Writing with Explorers
3rd Grade
Language Arts
Mrs. Daley
Rebecca Clark
March 23, 2012
SOL Objective:
Writing
3.9
The student will write descriptive paragraphs
a) Develop a plan for writing
b) Focus on a central idea
c) Group related ideas
d) Include descriptive details that elaborate the central idea
Social Studies
3.3
The student will study the exploration of the Americas by
a) Describing the accomplishments of Christopher Columbus
b) Identifying the reasons for exploring, the information gained, the results of the travels, and the impact
of the travels on American Indians
Objective:
The students will understand the perspectives of Columbus as well as the Native Americans on the new land, by writing
journal entries telling the different perspectives.
Task Analysis:
Do the students have enough background knowledge to write a journal entry from the perspective of Christopher
Columbus? Yes
Do the students have enough background knowledge to write a journal entry from the perspectives of the Native
Americans? Yes
Do the students know what perspective means? Yes
Do the students know how to write a journal entry? No
Have the students ever seen a journal entry? Maybe
Have the students ever written a journal entry using a prompt? No
Key Terms:
 Perspectives
 Journal entry-Information that is recorded based on a specific topic
 Journal prompt- A specific topic that is written about
 Christopher Columbus
Sequence of the Lesson:
Anticipatory Set:
Gather students over by the carpet to read the book, The Pain and the Great One. This is a great story to read, because
it first gives the perspective of the brother and then gives the perspective of the sister.
After reading questions:
 Now this story was told by two different perspectives.
 What do I mean when I say perspectives? Point of view. The first part of the story was told by whose
perspective? The second part of the story was told by whose perspective?



What are some characteristics about the pain? How does the sister feel about the pain?
What are some characteristics about the great one? How does the brother feel about the great one?
By a show of hands, who can relate to one of the characters in the story?
Teacher Input:
Today, we are going to be working on writing journal entries about a specific topic. Our topic that we will be writing is
back in the time of Christopher Columbus. You will be writing your journal entry based on the perspective you are
assigned. You will need to become familiar with journal prompt, which is a specific topic that you will be writing about.
Model for students:
I will have a transparency with my journal entry (model journal entry). I will read my entry to the class without telling
them who I am. My descriptions and details in my paragraph should give a hint to who I am and how I am feeling at that
moment.
Checking for Understanding:
What is perspective mean?
Why is it important that we learn perspectives?
What is a journal entry?
What is a journal prompt?
Guided Practice:
For your journal entry you will be working with your shoulder partner. One of you will be Columbus and the other will
be a Native American from a tribe that Columbus had encountered. Your journal entry will be based on the perspective
that you were assigned.
For example:
 If you are Columbus, your first entry will be about the day you left the homeland. Give me some thoughts,
feelings, or expressions about how Columbus was feeling that day. (Whole class discussion)
 If you are a Native American, you will be writing about a typical day for the tribe. Give me some thoughts,
feelings, or expressions about what might be happening before Columbus arrived. (Whole class discussion)
Individual Practice:
Students must finish the rest of the entries in journal, with their partners discussing what the two characters might
talked about, argued over, or anything else, but in their character’s perspective. The students may pick a spot around
the room to finish their journal entries.




Second entry
o Columbus- you are in route, on the seas
o Native American- you are writing about an event that happened in your tribe that day
Third entry
o Columbus and Native American- both are writing about their perspective of the first meeting
Fourth entry
o Columbus and Native American- events that took place after meeting
Fifth entry
o Columbus and Native American- separation
Closure:
The students will be called back to their desk to share what they wrote about. The students will participate in mix, pair,
share. Teacher will begin playing music. When the music stops the students find the closest partner. The teacher says
the student with the darkest hair tells their partner who they were and one thing they wrote in their journal about.
Then their partner tells them the same thing. Teacher calls on certain students to share what they have discovered. I
usually call on a student and ask them who their partner was and the interesting fact, to see if the partners were paying
attention. Maybe, only do this 2 or three times.
Differentiation:
Logical/ mathematical- transparency
Linguistic- journal
Spatial- transparency
Bodily/ kinesthetic- transparency
Intrapersonal- journal
Assessment:
The students will be informally assessed throughout this writing process. I will be walking around the room discussing
with the partners their role in discovering America and what they each talked about in their perspectives entries.
Materials:
 Overhead
 Transparency (model of journal entry)
 Writing journals
 Pencils
 Book, The Pain and the Great One
Technology Integration:
I will be using the overhead projector for my lesson today.
Reflection: