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Annotated Lesson Plan: The Age of Explorers Lara Landry National University

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS Lesson Description: Content Area: Social Studies Title: The Age of Exploration

Grade Level: 4 (14 students, 2 ADHD, 1 ELL) Rationale: Humans have not always known our Earth to be round, or how great in size it really is. There was much that was unknown to man before the growth of modern technology. Before the Age of Discovery, European's didn't know of the western hemisphere or of the Americas. It wasn't until only 300-500 years ago that the lands were discovered. In purpose of finding new trade routes, new goods and new trading partners, European began exploring the world by sea. Some too set sail to simply learn more about the world. Whatever the reasons, the information gained during the Age of Exploration significantly helped in the advancement of geographic knowledge. This lesson teaches students about our changing world; when, where, how and why the continents of both North and South America came to be known and developed. Goal: Students will learn about the exploration era and the explorers who first came to America. Objectives: Students will be able to 1. Identify the time period of the early explorers 2. Identify the reasons for exploration 3. Identify two prominent religions; Christianity and Islam 4. Identify the goals of the early explorers

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS 5. Analyze the role of six prominent explorers and evaluate their importance 6. Identify the routes of the explorers of the Americas on a map 7. Access websites to conduct research 8. Cooperate and collaborate with a partner 9. Keep papers and materials organized Standards: CA standard 5.2: Students trace the routes of early explorers and describe the early explorations of the Americas. 1. Describe the entrepreneurial characteristics of early explorers and the technological developments that made sea exploration by latitude and longitude possible.

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. 3. Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe. 4. Locate on maps of North and South America land claimed by European powers. ELL Accommodations: The teacher introduces new words the students will be exposed to in this lesson; i.e. Renaissance, Vasco de Gama, Portugal, Christianity. The spelling of each new word and the names of the explorers and countries mentioned are written on the board for the class to reference. The teacher reads each new word aloud and the students

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS repeat them in chorus. When a word is mentioned in the video the teacher thinks may be challenging, the teacher pauses the video to explain. The ELL student is partnered with a student who is willing to be patient in helping him understand the material; one with patience who enjoys helping others. Vocabulary: 1. Exploration: noun for of explore, to make a careful search for something by traveling to different places 2. expedition: a journey especially by a group of people for a specific purpose (such as to explore a distant place or to do research) 3. the Renaissance: the period of European history between the 14th and 17th centuries when there was a new interest in science and in ancient art and literature especially in Italy 4. 5. 6. 7. 8. Amerigo Vespucci: an Italian explorer Vasco de Gama: an Explorer from Portugal Portugal: a powerful country during the Exploration Era, neighbor to Spain Portuguese: someone from Portugal religion: an organized system of beliefs, ceremonies, and rules used to worship a god or a group of gods Christianity: the religion that is based on the teachings of Jesus Christ 9. 10. Muslim: a person whose religion is Islam: a follower of Islam Islam: the religion which teaches that there is only one God and that Muhammad is God's prophet: the religion of Muslims 11. caravels: the ships used by Portugal and other nations to explore

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS 12. conquer: to take control of (a country, city, etc.) through the use of force

Materials and tools: True/False Pre-quiz Multimedia projector Great Age of Exploration video Video questions handout Explorer Website list handout Computers Internet project fill in the blanks assignment sheet List of Explorers and Accomplishments with dates Blank timeline to fill in Student Post Evaluation Paper Student self-Reflection paper Pencil Colored correcting pen

Procedures: Introduction (5 minutes): Teacher will briefly discuss the Age of Exploration; giving the time period, the objectives, and the outcomes of the European exploration period. Presentation: Day One: Pre-Quiz (5 minutes): The teacher will distribute and ask the students to complete the pre-quiz on the Age of Exploration to see what the students know prior to the lesson.

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS Video (45 minutes- 1 hour): When the pre-tests are complete the each student is given a

handout with questions to answer on the 30-minute video they will watch, The Great Age of Exploration. The teacher reviews the questions with the class prior to the video presentation. After the video, the students are assigned to heterogeneous groups of 2 students of different skill levels to complete the video questions. Each student will complete their own paper, but they will collaborate with their group members to come up with the correct answers. After the video questions are complete, the teacher leads the students in a discussion on the video and the questions. The answers are shared by the groups with the class and the teacher provides correction where or if needed. The students correct their own papers with a correcting pen. Day Two: Internet Project (45 minutes): In their assigned groups, the students complete a fill in the blank assessment on the early explorers by referencing specific Internet sites in the computer lab. The list of Internet sites they are to access for the information as well as the fill in the blank assessment of their knowledge of the early explorers is given to the students prior to going to the computer lab. The teacher reviews the assignment with the students and answers any questions. Each student has their own paper, but they work together to find the correct answers to fill in. The students will complete this in their groups of 2-3 students. The teacher walks the computer lab while the students complete the assignment and is readily available to assist in locating information on the websites or for any questions the students might have while completing the assignment. The teacher gives praise when the students locate a correct answer. After the students finish filling in the handout, they come back to the classroom and discuss their finding as a group. Each


group shares the answers to 1-2 of the questions. Any correction that the students make is done in a colored correcting pen. Day Three: Timeline: Students complete a timeline in their groups of the early explorers from a list of explorers given to them. Again, each student has their own paper, but they work together to put the dates and nations in the correct places on the timeline. Day Four: Students complete an open book/note evaluation/test, and closed book True/False posttest. Assessment and Evaluation: The teacher constantly assesses the group work by canvasing the classroom while the students are working. After the video questions are answered, the teacher goes over the worksheet with the class. Each group takes turns giving the answers to the video questions, 2-3 questions per group are shared with the class. If a group got a particular question wrong, they are asked to correct the answer with a colored correcting pen. After the Internet project, the teacher engages the students in discussion about their findings. The answers to each of the questions are reviewed and corrected. After the final assignment where the students complete a timeline of the early explorers, the teacher reviews the handouts for accuracy with the class. The three final papers are submitted and graded. Homework (15 minutes): Given on the third day, the students complete a crossword puzzle on the early explorers. This crossword puzzle has a word bank to help students with their spelling. This is done independently and the assignment is submitted for

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS grading. The crossword is corrected in class and students make any correction to their paper with a colored correcting pen. Evaluation (20 minutes): The student is given a final "open note" evaluation of their knowledge of early explorers and the Age of Exploration. After, the students re-take the pre-test without notes to see how their knowledge of this era has improved. The final paper to be completed by the students is a self-reflection where the students are asked

four questions about their opinion of the lesson; what they liked the most, the least, what was the most challenging and what was the least challenging. The self-reflection and all other assignments are treated as classwork assignments and are only graded for completion. The test is the summative assessment. All documents needed follow the lesson plan.

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS Age of Exploration and Early Explorers Pre-Test Directions: Answer the following True/False questions by writing a T for true or F for false to the left of each number. 1. America was called the New World. 2. Christopher Columbus was the first explorer to find the New World. 3. Columbus started the first Spanish colony in the New World. 4. In the 1400s, Spain and Portugal were leaders in world exploration. 5. Vasco Da Gama was a Spanish explorer. 6. In 1400, no Native American had ever seen a horse. 7. The development of gunpowder by the Aztec Indians in Mexico allowed them to win most of their battles against the Spanish. 8. North and South America were named after the Americo plant found only in the New World. 9. Amerigo Vespucci is an explorer for which America was named. 10. Ferdinand Magellan was an explorer who sailed all the way around the world.



"The Great Age Of Exploration" Video Questions

1. What was the time period after the Medieval Era called (it was a historical period of cultural rebirth)?

2. What country developed the important school of navigation in the 1400s?

3. Who was the first European explorer to reach India by sailing around the tip of Africa?

4. What were the new exploration ships in the 1400s called?

5. What were the three important goals of the early explorers? 1. 2. 3. 6. What did Columbus think was 4000 miles west of Africa?

7. Who established the first Spanish colony in the New World?

8. Who is the New World named after?

9. Who conquered the Aztecs?

10. Who conquered the Incas?



Student's Names:

Age of Exploration Internet Project Directions: Use the websites on The Age of Exploration Internet Project: Website List to answer the following questions. 1. America was named after What were the four goals of the early explorers? 1. 2. 3. 4. 2. What did students learn at the school of Navigation built by Prince Henry? 1. 2. 3. 3. Who commissioned (sponsored) John Cabot's journey? 4. After crossing the Atlantic, where did Cabot land? 5. Cartier was an explorer who sailed for the country of 6. Cartier sailed 1000 miles up the 7. Cartier named the entire region he explored . River. . in the year .

8. Vasco de Gama led the first expedition that traveled from Europe to by sailing around Africa. 9. Ferdinand Magellan led the first expedition to . 10. The strait at the southern tip of South America is called . Why?

11. Who started the Age of Exploration?

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS The Age of Exploration Internet Project: Website List This is a partner project that will require you to use the Internet. Complete the fill in the blank worksheet using the following websites; 1. 2. The link to each explorer you will read about is under each explorer's name. Age of Exploration Web Sites: Henry the Navigator Christopher Columbus Vasco de Gama John and Sebastian Cabot Ferdinand Magellan Amerigo Vespucci Jacques Cartier




The Age of Explorers Evaluation Now that you have learned about the Age of Exploration through the video and webquest, let's see what you have learned! Answer the following questions independently, in complete sentences. You may use your video responses and internet project responses to answers the questions. 1. What was the school Prince Henry the Navigator established? What did students learn there?

2. Name four important goals of all the early explorers. 1. 2. 3. 4. 3. What was the time period following the Medieval Era called? a. (Hint: This was a time when education and art started becoming important again.)

4. What was the name of the king John Cabot explored for?

5. Where did Vasco de Gama go?

6. Which explorer was America named after?

7. Magellan was first man to sail from the Atlantic Ocean into which ocean? 8. For which country did Cartier explore? 9. What modern day country did Cartier name?

10. Name two Indian nations the Spanish conquered.



Student Name: Date:

The Age of Exploration Lesson: Self-Reflection 1. The part of this weeks lesson on the Age of Exploration I liked the most was

2. The part I liked the least was

3. The part of the lesson that was the most challenging for me was

4. The part of the lesson that was the easiest for me was



In creating this lesson plan, I knew I must create something that is pertinent to the curriculum of my 4th grade students, as this is where I would be conducting the implementation of the lesson. Currently in history class, we are studying the early European explorers, which meet the standards for 5th grade social science. We had previously gone through the lessons on Christopher Columbus, John Cabot and now Ferdinand Magellan. The way our book is set up, the students focus on each individual explorer rather than the time of early exploration, or the Exploration Age. I have found that the students have had a lot of questions in regards to the reasons these explorers were exploring and why they were doing so for nations not of their own. For example, Columbus was Italian but he explored for the Spanish and John Cabot was also Italian but explored for the English. I knew because of the questions the students had and their lack of understanding in regard to the time of exploration, this is where I wanted to focus my lesson plan. At the school in which I teach we do not utilize enough technology in the classroom. And in coming down to fourth grade from 6th, I realize the students even more so need to make visual representations of the text they are reading. This is after all their world. They are over stimulated with technology in their everyday lives and are used to being informed and learning about new things or concepts via visual and audio interaction. I work in a fairly affluent community and these children have iPads, and iPhones at their disposal, yes, even in 4th grade. My first step was to make sure the lesson plan followed SDAIE: Specially Designed Academic Instruction in English. After learning about SDAIE in the first unit, I couldn't be more of an advocate of this style or method of teaching. In the PowerPoint



presentation it stated that some view SDAIE as "just good teaching" and well, I couldn't agree more. The method teaches to every ability and allows for success for every student. The key aspects of SDAIE needed to be included in my lesson; modeling, bridging, contextualization, schema building, text re-presentation, and metacognition. And, I feel that I have done so in creating my lesson plan. In regards to modeling, I clearly explained what was expected of them prior to the lesson, which included a video presentation, "The Great Age of Exploration," a video I located on the Internet that clearly spoke to the time period of the early explorers. This video showed replicas of the ships that were sailed, showed maps of the explorers voyages, showed pictures of the explorers so the students could visualize what these men look like. It showed what life was like during this time period and how and why it was the way it was. It spoke of the history before the Exploration Age, the Middle or Medieval Age, and talked about the coming of the Renaissance period. Before the lesson, I want to be sure to bridge from the knowledge the students possess, and then move form the known to the unknown. So, I plan to ask them questions about what material has already been covered; who was Columbus? Where was he from? Why did he set out on an expedition?, etc. The video to be shown covers the contextualization aspect of the SDAIE method. By explaining that all the explorers they have studied so far lived in the time period of the Exploration Age, the teacher is connecting multiple facts and isolated concepts to a larger body of knowledge; the students are seeing the big picture, which in terms of learning helps the students find value. Text re-presentation will be used by means of the Internet project that follows the video assignment. Much of the information discussed in the video is seen again in the



second part of the lesson. After the lesson is complete and the week is coming to a close, the students are to complete a self-reflection on the lesson and their learning; this covers the metacognition aspect of the SDAIE method. In regards to the ESL student we were to profile, I chose option 4, to create my own, as the first three did not fit the criteria I needed to follow in order to implement my lesson plan. In terms of the classroom setting, I needed to focus on a 4th grade student. I chose to highlight characteristics of a student currently in our school, a young boy who is in third grade from Iran named Ali. I may teach this student next year, and I thought it best to create a lesson with this boy in mind. Should he be at the school next year, he would be a 10-year-old 4th grade student who moved with his family from Iran one year ago. His father is in business management and his mother does not work. He has an older brother in 8th grade who is much more proficient than he, as they did receive some English in their school in Iran. Ali, however has limited English proficiency, but is eager to learn. He speaks fluent Farsi and can read age appropriate book and magazine in his primary language. His report cards from his previous school reflect above average grades. He is outgoing and active in sports, and he get along well with the other students, language barrier aside. He is well liked and welcomed by his peers. His CDELT results indicate an overall score in the Early Advanced range, and he has been identified as an English learner (Listening and speaking= Intermediate level. Reading= Early advanced. Writing= Early advanced). Luckily for Ali, there are two other students in the class of Persian decent, one that speaks broken Farsi, and one who is able to identify a few key words. Regardless, they have cultural similarities and this helps in making Ali comfortable in his school

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS surroundings. They have been very helpful in helping translate direction that are


confusing or text that he does not understand. In creating partners for this lesson plan, I would be sure to group him with one of these students to ensure Ali took as much from the lesson as he could. A stated in the Serdyukov and Hill, biliteracy is important to foster and develop in ESL students. A teacher should not lose sight of the fact that ESL students need to maintain a cultural identity as well (2009). In one of the videos we were assigned to watch, a teacher at the international school in Brooklyn, New York had created a lesson that allowed for the students to work in homogeneous groups and interview people of their own culture in their community. This was a great way to develop the students English proficiency as they had to complete much of the assignment in English, yet the project allowed for the students to strengthen their community ties. A teacher must always respect and encourage diversity in the classroom, and allow ESL students to maintain their cultural diversity while developing their English proficiency and helping them acclimate to their new surroundings, without losing their cultural identity. Serdyukov and Hill states, "many of the strategies that teachers use to develop native literacy are useful for assisting students to develop literacy in a new language" (2009). Hudelson suggests "teachers create a print-rich environment, provide opportunities for collaboration, and organize instruction so that students engage literature in a meaningful way and write purposefully" (1994). Another aspect to keep in mind when creating lessons for ESL students is that text is embedded in cultural and social contexts, which may be unfamiliar to second language learners.

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS In creating any lesson plan going forward, I will keep in mind the SDAIE strategies I have learned in this course. I look forward to having the ESL student mentioned above next year in my class and to the exciting challenges that will bring to my teaching career.




References Faltis, C., & Hudelson, S. (1994). Learning English as an additional language in k12 schools. TESOL Quarterly, 28: 457468. doi: 10.2307/3587303 SDAIE: Specially designed academic instruction in English and related strategies. [PowerPoint lecture] Retrieved from National University TED 621A class site. Serdyukov, P., & Hill, R. (2009). Methodology for second language development. Boston, MA: Allyn & Bacon. Serdyukov, P., & Ryan, M. (2008). Writing Effective Lesson Plans A 5-Star Approach. Boston, MA: Pearson Education, Inc. Sitko, J., Ph.D. (Producer). (2004). The great age of exploration. Chariot Productions. Retrieved from