Unit of Study:         Telling Our Stories

We use language to express who we are and what we think.

Lesson Title:          The Early Americans/Coming to America

Discipline(s):           English for Speakers of Other Languages (ESOL).

Grade Level:           3 - 5th grade, level B

Author:                    Popsy Kanagaratnam

County:                   Montgomery Public Schools

Length of Time:      Five 45-minute lessons, can be combined into block schedules.

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Abstract:

Students take 5 – 7 years to acquire academic vocabulary.  In working with English Language Learners in Montgomery County, the focus is on helping students acquire language while teaching content with the goal of successful participation in the classroom.  The curriculum guide has a lesson that uses the voyage of Christopher Columbus.  That lesson has been expanded to include a visual arts and theater component as this allows students who are kinesthetic or visual learners to access the material.

Materials:

Heavy-weight paper (80-lb).
Card stock or manila folders
Embroidery needles
Yarn
Various magazines
Scissors
Glue
Crayons
Pencils
Paper

Resources:

Columbus, C.  “Journal of the First Voyage of Columbus,” in The Northmen, Columbus, and Cabot 985 – 1503.  Olson, J. & Bourne, G.E. (eds.)
MCPS ESOL Curriculum Guide (3 -5 B)
Conrad, Pam.  Pedro’s Journal.
Freedman, Russell.  Who Was First? Discovering the Americas.
Maestro, B. & G. The Discovery of the Americas.
Pelta, Kathy.  Discovering Christopher Columbus.
Waldseemuller, Martin. Universalis Cosmographia Secunmum Ptholomaei Traditionem et Americi Vespucii Alioruque Lustrationes. 1507. www.loc.gov

Graphic organizers: 

Character traits word list from MCPS curriculum guide.
Character trait glossary from MCPS curriculum guide.
Story summarizer from MCPS curriculum guide.
Image of net jaguar mosaic from Dumbarton Oaks or jaguar statue from Kislak collection at LOC.

Standards/Learner Outcomes:

Fine Arts Standards:

Theatre:           1.1 (c) Identify and describe how conflict (problem/solution) is depicted in dramatic work and improvised scenes.
                        2.3 (b) Interpret form and content of dramatic work.
                        3.2 (a) Use selected posture, movement, expression and vocal skills to create characters.

Visual Arts:     1.1 (a) Analyze how physical qualities of people, animals, and objects are represented through the elements of art.
                        1.2 (b) Create and describe thematic artworks that communicate personal narrative.
                        3.1 (a) Experiment with processes and techniques to convey specific thoughts and feelings.

Content Standards:

ESOL:             1.2 (b)Demonstrate aural comprehension of literary selections.
                        2.2 (b) Relate events stories and narratives.
                        2.3 (d) Use words to indicate appropriate direction, time sequence, and location.
                        2.4 (c) Use appropriate verb tense.
                        3.4 (d) Demonstrate comprehension of a literary text.
                        4.2 (c) Write for personal communication.
                                   
Objectives:

Fine Arts Objectives:
Using media and making artistic choices to give expression to an idea; using drama conventions drawing, writing, and freeze frame as well as devices such as paper-location and tableaux to enhance understanding of concepts.

Content Objectives:
SWBAT understand the importance of Christopher Columbus journey to America.

Language Objectives:
SWBAT use appropriate vocabulary to describe the journey; SWBAT use correct verb-tense agreement in describing the journey.

Keywords/Vocabulary:

Challenge
Christopher Columbus,
Discovery
Explore

Feeling/emotion words:
Excited
Nervous
Afraid

Story element words:
Character
Setting
Conflict

Character trait words:
Daring
Responsible
Creative

Motivation:

ESOL students often do not fully comprehend academic language and concepts and by using fine arts standards, the language is supported by the use of visual and creative media.  In order to get across the concept that not only did the coming of Columbus and his sailors to the New World change the lives of the indigenous people, but Columbus and his crew were also changed.  In the same way, by coming to the US, my ESOL students and their families are changed but those who were here before are also changed by coming into contact with them.  How do we behave as guests and hosts?  What are our rights and responsibilities?

Scope and Sequence:

DAY 1

Activator: (5 minutes) 

1. Students receive 1 sheet of heavyweight paper.  The Waldseemuller 1507 map is on the screen/overhead.  The group is told, “We are going on a journey.  What do you see?  Take 5 minutes and write down what you see.”   We will come back to this at the end of the lesson.
           
2. Now, we will assemble our journals using the five-station pamphlet stitch.  Hand out yarn, and directions for making books. The books will be pre-punched and students will just have to assemble them.

3. K-W-L chart:  We are going on a journey.  Who has gone on a journey?  Who has moved to another country, or has parents or grandparents who moved to another country? What are some of the reasons that people go on journeys?  Take two minutes to think and share with your partner. WHY.  Teacher will hand out an excerpt from Columbus’ journal indicating that one reason for this journey is to get gold and riches. 

4. Here is some information about our journey.  It takes place about 500 years ago.  There are no cars, no planes, and no trains.  They have not been invented.  How would someone go on a journey?  What do we need to take with us?  How long do you think it will take? Write down the answer to these questions on a piece of paper and put it in your notebook.

5. Now you are going somewhere very far away.  Do you think there will be other people there?  What will they look like?  What have you heard about them?  Before you and your family moved to the United States, what did friends and neighbors say?  Before you moved to this school?  Think about what you thought you would find and whether that was true.

Exit question:

I am going to hand out a letter from a friend or neighbor.  The letter will say:

“Dear Friend, you are about to go on an exciting journey…please tell us what you think you will see and hear…please write back, Your Friend.”  Now write and draw in your journals about what you think you will see in this new land.

DAY 2

1. Activator:  (5 mins).  Yesterday we wrote about a journey that we are about to take.  You wrote and drew pictures of what you thought you would find.  Today, look at the image on the screen and write what you think it is in your journal.  Does it look real?  Do you think we will encounter such an animal on our journal?

2. Today we are going to begin our journey.

3. Because we are going over the seas, how do you think we will travel?  Now, think of what we need to take with us, what jobs we have to do, and draw the answers to these questions.

4. We are going to walk around our boat, which is in the middle of the room.  Do we have any water?  Do we have food?  Are we taking animals with us? Do we have a cook?  Do we have sailors?  Do we have someone who can steer the boat?  I want you to place your jobs on the boat in the places where someone would be likely to do them. (Paper location).

5. Now walk around the room and see whether things are in the right place.  If you want to move something, please tell us why.

6. Do we have someone in charge?

7. We are starting on our long journey.  Now, I want you to go to your places, if you have a job, please start doing your job.  I may have something to say, so I might come in but you will know ahead of time. (Teacher in role).

8. [Ocean music in the background].  Teacher hands one soldier a note telling them to complain about length of journey, running out of food, and not seeing land.

9. Teacher hands Columbus a note from the King, telling him to offer a reward to the first person who sees land.

10. What happens next?  Students take 2 minutes and form a tableaux and freeze.

DAY 3

Activator:

1. We will begin where we left off yesterday.  You completed a long journey.  What happened next?  Go into your groups and freeze.

2. Now, what did you see on your journey?  Write and draw in your journals about your journey.

3. You are going to read a short passage from a book called Pedro’s Diary.  Pedro went on this voyage.  You will read in his words, what he saw and how he felt.

4. Now that you are in this new place, what do you expect to find? What do the people look like?  Are they friendly?  You have come to their home.  What about you?  How are you acting?

5. Please describe the people that you see and how they behaved.

6. Now, please stand up and act out how you think they behaved and what happened next.

7. Freeze.

DAY 4

Activator (5 min).

1. Today we are going to talk about what we know so far.  Back to the K-W-L chart.  Do you know yet who we are talking about?  What is this famous journey?   Was everybody happy about going on this journey? What about the people who thought they would never get there?  Are they happy now?

2. We have come to a new place and seen new people.  I will read a description of these people from Columbus’ letters (Las Casas).  Please draw a picture of these people.

3. Now we’re going to role-play.  Here we are, we’re off the boat and here are some people.  What should we do now?  How did the people act?  How do we act?

4. Remember, Columbus and his men went to someone else’s country.  If you go to another country, or to someone else’s house, how do you think you should behave?  If I come to your house, is it okay for me to sit and play with your Wii or your Nintendo or your PSP?  Is it okay for me to open your refrigerator and eat your food?  So, if you come to another country, do you think you should follow their rules or say this is how I do things at home so that is how I am going to behave? Remember you do not speak the same language.  How are you going to communicate?

5. Now I am going to read to you about what happened to the local people.

Exit question:

Please write in your journals about how you feel.

DAY 5

Activator.

1. Today is our last day working with this unit.

Remember that Columbus thought he was going to India.  We think he actually went to the Bahamas but that is why he called the people he saw Indians, he thought he was in India.  Do you think he was the first person to discover America?  At one time, this is what people thought but now they think differently.

2. Until now, you have been the sailors.  Now, some of you are going to be the people who were here all along, you are going to be the Native Americans.  Now these new people have come along, and they are trying to talk to you.  How do you act?  Now I want the Indians to get into a group and decide what they should do.  Do you have a leader?

3. Columbus and sailors, what are you going to do?  Why are you here?  Remember what your goals are.  You don’t speak the same language.

4. Think about what you are going to do and then begin to act it out.

5. New information:  Columbus and the chief are going to meet.  Do you trust Columbus?

6. Remember that you do not speak the same language.  Now, I want you to write or draw your culture and your heritage.  We need to save it.  I am going to give you a few sentences that describe what happened when you saw these people.  Please draw or make a collage to show what happened.

           
Assessment(s):

Summative assessment: 

Students will re-tell the story of Columbus’ first journey to America, using sequencing.  Students will read from a passage they have not previously seen using MCPS curriculum standards.

Formative assessment: 

Students will have a journal in which they will have written a letter, drawn pictures, and created a collage reflecting their understanding of Columbus’ journey to America.  Students will have used process drama techniques to access some of the emotions that Columbus and his sailors may have felt as well as those of the local indigenous population.

Closure/Reflection: 
In order to make the social studies information accessible to ESOL students, I have chosen to use a journal that students will assemble on the first day, along with theater devices so that they will be better able to empathize with Columbus and his sailors and the local indigenous population.  I would like to link that with the personal experiences of the students many of whom have come to the US from another country so that they consider what it is like to be a guest in another country.