/or ESOL teacher using their writing/poster as a guide.Level 3 ELP Developing – will make a Venn diagram comparing the conquistadors to the Native Americans. They will present their findings to the class and/or ESOL teacher.Level 4 ELP Expanding – will write a journal from the perspective of the Taino boy in the story. They will read excerpt from their journal and talk about what they have learned about the famous landing of Columbus and how the Native Americans’ lives were changed by the conquest to the “New World.” Level 5 ELP Bridging – will write their own story of immigration and how they (or their parents/relatives) arrived in the United States. Talk about how their lives differ here from their home countries. Present orally to classmates and/or ESOL teacher.

Four Skills

Listening Activity: Encounter book read by teacher, class discussionsSpeaking Activity: Oral discussions, answering questions, “hat” warm-upReading Activity: Reading along with picture book, previous readings about Columbus, the Conquistadors and the Aztecs and Incas. Writing Activity: Journal entries (see “Activities” section above)(3) Practice

a) reading and discussing story, b) “new hat” activity, journal entries (story boards, Venn diagrams, writing

from a different perspective, personal immigration stories).

(4) Evaluation Analytic rubric and anecdotal records to assess journal entries Anecdotal records of oral presentations and discussion participation

(5) Expansion/ExtensionPresentations of the storyboards, Venn diagrams, Native American journals, and family

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immigration story journal entries.Methods/Approaches/Strategies

Content-based Instruction – learning Social Studies through the four language skills (listening, speaking, reading and writing)

Direct Method (see Day 1 Lesson Plan) Cognitive Academic Language Learning Approach (CALLA) – see Day 1

Lesson Plan Natural Approach – “classroom activities elicit communicative dialogue from

students” (p. 51).

Other Activities:

Follow-up: At the beginning of the next class, students will discuss the Taino Indian perspective in the Encounter story. They will also talk about what the expression “putting on a new hat” means. They will present excerpts from their journal entries from this lesson.

Assessment: Analytic rubric and anecdotal records to assess journal entries Anecdotal records of oral presentations and discussion participation

Homework: Allow the students a minimum 5 minutes to begin their journal entries, they will complete for the following class. Teachers should monitor all students’ journal entries to facilitate understanding and successful completion of the assignment.

Technology: overhead projector to model Venn diagrams and story board examples

Materials: pre-made headdresses (made in previous class or art class), writing and drawing utensils, journals, and Encounter by Jane Yolen.

Closure: As students prepare to leave, ask students to toss you their headdress and tell you one thing new they learned about the Columbus story, Native American life or how the story made him/her feel and why.

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Day 4 Lesson Plan: The First Virginians – Who were they?

PLANNING PHASE

Performance/ Task-based Objectives:

1. SWBAT pick one tribe native to Virginia to study from a list (Mattaponi, Pamunkey, Eastern/Chickhominy, Rappahonnock, Under Mattaponi and Nansemond).

2. SWBAT research selected Native American Virginian tribe (villages, housing, hunting, spiritual beliefs and general tribal cultures)

3. SWBAT place names of chosen tribe in the proper location on a Virginia map (tidewater, mountains, etc.).

Content:

The purpose of this lesson is to develop a deeper understanding of one specific Indian tribe native to Virginia, while integrating geography knowledge and developing basic research skills.

Lesson Outline:

National/State/Local Standards:FCPS POS 4th Grade Reading

Use features of a text to verify or clarify informationFCPS POS 4th Grade

Locate American Indian groups on a map of Virginia Describe how different groups of people have adapted to the climate and

environment of VirginiaTEACHING PHASE

(1)Preparation*Prior to class, the teacher will place the students’ names on the board and their meanings.Warm-up Activity: Set children in cooperative groups with at least 3 of the ELP levels

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represented in each grouping. The teacher goes over the day’s Agenda and objectives that are displayed on the chalkboard or overhead projector. The teacher will point at different names and their definitions on the board and the class will discuss how everyone’s name has meaning. Some people are named after relatives or religious figures. Others have special meaning or memories attached to their names.

Native American names have special meaning to the tribe. Native American tribes like the Samnish, have naming ceremonies for their children. The teacher will read from this text:

In our tribe (Samnish), names were given in several ways. Sometimes, the name was taken from someone who passed way many years ago -- perhaps an honored relative, even the chief or honored medicine person of the tribe. Other names might come from the person asked to do the naming ceremony. That person might fast and pray for days, weeks or even months until a vision came to them. From that vision would come the name.

Many times, the name is long so that its meaning is clear.

There also are some Native people today who find a name they like, and rather than going through the traditional ways, simply will ask to be given that name in a naming ceremony.

In order to do a naming ceremony, a person must be given the right to do so. That person should meet with elders, providing food and gifts, and ask for that right. The elders will decide if this is a person who should be allowed to name. It helps if the person has participated in other ceremonies and is a good person, too.http://www.bluecorncomics.com/funnames.htm

Transition: “Now we are going to have our own naming ceremony. Each group will be given a name of a tribe. Each tribe’s name has special meaning to us because each tribe is native to the state of Virginia.

Language Goals:

TESOL – GOAL 1 & 2, Standard 1: ELLs communicate for intercultural and instructional purposes within a school setting.Goal 1 &2 , Standard 5: ELLs communicate information, ideas and concepts necessary for academic success in the area of Social Studies.

(2) Presentation The teacher will go to each group and hand each group a name of a tribe and

folder of information with colorful, kid-friendly handouts from websites like: http://en.wikipedia.org/wiki/Category:Native_American_tribes_in_Virginia

on their tribe and a Virginia map. They will be reading about their special tribe and trying to find out where they live(d) geographically (tidewater, mountains,

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etc.), what kind of houses they had and three other interesting facts about the tribe.

The tribal names are Mattaponi, Pamunkey, Eastern/Chickhominy, Rappahonnock, Under Mattaponi and Nansemond.

Each group member will be assigned a role according to his/her ELP level. Level 1s will label a Virginia map with the tribe’s name and the areas they live(d). Levels 2s & 3s will talk about their findings to the class. Level 4s will record all the information they find on a worksheet with a semantic map (web) provided in the folder. The teacher will model the web on the overhead. Level 5s will help skim, synthesize and summarize the information for his/her group.

The students will be given 20 minutes to fill out their brainstorming web (name of tribe in middle, housing, geographical location in Virginia, cool facts, clothing, spiritual beliefs, hunting habits.

The teacher will circulate and keep all groups on task.o Questions to ask students:

Did your tribe in the Tidewater area or near the mountains? Think about how Virginia weather may have affected the Native

Americans way of life. What did their homes look like?

After 20 minutes, the “artists” ELP 1’s will put their tribe’s label on a giant map of Virginia.

The “reporters” ELP 2 & 3 will share their web and the fascinating things they learned about the tribe(s) to the rest of the class.

Activities

Level 1 Starting – With help from tribe members, Level 1s will label a Virginia map with the tribe’s name and the areas they live(d). The teacher will model the web on the overhead

Level 2 Emerging – Levels 2s & 3s will talk about their findings to the class. Level 3 Developing – Levels 2s & 3s will talk about their findings to the class. Level 4 Expanding – Level 4s will record all the information they find on a

worksheet with a semantic map (web) provided in the folder. Level 5 Bridging – Level 5s will help skim, synthesize and summarize the

information for his/her group.

Four Skills

Listening Activity: Transition naming ceremony quote, interpersonal group discussion, whole group discussionSpeaking Activity: group and whole class interaction, presentation of tribal websReading Activity: reading information on assigned tribeWriting Activity: brainstorming webs

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(3) Practicea. mind maps, cooperative group workb. matching tribes to geographical features on mapc. oral presentations, whole class discussionsd. researching/reading text to find main points

(4) Evaluation Anecdotal records of teacher observations during group work (BICS and CALP)

(5) Expansion/ExtensionDay 5’s lesson will be a deeper research into the tribes assigned in this lesson.

Methods/Approaches/Strategies

Direct Method CALLA Cooperative Group Work

Other Activities:

Follow-up: In the upcoming lesson, the students will do a more in-depth study of their designated tribe and create a poster presentation about their tribe.

Assessment: Anecdotal records of teacher observations during group work (BICS and CALP)

Homework: Make a K-W-L chart for your tribe. Focus on what you want to know that you didn’t learn today.

Technology: Overhead slides, Internet resources for tribal information packets

Materials: Overhead projector, folders and informational packets, brainstorming worksheets, tribal names

Closure: Pass out the K-W-L chart and begin in class. As prepare to leave call out the name of each tribe and ask them to say three things they learned about their tribe. After they answer that group can line up at the door.

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Day 5 Lesson Plan: Show what you know about the amazing Native Virginian tribes!

PLANNING PHASE

Performance/ Task-based Objectives:

1. SWBAT demonstrate knowledge of the first inhabitants of Virginia (Native Americans) through an oral poster presentation.

2. SWBAT write and/or perform a role-play about a specific Virginian tribe.

Content:

The purpose of this lesson is for students to demonstrate content knowledge in the area of Social Studies while improving English linguistic skills and proficiency.

Lesson Outline:

National/State/Local Standards:FCPS POS 4th Grade Oral Language

Organize and sequence information and create visuals that support and clarify oral presentations.

FCPS POS 4th Grade Social Studies Demonstrate knowledge about Native American tribes that originated in

Virginia.

TEACHING PHASE

(1)PreparationWarm-up Activity: Teacher reviews the posted objectives and Agenda. The teacher asks the students to take out their KWL charts from their homework and as a class they will make a KWL chart (focusing on the what section). Students will fill in the “learned” section for homework. Teacher will have signs for each tribe and they will meet in their designated tables.

Transition: Students form the same tribal groups as last class. The teacher talks about how many Native American tribes had no written language, so they recorded history through speaking, storytelling, and drawings. Today each tribe is going to tell the “history” of their tribes through pictures and oral presentation. Each tribe will be given a poster, markers, construction paper, and other art supplies to make their poster.

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Language Goals:

TESOL GOALS: Goal 1, 2 and 3 Standard 1, 2 and 5

(b)PresentationSummary of Lesson –

Using the K-W-L chart and the information packets from last class as guides, students will create a poster depicting the housing, clothing, resources/trade goods, geographical location, hunting, other interesting facts – spiritual beliefs and general tribal cultures. They can also access the class computers, which will already have information, downloaded for each group.

The teacher will advise the students that they must use drawings/pictures only to depict each part/category of their presentation.

Students will have 20-30 minutes to make their posters. Each person in the group must draw 1 picture.

Teachers must circulate in order to keep all groups on task and ensure equal participation of all group members.

Once they have completed the posters, they will have 10 minutes to prepare to orally present their posters.

Sit everyone in a storytelling circle on the floor. Every member of the group should participate in the oral presentation. ELP 1’s

can point to symbols/drawings while the other students talk.

Activities

Level 1 Starting – Drawing and pointing out symbols in poster presentationLevel 2 Emerging – Drawing and saying a few words about 1 or 2 of the items on the posterLevel 3 Developing – Drawing and giving more details about 1 or 2 of the symbols/drawings on the poster.Level 4 Expanding - Researching, drawing and discussing 1 or 2 symbols in simple sentences Level 5 Bridging – Researching, summarizing info, drawing and discussing 1 or 2 symbols in complex sentences

Four Skills

Listening Activity: Listening to oral presentations of other “tribes,” homework will be on listening comprehension from oral presentationsSpeaking Activity: Oral presentations (every student will participate within their proficiency level capabilities)Reading Activity: Reading of information on tribesWriting Activity: K-W-L charts, written scripts for oral presentation

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(5) Expansion/Extension

In a future lesson, students will participate in a teacher-created simulation where they have to trade and barter resources with other tribes. Level 4-5 ELPs can lead their groups in making graphic organizers about resources/goods to trade, resources/good to trade, what items they might need from other tribes, and how they could use the items to survive a Virginia winter.

Field trip to the Native American History Museum in DC. TESOL Goal 3, Standard 3: use learning strategies to extend sociocultural competence.

Methods/Approaches/Strategies: Cooperative Learning Content-based Instruction (CBI) Natural Approach TPR – role plays

Other Activities:

Follow-up: Students will finish their K-W-L charts about their tribes, focusing on what they have learned. Students will make a role play about their tribe to perform for the class.

Assessment: Group checklists for posters and oral presentations (student-teacher created) Journal reflections and K-W-L charts Holistic Rubric of oral/poster presentation by group

Homework: Written response sheet from other presentations. A worksheet would include an area for listing three things that you learned about each group’s tribe. Students would start while listening to their friends’ presentations.

Technology: Computer lab or in-class computer research, if available.

Materials: poster board sheets for each group, art supplies, and information packets on each group

Closure: Now that we have learned about different Indian tribes native to Virginia. Let’s start to think about what kind of resources/trade goods they might have or need to barter with other tribes. Remember when we went on a voyage to the New World at the beginning of the week? Well, next week we are going to become Native Virginian tribes and try to trade resources in order to survive the long winter ahead!

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