Bridgewater College Teacher Education Program Lesson Plan

Name:

Rachel Monteleone

Subject/Grade Level: Lesson Title: Unit: Date or Lesson #:

Social Studies/3rd Ponce de Leon Brochure European Exploration April 6, 2017

Grade

Virginia SOL/National Standard:

SOL 3.3

The student will study the exploration of the Americas by:

a) describing the accomplishments of Christopher Columbus, Juan Ponce de Len, Jacques Cartier, and Christopher
Newport;
b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on
American Indians

SOL 3.4

Students will develop map skills by:

c) locating the countries of Spain, England, and France;
d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de
Leon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown,
Virginia).

Curriculum Framework:
Essential Understandings:
The first explorers had different motivations, had different sponsors, and met different successes.
Essential Questions:
Who were some of the important European explorers from Spain, England, and France?
What were the different motivations of these early European explorers?
What were the successes of these early European explorers?

Essential Knowledge:
Terms to know
o explorer: A person who travels seeking new discoveries
o European: A person from one of the countries in Europe
Explorer Country Motivations Successes
(Sponsor)

Christopher Spain To find a western sea First European to discover a sea route to
Columbus route to Asia America; discovered Western Hemisphere
(landed at San Salvador)

Ponce De Spain To discover riches and First European to land in Florida (near St.
Leon land to conquer Augustine); gave Spain a claim to Florida

Jacques France To colonize the New Explored the St. Lawrence River Valley
Cartier World (near Qubec, Canada) and gave France a
North America claim

Christopher England To discover riches; to Arrived at present day Jamestown; made

Newport find a western sea route four additional voyages, bringing more
 to Asia; to colonize people to Jamestown; was one of the first
Virginia men to reach the Fall Line of the James
River

Essential Skills:
Locate and use information from print and non-print sources.
Distinguish between relevant and irrelevant information.
Gather, classify, and interpret information.
Measurable Lesson Objective(s):

Students will be able to identify Ponce de Leons sponsoring country, the year he explored, his motivations,
accomplishment, obstacles, and one fun fact.

Materials/Technologies/Resources Needed:

Construction paper
Markers
Crayons
Colored pencils
Pencil
Cooperative Learning Job Cards
Brochure Cutouts
Brochure Checklist
Scrap paper
Scissors
Gluestick
Assessment (Formative and/or Summative):

Students will create a brochure identifying and illustrating Ponce de Leons sponsoring country, the year he explored, his
motivations, accomplishment, obstacles, and one fun fact. Students will present their brochure to the class.

Anticipatory Set (Hook & Agenda):

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Pass out a blank scrap piece of paper to Students will get out their colored
each student while students are getting pencils. 2 minutes
out their colored pencils.

The teacher will instruct students to draw Students will draw a picture of Juan
a picture of Ponce de Leon. Ponce de Leon.

Access /Review Prior Knowledge:

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
After one to two minutes of drawing, the Students will then write as many facts as
teacher will ask students to quickly write they can about Ponce de Leon on the 3 minutes
a few facts about the explorer on the same scrap piece of paper.
same piece of scrap paper.

The teacher will be walking around

monitoring what students are writing.
After giving students 1 to 2 minutes, asks Students will turn to their shoulder
students to turn to their shoulder buddy buddy to share their illustration and
to share their illustrations and facts. facts.

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding

Independent Practice

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Modeling Modeling
Modeling
Explain to the class that they will be
making brochures about Ponce de Leon
that they will present to the class.
10 minutes
Give every student a checklist with the
requirements of the project. As a class, students will listen to Directions and
instructions and raise their hands to ask checklist will be up
Place project checklist under the questions as they arise. on the document
document camera and explain project camera when
teacher goes over
expectations. directions
When the teacher asks students to get
Split students into 6 heterogeneous groups of into groups, students will find their
3. The groups will be chosen by the teacher. group members and find a spot in the Each student will
Once groups are called, each group will find a room to work on their project. be given a checklist
place in the room to work on their life-size with the
explorer. requirements of the
While explaining the jobs (task manager, Student will read their job card and raise project.
materials manager, and recorder) pass out job their hands if they have any questions.
cards each student.
Guided Practice/Checking for Guided Practice/Checking for Guided
Understanding Understanding Practice/Checking
for Understanding
The materials manager from every group Once students have found their group
will go to the back table to get everything members, the materials manager from every
they need for this project (scissors, glue, group will go to the back table to get all the
construction paper, and brochure cutouts). supplies needed (scissors, glue, construction
paper, and the brochure cutouts). Students #17 and 25 minutes
Students will begin to create their #18 will be given
brochures. Students will begin by filling in Juan Ponce
de Leons obstacles, motivations, a differentiated
For the remainder of the period, the teacher accomplishments, his sponsoring country, brochure cutout.
will monitor and follow up with each group as and his year of exploration. Each student Instead of writing
they discuss Ponce de Leon and his needs to work together to meet project
exploration. requirements. Students will then glue their
from scratch, they
facts on a giant piece of construction paper will have to cut
The teacher will constantly circulate to each
group to check their progress and creating their brochure. and sort Ponce de
collaboration. Leons obstacles,
Once they have glued their facts, each group
motivations, and
must raise their hand to call the teacher over
to check their facts. accomplishments.
Once they have been checked, students will
create illustrations making their brochures
come to life.
 Independent Practice:
Independent Practice: Each group will present their
Independent
Groups will present their brochure to the brochure to the class making sure that Practice:
class. all group members have a chance to
Students #17 and
The teacher will have a checklist for each contribute.
#18 will present to
group making sure students met all 10 minutes
the teacher only.
requirements
After they have all presented, students will
After the all the students have presented, their hang their brochures in the hall or on the
brochures will be hung in the hall or on the
classroom walls.
classroom walls.

Closure:

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Ask students to share something Students will raise their hand to share
they liked about another groups with the class something they liked Students #17 2 minutes
brochure and one fact they heard. about another groups brochure and and #18 will
one fact from their brochure. share with each
other one thing
they liked about
the brochures
and one fact
they heard about
Ponce de Leon.

Declarative Summary Statement:

Everyones brochures looked amazing! Thank you for teaching us about Ponce de Leon and his exploration from Spain to
Florida to find new things to claim for Spain.

Activity If Extra Time Remains or Technology Fails:

Teacher will: Students will: Accommodations/ Anticipated

Differentiation: Time:
Instruct students to look over their Students will look over their poster and
poster and edit and revise as needed. edit and revise it if necessary.

Then find a spot in the room to practice Then they will find a spot in the room to
presenting. practice presenting.

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.