Europeans & Native Americans

4th Grade
Learning Objectives:

Students will be able to describe what cooperation and conflict is.

Students will be able to analyze the pictures of cooperation and conflict shown
and draw inferences from the pictures.
Students will be able to analyze a character in a story and relate to the
characters thoughts and feelings using details from the text to support their
answer.
Students will be able to compare and contrast Christopher Columbus and
Ponce de Leon, as well as give facts over each explorer.
Students will be able to reflect over the past week and use the knowledge for
a test.

Topical Outline of Lessons:

Day 1 Cooperation & Conflict Chalk Talk

Day 2 Analysis of images of cooperation and conflict.
Day 3 Native American Read Aloud and Diary Prompt.
Day 4 Christopher Columbus and Ponce de Leon.
Day 5 Flashback over the Week.

Rationale:

It is important for fourth grade students to engage with the topic of Europeans and
Native Americans because this topic goes back to early American history, which is a
crucial standard in fourth grade. Through this unit students will understand the
impact of the interactions between the Native Americans and Europeans. At the
beginning of the unit, students will have a chalk talk over what cooperation and
conflict means. This will help start the unit using teamwork to have students talk
with one another over what those two words mean. Once the students have a
review over the Native Americans and Europeans, we will progress to focusing on
the Native American's first. We will read aloud a book that shows the Native
Americans felt as the Europeans invaded their land. Students will be able to analyze
the different characters in the book, as well as offer creative solutions as how the
outcome could have been different. The fourth lesson will teach students about
Christopher Columbus and Ponce de Leon, their contributions, as well as what
happened during their exploration. Students will talk about why they explored in the
first place, and what the motive may have been. We will wrap up the unit with a
summative assessment test that has different test questions that will assess what
each student learned during the unit.

By the end of this unit, I want my students to be socially aware of the unjust that
occurred hundreds of years ago. I want my students to be able to stand up for
people who may not have a voice in society. I also want my students to pay
attention to what is happening in the world around them and have the courage to
look at the other side. I want students to be able to analyze any situation and speak
up for the minorities and bring to light the issues that happen. I also believe that it
is important for my students to be informed and knowledgeable citizens who treat
others with respect and dignity. The whole fourth grade social studies curriculum is
focused on the early history of America. Students will learn about the Native
Americans, the European Explorers, and how they cooperated and had conflicts
during early America. Students will also have valuable skills such as learning how to
analyze characters from a book, how to write poems, how to describe a picture
using detail as well as infer what that picture means. Each lesson is catered to a
specific learning objective, so I created each lesson around that objective. Students
at the end of each lesson will be able to answer/ demonstrate each learning
objective, either through a formative assessment throughout the unit, or through
the summative assessment at the end of this unit.

Day 1: Lesson Title

Essential Question:
What do we already know about cooperation and conflict?

GSE Standards:

SS4H2 The student will describe European exploration in North America.

b. Describe examples of cooperation and conflict between Europeans and Native Americans.
ELAGSE4RL5: Explain major differences between poems, drama, and prose, and refer to the
structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters,
settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
ELAGSE4W4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
Standards 13 above.)
WIDA Standards:
EnglishLanguageProficiencyStandard5:Englishlanguagelearnerscommunicateinformation,ideasandconceptsnecessary
foracademicsuccessinthecontentareaofSocialStudies

What strands of the MPIs align with the topic(s) of this lesson?
Level 1 Level 2 Level 3 Level 4 Level 5
Entering Emerging Developing Expanding Bridging

Add details of Compare and contrast Look at the words and

Label examples of Choose a poem from
cooperation through poems from various phrases written on the
cooperation as the examples given.
pictures examples provided. butcher paper to help
depicted through Look at the examples
write your poem. Use
pictures. previously completed
Add details of conflict the example poem you
in level 1 &2. Explain
through pictures. chose to write as a
Label examples of to students in your
guide.
conflict as depicted group why you chose
*Make lists of details of
through pictures. to do that poem.
cooperation and *Apply new
conflict; produce short information to new
*Label pictures, draw
sentences with detail contexts thorough
responses, and
of cooperation and their chalk talks; React
produce words and
conflict; to multiple genres
phrases.
from the other poems
students wrote.

Differentiated Language:

Word / Phrase Level (Vocabulary): Conflict, cooperation, Cinquain, Haiku, Couplet,

Acrostic

Sentence Level (Grammatical Forms): Starts out with descriptive words, then add
details (adjective); then add transition words; Cinquain poem: noun, 2 adjectives, 3
gerunds (words ending in ing), a short sentence, a one word summary. Haiku (first
line 5 syllables, second line 7 syllables, third line 5 syllables). Couplet (two lines that
usually rhymes), Acrostic (all lines of poems should relate), Free Verse.

Discourse Level (Genre / Text Type)

Factual/Purpose

Resources:
Robertson, Improving Writing Skills: ELLs and the Joy of Writing
http://www.colorincolorado.org/article/improving-writing-skills-ells-and-joy-writing;
(Strategy Mind map). Retrieved from ELC Week Nine Supporting Els.

http://mrswarnerarlington.weebly.com/poetry.html

Formative/Summative Assessment:
Formative: Teacher will listen to students talk in groups with one another, teacher
will also walk around and see different groups chalk talks to see who understands
and who needs more help.

Summative: Teacher will use the students poems, and their chalk talks to see if they
met the standards and objectives. This will be demonstrated through how students
poems are written as well as if they understand what cooperation and conflict is
through their chalk talk.

Materials:
Butcher paper, markers, various pictures of cooperation and conflict, examples of
different types of poems, paper, and pencils.

Lesson Procedures Adaptations for ELs

Opener
Teacher will have written on the
board an agenda for the lessons
activities so students will know
where they are at, and what is
coming next.
Teacher will open the lesson by
asking if students know what the
word cooperation means.
Teacher will then ask students if
they know what the word conflict
means.
Teacher will remind students that
they will actively listen while
others are speaking.
Teacher will have written on the
board an agenda for the lessons
activities each day so the students
will know where they are at and
what is coming next.
Teacher will show the word
cooperation on the board first, and
then show the word conflict on the
board second. Each using pictures
associated with each word to help
students use context clues to
gather what each word means.
Teacher will remind students that
they will actively listen while
others are speaking.
Mini Lesson
Teacher will divide students into
groups of 3 or 4 and give each
group a piece of butcher paper.
Teacher will then write cooperation
on one side of the paper for each
group.
Teacher will instruct each group to
write anything they know about
the word cooperation.
Teacher will then come around and
write on the other side of the
paper the word conflict. Teacher
will then instruct students to write
anything they know about the
word conflict.
Teacher will let student work for a
few minutes and then ask students
to raise their hand and tell the
class what their group wrote down
for cooperation. (Allow every group
to tell at least two words they
wrote down)
Teacher will then ask each group to
share what they wrote down for
conflict. (Again allow each group to
share)
Teacher will then elaborate on
what cooperation and conflict is
(formal definitions) and give
examples.
Teacher will then encourage
students to use a different color
and write down anything new they
learned in regards to cooperation
and conflict.
ELLs will be in one group, allowing
for them to use their home
language when speaking with each
other to generate ideas.
Teacher will write cooperation on
the top of their paper to help them
know what word to focus on first.
Teacher will then tell students that
they can write or draw anything
that relates to the word. (No right
or wrong answers) to help
stimulate thinking. Students can
speak their home language to start
ideas, and then try writing or
drawing what they are talking
about. The same will happen with
conflict. Teacher will write conflict
on another side of paper, students
will write or draw what that means.
Teacher will come by and listen for
talking among the group and
encourage the group to share out
their answers, or pictures after the
mini lesson is over. If students are
nervous when speaking, teacher
can start a sentence and have the
student finish that sentence with
the teacher helping them along the
way. This will help ease their
nerves and give them extra
support.
Students will be given another
color marker and teacher will
encourage them to write down
anything new they learned.
(Requires them to pay attention
and listen to the lesson). Students
can verbally tell me what new
things they learned and then I will
help them write it down on the
paper by having fill in the blank
sentences, them finish a sentence I
started, and drawing pictures.
Students can also talk with each
other in their home language to
 get ideas together before writing.

Work Session Teacher will give students different

Teacher will show various
examples of poems to the class on
the board.
Teacher will then tell students to
choose any type of poem, and use
the words their group wrote down
for cooperation and conflict to
create a poem about cooperation
and conflict.
Allow students to work for 20
minutes on the poems, walk
around and assist anyone who may
need help.
examples of poems and allow them
to use it as their guide when
writing.
Teacher will direct students to use
the words or pictures they drew to
write a poem over cooperation and
conflict.
Teacher will give students a fill in
the blank poem sheet that has the
outline, and students use a word
bank of their words, to write a
poem. **Give students an outline
of a cinquain poem.

Closer Encourage students to share, even

Ask if any student would like to
share the poem or poems they
wrote with the class.
On the back of their paper, tell
student to write down 1 thing they
learned during the lesson, and 1
thing they did not understand.
Instruct students to turn in their
poems, which will be hung on the
wall for everyone to see.
if in broken English, encourage
them that practice makes perfect.
Teacher can again start a sentence
and have them finish it with help
along the way or even have
student speak a few words about
their poem.
On the back of their paper write:
One thing I learned is ___________,
and allow students to fill in the
blank to help them in writing in
English.
Then write, One thing I did not
understand is _______. And allow
them to fill in that blank to help
them with writing in English.

How do the adaptations support students in learning new language?

I encourage learners to use the new language themselves, even if sentences are
wrong it is still practicing and progressing. If students are hesitant or nervous in
speaking, I will start a sentence for them and have them finish the sentence, while
helping them along the way. This helps them to practice the language, and have an
encourager along the way to guide them. I also support students to use their new
language to learn new content such as with the chalk talk over cooperation and
conflict, and allowing them to brain storm what they already know, and then
encourage them to listen to the lesson to either verbally or in writing tell me what is
new that they learned. This encourages them to listen to the lesson and look at the
pictures provided to gather context about cooperation and conflict. Having all
students go back and write any new information they learned is essential in paying
attention and practicing the language even more in writing. English Learners are
constantly around English speaking students in the classroom, who serve as models
in learning English. Els are exposed to how to form sentences, learning new words,
phrases, etc. While the English Learners are in their own small group, they are
encouraged to speak their home language to one another, which helps to encourage
them to not abandon their home language when learning a new one. Speaking their
home language to each other helps them feel comfortable and be able to converse
about the lesson and gather ideas before writing or drawing out their ideas. Lastly I
include an agenda written on the board of the days activities that all students will
refer to in the morning before the lessons begin. This helps all learners to know
what they will be doing throughout the lesson, and where they are at if they are
confused. This helps Els to know what is coming so they are not surprised as well,
and helps them to practice reading skills.

Day 2: Lesson Title

Essential Question:
What do I know about the Native Americans? What do I know about the Europeans?

GSE Standards:
SS4H2 The student will describe European exploration in North America.
b. Describe examples of cooperation and conflict between Europeans and Native Americans.
ELAGSE4RL1: Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text

WIDA Standards:
EnglishLanguageProficiencyStandard5:Englishlanguagelearnerscommunicateinformation,ideasandconceptsnecessary
foracademicsuccessinthecontentareaofSocialStudies

What strands of the MPIs align with the topic(s) of this lesson?
Level 1 Level 2 Level 3 Level 4 Level 5
Entering Emerging Developing Expanding Bridging
 Describe pictures on Make predictions Discuss stories and Express or defend
Label pictures and board using about the pictures issues related to the viewpoints among
objects of people given descriptive words such as what pictures and your peers during
on the Smart board. happened, why did information we read discussion.
Add on to the that happen? Etc. with peers.
Answer who that information already
person is, what they written in level 1. Retell stories or events Offer creative ways to
are doing, and why that relate to those solve the problem that
they are doing that. . pictures. is in the pictures with
your group members.

Differentiated Language:

Word / Phrase Level (Vocabulary): Europeans, Native Americans, Peaceful, Analyze

Sentence Level (Grammatical Forms): Phrases; incomplete sentences; thoughts;

ideas;

Discourse Level (Genre / Text Type)

Creative/Purpose and Organization.

Resources:
https://www.teachingchannel.org/videos/analyzing-complex-texts-ells-ousd

https://www.teachingchannel.org/videos/text-analysis-lesson-ousd

Formative/Summative Assessment:
Students will be informally assessed through the group work over the pictures presented,
and each student who is sharing and participating. Students will be formally assessed
through each groups responses to the pictures and the previous knowledge each student
knows about the Native Americans and the Europeans.

Materials:
Pictures of conflict between Europeans and Native Americans;
Pictures of cooperation between Europeans and Native Americans.
 Lesson Procedures
Opener
Teacher will write an agenda on
the board of the days activities so
students can know what is coming
up next.
Teacher will write Europeans on
one side of the board, and then
Native Americans on the other
side.
Teacher will prompt students to
raise their hand and tell any
knowledge they know about the
Europeans and Natives. As
students say their knowledge,
teacher will write it on the board.
After everyone has said at least
one fact, there will be a whole
group discussion over the
information on the board.
Encourage students to think about
the information presented.
Mini Lesson
Teacher will discuss the Native
Americans and Europeans in more
detail. (This should be a review
lesson for the students) Teacher
can discuss anything from why the
Europeans came over to the New
World, to what happened between
the Natives and Europeans once
they landed.
Adaptations for ELs
Teacher will write an agenda on the
board of the days activities so
students can know what is coming
up next.
Teacher will give them pictures to
help associate what the words
mean. Teacher will ask opened
questions that have no right or
wrong answers, teacher will also
provide sentence starters for the
students if they need it, teacher
will encourage students to give
any facts they know (can be a
repeat of what a student
previously stated).
Teacher will have a talk moves
anchor chart displayed on the wall
for students to use as a reference
when talking in whole group, small
group, and in writing.
Teacher can give ELLs a paper
with pictures that depicts the
Natives and Europeans to refresh
their memory.
Students can be pair grouped with
other students to help immerse
them in the English language and
have those students guide them as
well.
Students will have the talk moves
chart to refer to throughout the
lesson and unit.
Teacher will remind everyone that
they should actively listen to
others when they are speaking.
Work Session
Teacher will divide the class into 3
or 4 groups.
Teacher will flash
On the board and ask each group to get
a piece of paper out. First have students
discuss in groups what is going on in this
picture. (Teacher will walk by and listen
to each groups insights and write down
any interesting information she hears).
Teacher will then prompt students to
think about the aspects of the picture.
Teacher can guide students thinking with
the following questions: Do the natives look
peaceful? Do they look mean? Do you think the
Europeans needed help? Do you think the
Europeans cooked this meal on their own? Etc.
Students will discuss their thoughts
aloud in their groups taking turns
contributing information. (Teacher can
walk around again and monitor students
thinking, get students back on track, or
help any group that is stuck)
After about 10 minutes of discussion,
teacher will stop the groups and have
each group share aloud what aspects of
the picture they picked up on. Teacher
will write down the thoughts under each
groups heading on the board for
everyone to see the different
perspectives.
Teacher will then flash
Students will be grouped with
English speaking students to help
guide their oral communication.
Allow students to make mistakes,
speak incorrectly, etc. to help their
oral communication grow.
Give students index cards with
guiding questions to help start
their thinking. Can include pictures
to help their thinking as well.
Allow students to use the talk
moves chart for references.
Can give each group a large rock
to hold and the person holding that
rock is allowed to speak, and then
have students pass the rock
around the circle to ensure that
everyone speaks in large and small
groups. This can also help with
anxiety students may face when
speaking aloud. Have student also
use the rock during large group
discussion so that the person
holding the rock is the only one
allowed to speak.
Teacher will write sentence starters
for the students to finish the
sentence. This provides a structure
for them to go by and help while
writing a sentence.
On the board and ask students to talk in their
groups about what is going on in the picture (like
above teacher will walk around and jot down any
information from each group to share to the
class) Teacher will then prompt students to think
about the different aspects of this picture.
Teacher can ask questions to start students
thinking such as: How do the natives look now?
Do they still look peaceful? How do the
Europeans look now? Who has the greater power
in the picture? Do you think the natives feel
threatened? etc.
Teacher will again walk around and help groups
and listen to each group and expand their
thinking.

After about 10 minutes of discussion, teacher will

stop the groups and ask each group share aloud
what aspects they picked up in the pictures.
Teacher will again write down each groups
thoughts on the board, to allow everyone to see
their thinking.

Closer
As a last discussion, flash both
pictures on the board side by side.
Allow students to look at each
groups responses to each picture
and ask students to think aloud
what made their responses change
from picture to picture. Have a
whole group discussion about why
that might be, what is the author
focusing on in each picture, who
may have painted it, etc. to get
students to think about
perspectives.
How do the adaptations support students in learning new language?

I grouped them with English speaking students to serve as models for the ELLs in
their oral communication learning. This will help them to further establish their
English speaking skills and be able to practice with students who can help them.
This lesson requires a lot of speaking; so this allows for a lot of practice for ELLs to
further expand their learning. I want them to talk whenever possible, even if it is
making mistakes and incomplete sentences it is still progressing. I also will give
them talk moves to help with their speaking, and the talk moves can be accessed
anytime the student needs it. Talk moves helps students to formulate how to agree/
disagree with someone, how to reference a text, or even how to explain what is
going on, which will also move into helping them with their writing as well. All of my
students can use the rock method if I desire them to, this helps the language
learners know when to speak and when not to speak as well as actively listen to
others who are speaking. This also helps language learners who have anxiety about
speaking because this allows them to hold something in their hand while they talk.
This will also be good for all other students as well because this will clearly tell
students when to talk and when to listen. I will also remind everyone to actively
listen to others when they are speaking, this will start to become a habit not only for
English language learners but for native speakers as well. I also will write an
agenda on the board of the days activities so all students, including Els will know
what is coming up and this will help all students practice reading as well.

Day 3: Lesson Title

Essential Question:
How can I describe a character in depth using details from the text?

GSE Standards:
SS4H2 The student will describe European exploration in North America.
b. Describe examples of cooperation and conflict between Europeans and Native Americans.
ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a characters thoughts, words, or actions).

WIDA Standards:

EnglishLanguageProficiencyStandard5:Englishlanguagelearnerscommunicateinformation,ideasandconceptsnecessary
foracademicsuccessinthecontentareaofSocialStudies
English Language Proficiency Standard 2: English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Language Arts

English Language Proficiency Standard 1: English language learners communicate for Social and Instructional
purposes within the school setting.

What strands of the MPIs align with the topic(s) of this lesson?
Level 1 Level 2 Level 3 Level 4 Level 5
Entering Emerging Developing Expanding Bridging
Listening: Listening: Draw
Listening: Point to Listening: Match oral Listening: Order Compare/contrast the conclusions and make
stated pictures as the descriptor to illustrations to relationships depicted connections from oral
book is read aloud. illustrations. teachers oral in the book through discourse.
instructions. oral information;

Writing: Label pictures

from the story
Writing: Produce
drawings/sentences Writing: Produce a Writing: Apply
from the pictures. narrative from the Writing: Edit/revise information to new
Follow the written pictures of how the your writing. contexts as a diary
directions and give main character feels; entry stating your own
information that is describe the events, thoughts and feelings.
requested. people, setting etc.
that is occurring in the
picture.

Differentiated Language:

Word / Phrase Level (Vocabulary): diary, various vocabulary found in book

Sentence Level (Grammatical Forms): adjectives; concrete noun + verb+ end

punctuation;

Discourse Level (Genre / Text Type)

Analytical/Purpose, Creative/Organization.

Resources:
Robertson, Reading 101 for English Language Learners;
http://www.colorincolorado.org/article/reading-101-english-language-learners

Formative/Summative Assessment:

Students will be assessed throughout the lesson through group participation,

teamwork, character maps. Students will also be assessed through their diary
entries they write and turn in as to who understands and who does not.
Materials:
Book The Land of Gray Wolf by Thomas Paine.
Butcher paper
Markers
Pencils
Markers
Lesson Procedures
Opener
Teacher will write todays agenda on the
board so students can reference where
they are at, and what is coming.
Teacher will remind students that when
someone is speaking, they are to listen.
Teacher will show the students the book
cover The Land of Gray Wolf and
students will be asked to make
predictions as to what the book is about.
Teacher will do a picture walk with the
class and the class will make inferences
about the book. Students will share
these aloud to the whole class.
Mini Lesson
Teacher will read The Land of Gray Wolf
by Thomas Paine to the class.
Work Session
Students will be divided up into 3 or 4
groups. Students will be given a
character to focus on (Running Deer,
Europeans, and the land). Students will
use the butcher paper to describe the
character/setting the group was given.
Adaptations for ELs
Teacher will write todays agenda on the
board so students can reference where
they are at, and what is coming.
Teacher will remind students that when
someone is speaking, they are to listen.
Teacher can ask students open-ended
questions while doing the picture walk,
such as: what is happening in this
picture? What do you think will happen?
What is going on? Etc.
Allow for students to see the pictures as
you walk by.
Teacher will ask literal questions after
the read aloud such as, Why do you think
Running Deer is scared of the Europeans,
etc.?
Teacher can give students a copy of the
book for them to follow along with, to
improve their reading.
Students will be mixed in with English
speaking students.
Students will be allowed to draw pictures
that represent what their character felt,
students can also write short words or
phrases that help readers see how the
main character feels, teacher can write
Students can write the characters
thoughts, words, actions on the paper to
further tell the class how the character
felt.
sentence starters to help students as
well.
Students will be encouraged to write
sentences to their best ability to practice
their written communication.

Closer Students will have access to the

character maps as well as the rest of the
Students will write a diary entry from any class.
characters perspective in the book. Students will also be able to use the
Students are allowed to refer to the pictures throughout the book as a guide
character maps each group made for to help them.
references and help with their diary Students will be given a fill in the blank
entry. Once students are finished, it will diary template to help guide them in
be turned in. their writing, and provide a structure for
the writing.

How do the adaptations support students in learning new language?

The adaptations support students in learning new language by needing to

understand what is said to them as well as what they read when writing a character
chart. Learners also need to understand what is said to them and what they read
through the oral directions given to them by the teacher. Learners will have English-
speaking students to serve as guides in helping them continue to learn the new
language. Students will also have opportunities to use their new language to learn
new content such as through writing, and oral communication with peers and the
teacher. Students will be given a copy of the book so they can follow along with the
teacher. This will help them make one-to-one correlation while reading, as well as
practice reading and recognizing words. Teacher will write down the days agenda on
the board in the morning to provide structure for the rest of the day so students will
know what is coming up next. Teacher will also remind students that when someone
is speaking they rests of them are to actively listen. This will help create a routine
for all students, including Els in the classroom as to the daily way of things. Teacher
can write sentence starters as well to help guide thinking as students work. Placing
students with English speaking students will help them develop their English skills
and provide help when I am busy.
 Day 4: Lesson Title
Essential Question: What do I know about Christopher Columbus, and Ponce de
Leon?

GSE Standards:
SS4H2ThestudentwilldescribeEuropeanexplorationinNorthAmerica.
a.Describethereasonsfor,obstaclesto,andaccomplishmentsoftheSpanish,French,andEnglishexplorationsofJohnCabot,
VascoNezdeBalboa,JuanPoncedeLen,ChristopherColumbus,HenryHudson,andJacquesCartier

WIDA Standards:
EnglishLanguageProficiencyStandard5:Englishlanguagelearnerscommunicateinformation,ideasandconceptsnecessary
foracademicsuccessinthecontentareaofSocialStudies

What strands of the MPIs align with the topic(s) of this lesson?
Level 1 Level 2 Level 3 Level 4 Level 5
Entering Emerging Developing Expanding Bridging
State reasons for Compare/contrast Explain, with details,
Provide information Give examples of what exploration from accomplishments of contributions of
about explores explorers do or did illustrated graphs, or explorers from explorers to history
depicted in illustrated from illustrated scenes charts illustrated graphs or
scenes charts

Differentiated Language:

Word / Phrase Level (Vocabulary): Compare, Contrast, Explorer, Accomplishments

Sentence Level (Grammatical Forms): Fragments, complete sentences, ideas, and

phrases.

Discourse Level (Genre / Text Type)

Factual/Purpose , Analytical

Resources:
https://www.teachingchannel.org/videos/analyzing-complex-texts-ells-ousd
Formative/Summative Assessment:

Formative: Teacher will track who is contributing to group discussion, whole group
discussion, etc. during the lesson. Teacher will also track who is contributing during
the opener and mini lesson as well to see who understands and who does not.
Teacher will also use the compare and contrast sheets as well as the contributions
both explorers gave in history to determine who was paying attention/understanding
what is going on.

Materials:
A picture of Columbus, and Ponce de Leon
3 or 4 various pictures of explorers doing various things while exploring.
A chart and map of the route each explorer took, as well as where they went.
Paper
Pencil
Smart board

Lesson Procedures Adaptations for ELs

Opener
Write down the days agenda on the
board
Remind students that when someone is
speaking, they are to be listening.
Tell students that we are going to be
learning about different explorers.
Ask students for the definition of
explorer/ characteristics of explorers.
Tell students to keep in mind what an
explorer is today throughout the lesson.
Write down the days agenda on the
board
Remind students that when someone is
speaking, they are to be listening.
Write the word explorer on the board for
everyone to see.
Give a sentence starter for students such
as An explorer is . . . and let the
students finish the sentence.

Mini Lesson Place all Els in their own group

Show a picture of Christopher Columbus Give students their own picture of

on the board, ask students do they know Christopher Columbus, and Ponce de
who this person is. Leon.
Once students figure out its Christopher
Columbus or you tell them, ask students
to raise their hand if they know any facts
about him.
Teacher will write down the facts on the
board as students say them aloud.
Teacher will then show them a picture of
Ponce de Leon on the board, and ask
students if they know whom this explorer
is.
Again, once students know who he is
asking them to raise their hands if they
know any facts about him.
Teacher will write down the facts on the
board as the students say them aloud.
Work Session
Remind students of the rock procedure,
that whoever is holding the rock has a
chance to speak, and everyone else will
listen. Students are also to pass the rock
so everyone gets a chance speaking.
Divide students into three or four groups
Give students various pictures of
Columbus and Ponce de Leon exploring
and ask students in their groups to talk
about what is going on in each picture
and why that may be.
Give students a few minutes to study the
pictures and walk around checking in on
each group and help with what they may
not understand.
Once students are done talking about
the pictures, ask each group to show the
class the picture they had and explain
what is going on.
Next, give students charts and maps of
the routes each explorer took, and have
students talk about in the groups why
each explorer went to the place they did,
and why. Have students think about what
could be there such as goods, and why
this place was so important.
Give students a few minutes to talk
Allow them to use their own language to
communicate about whom each person
is and any facts they know.
Encourage students to share who each
person is and give them a sentence
starter such as I think this is . . . and
have students finish the sentence.
Encourage students to tell any facts they
may know. Students can describe any
words, or actions that they think belongs
to them. Give students a descriptive
word bank that can help guide them in
choosing words that describe each
explorer.
Remind students of the rock procedure,
that whoever is holding the rock has a
chance to speak, and everyone else will
listen. Students are also to pass the rock
so everyone gets a chance speaking.
Keep students in the same group so they
can use their home language to
communicate with one another.
Give students same pictures other
groups receive, and encourage students
to talk about what is going on in each
picture. Walk past their group and have
them talk to you about the picture and
state what is going on in English with
any assistance they may need. Again,
students will have a descriptive word
bank in front of them that can guide
them when describing what is going on.
During the share time, give students a
chance to share and assist them if they
need to. Give them sentence starters to
help them, and allow their group peers
to help them as well.
Give students the same charts and maps
the other groups receive. Allow students
about in their groups and then call for a
whole group discussion with students
raising their hands and saying their
answers.
to give reasons in their groups as to why
each explorer went where, and what
they found.
Teacher will stop at their group and have
them verbally state why they think each
explorer went where they did, and what
they may have found.

Encourage students to share aloud, even

Closer
Have students on a piece of paper
compare and contrast each explorers
accomplishments, reasons for exploring,
etc.
Then have students write in detail what
contributions each explorer gave in
history, and to defend their claim.
if it is just words or incomplete
sentences. Teacher can help with
assistance, or even their own group
members can help them.
Pull the small group at your table while
the others are writing their papers.
Ask students to verbally compare or tell
what is alike between the explorers, and
contrast or tell what is different between
the explorers.
Teacher will be writing down what each
student says under his or her name.
Then have each student tell you in detail
what contributions each explorer gave in
history, and again write down what they
tell you under their name.

How do the adaptations support students in learning new language?

The adaptations support students in learning a new language because it requires

them to use the new language themselves. This lesson in particular requires a lot of
speaking, which is perfect in helping them practice the new language. When they
are speaking, I will give them sentence starters, guide them along their sentences,
and allow them to use words/phrases, give them something to hold. Etc. to help
ease their nerves and get them comfortable with speaking aloud. This lesson also
gives them models for the new language through the teacher and peers when they
are speaking aloud to the whole group. This provides students with more immersion
in to the language and new words or phrases that will help them in the future. I also
allow the students to use their home language in their group when communicating
with each other. This preserves their language, and helps to make them feel even
more comfortable since they can talk about the lesson in their home language.
Lastly, this allows them to use English to learn new content because they have to
describe what is happening in each picture in English, as well as look at maps of
each explorer to learn the new content. I include an agenda at the start of everyday
so that all students can know what is to come and provide that structure for the
days learning. This is useful with Els because they can follow along to see where
they are at and what is to come. I also remind students that when someone is
speaking, they are to be listening this helps all students get in the habit of that as
well. Lastly I introduce the passing rock when speaking again so students have a
structure to go by when it is appropriate and inappropriate to talk. (Continuing to
build that daily routine with all students).

Day 5: Lesson Title

Essential Question:
What have I learned during the week?

GSE Standards:
SS4H2ThestudentwilldescribeEuropeanexplorationinNorthAmerica.
a. Describethereasonsfor,obstaclesto,andaccomplishmentsoftheSpanish,French,andEnglish
explorationsofJohnCabot,VascoNezdeBalboa,JuanPoncedeLen,ChristopherColumbus,
HenryHudson,andJacquesCartier
b. b.DescribeexamplesofcooperationandconflictbetweenEuropeansandNativeAmericans.

WIDA Standards:
EnglishLanguageProficiencyStandard5Englishlanguagelearnerscommunicateinformation,ideasand
conceptsnecessaryforacademicsuccessinthecontentareaofSocialStudies.

EnglishLanguageProficiencyStandard2Englishlanguagelearnerscommunicateinformation,ideasand
conceptsnecessaryforacademicsuccessinthecontentareaofLanguageArts.

What strands of the MPIs align with the topic(s) of this lesson?
Level 1 Level 2 Level 3 Level 4 Level 5
Entering Emerging Developing Expanding Bridging
Give examples of what State reasons for Compare/contrast Explain, with details,
Answer the who, what, explorers did from exploration from accomplishments of contributions of
when, where and why illustrated scenes illustrated graphs, or explorers from explorers to history
questions, in relation given. charts illustrated graphs or
to the pictures. charts
Differentiated Language:

Word / Phrase Level (Vocabulary): Christopher Columbus, Ponce de Leon, compare

and contrast;

Sentence Level (Grammatical Forms): Fill in the blank, true false,

Discourse Level (Genre / Text Type)

Analytical/Purpose
Resources:
120 Content Strategies for English Language Learners; Jodi Reiss

Formative/Summative Assessment:

Summative Assessment: Students will be given a test that will incorporate various
types of questions from multiple choice, true/false, fill in the blank etc. to assess
what each student has learned during the week.

Materials:
Pencil
Test Paper

Lesson Procedures Adaptations for ELs

Opener
Write down the days agenda on the
board
Remind students that when someone is
speaking, they are to be listening.
Tell students that today they will be
taking a test over what they have
learned throughout the week.
Write down the days agenda on the
board
Remind students that when someone is
speaking, they are to be listening.
Have pictures of pencils, paper, and test
on the board to catch attention. Helps
students to put together what is about to
happen in class.
Mini Lesson
Have a quick review over information
from the past week with the class before
the test.
Encourage students to state answers to
the questions, or even ask questions if
they do not understand. Students can
listen to their peers as they answer
questions for a review also and have
models of new words and phrases that
are apart of the language.

Work Session Give students the same test as everyone

else, test will have multiple choice,
Students will take a test true/false, fill in the blank etc. Gives
students more choices and support
during a test so they can do their best.

Closer Write on their paper I feel good/bad

about the test because. . . Have
Have students write down how they feel students circle good or bad and explain
they did on the test. why.

Gives a format for students to follow and

helps to make writing easier.

How do the adaptations support students in learning new language?

The adaptations for this test lesson supports students in learning a new language
because the students will need to understand what has been said to them during
the week, as well as what they will read on the test. Students will also have more
opportunities to try the new language from the test review by stating answers, or
asking questions. The teacher can help the students by starting sentences for them,
or even having them restate an answer choice or word that corresponds with a
question. Students will also have an opportunity to practice writing in English
through the word choice bank on the fill in the blank section of the test, as well as
during the closer. Teacher will support the students by giving them a word bank for
the fill in the blank section, a matching section so they can draw a line to what
answer the question responds to as well as circling how they felt they did on the
test and explaining why they feel that way. Students can use stretched language
when reading the test to themselves, because they may need to sound out a word
and use stretched language as a means of helping them. Students will have their
peers as models during the test review as well; students can listen to their peers
and pick up more information and words they may not even know. I again write
down the days agenda at the beginning of the day to provide structure for Els and
all students alike to get into the swing of things, I also remind students that when
someone is talking they are to be listening so that students will respect others and
learn when it is appropriate and inappropriate to talk.