Unit Plan: Entry 2
Standards:
5th Grade: Kansas, United States, and World History
Standard: The
student uses a working knowledge and understanding of significant individuals,
groups, ideas, events, eras, and developments in the history of Kansas, the
United States, and the world, utilizing essential analytical and research
skills.
Benchmark 1: The
student uses a working knowledge and understanding of individuals, groups,
ideas, developments, and turning points in the age of exploration.
Indicator 3: The
student compares the motives and technology
that encouraged European exploration of the Americas.
Goal: The students will understand the importance of early
explorers of the Americas.
Embedded Concepts: Motives- trade, expansion, wealth,
discovery; technology- improved ship building, sextant, cartography, mapping,
explorers
Unit Plan: Entry 3
5th Grade: Kansas, United
States, and World History
Indicator
3: The student compares the motives and technology
that encouraged European exploration of the Americas.
Objectives:
The student will compare and
contrast the technologies of the early American explorers. (Analyze)
The student will analyze the
motives of the early American explorers. (Analyze)
The student will describe the
causes of exploration to the Americas. (Understand)
The student will identify why
technology was important during the explorations of the Americas. (Understand)
Unit Plan: Entry 4: Summative Assessment
5th Grade-
Objective:
The student will compare and
contrast the technologies of the early American explorers. (Analyze)
Assessment:
The students will complete a
Venn Diagram comparing and contrasting the technologies of the early American
explorers. (See below)
Objective:
The student will describe the
causes of exploration to the Americas. (Understand)
Assessment:
The students will complete an
essay question based on the objective. (See below)
Name___________________________ Date____________________
Directions:
For the following explorers, write a brief description to answer the question
in the space provided. (2 points each)
Objective
Assessed: Students will analyze the motives of the early American explorers
(Analyze)
Name: _______________________ Date: ______________________
Causes of exploration
to the Americas
Objective: The student will describe the causes of
exploration to the Americas. (Understand)
Directions: Please describe at least three causes of the
exploration to the Americas. It can be the three causes for one explorer or
three causes of everyone’s exploration to the Americas. Please write at least two
complete sentences supporting your answers. (9 points)
Cause 1:
Cause 2:
Cause 3:
-
-
-
-
-
Name: ___________________________________ Date:_________________________________
Venn Diagram of early
American explorers
Objective: The student will compare and contrast the
technologies of the early American explorers. (Analyze)
Directions: Determine the similarities and differences of
the technologies used by the early American explorers. Compare how explorers
used ships to how explorers used quadrants. Write at least three
characteristics of technologies in each section. ( 9 points)
**Here there is a venn diagram comparing and contrasting ships and quadrants. They also then completed one for maps and compasses.
Name______________________________ Date__________________
Directions: Please
answer the short answer questions in the space provided. (2 points each)
Objective
Assessed: The student will identify why technology was important during the
exploration of the Americas. (Understand)
1. Name two reasons that maps were
important during the exploration of the Americas.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Explain how compasses impacted the
early explorers on their travels into the new world.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
KEY
Name______________________________ Date__________________
Directions:
Please answer the short answer questions in the space provided. (2 points each)
Objective
Assessed: The student will identify why technology was important during the
exploration of the Americas. (Understand)
1. Name two reasons that maps were
important during the exploration of the Americas.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Explain how compasses impacted the
early explorers on their travels into the new world.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Narrative
Objective
1: The student will
compare and contrast the technologies of early American explorers.
Total Points
Possible: 18 points
Criteria for Success: 12 points
Example: Students will be scored 1 point
for each item listed in graphic organizer. Three characteristics should be listed within each section.
This is an age appropriate assessment
because the students at this age should be able to correctly use a venn diagram
and be able to distinguish between similarities and differences between
objects.
Narrative
Objective
2: The student will
analyze the motives of the early American explorers
Total Points
Possible: 6 points
Criteria for Success: 5 points
Example: One point is given for the
response of every question asked.
Six questions will be asked total, two for each explorer.
This assessment is age appropriate
because students at this age understand dialogue. They should be able to identify motives and differentiate
between explorers.
Entry 5- Text Set
Name: Katie
Turner
1) Title: The Explorer’s Handbook: How to become an Intrepid
Voyager
Author and Illustrator: Marilyn Tolhurst
Publisher and Publishing Date: Dutton Children’s Books. 1998
Relation to Unit Topic: This book discusses many of the
technologies that were used by the early explorers and also gives great ideas
that can be incorporated into lesson plans or into activities.
2) Title: Around the World in a Hundred Years: From Henry
the navigator to Magellan.
Author and Illustrator: Jean Fritz and Anthony Bacon Venti
Publisher and Publishing Date: The Putman and Grosset Group.
1998
Relation to Unit Topic: This book discusses many different
explorers that will be discussed during out unit.
3) Title: Fact of Fiction: Conquerors and Explorers: The
greed, cunning, and bravery of the travelers and plunderers who opened up the
world.
Author and Illustrator: Stewart Ross and McRae Books, Italy
Publisher and Publishing Date: Aladdin Books Ltd. 1996
Relation to Unit Topic: This book has a section in it that
is designated just to discuss the discovery on the new world. It has maps and
information that can be used when writing lesson plans during our unit
planning.
4) Title: The Discovery of the Americas
Author and Illustrator: Betsy and Giulio Maestro
Publisher and Publishing Date: Lothrop, Lee, and Shepard
Books. 1991.
Relation to Unit Topic: This book is arranged in
chronological order of the explorers who can to the Americas. It mentions many of the explorers that
we will be covering in our lesson plans.
5) Title: Christopher Columbus: Explorer of the New World.
Author and Illustrator: Peter Chrisp and Peter Dennis
Publisher and Publishing Date: Dorling Kindersley Ltd. 2001
Relation to Unit Topic: This book gives details of the
travels of the famous explorer, Christopher Columbus. This could be used in our unit plan because we will be
discussing Christopher Columbus and his motives for exploring.
Name: Andrea
Stockwell
1) Title: Magellan and the first Voyage Around the World
Author and Illustrator: Nancy Smiler Leinson
Publisher and Publishing Date: Houghton Mifflin Company,
2001
Relation to Unit Topic: Magellan was an early explorer of
the Americas and this book details his travels. This relates to our unit
because we are teaching the students about Magellan and the technologies and
motives he used when traveling.
2) Title: Francisco Coronado
Author and Illustrator: Karen Price Hossell
Publisher and Publishing Date: Reed Educational and
Professional Publishing, 2003
Relation to Unit Topic: Coronado was an early explorer of
the Americas and this book details his travels. This relates to our unit
because we are teaching the students about Coronado and the technologies and
motives he used when traveling.
3) Title: Christopher Columbus
Author and Illustrator: Struan Reid
Publisher and Publishing Date: Reed Educational and
Professional Publishing, 2003
Relation to Unit Topic: This books tells about the
explorations and life of Christopher Columbus, an early explorer to the
Americas. In our unit we are teaching the students about who Columbus was and the
technologies and motives he used when exploring.
4) Title: The Spanish Explorations of the Southwest
Author and Illustrator: Leonore Wilson
Publisher and Publishing Date: Mason Crest Publishers, 2003
Relation to Unit Topic: Details the journeys of Cabeza de
Vaca and Coronado through the American southwest in the 16th century. This book
has a good overview of most of the explorers that we are talking about in our
unit. It also has a timeline so students can get a better idea when all the
explorations occurred. This is good for our unit because it covers many of the
explorers that we are introducing to the students.
5) Title: Christopher Columbus: The Life of a Master
Navigator and Explorer
Author and Illustrator: David West and Jackie Gaff; Ross
Watton
Publisher and Publishing Date: The Rosen Publishing Group,
2005
Relation to Unit Topic: This books is a graphic novel in a
comic book type about Christopher Columbus’ journey to the Americas. It’s good
because it shows the true story as much as it can. This fits our unit because
we are teaching about Christopher Columbus and his journeys.
Social Studies
Teacher’s Manual
Title: United States History: Beginnings to 1877.
Publisher and Publishing Date: Holt, Rinehart, and Winston.
2007.
Summary of appropriate information found in teacher’s
manual: The information that will be most useful during our unit planning will
come from Chapter 2. The name of
the chapter is “New Empires in the Americas.” This chapter has five sections
that chronologically explain the discovery of the Americas, the explorers,
their motives, and the technology that they used.
Electronic Resources
1)
Resource: Explorers of North and Central America
Location of Resource: www.enchantedlearning.com
<www.enchantedlearning.com/explorers/namerica.shtml>
Explanation of how the resource contributes to unit: This
resource could be helpful when planning our unit because it goes into detail
about many explorers what we will be discussing in our unit. This is also a great resource because
it has other explorers that may be discussed at later times when teaching
American history.
2)
Resource: Websites, Lesson plans and Classroom
Activities about Explorers
Location of Resource: www.cumbavac.org
<www.cumbavac.org/explorers.htm>
Explanation of how the resource contributes to unit: I found
this great resource lists dozens of other resources on the same topics and many
lesson plan ideas. This is such an
awesome resource for a teacher because it is an all in one place to get so many
ideas and other information and sources.
I did not have the time to click on every resource that was listed, but
the ones that I did read through had a lot of great information and ideas.
3)
Resource: Explorers of North American- Enchanted
Learning. com
Location of Resource: http://www.enchantedlearning.com/explorers/namerica.shtml
Explanation of how the resources contributes to unit: This the resource has a lot of information about all the
explorers, not just the ones we are covering. It allows the students to click
on the explorer, see their journey they traveled, and more information about
the explorer.
4)
Resource: American Journeys Find A Document
Location of Resource: http://www.americanjourneys.org/texts.asp
Explanation of how the resources contributes to unit: This
resource is really helpful for a different approach to teaching. The teacher
would need to read over all the documents first, but could give the students
examples of the explorers’ journals and other notes. There are other things the
teacher can explore on the site such as images and the teacher section.
5)
Resource: Explorers of the Millennium
Location of Resource: http://library.thinkquest.org/4034/columbus.html
Explanation of how the resources contributes to unit: This
is a neat way for students to see where the explorers fit in with other
explorers. This site shows a hall of fame with many other explorers, a timeline
to see where everyone fits in, and information on each individual explorer.
Brainstorm list of
possible community resources:
Public library, the K-state beach museum if they had an
exhibit on explorers
Brainstorm list of
other print resources:
National Geographic, maps, encyclopedias, dictionaries
Entry 6
Student A has an IEP for a math learning disability. He also struggles in reading. He attends a reading workshop each week
that is 90 minutes long. Student A
has issues focusing and is easily distracted by items on his desk and others
around him. This impacts his
ability to work at his desk because he is often off task. Student A is happy, a hard worker, and
is very eager to please. He will
often agree, so it is sometimes hard to tell if he has absorbed the information. He likes just about everything, sports,
reading, playing with friends, etc.
He is very easy going.
Student B has an IEP in math and reading as learning
disabilities. He has a very rough home life and background. This has lead to
the student choosing to not complete tasks and take initiative. He spends lots
of time with the social worker and other pull out teachers. There is also a
paraprofessional assigned to the class to assist a few of the students,
including Student B. Student B has the ability to work with assistance, but
simply chooses not to work. Student B enjoys art, drawing, and discussing his
interests such as war and the military. It is challenging however because the
student changes his likes frequently which makes it hard to motivate him.
Entry 7
Day One: Introduce the topic by discussing vocabulary that
will be used throughout the lessons. (Technology, motives, explorations,
etc.) Begin exploration foldable.
Day Two: Investigate the explorations of Christopher
Columbus to America in 1492.
Discuss his motives for this exploration. Students will add information to their foldable.
Day Three: Review exploration of Christopher Columbus. Discuss technologies Ponce de Leon used
in his explorations. Add explorer
to foldable.
Day Four: Begin
by reviewing previous explorers discussed thus far in the unit. The class will converse about the
exploration of Vasco Nunez de Balboa. Add information about Balboa to foldable.
Day Five:
Review information about Christopher Columbus. Students will connect the similarities in the motives of
Christopher Columbus and Ferdinand Magellan. Update foldable.
Day Six: The class will review previous explorers. Discuss the motives and exploration of
Hernando Cortes. Add information to foldable.
Day Seven: Talk
about similarities and differences in technology used by explorers thus far in
the unit. Connections will be made
between Francisco Coronado and the other explorers.
Day Eight: Unit will wrap up with a class exploration. The students will “explore” their
school and find something new that they didn’t know was there or had never
noticed.
On a day following the conclusion of instruction, the
summative assessment will be given and evaluated to determining if students
successfully mastered the stated objectives.
Entry 8
Day
|
Objective(s)
|
Instructional
Strategies/Assessment/Adaptations
|
1
|
2. The student will analyze the motives of the
early American explorers (Analyze)
3. The student will describe the causes of
exploration of the Americas (understand)
4. The student will identify why technology was
important during the explorations of the Americas (Understand)
Reading strategy if included:
Impact of the strategy on
learning to read:
Writing activity (if included):
Foldable: Recording of information
Impact of writing activity on student learning of
content:
Students will write the definitions and an
example of the vocabulary words discussed so far. This will be a great
reference for them throughout the unit. The students will continue to record
vocabulary throughout the unit.
Use of technology by teacher (if included):
The teacher points out the technologies in the classroom. (Make sure
it is visible, within eyesight to students.)
Use of technology by students (if included):
Students observe the technologies in the classroom.
Grouping Decisions: Size of
groups: Individual
How groups were determined: N/A
|
Engage/connection to prior instruction: The
teacher will ask: “Does anyone know what technology means?” “Raise your
hand if you can find a piece of technology in the classroom.” The teacher
will ask, “Does anyone know what exploration means?” “Can you think of any
famous people that have gone on explorations?” “Does anyone know what it
means it have a motive?” The teacher will explain that a motive is a reason
for doing something, one that is hidden or not obvious. “Who can think of a
motive for exploration?” For each question that is posed the teacher will
call on volunteers that have their hands raised.
Instruction: The
teacher will introduce the topic for this unit, which is Exploration of the Americas
and the technologies that were used by the explorers. The class will be
told that they will be learning about many explorers over the next few days,
and specifically the technology that each one used to help them. The students
will also be exposed to the motives of those explorers. To help
organize all of the information, the students will construct a foldable.
Each flap of the foldable will discuss a different explorer and their
motives and technology used. There will also be a flap for definitions.
On this first day, the teacher will walk the students through the
construction of the foldable. On the first day, the students will add the
definition and an example of exploration, technology, and motive to the
vocabulary flap. I will identify the six explorers that we will be focusing
on during this unit (Christopher Columbus, Juan Ponce de Leon, Vasco Nunez de
Balboa, Ferdinand Magellan, Hernando Cortes, and Francisco Coronado) The
students will label each explorer on a flap.
Closure: Student volunteers will
be asked to share their examples of exploration, technology, and motives with
the class. The teacher will review the names of the explorers that the
students will be learning about the rest of the unit. “Tomorrow we will learn
about the explorer that is believed to have discovered America” The students
will turn their foldable in everyday to the “In” bin located in the back of
the classroom.
Assessment: Formal assessment
of objectives delayed
Objective(s) addressed:
Format or assessment tool:
Method of scoring:
Criteria for success:
Adaptations: Student
A – Allow student more time to construct and write information on foldable.
Have either myself or teaching partner in near vicinity of student
during the construction of the foldable to ensure that he is focused and
continues to stay on task.
Student B – Engage the student in a conversation
about technology, motives, and exploration. The student likes to give their
opinion in a conversational aspect. Have the student draw different types of
technology or a picture acting out motives of explorers. If the student is
off task, try and guide him back on task by standing near him.
Instructional Planner(s): Andrea Stockwell and
Katie Turner
|
Day2
|
2. The student will analyze the motives of the
early American explorers (Analyze)
3. The student will describe the causes of
exploration of the Americas (understand)
4. The student will identify why technology was
important during the explorations of the Americas (Understand)
Reading strategy if included:
1. Read aloud of nonfiction text
Impact of the strategy on learning to read:
Students practice their “listening” skills
Writing activity (if included):
1. Students will construct a journal entry based
on their learning of Christopher Columbus
2. Recording information about explorer in
foldable
Impact of writing activity on student learning of
content:
1. Students review format for journal entry
writing
2. Students document motives and technology used
by Christopher Columbus
Use of technology by teacher (if included):
I will use the projector and the computer to show the YouTube video of
Christopher Columbus’ reading his journal.
Use of technology by students (if included):
Students did not use technology for this lesson.
Grouping Decisions: Size of
groups: Individual
How groups were determined: N/A
|
Engage/connection to prior instruction: “Yesterday
we began on unit on the exploration of America. Today we will begin by
focusing on probably the most famous explorer of America, Christopher
Columbus. To begin today, we will look at a few journal entries made by
Christopher Columbus. “If you would please turn your body toward the
projector, we will watch a reenactment of these journal entries.” The teacher
will print copies of the journal entries for students to follow along during
the video.
Instruction: The
teacher will begin the YouTube clip of the reading of Christopher Columbus’
journal from his trip to the Americas. “Are there any words that were
in the video that we should add to the vocabulary flap on our foldable?” The
teacher will lead the class in a short group discussion about what they
learned about Christopher Columbus through his journal entries. I will
continue to discuss some topics that were not explicitly talked about in the
video, such as the funding of his trip by King Ferdinand and Queen Isabella.
I will also reiterate the motive of Christopher Columbus’ journey, that
he was in fact looking for a new path to the Indies in search for spices not
searching for a new world. I will also discuss that Columbus used the most
innovative technology at the time, which was a compass and sailed only in the
finest ships. I will then go to the map that is on the board and point
out the route made my Christopher Columbus and his crew. The students will be
asked to create their own journal entry based on the information that they
have learned about Christopher Columbus. They can choose any day of his
journey (the day he left, a day at sea, or the day he landed) and explain how
they would feel and what they would think. The students will turn in their
journal entries to one of the pre-service teachers.
Closure: After the students
have completed their journal entry, I will read a passage about Christopher
Columbus from the non-fiction book, Land Ho! Fifty Glorious Years in the
Age of Exploration. After the read-aloud the students will take out their
foldable and record the information they have learned about Christopher
Columbus and any new vocabulary they have learned. The students will turn in
their foldable after they have recorded all of the new information. I will
also teach the students the rhyme, “In fourteen hundred and ninety two,
Columbus sailed the ocean blue!” to help them remember the date of Columbus’
exploration.
Assessment:
Journal Entry and Foldable (ongoing)
Objective(s) addressed: objective 2, and/or
objective 3 and 4
Format or assessment tool: construction of
a journal entry
Method of scoring: Total points possible =
10 points
2 points for correct format, 2 points for every
sentence up to 4 sentences that shows understanding of the concept.
Criteria for success: 8 points
Adaptations: Both
Student A and B have trouble staying on task. During each writing
activity, one of the pre-service teachers will check on the students to
ensure that they are on task and recording their information and constructing
their journal entry. Students A and B will not be penalized if they are
working efficiently but their work is of good quality and they are on task.
Instructional Planner(s): Andrea Stockwell and
Katie Turner
|
Day
|
Objective(s)
|
Instructional
Strategies/Assessment/Adaptations
|
3
|
2. The student will analyze the motives of the
early American explorers (Analyze)
3. The student will describe the causes of
exploration of the Americas (understand)
4. The student will identify why technology was
important during the explorations of the Americas (Understand)
Reading strategy if included:
Read aloud of nonfiction book
Impact of the strategy on
learning to read: Students will practice their “listening”
skills
Writing activity (if included):
Timeline and Foldable
Impact of writing activity on student learning of
content:
Students will continue to work on their
understanding of sequence by filling out the timeline according to the life
and exploration of Ponce de Leon.
Students will record information they have
learned about Ponce de Leon into their foldable.
Use of technology by teacher (if included):
I will not use technology for this lesson.
Use of technology by students (if included):
Students did not use technology for this lesson.
Grouping Decisions: Size of
groups: 6
How groups were determined: Classroom Seating
Arrangement is in groups of 6
|
Engage/connection to prior instruction: I will
begin day 2 of this unit by reviewing a little bit of what we have learned
about Christopher Columbus. “What was the reason Christopher Columbus wanted
to explore? Do you think other explorers had these same motives? Today we
will learn about another explorer named Juan Ponce de Leon. I will read a
passage out of the book, Land Ho! Fifty Glorious Years in the Age of
Exploration.
Instruction: During
the read aloud, the students will record information about Ponce de Leon in
their foldable. After the read aloud, I will reiterate some of the most
important facts. “Juan Ponce de Leon explored with Christopher Columbus
during his second trip to America. He settled the first Spanish
settlement in Puerto Rico in 1508. He then went on to explore parts of
Florida.” I will ask for a volunteer to go to the map and show the route of
Ponce de Leon from Puerto Rico to Florida. I will ask the students if they
think that Ponce de Leon used any different technology than Christopher
Columbus.
Closure: To close out the lesson
on Juan Ponce de Leon, the students will be given a worksheet with a timeline
on it. The students will fill out the timeline based on Ponce de Leon
and his explorations. The students will be allowed to work in their table
groups if they need help filling out the worksheet. Students will lastly add
information about Ponce de Leon and turn their foldable back into the “in”
bin in the classroom.
Assessment:
Objective(s) addressed: Objective 2, 3, and 4
Format or assessment tool: Timeline
Method of scoring: 10 points
2 points for every correct item on the timeline,
up to 5 items
Criteria for success: 8 points
Adaptations: During the lecture
portion of this lesson, Students A and B may have trouble paying attention.
The pre-service teachers should move around the classroom so that they
are in near vicinity of Students A and B. Use non-verbal cues with the
students to help them to get back on task.
While the class is working on the timeline, I
will check on Student A and Student B by observing their interactions with
their table groups, intervening if necessary. Students A and B will not be
penalized if they do not complete their timeline, as long as they have been
working effectively and have put forth effort into working on the assignment.
Instructional Planner(s): Andrea Stockwell and
Katie Turner
|
Day
|
Objective(s)
|
Instructional Strategies/Assessment/Adaptations
|
4
|
2. The student will analyze the motives of the
early American explorers (Analyze)
3. The student will describe the causes of
exploration of the Americas (understand)
4. The student will identify why technology was important
during the explorations of the Americas (Understand)
Reading strategy if included:
Read aloud of non-fiction book
Impact of the strategy on
learning to read: By this point in the unit, the students will
be familiar with the book. The will still focus on their listening
skills but will also be able to see repetition in the text and similarities
in explorers.
Writing activity (if included):
1. Entrance card
2. Foldable
Impact of writing activity on student learning of
content:
This is a good way for the teacher to assess if
the information is staying with the students and the teacher can adjust
planning if needed.
Students will record information they have
learned about Vasco Nunez de Balboa in their foldable.
Use of technology by teacher (if included): I will
not use technology for this lesson.
Use of technology by students (if included):
Students did not use technology for this lesson.
Grouping Decisions: Size of
groups: Individual
How groups were determined: N/A
|
Engage/connection to prior instruction: Students
will complete an entrance card with the question posted, “What is the most
interesting thing that you have learned from the unit thus far?” I will read
aloud from a passage about Vasco Nunez de Balboa from the non-fiction book, Land
Ho! Fifty Glorious Years in the Age of Exploration.
Instruction: During
this portion of the lesson, I will begin by explaining the motives of Balboa.
“Like another explorer that we will learn about later in the unit,
Balboa was in search of treasure. He sailed from Spain and landed in
South America. While Balboa was landed in South America, his boat sprung a
leak; he could not fix it and could not return home to Spain. He then founded
the first permanent European colony in the new world, Santa Maria de la
Antigua del Darien. How do you think this it would have changed history if
Balboa had the technology to fix his ship? How is the motive for his trip different
or similar to those we have learned about thus far? I will ask one
volunteer from the class to come up to the map on the board and point out the
route Balboa traveled from Spain to South America.
Closure: Students will record in their
foldable information that they have learned about Vasco Nunez de Balboa,
focusing on his motive of searching for treasure. At the end of this
day, the students will be given time to catch up on their foldables if they
have fallen behind at all. Students will turn in their foldable to the “in”
bin in the back of the classroom.
Assessment: Formal assessment
of objectives delayed
Objective(s) addressed:
Format or assessment tool:
Method of scoring:
Criteria for success:
Adaptations: Student
A – During the lecture portion of this lesson, it is important that one of
the pre-service teachers be in the same general area as Student A to ensure
that he is not playing around with things on or in his desk.
Student B – If Student B does not have their
entrance card completed when class begins, allow time for him to complete it
when he gets to class. While he is working on his foldable, it is would also
be a good idea to supervise him to make sure that he is effectively working
on it and recording information.
*During catch up time, the pre-service teachers
will be moving around the classroom assisting any students who may need help
getting caught up, while paying special attention to Students A and B.*
Instructional Planner(s): Andrea Stockwell and
Katie Turner
|
Day
|
Objective(s)
|
Instructional
Strategies/Assessment/Adaptations
|
5
|
2. The student will analyze the motives of the
early American explorers (Analyze)
3. The student will describe the causes of
exploration of the Americas (understand)
4. The student will identify why technology was
important during the explorations of the Americas (Understand)
Reading strategy if included:
Read aloud of informative text
Impact of the strategy on
learning to read: Improve comprehension of nonfiction text by
providing information on the explorers.
Writing activity (if included):
1. Foldable
2. Graphic Organizer
Impact of writing activity on student learning of
content:
1. Students document in writing the motives of
Magellan
2. Students compare and contrast the motives of
Magellan and Columbus.
Use of technology by teacher (if included): Book
that was read to class.
Use of technology by students (if included):
The students did not use technology in this lesson.
Grouping Decisions: Size of
groups: Pairs
How groups were determined: “Eye ball partners”
These are the students across from each other at their desks.
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Engage/connection to prior instruction: I will
ask: “What were the motives that Christopher Columbus had for
discovering America?” “If you need to, look back in your foldable for some
ideas.” I will call on students that are raising their hands. “Today we are
going to read about Ferdinand Magellan. I will read the part from the
non-fiction book, Land Ho! Fifty Glorious Years in the Age of Exploration
about Magellan.
Instruction: I will
give a brief lecture on who Magellan was, adding to what the book said. We
will talk about the motives that Magellan had for exploration. The students
will add Magellan’s motives into their foldable. The students will make
connections between Magellan and Columbus. The students will fill out a
graphic organizer showing the similarities and differences of Columbus and Magellan’s
motives. The students will work in partners to fill out the graphic
organizer.
Closure: Student volunteers will
be asked to share the information in their graphic organizers with the class.
We will review the motives of Magellan and how those connect to Columbus.
“Tomorrow we will discuss the man who searched for gold.”
Assessment:
Objective(s) addressed: The student will analyze
the motives of the early American explorers (Analyze)
Format or assessment tool: Graphic Organizer
Method of scoring: 9 points possible, each
correct response worth one point.
Criteria for success: 7 points
*Foldable assessment: ongoing.
Adaptations: Student
A – Have one of the teacher standing by A while the class listens to the
story. Monitor A frequently to make sure he is working with his partner and
contributing to the graphic organizer. Have A share for his partnership to
know that he was engaged in the task.
Student B – Have someone sitting by B to make
sure they are listening to the story. Engage B in a conversation about the
Magellan and ask his thoughts on Magellan’s motives. Monitor B
frequently to make sure he is working with his partner and contributing to
the graphic organizer. Have B share for his partnership to know that he was
engaged in the task.
Instructional Planner(s): Andrea Stockwell and
Katie Turner
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Day 6
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2. The student will analyze the motives of the
early American explorers (Analyze)
3. The student will describe the causes of
exploration of the Americas (understand)
4. The student will identify why technology was
important during the explorations of the Americas (Understand)
Reading strategy if included:
Read aloud of informative text
Impact of the strategy on
learning to read: Improve comprehension of nonfiction text by
providing information on the explorers.
Writing activity (if included):
1. Foldable
2. Exit Card
Impact of writing activity on student learning of
content:
1. The students can retain and look back on the
information about Cortes and the motives and technologies he used.
2. Students demonstrate an understanding of what
motives are and the motives that explorers had.
Use of technology by teacher (if included):
I will use the book read in class and the projector to display the
questions and answers for the Four Corners game.
Use of technology by students (if included):
Students did not use technology for this lesson.
Grouping Decisions: Size of
groups: Individual
How groups were determined: N/A
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Engage/connection to prior instruction: “Yesterday
we discussed Magellan and his motives. We connected him to Columbus to see
how their motives matched up. Today we will look at Hernando Cortes.” I will
read the part about Cortes from the non-fiction book, Land Ho! Fifty
Glorious Years in the Age of Exploration to engage the students.
Instruction: The students will then
follow the ship on the map in the classroom to show the path Cortes took. The
students will learn about the motives Cortes had and the other technology
that he used while exploring. This will be through direct instruction.
The students will add this information into their foldables under
Hernando Cortes. The students will then play the four corners game in which
there will be a question on the board and the students have to stand in the
corner (A, B, C, or D) of the answer they think is correct. The questions
will pertain to the motives Cortes had. For example on question may read:
Which of the following was a reason of exploration by Cortes? A. He wanted to
search for gold. B. He wanted to find new animals. C. He was ordered away by the
Queen. D. He was dared by friends to find a new land. Once the students are
in the corner they feel is correct, they will be asked to come up with a
reason why they chose that answer. After the reasoning's are given the answer
will be revealed. This game can be repeated many times with different
questions.
Closure: The students will
complete an exit card answering the question: “If you were going to be an
explorer, what would your motive for exploration be and why?” The students
will share their answers while exiting the classroom.
Assessment:
Objective(s) addressed: The student will analyze
the motives of the early American explorers (Analyze)
Format or assessment tool: Exit Card
Method of scoring: Total points possible =
5 points
5 points for an answer, 3 points is a partial
answer, 0 points if no answer
Criteria for success: 3 points
Adaptations: Both
Student A and B have trouble staying on task. A teacher will stand next
to each student while the story is read to make sure they are listening. A
teacher will be near each student while the direct instruction is occurring
to make sure the students are paying attention. The teacher will monitor the
students writing in their foldables to make sure they are on task. The
teacher will also monitor and intervene if necessary their participation in
the four corners game. If the students are extremely off task, they may be
asked to sit down and answer the questions at their desk. The students will
be monitored while filling out the exit card and are not docked points if the
card is incomplete as long as they are on task and working efficiently.
Instructional Planner(s): Andrea Stockwell and
Katie Turner
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Day
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Objective(s)
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Instructional
Strategies/Assessment/Adaptations
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7
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1. The student will compare and contrast the
technologies of the early American explorers. (Analyze)
2. The student will analyze the motives of the
early American explorers (Analyze)
3. The student will describe the causes of
exploration of the Americas (understand)
4. The student will identify why technology was
important during the explorations of the Americas (Understand)
Reading strategy if included:
Read aloud of informative text
Impact of the strategy on
learning to read: Improve comprehension of nonfiction text by
providing information on the explorers.
Writing activity (if included):
1. Foldable
2. Venn Diagram
Impact of writing activity on student learning of
content:
1. The students can retain and look back on the
information about Coronado and the technologies he used.
2. The students compare and contrast the
technologies to show the similarities and differences among them. This helps
students see how they can aide the explorers together.
Use of technology by teacher (if included):
The book used for read aloud, the whiteboard.
Use of technology by students (if included):
Students did not use technology for this lesson.
Grouping Decisions: Size of
groups: 3
How groups were determined: By pulling sticks to
get groups of 3.
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Engage/connection to prior instruction: “Yesterday
we discussed Cortes and the technology he used. Let’s see how the technology
Cortes used matches up to the technology Francisco Coronado used.” I will
read the part about Coronado from the non-fiction book, Land Ho! Fifty
Glorious Years in the Age of Exploration to engage the students.
Instruction: Through
discussion the teacher will remind the students what technology is and how
the explorers have used them. The teacher will introduce the four
technologies discussed on the Venn Diagrams (maps, compasses, ships,
quadrants). The students will learn what the uses of the four technologies
are and how the explorers used them to travel. The students will then
complete two Venn Diagrams worksheets comparing two technologies that the
explorers used. They will complete these worksheets with groups of 3.
Closure: Student volunteers will
be asked to share the information in their Venn Diagrams by filling in
example ones on the board. Students will come up to the board and fill in one
example from their sheet. I will go over the examples and instruct if it is a
correct response or not. We will wrap up by adding the information we learned
today about Coronado into our foldables.
Assessment:
Objective(s) addressed: 1. The student will
compare and contrast the technologies of the early American explorers. (Analyze)
Format or assessment tool: Venn Diagram
Method of scoring: Total points possible: 18, 1
point for each correct response
Criteria for success: 12 points
Adaptations: Both
Student A and B have trouble staying on task. A teacher will stand next
to each student while the story is read to make sure they are listening. A
teacher will be near each student while the direct instruction is occurring
to make sure the students are paying attention. The teacher will monitor the
students writing in their foldables to make sure they are on task. The
teacher will also monitor and intervene if necessary while the students work
in small groups. As long as the students are on task and working hard, it
they turn in 2 points for each section in the worksheet, they will not be
counted off.
Instructional Planner(s): Andrea Stockwell and
Katie Turner
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Day 8
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2. The
student will analyze the motives of the early American explorers (Analyze)
3. The student will describe the causes of
exploration of the Americas (understand)
4. The student will identify why technology was
important during the explorations of the Americas (Understand)
Reading strategy if included:
N/A/
Impact of the strategy on learning to read: N/A
Writing activity (if included):
1.Recording of The Exploration Game findings
Impact of writing activity on student learning of
content:
1. Students will record their findings in
whichever way they choose and present this to the class.
Use of technology by teacher (if included):
N/A
Use of technology by students (if included):
Students did not use technology for this lesson.
Grouping Decisions: Size of
groups: Pairs or Individuals
How groups were determined: Students will choose
a partner if they would like or they can work by themselves
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Engage/connection to prior instruction: “Over
the past few days we have been learning a lot about the explorers who came to
America and how and why they came. Today you will get a chance to become an
explorer! We will wrap up our unit by playing The Exploration Game!
Instruction: Today
we are going to play a game around our school where you will be the
explorers. As 5th graders, I expect that you will be considerate and
follow the rules in the hallways while other classes are working. You
can partner up in groups of two or work individually. The groups should be no
larger than two to minimize the noise in the hallway. You will be “exploring”
the school for new information and things that you did not know were there
before (Example: I found Ms. Smith’s classroom. This is my little sister’s classroom.
I did not know that it was in the pod next to mine) You are to record your
new information in any way you wish (written, illustration, map, etc.) and
present your findings to the class.
Closure: During this game, what
were your motives for the exploration of your school? Do you think these
motives are similar to those of the explorers we have been learning about?
Did you have to use any technology while you were exploring? If so, what did
you use? After that exciting game, let’s review our foldables. “If there is
any information that you still need to add in, now is the time to add in that
information.” Lets take this time to catch up if you need to and add any more
information about any of the explorers. This is your last time to work on
these. Once you are finished, you will turn it into the “in bin” for a
grade.
Assessment:
Objective(s) addressed: objective 2, 3, 4
Format or assessment tool: Foldable
Method of scoring: Total points possible =
20 points, 2 points per explorers (up to 12 points), 3 points per definition,
2 points for correct construction of foldable, 1 point for turning foldable
in on time, and 2 points for completion.
Criteria for success: 17 points
Adaptations: Both
Student A and B have trouble staying on task. Have the teachers walk
around with student A and B and monitor their behavior in the hallway. The
teachers should make sure Student A and B are on task as well. If the
students are off task and disruptive they may be asked to go sit back in the
classroom with the classroom teacher. Teachers should monitor their progress
on the foldable and assist the students when necessary.
Instructional Planner(s): Andrea Stockwell and
Katie Turner
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