UNIT PLAN – Understanding by Design
Unit Cover Page
Name: Hillary Chisholm, Courtney White, Chelsea Cooper, Elba Ortega

Date: Submitted June 8, 2015
Unit Title: Early Explorers - Juan Ponce de Leon, Francisco Vasquez de Coronado, and Jacques Cartier
Grade Level: 5th Grade
Subject/Strand/Topic Area(s): Social Studies/U.S. History/ Early Exploration
Time Frame: Approximately 3-4 weeks (15 lessons each taking up around 40 minutes)
Brief Summary of Unit (Including curricular context and unit goals):
This unit will focus on the Social Studies Framework Standards 5.2-Students trace the routes of early explorers and describe early explorations of the Americas, and the substandards: 5.2.1. Describe the entrepreneurial characteristics of early explorers and the technological developments that made sea exploration by latitude and longitude possible, 5.2.2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world , and 5.2.3. Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia. The unit will also incorporate some fifth grade Common Core English Language Arts standards in reading informational texts and writing, and Visual and Performing Arts Standards.

Throughout the unit, which consists of fifteen lessons taught over three weeks, three key explorers will be looked at in great detail. Students will be able to identify Juan Ponce De Leon, Francisco Vasquez de Coronado, and Jacques Cartier as early explorers who led explorations to the Americas. As an introduction to each explorer, students will be learn the basic biographical information of each explorer explaining where they are from and who sponsored their explorations. After a full week focused on each explorer, students will be able to describe and explain their entrepreneurial characteristics, the aims of their exploration, routes that they took, obstacles that they encountered, and what they each accomplished. Students will also be able to explain the different technological developments during the time period that assisted these explorers, and others like them, in navigating the seas using longitude and latitude.

After learning about the explorers in the first three weeks, students will be evaluated in a summative performance task. Students will be asked to use all of the information they have on the three focus explorers and combine them to make the “perfect” explorer. Students will present their explorer to the class with reasons and evidence of why they think it is the best possible explorer.
STAGE 1 – DESIRED RESULTS
COMMON CORE State Standard(s)
Social Studies Standards:
  • 5.2-Students trace the routes of early explorers and describe early explorations of the Americas.
    • 1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
    • 2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
    • 3. Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia
Integrated Subject Standards:
ELA-Literacy Reading Informational
  • CCSS. ELA-Literacy.RI.5.1
    • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • CCSS. ELA-Literacy.RI.5.3
    • Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
  • CCSS. ELA-Literacy.RI.5.7
    • Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  • CCSS ELA-Literacy. RI.5.9
    • Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
ELA-Literacy Writing
  • CCSS. ELA-Literacy.W.5.1
    • Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • CCSS. ELA-Literacy.W.5.1C
    • Link opinion and reasons using words, phrases, and clauses.
  • CCSS. ELA-Literacy.W.5.7
    • Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCSS. ELA-Literacy.W.5.8
  • Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

ELA-Literacy Speaking and Listening
  • CCSS. ELA-Literacy.SL.5.1.a
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
VAPA Framework- Visual and Performing Arts
  • Connections and Applications 5.1
    • Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history social science.
  • Creative Expression 2.0
    • Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Big Ideas –
  1. Early Explorations
  2. Aims, obstacles, and accomplishments of explorations
  3. Discovery of the Americas Through the Use of Art
  4. Timeline of Exploration
Understandings -- Students will understand that...
  • early explorers were commissioned to discover new land.
  • each explorer had aims, obstacles, and accomplishments that are important in understanding their journey.
  • each of these explorers had an important part in the discovery of the Americas.
  • the chronological timeline of exploration to the Americas.
  • the arts can be incorporated into historical understanding and used to enhance historical knowledge.
Essential Questions --
  • What is an explorer and how are they entrepreneurs?
  • How did exploration make our lives what they are today?
  • How has the age of exploration continued despite what appears a limited amount of land to explore?
Vocabulary -- Students will know:
  • Juan Ponce De Leon
    • Fountain of Youth
  • Francisco Vasquez de Coronado
  • Jacques Cartier
  • explorer
  • entrepreneur
  • navigation
  • magnetic compass
  • expedition
  • entrepreneur
  • latitude
  • longitude
  • astrolabe
  • obstacles
  • seaworthy ships
  • Spanish conquistador
  • colony
Processes & Skills
Skills-Students will be able to:
  • Describe the entrepreneurial characteristics of early explorers.
  • Explain the aims, obstacles, and accomplishments of the explorers expeditions and the reasons they chose to explore and colonize.
  • Locate on maps of North and South America land claimed by Europeans.

Processes: Students will:
  • Read text to infer what entrepreneurial characteristics the early explorers had that helped them in their explorations.
  • Use informational text, graphic organizers, and whole class discussion to identify the aims, obstacles, and accomplishments of three different explorers who explored the Americas.
  • Use maps, globes, and informational texts to locate the European nations that claimed North and South America.
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task:
The formal summative assessment for this unit will have students determine what would make a great explorer. Students will have to take the information they will acquire throughout the three weeks on Juan Ponce de Leon, Francisco Vazquez de Coronado, and Jacques Cartier. Students will use the information from the unit to come up with their own explorer using different qualities they learned from the unit.

Goal:
This unit will cover the California State Standards 5.2.1 and 5.2.2. The standards focus on students tracing the routes of early explorers: Juan Ponce de Leon, Francisco Vazquez de Coronado, and Jacques Cartier. At the end of the unit, students will be able to describe the characteristics of a great explorer using the information from all three explorers. They will be able to explain the aims, obstacles, and accomplishments of each explorer.

Role:
The role of the teacher is to deliver each lesson clearly and concise in order for students to understand the goals and objectives of the unit. The teacher will be the facilitator in this lesson to ensure that all students are able to learn about each explorer to the best of their abilities.

Audience:
The class is made up of thirty 5th grade students. About fifty percent of the class is an English language learner. There are five students with a special need and there are a few GATE students in this class.

Situation:
Students will be able to complete either: a poster, PowerPoint presentation, play, written paper, or oral presentation on their vision of a great explorer using evidence from the unit. Students will be able to use their iPads and notes taken throughout the unit to determine which accomplishments and characteristics from Polo, Coronado, and Cartier make a great explorer.

Product/Performance:
Students will be given a sixty minute period to complete their project of their choice during class and research any additional information for their presentation using their iPads. Students will take turns presenting to their class their new explorer and describe which characteristics s/he possesses from each explorer. Those students that may need additional time will present later in the day or the following day during the regular social studies time slot.

Standards:
CCSS. ELA-Literacy.RI.5.3
  • Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS. ELA-Literacy.W.5.1
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS. ELA-Literacy.W.5.1C
  • Link opinion and reasons using words, phrases, and clauses
CCSS. ELA-Literacy.W.5.7
  • Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Criteria for Success: Students should be able to complete the performing task using information from the unit. They should be able to clearly state their opinion of what makes a great, successful explorer.
Other Evidence
Throughout the unit, students will be completing journal entries describing what they learn about each explorer. These journals will be their notes which will be used as they complete their performance task. Another important part of each lesson is checking for understanding. Observations will be made which will give evidence of whether students are learning and capturing the concepts of the lessons or not.
Stage 3 – Learning Plan
15 Daily Lessons following WHERETO planning format.
Day 1: Juan Ponce de Leon Introduction
Lesson Plan Created by: Elba Ortega
What, Why, Where:
This lesson will focus on introducing the explorer Juan Ponce de Leon to students. This is an important explorer as he made history in the United States. This lesson is also important as it will be introducing the explorer through the use of a masterpiece from that era as well as a piece of literature.

Subject and Topic:
Language Arts and Explorer - Juan Ponce de Leon

Goals:
  • At the end of the lesson, students should display basic knowledge about Juan Ponce de Leon.
  • Students will be able to determine the connection between a masterpiece and Ponce de Leon.
  • Students will also be able to know who Juan Ponce de Leon was and be prepared to learn more about him in proceeding lessons.

Standards:
CCSS. ELA-Literacy.RI.5.3
  • Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS. ELA-Literacy.RI.5.7
  • Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS. ELA-Literacy.SL.5.1.a
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

California State Standards – Visual Performing Arts 2.0 Creative Expression
Creating, Performing, and Participating in the Visual Arts
  • Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Objectives:
Students will be able to identify who Juan Ponce de Leon was.
Students will to determine the relationship between a masterpiece and Ponce de Leon.
Students will be prepared for the following lessons which will focus on the accomplishments and obstacles of Ponce de Leon.
Students will be able to complete their own visual of a masterpiece about Ponce de Leon.

Hook:
__Ponce De Leon Intro Video__

Anticipatory Set/Engagement:
The teacher will begin the lesson by showing a video on Juan Ponce de Leon to students. The video was made by a teacher that animated himself in order to show who Ponce de Leon was. The video talks about who Ponce de Leon was and why he came to the United States. The video focuses on the “Fountain of Youth” which was Ponce de Leon’s motivation to explore the United States. After watching the video, students will pretend they are Ponce de Leon and determine if they would have made the voyage themselves.

Explore & Experience:
Once the students have seen the video and discuss their decision of traveling to the Americas, they will be shown a masterpiece of someone’s interpretation of the “Fountain of Youth.”
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Instructional Input
The lesson will begin by showing students the masterpiece of what motivated Ponce de Leon to travel across the Atlantic Ocean. Students will have time to discuss what they see and how is Ponce de Leon perceived in the artwork.
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Afterwards, students will listen to the story Ponce de León: Juan Ponce de León Searches for the Fountain of Youth by Ann Heinrichs. This story is a biography of Juan Ponce de Leon and his voyage to discover the fountain of young. Students will be able to learn the following in regards to Ponce de Leon:
Nationality: Spanish
Occupation: Explorer
Born: Santervas de Campos, Spain in 1474
Died: July 1521 in Havana, Cuba
Best known for: Exploring Florida to search for the legendary “Fountain of Youth.”

Afterwards, students will be discussing the masterpiece with the book and their similarities.

Rethink, Recharge, Revise, Refine:
After students have discussed in their groups the masterpiece and the book about Ponce de Leon, they will begin an activity. Students will be working in groups to reenact the masterpiece using information they received in the lesson. Students will have to act out the masterpiece and speak to their groups pretending to be Ponce de Leon.

Checking for Understanding
The lesson is having students understand and capture a lot of information about Ponce de Leon’s life. Therefore, it is the teacher’s job to check for understanding throughout the lesson. For instance, when working on the masterpiece and connecting it to the book. The teacher will be walking around to make sure that students understood the lesson.

Evaluate:
Throughout the lesson, the teacher will be evaluating students’ participation throughout observation. This lesson was set up in a group setting in order to have more control of all students while teaching them about Juan Ponce de Leon. At the same time, the class set up allows me to see closer who is participating more and who is able to answer questions correctly.
Tailor:
The class is made up of students with different academic levels. Prior to the whole class lesson, the teacher will be meeting with the English learners and special needs students to introduce them to the new concept. The teacher will be introducing students to the vocabulary words that will be used in this lesson and unit. Meeting with students one on one allows them to correctly understand each vocabulary word especially using visual aids and possibly first language support.
This lesson is very informative and complex, the majority of instruction will be whole group in order for students to have different the opportunity to explore what they learned with each other.

Organize/Wrap-up:
This is the first lesson from the ongoing, three week long unit focusing on explorers. The following lessons will focus on Juan Ponce de Leon’s aims, objectives, and accomplishments as an explorer. This lesson mainly focused on introducing Ponce de Leon to student prior to going into more detail work.

In order to wrap-up the lesson, students will be completing a journal entry along with a masterpiece creation to sum up the lesson. In their journals, students will need to create an original masterpiece of Juan Ponce de Leon. They will be doing a portrait of Ponce de Leon as he reached the fountain of youth.
Day 2: Juan Ponce de Leon- Aims and Entrepreneurial Characteristics
Lesson Plan Created by: Courtney White

What, Why, Where:
History-Social Studies Framework: Grade 5
5.2.1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
5.2.2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).

Additional Standards:
CCSS Literacy RI-5.1- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS Literacy RI-5.9-9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Goals/Objectives
Lesson Objective: Students will be able to summarize the aim of Ponce de Leon and why he took each of his recognized explorations.
Lesson Goals: At the end of today’s lesson students will be able to:
  • identify the aims of Ponce de Leon on his explorations.
  • identify the reasons for Ponce de Leon’s exploration of the America’s.
  • recognize the entrepreneurial characteristics of Ponce de Leon as an early explorer.
  • gain information on Ponce de Leon from a nonfiction informational text.

Hook:
I will begin today’s lesson by playing clips of Revlon ads for the students and asking them what these advertisements have to do with Ponce de Leon.

__Revlon-Emma Stone Lash Potion__
__Revlon-Jessica Biel Mascara__

After students have watched the clips and had an opportunity to speak to their classmates about what the connection is I will share with them that Revlon actually existed in 1513 and hired Ponce de Leon and his team to explore in search of the Fountain of Youth.
Explore, Experience:
  • After I have gained the student’s interest by relating to common present day companies and celebrities I will provide them with a read aloud containing excerpts from three non-fiction texts on Ponce De Leon focused on the background of Ponce de Leon and what his intentions or (aim) was when participating in his explorations.
    • Juan Ponce De Leon By: Claude Hurwicz
    • The Travels of Juan Ponce de Leon By: Deborah Crisfield
    • Ponce de Leon: Juan Ponce de Leon Searches for the Fountain of Youth By: Ann Heinrichs
  • During the read alouds I will stop with students to brainstorm notes from each of the informational texts onto a class chart paper.
  • When we have completed the excerpts as a class we will review the notes we have created and add any additional information that we feel is important to the understanding of Ponce De Leon’s travels.
  • After we have completed our class list students will receive a circle map with Juan Ponce de Leon in the middle.
    • Students will independently complete their circle maps with information from the class chart and the excerpts read.
  • The students circle maps will When students have completed their circle map they will compare with a friend and share what they have gained about what Juan Ponce de Leon intended to do on his explorations.
Rethink, Recharge, Revise, Refine:
Check for Understanding
  • I will use participation in the class note taking and my circulation during the circle maps to gauge the understanding of the students and provide additional direction and guidance to students in need during that independent work time.
Closure
  • After students have shared their circle maps with a small group we will come together and discuss what information they included and was important to their understanding. We will combine what the students have identified on to a class circle map.
  • I will explain to students that since we have only talked thus far about the aims of Juan Ponce de Leon we will keep our circle maps a work in progress and continue to add details as we talk about the obstacles and accomplishments of him over the new few lessons.
  • Students will then complete a quick write as a quick assessment.
Evaluate:
  • Students will respond to quick write prompt: What motivated Ponce de Leon to be an explorer, what were his goals?
  • These will be turned in to me at the end of the day so that I can have a chance to read over the students work before the next days lesson.
Tailored:
  • This lesson includes students working as a whole class, small group, and individually. The small groups are designated by table groups which were preselected by the teacher to ensure the most equal diversity among groups of students.
  • The lesson is differentiated for the needs of this class as it recognizes that there are different learning styles and therefore includes videos, verbal discussion, whole class brainstorming, and charting. This allows each of the different learning styles the most benefit from instruction.
    • The lesson also uses charts and visuals which allow the English Learners in the room access to the material. These students will also be provided with outlines and a copy of the class notes with visuals as needed to help to increase their vocabulary and overall understanding of the subject matter.
Organized:
  • Books or Excerpts from:
    • Juan Ponce De Leon By: Claude Hurwicz
    • The Travels of Juan Ponce de Leon By: Deborah Crisfield
    • Ponce de Leon: Juan Ponce de Leon Searches for the Fountain of Youth By: Ann Heinrichs
  • Video Clips
  • Technology Required to Play Video Clips
  • Chart Paper & Markers
  • Student Circle Maps & Writing Implements
  • Student Quick Write Journals or Paper to complete Quickwrites
Day 3: Juan Ponce de Leon-Obstacles and Routes
Lesson Plan Created by: Courtney White
What, Why, Where:
History-Social Studies Framework: Grade 5
5.2. Students trace the routes of early explorers and describe early explorations of the Americas.
  • 5.2.2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
  • 5.2.3. Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia

Additional Standards:
CCSS Literacy RI-5.1- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS Literacy RI-5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Goals/Objectives
Lesson Objective: Students will be able identify the routes and travel involved in Ponce de Leon’s exploration and what obstacles he faced during those journeys.
Lesson Goals: At the end of today’s lesson students will be able to:
  • Identify the routes of Ponce de Leon in his explorations.
  • Recognize and identify the obstacles faced by Ponce de Leon.
  • Use non-fiction texts to provide information for a summary of Ponce de Leon’s obstacles and routes.
  • Identify the land explored and claimed through Ponce de Leon’s explorations.
Hook:
__Map of Ponce de Leon's Exploration__
  • I will display this map of Ponce de Leon’s explorations and have students discuss with their A/B partner's different observations that they have about this map.
  • Students will share their observations with the class before we look more in depth about what exactly the map is showing and how that made a difference in discovery and growth of America, specifically what is now the United States.
Explore, Experience:
  • As a class I will lead students in analyzing the map and the different exploration routes that Juan Ponce de Leon took.
  • With each of the routes I will provide the students factual background from the three non-fiction texts introduced the day prior to give information for each of those trips.
  • During the discussion and introduction of each of these trips I will point out to students that none of the explorations were without struggles and that often, as is the case for Ponce de Leon, the obstacle is what lead to the actual discovery.
  • We will discuss how what Ponce de Leon found on each of these explorations was not what he had gone out in search for but none the less was a benefit to history and what we now know.
  • Students will then be given a map where they can trace Ponce de Leon’s journeys and color each of the areas that Ponce de Leon discovered or was part of the discovery of America.
Rethink, Recharge, Revise, Refine:
  • After students have completed their personal maps they will present them to small groups and share what they tracked on the journey.
  • These small group presentations as well as class discussion will provide me with a check for understanding of how my students are progressing with this concept.
  • As closure we will regroup as a class and add details from our geographic maps and readings to the circle map that we began the day prior.
  • During this time I will remind students that we are not yet focusing on what Ponce de Leon achieved, but instead what his path was and what obstacles were in the way of what we intended to do.
Evaluate:
  • For this activity I will use student participation and their personal maps to evaluate their progress towards the learning goals of the unit. Since the students completed a quick write in the previous lesson and will be completing an additional formative assessment on Day 5 I believe this will provide enough information for their current understanding and the specific knowledge gained from this lesson.
Tailored:
  • This lesson is tailored to the needs of this group of students because it incorporates partner work, class work, and individual activities which allows all students to benefit from the knowledge of others. The English Learners and other special needs students in this class will benefit from this lesson because it allows for the incorporation of a large amount of visuals with little need for extensive vocabulary knowledge. This lesson and it’s correlating activity allows the students a chance to demonstrate their knowledge regardless of other language needs.
  • The lesson additional gives visual and kinesthetic learners an opportunity to increase their understanding of the exploration in reading and analyzing the map as well as their own personal creation of the map.
Organized:
  • Books or Excerpts from:
    • Juan Ponce De Leon By: Claude Hurwicz
    • The Travels of Juan Ponce de Leon By: Deborah Crisfield
    • Ponce de Leon: Juan Ponce de Leon Searches for the Fountain of Youth By: Ann Heinrichs
  • Google Map of Ponce de Leon’s Journey
  • Student’s Circle Maps from previous lesson
  • Student Maps to trace Ponce de Leon’s journey and colored pencils to complete the maps
  • Technology to present google map image to group.
Day 4: Juan Ponce de Leon-Accomplishments
Lesson Plan Created by: Courtney White
What, Why, Where:
History-Social Studies Framework: Grade 5
5.2. Students trace the routes of early explorers and describe early explorations of the Americas.
  • 5.2.1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
  • 5.2.2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
Additional Standards:
CCSS Literacy RI-5.1- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS Literacy RI-5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Lesson Objective: Students will be able identify the accomplishments of Ponce de Leon.
Lesson Goals: At the end of today’s lesson students will be able to:
  • identify the accomplishments of Ponce de Leon.
  • explain how Ponce de Leon’s failures ended up being recognized as successes.
  • understand the pattern of exploration and colonization as a result of failure.
  • use non-fiction texts to summarize and relate information.
  • combine information from multiple sources to explain a single concept.


Hook:
I will display the following map of the Americas

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The class will be asked to answer these questions:
  1. How does this map show accomplishment?
  2. How does this map show failure that resulted in success?
  3. How is Ponce De Leon represented on his map?
Explore, Experience:
  • As a whole class we will discuss the students’ responses to each of these questions.
  • I will then read to the students additional excerpts from the three non-fiction books. These excerpts will be different than those previously read and instead focus on the accomplishments and what Ponce de Leon is known for.
  • I will invite students to share their observations and reflections as we read these passages.
  • After completing the readings I will present students with a double bubble map with what Ponce de Leon set out to do and what he achieved on each of the bubbles, which we will complete as a class.
  • Students will then use the information from the reading and our double bubble map to add to their circle maps.
Rethink, Recharge, Revise, Refine:
  • Check for Understanding will occur as students to share information for the double bubble map. During this time I will use random sticks to ensure that a variety of students get called on and that I get a general knowledge of the students progress.
  • To close the lesson we will again share what we have on our circle maps and what we have learned about Ponce de Leon. I will engage students in tomorrow’s lesson by telling them that they will be given the opportunity to tell me why Ponce de Leon is important.
Evaluate:
  • As a formative assessment students will again complete a quick write that allows me to see their knowledge while preparing for the following lesson. The student’s will be asked to tell me why Ponce de Leon is important to not only Spanish but American history?
Tailored:
  • This lesson is tailored to the needs of the group as it allows for whole group and small group activity and integrates visual maps and graphic organizers to allow below grade level readers and or English Learners help in their understanding.
Organized:
  • Map of Exploration and Technology to Present
  • Students Circle Maps
  • Double Bubble Map
  • Quickwrite Journal or Paper for QuickWrite
Day 5: Why do we need to know about Ponce de Leon?
Lesson Plan Created by: Courtney White
What, Why, Where:
History-Social Studies Framework: Grade 5
5.2. Students trace the routes of early explorers and describe early explorations of the Americas.
  • 5.2.1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
  • 5.2.2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).

Additional Standards:
VAPA Framework: Connections, Relationships, Applications
  • 5.1. Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history social science.

Goals/Objectives
Lesson Objective: Students will demonstrate their knowledge of Ponce de Leon his explorations, obstacles, and accomplishments, as well as, why he is important to American history.
Lesson Goals: At the end of today’s lesson students will be able to:
  • Identify the routes of Ponce de Leon in his explorations.
  • Recognize and identify the obstacles faced by Ponce de Leon.
  • Use non-fiction texts to provide information for a summary of Ponce de Leon’s obstacles and routes.
  • Identify the land explored and claimed through Ponce de Leon’s explorations.
  • Identify the aims of Ponce de Leon on his explorations.
  • Identify the reasons for Ponce de Leon’s exploration of the America’s.
  • Recognize the entrepreneurial characteristics of Ponce de Leon as an early explorer.
  • Use creative representation to present their knowledge of Ponce de Leon
Hook:
  • Today’s lesson will serve as a concluding activity for the week’s discussion on Ponce de Leon. I will engage students by telling them that today they get to use their creativity to answer the age old questions, “Why do I really need to know this?”
Explore, Experience:
  • I will explain to students that today they can use whatever acting or presentation skill they chose tell me why we need to learn about Ponce de Leon. Groups can use pictorials, scripts, cartoons, or whatever they chose to create a representation of what they have learned during this weeks instruction on Ponce de Leon.
  • Students will be put into groups of 3-4 and be given time to create what they would like to present to the class that shows not only that they learned about Ponce de Leon, but why he is important to American history.
Rethink, Recharge, Revise, Refine:
  • I will circulate and check in with groups to ensure understanding and progress towards the presentations for each group.
  • Since this activity serves as a closure for our instruction on Ponce de Leon student’s will be asked to complete a quick write for homework that picks their favorite of the presentations and how it succeeded in convincing them that Ponce de Leon was an important explorer to learn about.
Evaluate:
  • Group presentations will serve as a formative assessment for what has been covered thus far in the unit and allow me to see which groups of students are demonstrating an understanding of the concept and progress towards the academic learning goals of the unit.
Tailored:
  • This lesson focuses on the various needs of the group as it provides students the freedom to use the skill they chose to depict why Ponce de Leon is important. By doing this the groups can work together to chose the skill and presentation method that best fits their skills therefore allowing for student choice and diversity of presentation. Additionally, allowing for visual representations and acting out not only helps the English Learners in participating in their but also allows for them to have increased knowledge by the end of the presentations.
Organized:
  • Additional texts on Ponce de Leon
  • Paper and presentation supplies
  • Markers and other craft supplies
  • Directions for students to follow and meet in their presentations
Day 6 : Francisco Vasquez de Coronado Introduction
Lesson Plan Created by: Elba Ortega
What, Why, Where:
This is the first lesson during the second week on the unit on explorers. This week the focus will be on Francisco Vasquez de Coronado. Coronado will be introduced through the use of a masterpiece.

Subject and Topic:
Language Arts and Explorer – Francisco Vasquez de Coronado

Goals:
At the end of the lesson, students will be able to know everything about Francisco Vasquez de Coronado. Students will be able to determine the connection between a masterpiece and literature in order to know who Coronado was in history.

Standards:
CCSS.ELA-Literacy.RI.5.3
  • Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-Literacy.RI.5.5
  • Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-Literacy.W.5.2
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Objectives:
Students will be able to learn about Francisco Vasquez de Coronado.
Students will to determine the relationship between a masterpiece and piece of literature.
Students will be completing a timeline in chronological order events that happen in Coronado’s travels.
Students will be comparing and contrasting Polo and Coronado.

Hook:
Anticipatory Set/Engagement
The lesson will begin by showing students the masterpiece “1898 Frederic Remington depicting Francisco Vazquez de Coronado's quest to find the fabled Seven Cities of Cibola.” Students will have to observation and study the artwork.
external image bjGjD7esjqYH66F2fGRto9_hOFuunYBA-rWA8HgOxQ5Af-YdIZF73QVW1q-QglC0DtDVIIo9UUrvQQHGOAU8nQ7NhF231QrZwYcXYvrk-qaRYUCl9n4huLLcKnnJwY4qin-A50g
1898 Frederic Remington depicting Francisco Vazquez de Coronado's quest to find the fabled Seven Cities of Cibola

Explore & Experience:
After students take a few minutes to study the artwork, they will continue to explore about Francisco Vasquez de Coronado among each other. Students will discuss with their AB partner their thoughts about the artwork. They will need to answer the following questions: What do you see? Who do you think was Coronado based on the picture? How does the artwork make you think about?

Once the students have discussed with their partner, some will share with their class what they thought. The lesson will be direct instruction along with cooperative learning.

Instructional Input
The lesson will begin by reading the book Coronado: Francisco Vazquez de Coronado Explores the Southwest by Robin S. Doak. The book will be read in order to teach students about Coronado which details his life and travels. This book will be used in order to get personal details about Coronado. It is important to introduce Coronado to students using this book as it is an easy read. After reading the book, students will discuss something they learn about Coronado. Students can discuss things they learn about him such as:
Nationality: Spanish
Occupation: Explorer and Spanish Conquistador
Born: Salamanco, Spain in 1510
Died: September 22, 1554
Best known for: Being the first European to explore the Southwest of North America in Arizona and New Mexico. He searched for the mythical Seven Cities of Gold - El Dorado.

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Afterwards, the book Francisco Coronado by Don Nardo will be read. There is a specific timeline that will be shown to students in order to focus on specific places that Coronado traveled to.

Rethink, Recharge, Revise, Refine:
After students have discussed in their groups the masterpiece and the book, they will begin working on their own timeline of Coronado’s explorations. They will work in a group of five to make up their own timeline using resources available. Students will be given a poster board to do their timeline. Students will share with a different group the dates/years they decided to add to their timeline.

Checking for Understanding
This lesson is focusing on a masterpiece and two books on Coronado. There will be a lot of information to retain. Therefore, the teacher will have to do a lot of observation to check for understanding. The teacher will walk around as students are discussing with their AB partner their thoughts about the masterpiece. The timeline completed as a group will also be used as a means checking for understanding. The completion of the timeline will show what students learned from the lesson.

Evaluate:
Throughout the lesson, the teacher will be evaluating students’ participation throughout observation. The teacher will be making observation throughout partner discussion to make sure that students are critically thinking.
The second evaluation will take place when students complete the timeline. The teacher will be completing a timeline on a construction paper and this will be evaluated in order to check for understanding of the lesson and how much students learned about Coronado.

Tailor:
Students learned about Marco Polo during the first week and this week will be Francisco Vasquez de Coronado. However, it is the same group of students. Prior to the whole class lesson, the teacher will be meeting with the English learners and special needs students to introduce them to the new explorer. The teacher will be introducing students to the vocabulary words especially what a timeline is. The requirements for the timeline will be basic in order to give all students the opportunity to show what they learned instead of focusing on guidelines they may not be stress about. The activity can be completed as basic or detailed as they students may want.

Organize/Wrap-up:
This is day six of a fifteen day lesson; this is the first lesson introducing Francisco Vasquez de Coronado. This lesson will focus on introducing Coronado as a person and explorer. This is the beginning of a five day lesson that will focus on Coronado’s aims, objectives, and accomplishments.

In order to wrap-up the lesson, students will be completing a journal entry where they will be comparing Marco Polo and Francisco Vasquez de Coronado with each other. Students will be comparing and contrasting their travels.
Day 7:
Lesson Plan Created by: Chelsea Cooper
What, Where, Why
This Lesson will introduce in more detail the explorer Francisco Vasquez de Coronado. This explorer is significant in American History because he explored much of southwestern North America. We will focus on the aims of this explorer.
Subject and Topic:
Social Studies/ Explorers
Goals:
At the end of the lesson, students should be able to know about Francisco Vasquez de Coronado. Students will be able to tell why he wanted to explore North America and what his aims were for his exploration.
Objectives:
Students will be able to identify who Francisco Vasquez de Coronado was.
Students will be able to recall Coronado’s characteristics and why he wanted to explore North America.
Students will be prepared for the preceding lessons, which will focus on the obstacles, and accomplishments of this explorer.
Hook
Anticipatory Set/ Engagement:
I will grab students’ attention by playing the video “Francisco Vazquez de Coronado- Mini Biography.” This video will give students an overview of who Coronado was and why he wanted to explore North America and what his major aims were.
__https://www.youtube.com/watch?v=KGM6i-1ozPk__
Explore and Experience Big Ideas:
Students will have watched the video and will have read the social studies lesson about the early explorers. The teacher will then tell students to talk with their shoulder partner to discuss what they saw and found interesting and important in the video.
Rethink, revise, refine work
Students will have an opportunity to discuss in groups what they learned about Coronado

Evaluate :
The Teacher will be observing and evaluating throughout the lesson by observing them discuss with their partners about Francisco Vazquez de Coronado. The lesson will have stopping points throughout where students need to record their findings about Coronado and his aims of exploration.

Tailored:
Students with special needs and English Language Learners will be meeting with teacher prior to the lesson to discuss the important vocabulary words they will need to know. I will show the pictures that will go along with the word so they will be able to put a picture with the word to help them better understand it. After the lesson I will come back to those learners and make sure they understand the major concepts of the explorers. To give them extra support outside of instruction time I will point out videos that they can watch on their own to master the learning objectives.
Organized/ Wrap Up:
As a class we will continue to learn more about Coronado and his obstacles and challenges so, this lesson was in preparation for the next few days. We will wrap up as a class by discussing his aims and what they found interesting about this explorer.
Day 8:
Lesson Plan Created by: Chelsea Cooper
What, Where, Why
This lesson will focus on the explorer Francisco de Vasquez Coronado and his obstacles exploring North America. This lesson will directly correlate to the standard 5.2, which is to explain the aims, obstacles, and accomplishments of early explorers.
Subject and Topic:
Social Studies/ Explorers
Goals:
At the end of the lesson students will be able to explain what Coronado’s major obstacles he encountered during his exploration to North America.
Objectives:
Students will be able to identify Coronado and recall what his aims were and the major obstacles he faced while he explored North America.
Hook
Anticipatory Set/ Engagement:
Teacher will grab students’ attention by putting them on a scavenger hunt. Teacher will put them in teams of 3-4 and they will go to the website__http://www.history.com/topics/exploration/francisco-vazquez-de-coronado__ to find Coronado’s major aims for exploring North America. Students will record their findings in their social studies journal.
Explore and Experience Big Ideas:
Students will explore the obstacles of Coronado through researching in the scavenger hunt. Students will need to track down evidence of his obstacles in their social studies journals.
Rethink, revise, refine work
Students will be given an opportunity to discuss in groups their findings. We will then come together as a class and make a chart noting the major obstacles Coronado faced. The teacher will call on each group to present what they found while recording them on the board.
Evaluate :
Throughout the lesson the teacher will observe students’ conversations. The teacher will also read their social studies journals to track students’ learning progress towards achieving the standard which is to explain the aims, obstacles, and accomplishments of the early explorers.
Tailor:
For English Language learners the teacher will use a globe and have students trace with their fingers the route Coronado traveled. For students with special needs will be asked if they have ever explored a new place such as a park, hidden cave, etc. and discuss why they wanted to explore such a place and what obstacles or challenges did they encounter.
Organize/ Wrap Up:
We will wrap up the lesson by looking at a map and examining Coronado’s route. We will also discuss and chart what type of characteristics makes up a good explorer. What characteristics did Coronado have to face them obstacles and how do you think he overcame them? This will set them up for their overall assessment.
Day 9:
What, Where, Why
This lesson will focus on the technological developments that made sea exploration by latitude and longitude possible. This will cover the social studies standard 5.2.1, which is to describe the entrepreneurial characteristics of the early explorers and the technological developments that made sea exploration by latitude and longitude possible (e.g. compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
Subject and Topic:
Social Studies/ Explorers
Goals:
Students will be able to explain the technological developments that made sea exploration by latitude and longitude possible.
Objectives:
Students will be able to recall the characteristics of Coronado
Students will explore the different technological tools that made sea navigation possible
Hook
Anticipatory Set/ Engagement:
Teacher will grab students attention by playing the video__https://www.youtube.com/watch?v=4DlNhbkPiYY__ that will explain the basics of early sea navigation. Afterwards we will have a brief class discussion of what they found interesting and what they learned.
Explore and Experience Big Ideas:
Together as a class we will read the chapter about early explorations in the social studies history book. Teacher will allow table groups to discuss what they learned and what they found interesting. After we read the book, students will be grouped based upon tables and will create a powerpoint presentation about the early technological tools. discussions will also be an important evaluation to see if students understand the different concepts.
Tailor:
Students are placed in table groups based upon their academic abilities. Students with special needs will have a chance to look at pictures of the different technological tools that made sea navigation possible. English Language Learners will also be able to look at pictures that made sea navigation possible.
Organize/ Wrap Up:
This lesson will set students up to be ready for the next lesson which is to discuss Coronado and his major accomplishments. We have been learning about Coronado and the different explorers throughout the entire unit and students should have a good understanding of Coronado and his aims, obstacles and the technological tools he used that made sea exploration possible.
Vocabulary words should include navigation, magnetic compass, expedition, entrepreneur, latitude, and longitude.
Rethink, revise, refine work
Students will be given time to create their powerpoint presentations in class. Students should also be collaborating together as a group
Evaluate :
Teacher will evaluate throughout the entire lesson. The powerpoint presentation will tell the teacher whether or not the students understand the technological tools that made sea exploration possible. Class
Day 10:
Lesson Plan Created by: Chelsea Cooper
What, Where, Why
This lesson is the last lesson about Francisco Vazquez de Coronado and will be focused around Coronado and his major accomplishments. This will cover the social studies standard 5.2.2, which is to explain the aims, obstacles and accomplishments of the explorers.
Subject and Topic:
Social Studies/ Explorers
Goals:
The goal of this lesson is to go more in depth about Coronado and explain his accomplishments of exploring North America.
Objectives:
Students will be able to explain who Francisco Vazquez de Coronado was and be able to recall his aims and obstacles. Students will also be able to identify his accomplishments and be able to explain what they were.
Hook
Anticipatory Set/ Engagement:
Students on their own will go to the website__http://mrnussbaum.com/explorers/coronado/__ and watch the biography at the bottom of the website. This will grab students’ attention and give them the opportunity to explore on their own more about Coronado. Students will be given time to talk with their shoulder partner what they found interesting or surprising that they did not already know about Coronado.
Explore and Experience Big Ideas:
Once students have watched the video and talked with their shoulder partner we will then discuss as a class what students saw and learned in the video. We will track on the same poster board that we marked down his aims and obstacles his major accomplishments. Students will then be given a poster board in their table groups. They will work together to create a poster marking Coronado and his major aims, obstacles and accomplishments. These will be presented at the end of the day.
Rethink, revise, refine work
Students will work together to create a poster board with the major aims, obstacles and accomplishments of this explorer. They will also collaborate and create illustrations representing these things.
Evaluate :
Throughout the lesson the teacher will be walking around to make sure students are on task watching the video. Teacher will also be observing table groups to make sure students are collaborating together to create their poster boards.
Tailor:
Students have been learning about Coronado for a few days now and have had several lessons on this particular explorer. The students who need special attention such as ELL and special needs students will be meeting with the teacher prior to the lesson to explain his major accomplishments and discuss what are some of their major accomplishments. This will help students who need extra support be able to connect what they are going to learn to their own lives. The teacher will clarify when necessary any questions students may have prior to whole class instruction.
Organize/ Wrap Up:
To wrap up the lesson students will be presenting their poster boards to the whole class. This is the last lesson on Coronado and at this point students should have a good understanding of who Coronado was and his major aims, obstacles and accomplishments were. This lesson will help them with their final project.
Day 11: Jacques Cartier Introduction
Lesson Plan Created by: Elba Ortega
What, Why, Where:
This week the focus will be on Jacques Cartier. This is the last explorer being introduced for this three week long unit. Cartier will be introduced to students using a video from Biography.com in which his discoveries are discussed.

Subject and Topic:
Language Arts and Explorer – Jacques Cartier

Goals:
At the end of the lesson, students will be able to discuss among each other about Jacques Cartier. Students will be able to use a masterpiece to describe the life of Cartier.

Standards:
CCSS.ELA-Literacy.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-Literacy.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Objectives:
Students will be able to learn about Jacques Cartier.
Students will to determine the relationship between a masterpiece and piece of literature.
Students will be comparing and contrasting all three explorers: Marco Polo, Francisco Vasquez de Coronado, and Jacques Cartier.

Hook:
external image CkbOJguf7ahzdRZHR9CJNiOtQNtt39sTpzlsHdSggFMb32156oANfkIheo68PFO4kPPDBhToDnFyUE29OPrJ9Y0a6AHECJ5byg8NIvkAI6lECaVZmNf3hTOtLNYiLzusnXufM_U
Anticipatory Set/Engagement
The lesson will begin by showing students the masterpiece “Cartier meets the Iroquois.” Students will have to observe and study the artwork. Using prior knowledge of art discussion, students will discuss the artwork with each their AB partner.

Explore & Experience:
After discussing the artwork with their partner, students will share what they see on the artwork. They will begin a class discussion about this explorer and take turns predicting where he is from. Following this, the lesson will begin.

Instructional Input
The teacher will show students a video from Biography.com about Jacques Cartier.
__http://www.biography.com/people/jacques-cartier-9240128__

The video talks about who Jacques Cartier was and where he came from. This video will allow students to check if their predictions were correct about Cartier’s place of origin. After the video, students will discuss to see if their predictions were correct. Afterwards, there will be a whole class discussion about the video and what Cartier was known for.

Following the discussion, the teacher will read the book, Jacques Cartier: Exploring the St. Lawrence River (In the Footsteps of Explorers) by Jennifer Lackey. The book is about Cartier’s life and his navigations. This book will be used in order for students to learn about Cartier.
external image B1Mte-C1uwfqDcJG6-bTVEGXJOgotntLPCrPLxWdF7Lr8AXujH3Sfw3RtmeH98awkfmDqnNa9pHJCrOmLLfdSD_7Ek48CX6rfd3J0Qe8VwAYZwvfsDJA3-hbRZJHDHpaFcMeV_E
Nationality: French
Occupation: Explorer and Navigator
Born: Saint-Malo, Brittany, France on December 31, 1491
Died: September 1, 1557
Best known for: Cartier explored the St. Lawrence River. He also led three expeditions to Canada. Cartier named Canada "Kanata" meaning village or settlement in the Huron-Iroquois language.

Rethink, Recharge, Revise, Refine:
After students have discussed in their groups the masterpiece and the book, they will begin working on a worksheet about Cartier. In this worksheet students will have to answer questions about Cartier and make a portrait of him.

Worksheet can be found:__https://www.teachervision.com/tv/printables/TCR/1576904679_263.pdf__

Checking for Understanding
This lesson will focus on Cartier and his life. Just like other explorer introduction lessons, there will be teacher observation to check for understanding. When students are discussing their predictions about Cartier, the teacher will walk around to see their growth in the area of discussion. The same process will be done when they are sharing with their partners whether their predictions were correct or not.

At the end of the lesson, students will be completing a worksheet about Cartier and what they learned from the video, artwork, and reading book. This worksheet will show whether the information from the lesson was retained by students.

Evaluate:
Throughout the lesson, the teacher will be evaluating students’ participation throughout observation. The second evaluation will be the completion of the worksheet on Cartier. The completion of the worksheet will help determine if students were able to understand the concepts and information given throughout the lesson.
Tailor:
Students learned about Marco Polo and Francisco Vasquez de Coronado the previous weeks. However, it is the same group of students. Prior to the whole class lesson, the teacher will be meeting with the English learners and special needs students to introduce them to the new explorer. The teacher will be introducing students to the vocabulary words and geographic areas (Canada and France). The worksheet was selected as it is simple and easy to complete.
Organize/Wrap-up:
This is day eleven of a fifteen day lesson; this is the first lesson introducing Jacques Cartier. This lesson will focus on introducing Cartier as a person and explorer. This is the beginning of a five day lesson that will focus on his aims, obstacles, and accomplishments.

In order to wrap-up the lesson, students will be completing a journal entry where they will be comparing all three explorers: Marco Polo, Francisco Vasquez de Coronado, and Jacques Cartier. Students will be comparing and contrasting their travels and where they are from. All three explorers are from three different countries and they explored three different areas of North America. Students should be able to identify the different areas of explorations and where each explorer was from.
Day 12: Cartier- Aims and Entrepreneurial Characteristics
Lesson Plan Created by: Hillary Chisholm
Where, Why, What:
History-Social Studies Framework: Grade 5
5.2.1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
5.2.2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
English Language Arts Common Core State Standards: Grade 5
R.I.5.1.Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Students will be able to describe the entrepreneurial characteristic of Jacques Cartier.
Students will be able to explain the aim of Jacques Cartier’s exploration of the New World and why Francis I of France sponsored him.
Students will be able to quote from a text when explaining what the text says when drawing inferences from the text.
Students will be able to recall relevant information from print and videos to summarize information.

Learning Objective: Students will be able to summarize the aim of Jacques Cartier’s explorations of North America and infer why Francis I of France chose Cartier to lead those explorations.

Hook:
Watch video from Discovery Education __http://europeanexplorers.weebly.com/jacques-cartier.html__
This video summarizes Cartier’s explorations in three minutes and gives students an idea of who Cartier was and what his goals of the explorations were. This is an appropriate for fifth graders because it gives them something to visualize while they explore their readings. It is also a different video than the one they watched the previous day, so they can determine what facts are the same.

Explore & Experience:
Students already know that Cartier is an explorer for France. To solidify the aim of the exploration, as a whole group we will read a short passage from a text (similar to the movie) that summarizes the goals of Cartier’s explorations. Students have already learned about two other explorers, so they should be familiar with a lot of the vocabulary in the text. We will go through the text sentence by sentence to break down what is being said.

Once the passage has been read and annotated, students will make a circle map to help identify the aims of the exploration. In the middle of the circle map, student will write Jacques Cartier of France & Francis I. Students will work with a partner to complete the circle map and to infer why those things were important to France. The outside circle of the circle map will have the aims of the exploration (gold, spices, passage to Asia). Once students have completed their graphic organizer and made inferences on why those aims are important to France, we will have a whole group discussion to review what the students found.

I will call on students to contribute an aim that they put in their circle map. As a group we will decide if that is important and add it to the graphic organizer. I will model this on a document projector. When we get all of the aims listed, we will go over the inferred importance. Students can infer that exploration is important for trade and colonization.

I will then pose a question to the class: Why Jacques Cartier? Why did Francis I pick him out of all the explorers/navigators in France. Students will be reminded that explorers are much like entrepreneurs. They will be asked to look back at the text and refer to what they already know about Cartier to infer what entrepreneurial characteristics he had. These characteristics will infer why Francis I picked him as the explorer. Students will work in partners to put this information into a character map that is shaped like a star (See attached worksheet). Some characteristics they may come up with are vision, talent, skill, persistence, tenacity, passion. We will come back as a whole group and students will share what they have inferred from the text. They will be able to use the text as evidence to explain their inference.

Rethink, Revise & Refine:
Create a Snapshot Biography. This will be a large paper folded into five sections. The front will be the illustrated picture of the explorer from the day before. The second page will consist of what the students learned today. They must illustrate the aim of the exploration. Below their illustration, they will write a brief summary explaining the aim of the exploration and their illustrations.

I will walk around the room and ask students what they are illustrating and what they will write to summarize the aims of the exploration. This will allow me to check for understanding of why Francis I of France and Cartier made plans to explore the New World. This will also give me the opportunity to help with the writing skills.

Evaluate:
Students will be evaluated what they contribute to the class when reviewing the circle map of aims and the entrepreneurial character map. Equity sticks will be used to have students share what information they came up with. Based on these contributions, I will keep a running record of who has the main idea and is on task and those who needed more help to get there. Students will keep their circle maps in a Social Studies folder, but I will collect the entrepreneurial character map to help me evaluate the overall understanding when making inferences from text. Lastly, students will be keeping their Snapshot Biographies to complete the rest of the biography, but I will be walking around checking for understanding while students illustrate and summarize.

Tailored:
When students work in partners, they know to work with their table buddy. Table buddies have been strategically placed based on ability level. This is to ensure that the students of the highest ability level are not working with students of the lowest level. These students can relate to one another and work well together in terms of academic ability.

The lesson is tailored to many different learning styles giving many students a chance to participate. There is a video for auditory and visual learners, text and listening for aural learners, and art illustrations for visual learners. For lower level students who may have difficulty writing independently, I will give them sentence frames to work with so that they can more easily summarize what they know. Throughout the lesson, I model what student work should look like so that they have a good example. The modeling and visuals used in the lesson are also used to accommodate any English Language Learners.

Organized:
The lesson is sequenced so that the students can recall what they learned the day before by starting with another summative video clip. Students are then prompted to find the aim of the exploration in a text passage and what they already know from the videos they have seen. Once students have an aim for the exploration, they can dig deeper to infer why Jacques Cartier was chosen for the explorations. Given all that they know about the exploration thus far, specifically the aim of the exploration and the entrepreneurial characteristics of Cartier, they will then illustrate and summarize what they understand to be true about the exploration and explorer. This final activity will help to demonstrate their mastery of the learning goal.

Resources: video, text, circle maps, character maps, document camera, paper for snapshot biography, pencils, crayons/colored pencils
Day 13: Cartier- Routes and Obstacles
Lesson Plan Created by: Hillary Chisholm
Where, Why, What:
History-Social Studies Framework: Grade 5
5.2. Students trace the routes of early explorers and describe early explorations of the Americas.
5.2.2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
VAPA Framework- CONNECTIONS, RELATIONSHIPS, APPLICATIONS: Grade 5
5.1. Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history social science.
English Language Arts Common Core State Standards: Grade 5
W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Students will be able to trace the route of early explorer Jacques Cartier.
Students will be able to explain obstacles of Jacques Cartier, who explored the New World.
Students will be able to use theatrical skills to dramatize and reenact Cartier’s routes and obstacles.
Students will be able to recall relevant information from print and videos to summarize information.

Learning Objective: Students will be able to describe the routes taken and obstacles encountered during Jacques Cartier’s explorations of North America.

Hook:
Students will be split into 4 teams. There will be one large cardboard box. Each student on a team must get into the cardboard box. I will move the desks and place things in the classroom to act as “obstacles”. The objective is to see how fast they can get from one side of the classroom to the other without damaging their “vehicle”. If they hit any “obstacles”, 5 seconds will be added to their time. Once they reach one side of the classroom, they must get out of the cardboard box and back in again, before they head back. When they get out at one end, I will be there to distract them to add time to the clock. Each team will have a chance.

Once all teams have gone, I will announce the winning team. Students will be asked what they think the point of the activity was. The point is that they need to work as a team to find the best route to get from one side to another. Obstacles come up along the way which will distract them from their goal and add more time to their exploration. The desks are similar to ice in the water, and when I distract them it is similar to the native peoples that the explorers met.

Explore & Experience:
Cartier went on three explorations to Canada. With each exploration comes a new set of obstacles. Using the jigsaw strategy, students will be split into six groups. Three groups will be responsible for three routes that Cartier had taken, and three of the groups will be responsible for knowing the obstacles for each exploration. Each group must become an expert on their route or obstacle. Students may use the social studies textbook, the videos, computers, or the passages that have been read thus far to get the necessary information on their given piece. Each group must also get together with the group that has the matching route/obstacle to plan a theatrical piece, much like we did in the opening activity.

When all groups have become experts on their topic, the group with the first route, and the group with the first obstacles must act out theatrically to teach the class what they have learned. When they have finished with their act, each group will have a chance to explain all of their actions and what it meant for Cartier. All six groups will do their theatrical presentation and their explanation. To sum it all up, as a group we will read a text passage about the routes and obstacles that Cartier took and encountered. We will connect it to each class performance. Each student will be given a map of the routes taken to view while we read.

Rethink, Revise & Refine:
Add to their Snapshot Biography. This will be a large paper folded into five sections. The front will be the illustrated picture of the explorer from the day before. The second page will consist of the aims. They will add on to the third page. They must illustrate the routes and obstacles of the exploration. Below their illustration, they will write a brief summary explaining the aim of the exploration and their illustrations.

I will walk around the room and ask students what they are illustrating and what they will write to summarize the aims of the exploration. This will allow me to check for understanding of Cartier’s routes to Canada and the obstacles that he encountered. This will also give me the opportunity to help with the writing skills.

Evaluate:
While students work in groups during the jigsaw, they will be evaluated by their group members to hold each student accountable for participating. I will evaluate their understanding as a group based on their theatrical performance and their explanation to the class. Individual understanding will be evaluated based on their snapshot biography illustration and summary.

Tailored:
The groups that students work in will be tailored based on ability level. This is to ensure that the students of all different ability levels are working together. These students can relate to one another and work well together in terms of academic ability. Within the groups, students are not asked to produce much work, but they should have a general understanding of their piece of information and should be able to participate in the performance. Students will also be evaluated based on how well they can report the information properly from the sources used.

The lesson caters to many different learning styles, especially kinesthetic learners because of the performance involved. English Language Learners also get a visual for each aspect of the routes taken and obstacles involved. Gate students will not only be performing and explaining along with the group, but they will be responsible for looking at it more critically and telling the class the importance of that exploration. There will be at least one gate student assigned to each exploration.

Organized:
This lesson comes after the aims of the Cartier. Now that students know what the goal of his explorations are, they can dig deeper into each exploration to see details about his routes and obstacles that he encountered and how the explorers overcame those obstacles.

Students are introduced with the lesson with a team competition. This is used to get them engaged in the idea of routes and obstacles. I have them explore the ideas without directly telling them why they are involved in the competition. After students have a grasp on the learning objectives, they are split up to become masters on little pieces of information. They then share that information with the rest of the class with a performance. The competition in the beginning will have gotten them ready to perform in front of others.

Resources: large cardboard box (refrigerator size), maps of Cartier’s three explorations, text, any items from the classroom that the groups may need for their performance, crayons/colored pencils, pencils
jacques-cartier-map3.gif
jacques-cartier-map3.gif

Day 14: Cartier- Technological Developments (seaworthy ships & astrolabe)
Lesson Plan Created by: Hillary Chisholm
Where, Why, What:
History-Social Studies Framework: Grade 5
5.2.1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
English Language Arts Common Core State Standards: Grade 5
W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Students will be able to describe some technological developments (seaworthy ships and astrobabe) that made sea exploration by latitude and longitude possible.
Students will be able to recall relevant information from print and videos to summarize information.

Learning Objective: Students will be able to explain two technological developments that could have helped early explorers.

Hook:
The lesson will start with the question… After Cartier’s first exploration to Canada, how did he know how to get back to that same area? and… What tools are used for navigation?
In table groups, students will be asked to brainstorm as many answers as possible. My assumption is that students will not come up with many ideas for answers.
As a whole group we will create a circle map. I will display it on the document camera and call on students to share what their group came up with. We will discuss each item.

Explore & Experience:
Introduce the type of ship that Cartier sailed. The ships were called Carracks and had a “U-shape”. They were the most common ships used by explorers in 1500s. Students will look at the painting of the same type of ship that was built in Portugal.
Screenshot 2015-06-06 12.50.40.png
Screenshot 2015-06-06 12.50.40.png

“Portuguese carracks off a rocky coast” by the circle of Joachim Patinir, circa 1540. Repro ID: BHC0705 ©National Maritime Museum, Greenwich, London, Caird Collection

Students will learn that Cartier had three major explorations without losing a single ship.
They will be given shown the list of ships that Cartier used and recognize that they were all built in France. In groups students will be asked to look at the painting and the list of ships to come up with reasons why that ships structure was so successful for Cartier. We will have a whole group discussion to see what made his voyages so successful in these ships.
  • Grande Hermine
    • Built: France 1534; given in 1535 to Cartier by the King of France; used in the 1535–1536 and 1541–1542 voyages
  • Petite Hermine
    • Built: France; used in the 1535–1536 voyage and abandoned in 1536 springtime by Cartier in Saint-Charles River because too many of his sailors died in Québec City during last wintertime
  • Émérillon
    • Built: France; used in the 1535–1536 and 1541–1542 voyages
  • Georges (1541–1542)
    • Built: France; used in the 1541–1542 voyage
  • Saint-Brieux
    • Built: France; used in the 1541–1542 voyage

Those ships were considered a technological development in the 1500s because there were techniques and procedures used to make it as successful as it was. The ship was not the only piece of technology that could help Cartier navigate across the ocean. Students will be introduced to the mariner's astrolabe. As a whole group, the class will read a short text about the astrolabe. Whole group we will answer a few comprehension questions about the text to make sure we understand the use of it.
  • The astrolabe is used to determine the latitude of a ship at sea by measuring the sun's noon altitude. Latitude runs parallel to the equator.
Screenshot 2015-06-06 13.09.59.png
Screenshot 2015-06-06 13.09.59.png

Students will be given materials to make their own astrolabe. Following direction from the following website. __http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_07.html__
I will model each step for the students using the document camera.
When all students have made their astrolabe, we will take them outside to practice using them.

Rethink, Revise & Refine:
Add to their Snapshot Biography. This will be a large paper folded into five sections. The front will be the illustrated picture of the explorer from the day before. The second page will consist of the aims. The third page will have routes and obstacles from the day before. They will add on to the fourth page. They must illustrate some of the technology that could have been used on Cartier’s exploration. Below their illustration, they will write a brief summary explaining their illustrations and how that piece of technology would have helped the explorer to navigate.

I will walk around the room and ask students what they are illustrating and what they will write to summarize the technological developments that aid in exploration. This will allow me to check for understanding of what technology was used in the 1500s. This will also give me the opportunity to help with the writing skills.

Evaluate:
I will evaluate the students based on their participation in discussion about the technological developments. Equity sticks will be used to ensure that I hear from each student. I will keep a running record of their level of understanding. Individual understanding will be evaluated based on their snapshot biography illustration and summary of the technological developments. They will keep the biography until it is finished.

Tailored:
I am modeling the making of the astrolabe for visual learners, and they get to use one of their own for kinesthetic learners. To tailor the lesson to English Language Learners, we do a whole group reading with visuals and comprehension questions to make sure that every student is on the same level. Being able to make a their own technological device helps all students in finding how the astrolabe works.

Organized:
The lesson starts by posing a question to the students to gather an understanding of what they know about 1500s technology and how it differs from today. From there they will learn about the ships with a piece of artwork and the list of ships that Cartier has traveled with. After seeing how the ships allow him to navigate through the water, students will discover a tool that helps measure what latitude they are at. Once students know what the astrolabe is used for, they will make one of their own. To sum up the lesson, students will summarize what they have learned along with an illustration.

Resources: document camera, circle map of tools for navigation, text about astrolabe, cardboard, string, washers, straws, astrolabe worksheets, glue, scissors, tape, hole punch, crayons/colored pencils, pencils
Day 15: Cartier- Accomplishments
Lesson Plan Created by: Hillary Chisholm
At the time was thought of as a failure, but he named Canada, led the french to enter colonization race of the new land. Acknowledged new world was separate from Europe/asia
Where, Why, What:
History-Social Studies Framework: Grade 5
5.2.2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
English Language Arts Common Core State Standards: Grade 5
W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Students will be able to explain accomplishments of Jacques Cartier and the French who explored the New World.
Students will be able to recall relevant information from print and videos to summarize information.

Learning Objective: Students will be able to explain the accomplishments of Cartier’s three explorations to North America.

Hook:
Students will have a chance to view quartz crystals and iron pyrites (realia). These will be passed around for the students to touch and see. After they have had a chance to investigate the quartz crystals and iron pyrites, they will be told that Cartier came back from his third exploration with these materials. Do you think he accomplished his goal of finding gold and spices? I will explain to the class that the two materials were not worth as much as he thought they were and were claimed as faux treasure.

Explore & Experience:
Students will take out the circle map of aims of exploration from a few days ago. Based on what they have learned in the last three lessons and the informational texts that they have read, we will go through the circle map with a highlighter to highlight each aim that was accomplished. After we go through each aim, we will see that there is not much highlighted on the circle map. I will pose the question, Does this mean that Cartier’s explorations were a failure?

As a class we will use the strategy Take A Stand. The students will stand on the left of the classroom if they think Cartier’s explorations to be a failure, they will stand on the right if they think he accomplished something. Students will be given an opportunity to talk and say why they have taken the stand that they have, using evidence from previous learning. If they persuade someone on the other side, that student may move over. After students have had the chance to share their stance, we will sit down to discuss which side was right.

As a whole group, we will rewatch the following video. __http://europeanexplorers.weebly.com/jacques-cartier.html__
As students watch, they will be asked to fill in a circle map of his accomplishments. When the video is over, we will compare circle maps. I will show a blank circle map on the document camera and call students at random. They will have to share one accomplishment from their circle map and explain it to the class. As a whole group, we will decide if it should go on the master circle map. By the end, we should have many of the following accomplishments.
  • named Canada
  • led the French colonization of Canada
  • discovered fertile lands and minerals
  • 3 major explorations without losing a ship
  • no major mishaps
  • first European to describe and map out the Saint Lawrence River
  • realized that the new world was separate from Europe/Asia

The class will then do another Take A Stand with the same question. This time I will tell them that Cartier was not thought of as an accomplishment as soon as he got back, maybe not even in his lifetime, but he definitely did accomplish a lot on his three explorations to North America.

Rethink, Revise & Refine:
Finish their Snapshot Biography. This will be a large paper folded into five sections. The front will be the illustrated picture of the explorer from the first day. The second page will consist of the aims. The third page will have routes and obstacles. The fourth page will show some of the technology that could have been used on Cartier’s exploration. The fifth and final page will illustrate Cartier’s accomplishments. Below their illustration, they will write a brief summary explaining their illustrations and how that piece of technology would have helped the explorer to navigate.

I will walk around the room and ask students what they are illustrating and what they will write to summarize the accomplishments of Cartier’s exploration. This will allow me to check for understanding of what they understand to be Cartier’s accomplishments. This will also give me the opportunity to help with the writing skills.

Evaluate:
Students will be evaluated on their contributions during the Take A Stand activity. I will keep a record of the strength of their argument and the evidence that they provided. They will complete and turn in the circle maps that they have been working on throughout the week. These will be collected and evaluated, mostly for participation, since we worked on them as a whole group. Students will be independently evaluated based on the snapshot biography. I will evaluate the relevance of their illustration and the summaries that were written for each day.

Tailored:
The Take A Stand activity tailors to many different learning styles because students are up and moving around as well as listening and speaking. Viewing the video again will help the English Learners in the class to see and hear accomplishments. Throughout the lesson, we will also have comprehensible input so that students understand the vocabulary used. Example: for accomplishment, we will TPR cheering.

Organized:
Starting the lesson with realia and having the students explore what they think Cartier accomplished works out well to see what they understand from previous lessons. After they have made it clear what they believe to be true, we will review a video to give them a better idea of his accomplishments. Then I will guide them through what he actually accomplished and why they were not viewed as accomplishments as soon as he got back.

Resources: circle map, pencils, video, snapshot biographies, crayons/colored pencils.


Resources
Books
  • Crisfield, D., & Brien, P. (2001). The travels of Juan Ponce de León. Austin: Steadwell Books.
  • Doak, R. (2001). Coronado: Francisco Vazquez de Coronado Explores the Southwest. Compass Point Books.
  • Heinrichs, A. (2002). Ponce de León: Juan Ponce de León searches for the fountain of youth. Minneapolis, Minn.: Compass Point Books.
  • Hurwicz, C. (2001). Juan Ponce de Leon. New York: PowerKids Press.
  • Lackey, J. (2006). Jacques Cartier: Exploring the St. Lawrence River (In the Footsteps of Explorers). Crabtree Pub.
  • Nardo, D. (2001). Francisco Coronado. Franklin Watts.
Videos
  • Ponce De Leon Introduction-Created by M De Maio Accessed via Youtube.
  • Revlon Clips-Created by Revlon Corporation Accessed via Youtube.
Websites
  1. All About Explorers: http://allaboutexplorers.com/
  2. The Route of Juan Ponce de Leon: __https://www.google.com/maps/d/viewer?mid=zGKd4so5F188.kKPSuAZVUCoU&hl=en__
  3. Cartier’s explorations: __http://www.biography.com/people/jacques-cartier-9240128#synopsis__
  4. Introduction to Cartier video:
__http://www.biography.com/people/jacques-cartier-9240128__
  1. Jacques Cartier website and video: __http://europeanexplorers.weebly.com/jacques-cartier.html__
  2. List of Jacques Cartier’s ships:
__http://en.wikipedia.org/wiki/Jacques_Cartier__
  1. How to make an astrolabe: __http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_07.html__
  2. Explorer Research Project Worksheet: __https://www.teachervision.com/tv/printables/TCR/1576904679_263.pdf__