Final Project 5 Day Lesson Plan:
Exploring the New World
Judith Collazo
EDCI 519-001
George Mason University
Fall 2007
November 27, 2007
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ESOL Unit Lesson Plan
Exploring the New World
OVERVIEW:
Teacher: Judith Collazo
School: (Any) VA Elementary School Grade(s): 4-5
Proficiency Level(s): Levels 1-5 Program Model: ESL Push-in or Sheltered
Immersion Class
Demographics: 25% ELP 1-3 and 25% ELP 4-5, taken from 4th grade demographics of
my field observation school (Rose Hill Elementary). Approximately 50 % of the school
population is L1 Spanish speakers.
Unit Duration: 5 consecutive class sessions
Class Period Time: 45-60 minutes Number of Students: 20+
1. CONTENT AREAS: English language – oral presentations, intercommunication
skills, intrapersonal journal writing, Social Studies – American History,
Explorers, Pilgrims, Native Americans; Math - problem-solving skills, and twoplace multiplication.
UNIT DESCRIPTION:
This unit was designed for an ESL push-in, Gen. Ed. Class with many ESLs or a
sheltered immersion program model for elementary school ELL students, Levels 1 – 5;
however, it would also work well for a general education 4th or 5th classroom with a
culturally and linguistically diverse student population.
These lessons are part of a Thematic Unit/Study about the Explorers and Native
Virginian Americans. Lessons 1-5 are scaffolded starting at Grade 3 SOLs and progress
to Grade 4 by Day 3 of the lesson plans. I wanted to make the connections with
Columbus Day (Explorers), Thanksgiving (Pilgrims), and the focus of the unit, Virginian
Native American tribes. It will all be connected on Days 3-5.
History and language are connected to real life unit through journals, higher-order
skills such as reflection, summarization, and synthesizing and diverse perspectives. The
four skills of writing, speaking, listening and reading are integrated into content lessons.
This plan accommodates the nine intelligences, various learning styles, and English
proficiency levels. By differentiating instruction and scaffolding, teachers ensure all
English language learners (ELL) and mainstream students succeed academically and
linguistically!
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Day One Lesson Plan – Expeditions: Are they Rewards worth the Risks?
Teacher: Judith Collazo School: Elementary
Grade(s) 4 Proficiency Levels(s) ELP1-5 Program Model: Push-In or Sheltered
English immersion class with a class of 25% ELP 1-3 and 25% ELP 4-5, taken from 4th
grade demographics of my field observation school (Rose Hill Elementary)
Content: Social Studies
PLANNING PHASE
Performance Objectives
1. Students will discuss risks vs. rewards
2. Students will graphically organize an expedition as a class and in
cooperative groups.
3. Students will be introduced to the definition of an expedition.
Content: The purpose of this activity is to prepare students for the Explorers Simulation
in the following lesson. Students will learn through their own interests and begin
organizing their thoughts in a group. Organizational skills are imperative for children
preparing for real life.
Lesson Outline:
CONTENT: _________________________________________
National/State/Local Standards:
*SOL 3.3 - The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon,
Jacques Cartier, and Christopher Newport (previous lessons);
b) identifying reasons for exploring, the information gained, and the results from the
travels.
*This is a precursor lesson as part of a Thematic Unit/Study about the Explorers
and Native Virginian Americans. Lessons 1-5 are scaffolded starting at Grade 3
SOLs and progress to Grade 4 by Day 4 of the lesson plans. I wanted to make the
connections with Columbus Day (Explorers), Thanksgiving (Pilgrims), and the focus
of the unit, Virginian Native American tribes. It will all be connected on Days 4-5.
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TEACHING PHASE
(1) Preparation
Warm-up Activity: *Set students in cooperative groups of 3.
 ATTENTION GETTER - Play 2 minute video of my skydiving experience.
 Write RISK vs. Reward in two columns on the board.
 Ask questions: What is the risk in skydiving? What do you think the reward is?
(write answers in columns)
 How many of you would take the risks______ for the rewards_________?
 What are the risks to studying, playing sports, etc. and what are the rewards
(Relate to students’ personal experiences and backgrounds).
Transition:
Everyone has to balance the risks and rewards for all the challenges in
their lives. On overhead projector put graphic organizer of “My Expedition” on the
board/overhead projector. Expedition: A journey undertaken by an organized group of
people with a set objective/goal. Go over vocabulary, journey/expedition, supplies,
funding, organized and objectives and use skydiving as example. Now we are going to
think about the risks and rewards that an explorer might face when going on an
expedition.
Fill-in the graphic organizer (column for supplies and people,
funding/money, places to go) for my skydiving trip. Pass out large poster board size
sheets of paper and have the students fold in thirds. As a group they will decide on an
expedition. They will fill in the supplies, places to go and funding they will need. They
should think about the goal of the expedition and use that to title their expedition poster.
Language Goals: How is instruction scaffolded and differentiated for a multi-level
ELLs?
TESOL GOALS:
 Goal 1 – To use English to communicate in social settings.
 Goal 3 –To use English to achieve academically in all content areas.
o Standard 1 – English language learners communicate for social,
intercultural and instructional purposes within a school setting.
 Goal 2 – To use English in socially and culturally appropriate ways.
o Standard 5 – English Language Learners communicate
information, ideas and concepts necessary for academic success in
the area of Social Studies (Grades 4-5, Explorers, Colonization,
Cross-Cultural Experiences).
(2) Presentation
Summary of Lesson  Pass out large poster board size sheets of paper and have students fold into thirds
 Meanwhile explain that each group is going to plan an expedition. “As a group I
want you to decide on an expedition. You will fill in the supplies, places to go,
supplies/people, and funding you will need. Title your expedition. Decorate
your chart.”
 Allow students approximately 20 minutes to work on their expeditions, longer if
time allows. Students can use free time to decorate the expedition charts.
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 Go over the meaning of expedition, supplies, and places to go and funding again.
Model with graphic organizer that class made about skydiving trip. Make sure
you discuss that their expeditions must have a goal and their title should reflect
that goal (skydiving trip goal was to go skydiving in Florida).
 Have students label their graphic organizers (Title: goal/destination on top, 3
columns (one for each student in the group): Places to Go/People, Supplies and
Funding).
 Tell them to think of an expedition with a set goal and destination. Have them
use classroom resources (travel guides, encyclopedias, magazines, internet) to
look up information on their expedition sites.
 Monitor each group to keep on task. If they cannot decide on an expedition, give
them choices or assign one.
 *Ask these questions to guide the groups o Where will we explore/travel and why?
o Will we need funding/money?
o What supplies and people will you need?
Activities
Level 1. Starting – Cut and paste magazine photos into appropriate categories. Draw
pictures to put in columns (places to go, Funding and Supplies).
Level 2. Emerging – One or two word answers for columns.
Level 3. Developing – Tell the class about your expedition, where your group chose to
go, supplies and funding needed.
Level 4. Expanding - Write a journal entry about their expedition or dream vacation.
Level 5. Bridging – Write a skit/role play for their group to perform about their
expedition.
Four Skills
Listening Activity: Play the Garth Brook’s song “The Dance” about risks and rewards
and the Hanna Montana song “Life is what you Make It” while the children are making
their posters (See Appendix). Students can think about the risks and rewards mentioned
in the songs.
Speaking Activity: Oral presentation of expedition posters to class and/or ESL teacher.
Reading Activity: Prior to this lesson, students will read about the Columbus and the
Pilgrims journeys to the New World (readers will be adjusted for all ELPs).
Writing Activity: Graphic organizers, journal entries, skit dialogues
(3) Practice
a. video and discussion of “risks” vs. “rewards”
b. graphic organizers, cooperative group work,
c. role plays, oral presentations,
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(4) Evaluation
 Holistic Rubric to grade graphic organizers, oral presentations, journal entries,
and skit dialogues.
 Anecdotal records, teacher observations of student social and academic language
used in groups
(5) Expansion/Extension
Day 2’s Lesson will be a simulation based on the Explorers’ and the Colonists’ voyages
to America, using the same type of graphic organizer to plan for the journey.
Methods/Approaches/Strategies
 Cognitive Academic Language Learning Approach (CALLA) - metacognitive
strategies (organizational planning), cognitive strategies (grouping, summarizing),
and social/affective strategies (cooperation and questioning for clarification)
 Direct Method - students are encouraged to paraphrase in order to express
themselves, listening to target language in large quantities.
Other Activities:
Follow-up: The students will present their posters to the class. During the next lesson,
students will plan for and participate in a simulated journey to the “New World.”
Assessment:
 Holistic Rubric to grade graphic organizers, oral presentations, journal entries,
and skit dialogues
 Anecdotal records, teacher observations of student social and academic language
used in groups
Homework: Make a graphic organizer for the Explorers or Colonists on their
expeditions to the New World. Make sure students understand HW. Begin HW in class
(1-3 minutes).
Technology: Computer research of destinations, video clip and overhead slides, PPT
with hypermedia could be used if teacher selects destination options for the groups, prior
to the lesson.
Materials: TV, VCR, Overhead Projector, Large sheets of paper, markers, resource
materials (travel magazines, encyclopedias, etc.).
Closure: After the expedition is planned, each team will present their charts to the entire
class of adventurers or the ESL group. As students leave the room, they will write one
risk or reward to studying or doing homework.
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REFLECTION PHASE
*I included reflections on my first 2 days of the weeklong plan because these are
lessons that I previously taught.
Efforts to Accommodate:
Visual learners: video, graphic organizers, overhead modeling
Auditory learners: songs about risks and rewards
Tactile learners: cutting and pasting magazine pictures and places into columns.
Specials needs learners: matching pictures/ drawing pictures of words
and differentiated instruction for each ELP level.
What worked well? The graphic organizers were simple and easy to organize. The
students enjoyed picking their own destination/goal (Caribbean, Hawaii, Antarctica).
Many drew pictures and they were very descriptive on the places to go and the supplies
needed.
What didn’t work well? Some of the students had a hard time grasping the more
abstract meaning of “risks” and “rewards.” Some of the vocabulary words such as
expedition, goals/objectives were above the lower level ELP students. I had to use
shorter words and phrases, as well as model a lot to help guide understanding the CLD
learners in the class.
What will you do differently as a result of this plan? I would allow students more
time to research their destinations to help them practice using classroom resources.
How might this lesson be improved? Extend to 2 days in order to allow for
comprehension of key concepts and time to plan role presentations. Students could make
a storyboard of their travels, places they went what supplies they needed and didn’t, etc.
and present that to the class.
One important thing I learned was that each student has his/her own learning style
that must be accommodated to while taking into account his/her English language
proficiency level. Differentiated instruction is a challenge to integrate but it is worth the
effort. Every child can learn and through scaffolding every student can reach his/her full
academic potential.
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Day 1– Song Lyrics
The Dance (Garth Brooks)
Looking back on the memory of
The dance we shared 'neath the stars alone
For a moment all the world was right
How could I have known that you'd ever say goodbye
And now I'm glad I didn't know
The way it all would end the way it all would go
Our lives are better left to chance I could have missed the pain
But I'd of had to miss the dance
Holding you I held everything
For a moment wasn't I a king
But if I'd only known how the king would fall
Hey who's to say you know I might have chanced it all
And now I'm glad I didn't know
The way it all would end the way it all would go
Our lives are better left to chance I could have missed the pain
But I'd of had to miss the dance
Yes my life is better left to chance
I could have missed the pain but I'd of had to miss the dance
Life is What You Make it (Hannah Montana)
Dont let no frustration
Ever bring you down...
No, no, no, no!
Just take a situation
And turn it all around!
With a new attitude, everything can change
Make it how ya want it to be
Saying mad, why do that... give yourself a break
Laugh about it and you'll see!
[Chorus ]
Life's what you make it,
So lets make it rock
Life's what you make it
So Come on.... come on
EVERYBODY NOW!
aye aye aye oh aye aye, aaaaaye
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Why be sad, broken hearted
There's so much to do...
yeah, yeah, yeah, yeah!
Life is hard or it's a party
The choice is up to you
With a new attitude, everything can change
Make it how ya want it to be
Staying sad, why do that, give yourself a break
I know you wanna party with me...
[Chorus]
[ Life's What You Make It lyrics found on http://www.completealbumlyrics.com ]
Life's what you make it
So Let's make it rock
Life's what you make it so come on
Everybody now
Let's celebrate it, join in everyone
You Decide
Cause life's...what you make it!
Things are lookin' up
Any time you want
All ya gotta do is realize that
It's under your control
So let the good times Rock and Roll!
OW!
[chorus]
Life's what you make it
So Let's make it rock
(Lets make it rock!)
Life's what you make it
So come on, come on
EVERYBODY NOW!
Lets celebrate it
Join in everyone
You decide cause life's... what you make it
Life is what you make it!
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Day Two Lesson Plan –
The Voyage Of Discovery – Who will live to see the New World?
QuickTime™ and a
TIF F ( Uncompressed) decompressor
are needed to see this picture.
PLANNING PHASE
Performance/ Task-based Objectives:
1. Students will financially plan for an imaginary nautical voyage resembling a 16th
Century Explorer.
2. SWBAT strengthen their math problem-solving skills.
3. SWBAT perform two-place multiplication problems
4. SWBAT organize their ideas using graphic organizers
5. In cooperative groups, SWBAT use prior knowledge and apply it to the
simulation activities (requesting funding, purchasing supplies and planning for
unforeseen difficulties).
Content:
The purpose of this lesson plan is to help relate organization and academic skills
to active learning, while promoting English language proficiency development. Many
upper elementary level students have difficulty with math story problems and negotiating
meaning in the target language. This simulation takes the class through a lifelike
experience using step-by-step problem solving in a cooperative group setting. This
activity also encourages risk-taking, a characteristic paramount to English language and
content based learning. An optimistic goal of this lesson is that the pupils will experience
a deeper understanding of the explorers through empathy. Finally, children need to be
reminded how fun and exciting academics can be!
Lesson Outline:
National/State/Local Standards:
SOL 3.3 - The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon,
Jacques Cartier, and Christopher Newport (previous lessons);
b) identifying reasons for exploring, the information gained, and the results from the
travels.
FCPS 4th Grade Math – Two digit-multiplication, recognize estimation strategies and
write a number sentence with one unknown to solve a problem.
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TEACHING PHASE
1. Preparation
Warm-up Activity: *Set students in the same cooperative groups as prior
“Expedition” lesson.
 Make a clustered vocabulary map/web on the board using words like safari, trail,
journey, trip, travel, boat ride, use destinations from yesterday’s activity…) and
have the students what word goes in the center circle (“Expedition).
 Remind students of their expedition destinations and/or goals and ask them what
they all have in common with explorers (answers will vary…try to get across the
message that they are all journeys to explore new things).
 Transition – Tell students that they are going to travel back in time in their
imaginations as explorers in the 1500’s. These explorers were different than
Columbus, Cabot, and Cabral, who bumped into the Americas while looking for
_____? ( the Northwest Passage). Soon after Columbus died, many Spanish
explorers realized that Columbus had found something more important than a
passage to Asia. He had discovered new lands and riches for the explorers to
claim for themselves and Spain.
Language Goals: How is instruction scaffolded and differentiated for a multi-level
ELLs?
TESOL GOALS:
 Goal 1
o Standard 1
 Goal 3 –
o Standard 1
 Goal 2 –
o Standard 3 - Math
o Standard 5 – Social Studies
(2) Presentation
Summary of Lesson  Pass out large sheets of poster board shaped like ships that have the three sections
organized on the reverse side
 Graphic recall planning –
o Today you are all going on an expedition
o Can you recall from your adventure planning last class the three things
you need to plan an expedition?
o Write – Places to Go, Funding, and Supplies on the board.
o Tell the students to turn their ships to the side with these categories on
them.
o Do together – Where will you go? New World…Caribbean…
o Where will get funding? (King and Queen of Spain)
o What basic supplies do you need? (Food, Water, Trade Goods)
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 Math problem-solving and double-digit multiplication –
o Each child has a role, ELP 1-2: Supply Sailors - buy supplies from King
and Queen, ELP 3: First Mate - Read budget problems out loud for group
and King and Queen, ELP 4: Scribe - Record team’s budget on sheet,
ELP 5: Capitan who facilitates problem-solving on budget.
o Pass out worksheets or have them turn over on desks (See WS at end of
Day 2 Lesson Plan)
o Now that we know where we are going, what we need and how we are
going to pay for it… we must plan a budget (explain budget).
o Go over the worksheet with the groups, helping them to solve the
problems. Walk around and keep all in the right direction.
o Students should have 2 pieces of gold to spend after they have budgeted
for the minimum necessary food and water rations. Give them two
minutes to discuss what to buy with the extra gold.
o The First Mate will read their budget plans to the King or Queen (invite
your principal to watch the lesson and he/she can be the King/Queen).
The King will give each first mate ten pieces of gold.
o Then the Supply Sailors go to the treasurer (teacher) who will trade
supplies for gold pieces.
 Now let’s travel!
 Students will sit in groups on the floor by ships. Using big cutouts of ships for
the kids to sit on will help organize the kids.
 Play classical music (to correlate with the different “day” scenarios. I chose
Vivaldi’s Four Seasons because each section of the Concertos start provoke
emotional reactions and help students visualize the scenarios presented ( i.e.,
Concerto No. 1 - Part I Allegro is perfect for the Land Ho! Music at the end of
the simulation and Concerto No. 3, Part I Presto musically represents the wind).
Be prepared and select all the music and have it ready before starting this
lesson!!!
 At 10 Days – collect 200 food and water rations from the group (sad music)
 Day 12 – Draw a lightning bolt on the board and take 200 water rations from the
groups (stormy, crashing music)
 Day 20 – another 200 water rations (sad music)
 Day 23 – Sea monster scare – lose 100 food rations (scary music)
 Day 30 – another 200 rations of food and water used (sad music)
 Day 36 – Flat edge of the earth, you must throw food and trade goods over board
to see if they fall off the earth (suspenseful music)
 Day 40 – another 200 food and water rations used (slow, tired sounding music).
 Day 41 – a strong wind pushes you ahead five days but blows 200 water rations
overboard
*How many are out of food and water? Trade goods? You can live 5-10 days
without food and water. Let’s count down from ten to see if we make it to land.
 10-9-…..1….Wait a few moments and then play happy “Land Ho” music.
 Depending on time and reactions, you may ed here or add that those with trade
goods left to trade will be able to trade food and water to survive in the New
World.
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Activities
Level 1 and 2 Starting/Emerging – Supply Sailors: One, two word requests or pointing
to ask for supplies to buy.
Level 3 - Developing – First Mate: read budget problems for group and for King and
Queen.
Level 4 - Expanding - Scribe: Record team’s budget and math problems on WS.
Level 5 - Bridging – Captain: Facilitates problem solving and keeps group working
toward budget goal.
Four Skills
Listening Activity: Students have to listen to each other and negotiate meaning in order
to plan their expedition budget. Also, listening to classical music during the simulation
with help foster comprehension of the simulation scenarios.
Speaking Activity: The students have to orally communicate with their fellow explorers
and with the King, Queen and Treasurer.
Reading Activity: Prior to this lesson, students will read about the Columbus and the
Pilgrims journeys to the New World (readers will be adjusted for all proficiency levels).
Social studies textbooks also have sections on the Conquest of the Americas and the first
Pilgrim settlers/Colonists.
Writing Activity: Graphic organizer and Voyage budget plan.
(3) Practice
a. budget planning, problem solving, negotiation of meaning
b. graphic organizers, cooperative group work,
c. role plays, simulation, interactive learning
(4) Evaluation
 Evaluation of budget plans
 Student self-assessment
 Anecdotal records, teacher observations of student social and academic language
used in groups
(5) Expansion/Extension
Day 3’s Lesson will be a reading and writing activity based on the book Encounter by
Jane Yolen. This book is written about Columbus’s arrival in the Caribbean but written
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from a Taino Indian boy’s perspective. We are now connecting the Explorers to the
Native Americans.
Methods/Approaches/Strategies
 Cognitive Academic Language Learning Approach (CALLA) - metacognitive
strategies (organizational planning), cognitive strategies (grouping, summarizing),
and social/affective strategies (cooperation and questioning for clarification).
Negotiation of Meaning!!
 CBI (Content Based Instruction) - Social Studies and Math
 Cooperative Group Work - interactive, social and academic language, negotiation
of meaning!!
 Direct Method - students are encouraged to paraphrase in order to express
themselves, listening to target language in large quantities.
 Rassias Method - theatrical simulation to lower the learner’s affective filters and
increase language learning.
Other Activities:
Follow-up: The students will discuss the activity. Did their group survive the voyage?
Why or why not? Why is it important to plan and budget well before an expedition?
Assessment:
 Self-reflection Rubric regarding budget, surviving the journey, and what they
have learned.
 Anecdotal records, teacher observations of student social and academic language
used in groups
 Collection and assessment of budget plans.
Homework: Write or draw three things you learned from the simulation today.
Technology: CD of music, PPT with animation and sounds could be used to increase the
visual and auditory impact of the lesson.
Materials: Poster boards (pre made in shape of ship), chart paper in outline of ships for
students to sit on, pieces of gold, cards for supplies and trade goods. Crown for
king/queen, sign for treasurer, jobs tags for each student.
Closure:
 What do you think it as like being an explorer in the 1500’s?
 What types of things did explorers have to do to plan for their trips?
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 In our next class, we will be looking at the conquistadors from a different
perspective or point of view. When the explorers came to the Americas, they
wanted were looking for riches and lands to conquer but there was already people
here when the conquistadors landed in the New World. Who were they?
Tomorrow we’ll begin our study of the first Americans.
REFLECTION PHASE
Efforts to Accommodate:
Visual learners: graphic organizers, large pictures to depict events during
simulation
Auditory learners: music played during simulation, listening comprehension of
simulation scenarios, cooperative group, and listening to others while planning
budget
Tactile learners: use of props (gold, supplies, etc.)
Specials needs learners: TPR during simulation and differentiated group roles
for diverse learners.
What worked well? The budget WS was well organized with clear instructions. All of
the students were able to participate in the simulation. The roles done by ELP worked
well because students each had defined tasks that they were able to accomplish. The
simulation was lots of fun!! The music worked great for the ELP 1-3 s to understand
better what was occurring during the simulation. The children spent a lot of time
discussing what went wrong with their budget planning, if they didn’t survive the voyage.
What didn’t work well? Some of the students had a hard time with the problem solving
questions even with all the guidance from the teacher and peers.
What will you do differently as a result of this plan? I would allow students more
time to practice basic math story problems and have them work in the same groups to
solve more math problems using double-digit multiplication. I would make the
simulation longer with better visuals to accompany the music.
How might this lesson be improved? Create a PowerPoint with sounds and animated
graphics for the simulation sequence.
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Day 3 Lesson Plan: Encounter
PLANNING PHASE
Performance/ Task-based Objectives:
1) Students will listen to and discuss a Native American perspective of the
Columbus story (Encounter by Jane Yolen, read to whole class).
2) Students will draw and write about comparisons and contrasts between the
Native Americans and the Conquistadors.
3) SWBAT will create journal entries (at their ELP level) that writing, drawings and
discussion to further their comprehension and reflections.
4) SWBAT will answer factual written questions and revise false revise false
statements by recalling details from the story.
5) SWBAT in oral, artistic and/or written form present their understanding of the
Native American perspective and/or their own families’ story of immigration.
Content:
The purpose of this lesson is to provide children with a different perspective of
the “discovery” of the Americas. History has many faces and children must be open to
different experiences of the people involved in that history. The goal is also to help
students review main ideas of the Encounter book and previous learning about the
Conquistadors and the Conquest of the New World, while reflecting on a famous
historical event from the viewpoint of the first Americans.
Lesson Outline:
National/State/Local Standards:
Virginia Standard of Learning 3.3 - The student will study the exploration of the
Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon,
Jacques Cartier, and Christopher Newport (previous lessons);
b) identifying reasons for exploring, the information gained, and the results from the
travels.
FCPS POS 4th Grade Reading
a) identify and compare character traits
b) use context clues to construct meaning
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FCPS POS 4th Grade Oral Language
a) reflect on the ideas and opinions of others
TEACHING PHASE
(1)Preparation
Warm-up Activity: Teacher pass out costume hats (construction, fireman, princess
crown, beret, cowboy hat, etc.) and have all students put them on. The teacher will
explain the expression “putting on a new hat” (taking a new viewpoint). The class will
discuss what different hats represent. What can you learn about your classmates by the
hat(s) they are wearing? After some fun discussion, the teacher will tell the students to
try to think about what life might be like as a “princess” or “witch,” etc.
Transition: The teacher will tell the students that they are going to put on another hat
today and hear the story of Columbus’s discovery of America from the perspective of a
Taino Indian boy. After collecting the hats, the students will form a circle on the floor for
a group reading activity. Each student will put on Native American headdresses that they
made in a previous class.
Language Goals:
TESOL – GOAL 1 & 2, Standard 1: ELLs communicate for intercultural and
instructional purposes within a school setting.
Goal 1 & 2 , Standard 5: ELLs communicate information, ideas and concepts necessary
for academic success in the area of Social Studies.
Standard 2: Same as above but in the area of Language Arts.
(2) Presentation
Summary of Lesson:
 With students in headdresses on, students sit on a story circle (storytelling the main
form of oral history used by many cultures, including Native American tribes).
Introduce the Encounter book.
 Tell the students that they are going to look at the story of the discovery of America
(the Columbus story) from a new point view (while wearing a new hat). Tell
them to listen to the story and think about how the little Taino boy felt when
Columbus and his men arrived on their Caribbean shores.
 Read the story and stop at each page to discuss feelings, motives of Conquerors,
differences in lives of Native Americans and Conquistadors.
 Ask children how they think the boy felt. Was it different from Columbus and his
crew?
 How does this story compare with the conquest of the Aztecs and the Incas
(previous lessons)?
 Have students go back to their seats and pullout their dialogue journals.
 Pass out slips of paper with journal assignments/homework on them
(accommodated for the various proficiency levels, see activities for ELP 1-5 in
“Activity” section below). Tell the students that different people will do different
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activities to make the assignment more fun and so we have lots a different
“perspectives” and “ways” to show what we have learned. The story boards can
be just drawings along as they convey meaning because many Native American
tribes, like the Mattaponi tribe of Virginia, had no written language and told
stories through drawings and oral storytelling.
 Teacher should model and clearly explain the different activities for the visual and
auditory learners.
Activities
Evidence of differentiated instruction…
In student journals,
Level 1 and 2 English Language Proficiency (ELP) Starting and Emerging – will
create a storyboard of drawings and simple sentences (one or two words for ELP 1).
Students will retell the story to classmates and/or ESOL teacher using their writing/poster
as a guide.
Level 3 ELP Developing – will make a Venn diagram comparing the conquistadors to the
Native Americans. They will present their findings to the class and/or ESOL teacher.
Level 4 ELP Expanding – will write a journal from the perspective of the Taino boy in
the story. They will read excerpt from their journal and talk about what they have
learned about the famous landing of Columbus and how the Native Americans’ lives
were changed by the conquest to the “New World.”
Level 5 ELP Bridging – will write their own story of immigration and how they (or their
parents/relatives) arrived in the United States. Talk about how their lives differ here from
their home countries. Present orally to classmates and/or ESOL teacher.
Four Skills
Listening Activity: Encounter book read by teacher, class discussions
Speaking Activity: Oral discussions, answering questions, “hat” warm-up
Reading Activity: Reading along with picture book, previous readings about Columbus,
the Conquistadors and the Aztecs and Incas.
Writing Activity: Journal entries (see “Activities” section above)
(3) Practice
a) reading and discussing story,
b) “new hat” activity, journal entries (story boards, Venn diagrams, writing
from a different perspective, personal immigration stories).
(4) Evaluation
 Analytic rubric and anecdotal records to assess journal entries
 Anecdotal records of oral presentations and discussion participation
(5) Expansion/Extension
Presentations of the storyboards, Venn diagrams, Native American journals, and family
immigration story journal entries.
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Methods/Approaches/Strategies
 Content-based Instruction – learning Social Studies through the four language
skills (listening, speaking, reading and writing)
 Direct Method (see Day 1 Lesson Plan)
 Cognitive Academic Language Learning Approach (CALLA) – see Day 1
Lesson Plan
 Natural Approach – “classroom activities elicit communicative dialogue from
students” (p. 51).
Other Activities:
Follow-up: At the beginning of the next class, students will discuss the Taino Indian
perspective in the Encounter story. They will also talk about what the expression
“putting on a new hat” means. They will present excerpts from their journal entries from
this lesson.
Assessment:
 Analytic rubric and anecdotal records to assess journal entries
 Anecdotal records of oral presentations and discussion participation
Homework: Allow the students a minimum 5 minutes to begin their journal entries, they
will complete for the following class. Teachers should monitor all students’ journal
entries to facilitate understanding and successful completion of the assignment.
Technology: overhead projector to model Venn diagrams and story board examples
Materials: pre-made headdresses (made in previous class or art class), writing and
drawing utensils, journals, and Encounter by Jane Yolen.
Closure: As students prepare to leave, ask students to toss you their headdress and tell
you one thing new they learned about the Columbus story, Native American life or how
the story made him/her feel and why.
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Day 4 Lesson Plan: The First Virginians – Who were they?
PLANNING PHASE
Performance/ Task-based Objectives:
1. SWBAT pick one tribe native to Virginia to study from a list (Mattaponi,
Pamunkey, Eastern/Chickhominy, Rappahonnock, Under Mattaponi and
Nansemond).
2.
SWBAT research selected Native American Virginian tribe (villages,
housing, hunting, spiritual beliefs and general tribal cultures)
3. SWBAT place names of chosen tribe in the proper location on a Virginia
map (tidewater, mountains, etc.).
Content:
The purpose of this lesson is to develop a deeper understanding of one specific
Indian tribe native to Virginia, while integrating geography knowledge and developing
basic research skills.
Lesson Outline:
National/State/Local Standards:
FCPS POS 4th Grade Reading
 Use features of a text to verify or clarify information
FCPS POS 4th Grade
 Locate American Indian groups on a map of Virginia
 Describe how different groups of people have adapted to the climate and
environment of Virginia
TEACHING PHASE
(1)Preparation
*Prior to class, the teacher will place the students’ names on the board and their
meanings.
Warm-up Activity: Set children in cooperative groups with at least 3 of the ELP levels
represented in each grouping. The teacher goes over the day’s Agenda and objectives
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that are displayed on the chalkboard or overhead projector. The teacher will point at
different names and their definitions on the board and the class will discuss how
everyone’s name has meaning. Some people are named after relatives or religious
figures. Others have special meaning or memories attached to their names.
Native American names have special meaning to the tribe. Native American tribes
like the Samnish, have naming ceremonies for their children. The teacher will read from
this text:
In our tribe (Samnish), names were given in several ways. Sometimes, the name
was taken from someone who passed way many years ago -- perhaps an honored relative,
even the chief or honored medicine person of the tribe. Other names might come from the
person asked to do the naming ceremony. That person might fast and pray for days,
weeks or even months until a vision came to them. From that vision would come the
name.
Many times, the name is long so that its meaning is clear.
There also are some Native people today who find a name they like, and rather than
going through the traditional ways, simply will ask to be given that name in a naming
ceremony.
In order to do a naming ceremony, a person must be given the right to do so. That person
should meet with elders, providing food and gifts, and ask for that right. The elders will
decide if this is a person who should be allowed to name. It helps if the person has
participated in other ceremonies and is a good person, too.
http://www.bluecorncomics.com/funnames.htm
Transition: “Now we are going to have our own naming ceremony. Each group will be
given a name of a tribe. Each tribe’s name has special meaning to us because each tribe
is native to the state of Virginia.
Language Goals:
TESOL – GOAL 1 & 2, Standard 1: ELLs communicate for intercultural and
instructional purposes within a school setting.
Goal 1 &2 , Standard 5: ELLs communicate information, ideas and concepts necessary
for academic success in the area of Social Studies.
(2) Presentation
 The teacher will go to each group and hand each group a name of a tribe and
folder of information with colorful, kid-friendly handouts from websites like:
http://en.wikipedia.org/wiki/Category:Native_American_tribes_in_Virginia
on their tribe and a Virginia map. They will be reading about their special tribe
and trying to find out where they live(d) geographically (tidewater, mountains,
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etc.), what kind of houses they had and three other interesting facts about the
tribe.
 The tribal names are Mattaponi, Pamunkey, Eastern/Chickhominy,
Rappahonnock, Under Mattaponi and Nansemond.
 Each group member will be assigned a role according to his/her ELP level. Level
1s will label a Virginia map with the tribe’s name and the areas they live(d).
Levels 2s & 3s will talk about their findings to the class. Level 4s will record all
the information they find on a worksheet with a semantic map (web) provided in
the folder. The teacher will model the web on the overhead. Level 5s will help
skim, synthesize and summarize the information for his/her group.
 The students will be given 20 minutes to fill out their brainstorming web (name of
tribe in middle, housing, geographical location in Virginia, cool facts, clothing,
spiritual beliefs, hunting habits.
 The teacher will circulate and keep all groups on task.
o Questions to ask students:
 Did your tribe in the Tidewater area or near the mountains?
 Think about how Virginia weather may have affected the Native
Americans way of life.
 What did their homes look like?
 After 20 minutes, the “artists” ELP 1’s will put their tribe’s label on a giant map
of Virginia.
 The “reporters” ELP 2 & 3 will share their web and the fascinating things they
learned about the tribe(s) to the rest of the class.
Activities
 Level 1 Starting – With help from tribe members, Level 1s will label a Virginia
map with the tribe’s name and the areas they live(d). The teacher will model the
web on the overhead
 Level 2 Emerging – Levels 2s & 3s will talk about their findings to the class.
 Level 3 Developing – Levels 2s & 3s will talk about their findings to the class.
 Level 4 Expanding – Level 4s will record all the information they find on a
worksheet with a semantic map (web) provided in the folder.
 Level 5 Bridging – Level 5s will help skim, synthesize and summarize the
information for his/her group.
Four Skills
Listening Activity: Transition naming ceremony quote, interpersonal group discussion,
whole group discussion
Speaking Activity: group and whole class interaction, presentation of tribal webs
Reading Activity: reading information on assigned tribe
Writing Activity: brainstorming webs
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(3) Practice
a. mind maps, cooperative group work
b. matching tribes to geographical features on map
c. oral presentations, whole class discussions
d. researching/reading text to find main points
(4) Evaluation
 Anecdotal records of teacher observations during group work (BICS and CALP)
(5) Expansion/Extension
Day 5’s lesson will be a deeper research into the tribes assigned in this lesson.
Methods/Approaches/Strategies
 Direct Method
 CALLA
 Cooperative Group Work
Other Activities:
Follow-up: In the upcoming lesson, the students will do a more in-depth study of their
designated tribe and create a poster presentation about their tribe.
Assessment: Anecdotal records of teacher observations during group work (BICS and
CALP)
Homework: Make a K-W-L chart for your tribe. Focus on what you want to know that
you didn’t learn today.
Technology: Overhead slides, Internet resources for tribal information packets
Materials: Overhead projector, folders and informational packets, brainstorming
worksheets, tribal names
Closure: Pass out the K-W-L chart and begin in class. As prepare to leave call out the
name of each tribe and ask them to say three things they learned about their tribe. After
they answer that group can line up at the door.
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Day 5 Lesson Plan: Show what you know about the amazing Native Virginian
tribes!
PLANNING PHASE
Performance/ Task-based Objectives:
1. SWBAT demonstrate knowledge of the first inhabitants of Virginia (Native
Americans) through an oral poster presentation.
2. SWBAT write and/or perform a role-play about a specific Virginian tribe.
Content:
The purpose of this lesson is for students to demonstrate content knowledge in the
area of Social Studies while improving English linguistic skills and proficiency.
Lesson Outline:
National/State/Local Standards:
FCPS POS 4th Grade Oral Language
 Organize and sequence information and create visuals that support and clarify
oral presentations.
FCPS POS 4th Grade Social Studies
 Demonstrate knowledge about Native American tribes that originated in
Virginia.
TEACHING PHASE
(1)Preparation
Warm-up Activity: Teacher reviews the posted objectives and Agenda. The teacher
asks the students to take out their KWL charts from their homework and as a class they
will make a KWL chart (focusing on the what section). Students will fill in the “learned”
section for homework. Teacher will have signs for each tribe and they will meet in their
designated tables.
Transition: Students form the same tribal groups as last class. The teacher talks about
how many Native American tribes had no written language, so they recorded history
through speaking, storytelling, and drawings. Today each tribe is going to tell the
“history” of their tribes through pictures and oral presentation. Each tribe will be given a
poster, markers, construction paper, and other art supplies to make their poster.
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Language Goals:
TESOL GOALS:
 Goal 1, 2 and 3
 Standard 1, 2 and 5
(b)Presentation
Summary of Lesson –
 Using the K-W-L chart and the information packets from last class as guides,
students will create a poster depicting the housing, clothing, resources/trade
goods, geographical location, hunting, other interesting facts – spiritual beliefs
and general tribal cultures. They can also access the class computers, which will
already have information, downloaded for each group.
 The teacher will advise the students that they must use drawings/pictures only to
depict each part/category of their presentation.
 Students will have 20-30 minutes to make their posters. Each person in the group
must draw 1 picture.
 Teachers must circulate in order to keep all groups on task and ensure equal
participation of all group members.
 Once they have completed the posters, they will have 10 minutes to prepare to
orally present their posters.
 Sit everyone in a storytelling circle on the floor.
 Every member of the group should participate in the oral presentation. ELP 1’s
can point to symbols/drawings while the other students talk.
Activities
Level 1 Starting – Drawing and pointing out symbols in poster presentation
Level 2 Emerging – Drawing and saying a few words about 1 or 2 of the items on the
poster
Level 3 Developing – Drawing and giving more details about 1 or 2 of the
symbols/drawings on the poster.
Level 4 Expanding - Researching, drawing and discussing 1 or 2 symbols in simple
sentences
Level 5 Bridging – Researching, summarizing info, drawing and discussing 1 or 2
symbols in complex sentences
Four Skills
Listening Activity: Listening to oral presentations of other “tribes,” homework will be
on listening comprehension from oral presentations
Speaking Activity: Oral presentations (every student will participate within their
proficiency level capabilities)
Reading Activity: Reading of information on tribes
Writing Activity: K-W-L charts, written scripts for oral presentation
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(5) Expansion/Extension
 In a future lesson, students will participate in a teacher-created simulation where
they have to trade and barter resources with other tribes. Level 4-5 ELPs can lead
their groups in making graphic organizers about resources/goods to trade,
resources/good to trade, what items they might need from other tribes, and how
they could use the items to survive a Virginia winter.
 Field trip to the Native American History Museum in DC. TESOL Goal 3,
Standard 3: use learning strategies to extend sociocultural competence.
Methods/Approaches/Strategies:
 Cooperative Learning
 Content-based Instruction (CBI)
 Natural Approach
 TPR – role plays
Other Activities:
Follow-up: Students will finish their K-W-L charts about their tribes, focusing on what
they have learned. Students will make a role play about their tribe to perform for the
class.
Assessment:
 Group checklists for posters and oral presentations (student-teacher created)
 Journal reflections and K-W-L charts
 Holistic Rubric of oral/poster presentation by group
Homework: Written response sheet from other presentations. A worksheet would
include an area for listing three things that you learned about each group’s tribe. Students
would start while listening to their friends’ presentations.
Technology: Computer lab or in-class computer research, if available.
Materials: poster board sheets for each group, art supplies, and information packets on
each group
Closure: Now that we have learned about different Indian tribes native to Virginia.
Let’s start to think about what kind of resources/trade goods they might have or need to
barter with other tribes. Remember when we went on a voyage to the New World at the
beginning of the week? Well, next week we are going to become Native Virginian tribes
and try to trade resources in order to survive the long winter ahead!
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