Pirates Past Noon: Teacher Guide
Chapter 5
Lesson Plan
NOTE: Feel free to complete activities that you didn’t get to the day before. Let Ms. Ihi know if you have questions.
Introduction
1. Review yesterday’s activities and review pirate words (focus on: lubber, thy, doth)
2. SHOW AND TELL (Public speaking exercise #2)
a. Introduce activity, give directions, distribute worksheets, help students complete, facilitate sharing
Enrichment – Would I Want to be a Pirate?
1. Pre-Activity
a. Discussion
i. Explain: Today, we are going to learn about pirates
ii. Ask: Are pirates real or pretend? How do you know? (They were real. We know because many people
have recorded that they were real in history books, we have found pirate remains, etc.)
iii. Ask: What are some things you know about pirates/
iv. Ask: Would you want to be a pirate? Why or why not?
2. Now we will learn more about pirates and figure out how much like or unlike pirates we want to be.
3. Directions:
a. Choose a game piece, write name on piece, and then place in the center of the chart.
b. Mr. Jonathan will read one section about the life of a pirate at a time. After he is done reading, you may
move your piece toward the pirate side if that sounds like lots of fun. You can choose to move either one or
two spaces, depending on how exciting it sounds. If you do NOT like what Mr. Jonathan reads, you may go
back one or two spaces. If it sounds equal amounts of good and bad, you may choose to stay put.
c. Mr. Jonathan will then read the chapter in the non-fiction book one section at a time.
1. Ask students why they made their decisions
ii. Sections (to be read verbatim):
1. pp. 65-66 – Intro, The Articles
2. pp. 67-68 – Pirate captain, quartermaster
3. pp. 69-71 – Life at sea
4. pp. 71-73 – Punishments
d. At the end of the chapter, you will see how much like a pirate you really want to be!
e. (If a student goes beyond the edge of the sheet, s/he can remain there unless they choose to move toward
the opposite end.)
4. Going further
a. Pirates had a set of rules that they all agreed upon.
i. Ask: Why do you think it was a good idea to write down these rules? What do you think would
happen if there were no rules?
b. Let’s think of some rules we should have as a class to make sure that everyone is being fair and safe.
i. Brainstorm rules and record on board. Vote as needed. Try to make sure there are as many rules as
students.
ii. Once a full list is formed, assign each student one or two of the rules. Ask each student to write
down their rule NEATLY on a paper and to draw a picture that illustrates that rule so that we can
post them on our board.
c. Consequences
i. Brainstorm and agree upon consequences for not following the rules we’ve set.
1. Record on the board
Pre-Reading
1. Review Chapter 4
a. Ask: What just happened?
2. Look at title of Chapter 5 (“The Kid’s Treasure”)
a. Ask: What do you think the title means? Who’s the ‘kid’? What’s the treasure?
Chapter 5
1. Read Chapter 5
a. Ask class to read Chapter 5 silently.
2. Group Discussion
a. Questions for Discussion:
b. Ask: The pirates had a map that told them exactly where the treasure was. Why hadn’t they followed the
map yet?
i. Ask Why do you think that the pirates didn’t know how to read?
ii. Ask: How do you think it would feel to be a grownup who could not read?
c. Ask: Why were the pirates still upset after Jack read the map for them?
i. Ask: What do you think, “The gold doth lie beneath the whale’s eye,” means?
d. Ask: What did Captain Bones call his crew? (dogs) What did he call Jack and Annie? (lubbers)
i. Ask: Why do you think he called them that? What does that say about Captain Bones? What do you
think it would be like to be on his crew?
e. Ask: Jack and Annie saw Polly again. Why couldn’t Polly help them?
i. Ask: Do you think that Polly will be able to help Jack and Annie? Why or why not? How would Polly
help them?
f. Ask: What do you think will happen back at the ship?
i. Ask: If you were Jack or Annie, how would you be feeling? What would you do next?