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Michelle Karwowski DAY 3 First Formal lesson plan Q4

Title of Lesson: 1492


Date(s): Thursday, April 5th 2018
Overview: The students will review what they learned about why the Europeans wanted to go
to Asia to get spices. They will explain how the Europeans will get there and why they had to go
that way, and explain Christopher Columbus’s alternate route. The students will listen to a read
aloud about Columbus’s plan to sail across the ocean. They will then be asked discussion
questions about the read aloud. They will explore new vocabulary and will apply the meaning
of the word through an acting out game used for my assessment.
Goals: Students will be able to use illustrations and maps to answer questions about
Christopher Columbus.
Students will be able to use and apply the new meaning of the word, Shore.
Students will be able to create a representation of Columbus’s three ships through
poster making.
Objective/Desired Student Outcome/Guiding or Essential Questions:

 Recall the names of Columbus’s three ships: Niña,


Pinta, and the Santa Maria.
 With prompting and support, describe the connection between various signs, such as seaweed
and birds, and Columbus’s proximity to land
 With prompting and support, describe an illustration of the Niña, the Pinta, and the Santa
María and use pictures accompanying “1492” to check and support understanding of the read-
aloud
 Apply the meaning of the word shore to decide which activities are appropriate to do on a
shore.
Common Core/Next Generation Learning Standards:
SL.K.4. Describe familiar people, places, things, and events, and with prompting and support,
provide additional detail.

(RI.K.3) With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
RI.K.7) With prompting and support, describe the relationship between illustrations and the
text in which they appear (e.g., what person, place, thing, or idea in the text an illustration
depicts).
(RL.K.4) Ask and answer questions about unknown words in a text.

Key Vocabulary and Definitions:


cabin, n. A small room on a ship

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crews, n. Groups of people who work together
expedition, n. A journey or trip by a group of people for a special reason
rulers, n. Leaders in charge of a country or land
shore, n. The land along the edge of a body of water
Materials/Resources: Interactive whiteboard map, globe, poster materials for the three ships,
Common Core read aloud. Columbus video - https://www.youtube.com/watch?v=-yzzCYJDPrQ
Common core curriculum. (2013, Core Knowledge, p. 32-43)
Learning Sequence: First I will put up an interactive map of what the World looked like in 1492.
Then the class and I will sing the song that we learned yesterday. I will then ask the studnets to
review what we have been learning about. I will ask them to identify the continent of Europe,
Asia and Africa. I will ask a series of questions to gain background information and review what
we learned. Such questions;
“Why do the Europeans want to go to the Indies?” To get spices and gold
What did the Europeans want to do with the spices? Sell it for high price to make money, used
for perfume, preserving meats, medicine, and flavor foods.
Why couldn’t the Europeans take a plane to Asia? It was a long time ago and there was no such
thing as planes
Why couldn’t they go by foot? Constantinople blocked them because they wanted to be rich too
What was the route the Europeans wanted to try to sail? Show on interactive board
What route did Columbus want to take? Show on globe
Who did Columbus need to ask in order to sail to the Indies?” King Ferdinand and Isabella of
Spain
This will lead into our next verse in our song. Put verse on the board. Say each line, while
students repeat, then sing altogether (to the beat of “I am Happy and I know it”)
Ferdinand and Isabella ruled in Spain.
Ferdinand and Isabella ruled in Spain.
Told Columbus he should wait,
Then they said his plan was great.
Ferdinand and Isabella ruled in Spain.
Read “purpose for listening” on page 36 and continue with the read aloud on page 37-40
Ask discussion questions from the book:
 Inferential, Why is the title of the read-aloud “1492”? (That is the year that Columbus
began his sail westward.) Is that a long time ago or not so long ago? (a long time ago—
more than five hundred years ago)
 When Columbus landed and thought he was in the Indies, he put the Spanish flag in
the sand and said the land would now belong to Spain. Why did he do that?

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 Literal, [Point out the Indies on the globe used in the earlier demonstration.] On which
continent and in which place did Columbus think he had landed? (Continent of Asia,
the Indies) tear off the blue paper from the globe and ask below,
 Where do you think Columbus actually landed? (Put classroom map back up)
 Think-Pair-Share: If Columbus asked you to go on his journey to the Indies in search of
spices and gold would you have gone?
Vocabulary : Then continue with the short activity on page 42 in which reads:
1. In the read-aloud you heard, “It must be a fire set by some human being on
the shore up ahead.”
2. Say the word shore with me.
3. A shore is the land along the edge of a body of water.
4. If you are swimming in the ocean and you want to get out of the water onto
the sand, you should swim toward the shore.
5. Tell me about a time you saw a shore in real life or in a book. Use the word
shore when you tell about it. [Ask two or three students. If necessary, guide
and/or rephrase the students’ responses: “I once saw a shore when . . . ”]
6. What’s the word we’ve been talking about?
Then ask the students to spread out on the rug so that there is enough room to practice safe
bodies.
Explain : “If I say an activity that you can do on a shore I want you to act it out. If I don’t say an
activity that you could do on a shore I want you to stand as still as a statue” Lets do the first one
together. Can you drive on a shore? NO, Stand as tall as a statue. Can you go fishing on a
shore? Yes, Act it out! Listen carefully and only act it out when you can do it on the shore.
Building a sand castle, walking away from waves, building a snowman, throw pebbles into the
water, play a board game, use finger-paints to paint on paper, collect seashells”
Ask students to take a seat. Conclude by asking the students what they learned today and end
with the names of the boats.
Listen to video. https://www.youtube.com/watch?v=-yzzCYJDPrQ
Then show on projector what they will be making, and lead them in asking which boats are
which.
Assessment:
Formal, Work sample; students will create a poster of the three ships and place their names
under each boat to differentiate between the three boats.
Informal, game; students will act out the activities that they can do on a shore.