Integrated Unit Plan

James Wallbaum
Part A
1. What is the topic or theme of your unit? What is the grade level for whom it is
intended? At what time of the year will the unit be implemented? For what
length of time is the unit intended? (2 points)
The topic or theme of my unit is explorers. This unit is created with a fifth
grade level class in mind. The class will study explorers for three weeks in the
spring.
2. What are four-to-six instructional goals of the unit? (2 points)
a. Describe the reasons for exploration, particularly economic, and the
results of exploration. (Social Studies)
b. Be able to locate on a map the various places discovered and routes taken
by explorers. (Geography)
c. Understand innovations and technology of the era that contributed to
the craft of ship building. (Science)
d. Demonstrate the ability to write for different purposes, including
summarization and first person perspective narration. (Writing)
e. Apply knowledge learned to artistic creation in 2D (map) and 3D
(model ship) formats. (Art)
f. Demonstrate the ability to place events in chronological order on a
timeline. (Reading)
3. Which core subjects and personnel will be involved in the implementation of
the unit? (There must be at least three different core subjects involved.) (1.5
points)
The core subjects involved in the implementation of this unit will be Social
Studies, Geography, Reading, Writing, Science and Math.
4. Which special subjects and personnel will be involved in the implementation
of your unit? (There must be at least two different special subjects involved.)
(1 point)
The special subjects involved in the implementation of this unit will be Art,
Technology, and Physical Education.
5. What five Common Core standards and/or ISBE standard benchmarks will be
addressed within the unit? (These must come from at least three different
subject areas.) (2.5 points)

16.A.1c Describe how people in different times and places viewed the world
in different ways. (Social Studies - History)
15.C.2c Describe how entrepreneurs take risks in order to produce goods or
services. (Social Studies - Economics)
17.A.1b Identify the characteristics and purposes of geographic
representations including maps, globes, graphs, photographs,
software, digital images and be able to locate specific places using
each. (Social Studies - Geography)
13.B.2b Describe the effects on society of scientific and technological
innovations (e.g., antibiotics, steam engine, digital computer).
(Science)
CC.5.R.L.6 Craft and Structure: Describe how a narrators or speakers point
of view influences how events are described. (Language Arts)
6. What are four-to-six prior skills that this unit is intended to reinforce? (2
points)
a.
b.
c.
d.

Read with a purpose. (Summarizing, Visualizing, Perspective)

Use a T-Chart to note differences
Reading Maps
Use context clues to identify new words

7. What are eight-to-ten specific new student skills or behaviors that you hope
to have demonstrated in the unit? (4 points)
a. Students will be able to put events in chronological order on a time
line.
b. Students will be able to follow and mark the route of an explorer on a
map.
c. Students will understand some of the risks and rewards of exploration.
d. Students will be able to define the following vocabulary words:
commodity, latitude, longitude, navigator, expedition, caravel, mast,
hull, bow, ribs, and keel, gale, bluff, glacier, polar, and tides.
e. Students will understand some of the changes that occurred because
of exploration.
f. Students will know the defining characteristics of a caravel (15 th
century ship).
g. Students will be able to identify the changes in ships through time.
h. Students will demonstrate the ability to visualize a passage as it is
being read.
i. Students will associate geographic regions with their physical
characteristics.
j. Students will be able differentiate between active and passive points of
view, and will write a log using the active point of view.
8. What resources will you and/or the students need in the implementation of
the unit? (2.5 points)

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.

The Story of the Samson by Kathleen Benner Duble

Maps
Classroom Computers
Photos of the vocabulary words
Various worksheets and graphic organizers
Ship by David Macaulay
Mariners Museum website:
http://ageofex.marinersmuseum.org/index.php?page=ships
Fishing in the Air by Sharon Creech
Around the World in a Hundred Years: From Henry the Navigator to
Magellan by Jean Fritz
Projector and white board
Paper, Colored Pencils, etc. for creating maps
Popsicle sticks, glue, etc. for creating model ships
Treasure Hunt Map, Clues, and Treasure
Explorer Game Stations and Passports
Library

9. What is the topic of each designated day? What is the formative and/or
summative assessment each day? Indicate whether the assessment is
diagnostic, formative, or summative. (This may appear in calendar format.)
(7.5 points)
Unit Plan: Explorers
Week 1

Monday

Tuesday

Topic

Lesson 1:
Introduction
to Explorers
Unit
Treasure
Hunt
Activity

Content
Areas

Social
Studies,
Physical
Education,
Geography
Formative:
Treasure
HuntChecklist of
Tasks

Lesson 2:
Around the
World in a
Hundred
Years
Maps and
Timelines,
Part 1
Social
Studies,
Reading,
Geography

Assessme
nt

Formative:
Think-PairShare,
Vocab
Worksheet,
Commodity

Wednesda
y
Lesson 3:
Around the
World in a
Hundred
Years
Maps and
Timelines,
Part 2
Social
Studies,
Reading,
Geography

Thursday

Friday

Lesson 4:
Introduction
to Unit
Project

Lesson 5:
Project
Work Day
Timelines
and
Risk/Reward
Charts

Formative:
Timeline
Graphic
Organizer,
Map

Formative:
Exit Slip on
Project
Goals and
Topic

Formative:
Exit Slip
Completion
of Timeline
and
Risk/Reward

Worksheet

Chart

Week 2

Monday

Tuesday

Topic

Lesson 6:
Summarizin
g
Biographical
Information
on Explorers

Lesson 7:
The Story
of
Sampson
Maps and
Perspective
s

Content
Areas

Social
Studies,
Reading,
Writing
Formative:
Written
Summary

Week 3
Topic

Assessme
nt

Content
Areas

Assessme
nt

Wednesda
y
Lesson 8:
Perspective
s Writing a
Ships
Log/Journal

Thursday

Friday

Lesson 9:
Creating a
Map

Lesson 10:
Project
Work Day
and
Conferences
Summary,
Log, and
Map

Social
Studies,
Reading,
Geography
Formative:
Think-PairShare,
Vocab/
Matching
Worksheet

Social
Studies,
Technology,
Writing
Formative:
Written Log

Social
Studies, Art,
Geography
Formative:
Map

Formative:
Conference
Checklist

Monday

Tuesday

Thursday

Friday

Lesson 11:
Scientific
Innovations
of Explorers
- Ships
Social
Studies,
Reading,
Science,
Art, Writing

Lesson 12:
Building a
Model Ship

Wednesda
y
Lesson 13:
Project
Work Day
and
Conferences

Lesson 14:
Explorer
Game
Stations

Lesson 15:
Final Project
Presentatio
ns

Formative:
Fill-in-theblank
Diagram,
Descriptive
Paragraph
and
Illustration

Formative:
Model Ship
and
Description

Social
Studies, Art,
Science

Formative:
Conference
Checklist

Social
Studies,
Geography,
Art, Math,
Physical
Education
Formative:
Passport of
Completed
Activities

Summative:
Project
Pieces
(Summary,
Log, Map,
Timeline,
Chart,
Model Ship)
and Oral
Presentatio

ns
Part B
1. Five Lesson Plans I have written up lessons for days 1, 2-3, 6, 7, and 11.
Lessons 2-3 are written out as a full lesson plan with detailed descriptions, texts,
and resources, while the others are snapshot summaries of the activities and
goals.

Lesson 1: Introduction to Explorers Unit, Treasure Hunt Activity

Class Description: 5th grade general education class; 24 students; 1 student with
an IEP, 2 ELL students; a set of classroom computers.
Unit Title: Explorers
Topic:

Introduction to Explorers

Unit Goals:
1. Describe the reasons for exploration, particularly economic, and the results of
exploration. (Social Studies)
2. Be able to locate on a map the various places discovered and routes taken by
explorers. (Geography)
3. Understand innovations and technology of the era that contributed to the
craft of ship building. (Science)
4. Demonstrate the ability to write for different purposes, including
summarization and first person perspective narration. (Writing)
5. Apply knowledge learned to artistic creation in 2D (map) and 3D (model ship)
formats. (Art)
6. Demonstrate the ability to place events in chronological order on a timeline.
(Reading)
State Goals:
15.C.2c Describe how entrepreneurs take risks in order to produce goods or
services. (Social Studies - Economics)
19.A.3a Demonstrate control when performing combinations and sequences
of locomotor, non-locomotor, and manipulative motor patterns in
selected activities, games, and sports.
Lesson Objectives:
1. Students will use a variety of physical motions to complete an activity.
2. Students will be able to see the relationship between risk and reward.
3. Students will be able to follow a map to complete their activity.
Assessment:

Treasure Hunt- Checklist of Tasks

Materials Needed:

Playground
Balls, Basketballs, Basketball hoops
Treasure (Pencils, Erasers)
Maps
Clues

Pens/Pencils
Worksheet

Description of Learning Activity:

Explain to students that we are starting unit on explorers. Explorers are people
that go on adventures to discover something new or unknown. Often explorers
hope that their journey will bring fortunes (money, resources) or glory (fame,
being well known). The risk of exploring unknown territories doesnt hinder
explorers who feel the opportunity of financial gain and excitement is well worth
the risk. In order to better understand the risk and rewards of exploration we are
going to go on our own adventure today. (5 Min)
Treasure Hunt Activity: I would introduce the treasure hunt activity, break the
class into groups of 3-4, and hand out the treasure maps. Before we begin, I
would demonstrate some of the actions required and give instructions for the
individual games (10 Min). Then we would go out to the playground, beginning
on the asphalt area. Students would need to follow the directions on the map as
a group to explore the playground, finding treasure clues (letters posted along
the course) along the way. I would stagger the beginning time of each group.
Groups who are waiting would have a worksheet to work on. The sequence of
directions is as follows (20 Min):
1. Asphalt Ocean Using swimming motions, cross the asphalt area to the
basketball hoops.
2. Pirate Cove At the basketball hoops, sink the pirate ships by shooting
three baskets. (TH)
3. Continue to swim to the beach.
4. Unloading the ships At the beach, unload your equipment as a team by
moving all the balls from one end of the marked area to the other, passing
them to your teammates by standing in a line and alternating over and
under passes. (ETRE)
5. Grassy Plains Using a horse-riding motion, cross the grass to the
designated area. (ASUR)
6. Hunting in the Plains Toss beanbags into a marked area. (EISB)
7. Approaching the Jungle Tip-toe across the remaining grassy area.
8. Jungle Navigate the jungle by weaving through the swings and going
across the monkey bars, making monkey sounds and motions along the
way. (EHIN)
9. Climbing the Mountain Climb up the ladder to the top of the playground.
(DTH)
10.Exploring the land At the top of the playground, count how many
windows you can see on the school and write this number down. (EFIS)
11.Descending the Mountain Slide down the slide. (HTA)
12.Returning to the Beach Skip across the grass to the beach. (NK)

13.Beach Crabwalk to the edge of the asphalt. Once there, check all your
clues and find out where the treasure is!
14.Ocean Return to the classroom by crossing the ocean, again using
swimming motions.
Upon returning to the class (10 Min) with the correct clues (THE TREASURE IS
BEHIND THE FISH TANK) and number of windows, students will be given their
treasure. Students can continue to work on their worksheets while they wait for
everyone to come back. We would end with an exit slip asking what risks and
rewards there might have been had this been a real exploratory journey.
ELL/IEP Adaptation:
The main adaptation for this activity would be that students are working in
teams to help overcome any challenges to great for any one individual. Many of the
physical movements could be adapted for any physically challenged students.

Lessons 2-3: Maps and Timelines

Overview: I plan on teaching a unit about Explorers. My unit will integrate

elements of Social Studies, Geography, and Science within the context of
exploration. In Social Studies, we will look at various explorers and
understand the reasons for and results of their expeditions. In Geography,
we will grow in our ability to use maps by locating the places discovered and
routes taken by explorers. We will also learn about some of the physical
characteristics of these locations. In Science, we will explore the technology
and innovations used by explorers, how the technology influenced their
expeditions, and vice versa.
Class Description: 5th grade general education class; 24 students; 1 student with
an IEP, 2 ELL students; a set of classroom computers.
Unit Title: Explorers
Topic:

Time Line of Explorers

Unit Goals:
1. Describe the reasons for exploration, particularly economic, and the results of
exploration. (Social Studies)
2. Be able to locate on a map the various places discovered and routes taken by
explorers. (Geography)
3. Understand innovations and technology of the era that contributed to the
craft of ship building. (Science)
4. Demonstrate the ability to write for different purposes, including
summarization and first person perspective narration. (Writing)
5. Apply knowledge learned to artistic creation in 2D (map) and 3D (model ship)
formats. (Art)
6. Demonstrate the ability to place events in chronological order on a timeline.
(Reading)
State Goals:
16.A.1c Describe how people in different times and places viewed the world in
different ways.
15.C.2c Describe how entrepreneurs take risks in order to produce goods or
services.
17.C.2b Describe the relationships among location of resources, population
distribution and economic activities (e.g., transportation, trade,
communication).
17.A.1b Identify the characteristics and purposes of geographic representations
including maps, globes, graphs, photographs, software, digital images and be
able to locate specific places using each.
CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.

Lesson Objectives:

1.
2.
3.
4.

Students will be able to put events in chronological order on a time line.

Students will be able to follow and mark the route of an explorer on a map.
Students will understand some of the risks and rewards of exploration.
Students will be able to define the following vocabulary words: commodity,
latitude, longitude, navigator, expedition.
5. Students will understand some of the changes that occurred because of
exploration.
Performance Assessment:
Objective
Assessment
1. Students will fill out a time line graphic organizer during silent reading.
2. Students will mark the locations visited by an explorer on a world map.
3. Students will complete a commodity worksheet during tapping
background experience, and answer higher order questions during their
reread.
4. Students will do a think-pair-share, and fill out a vocabulary worksheet.
5. Students will verbally answer questions regarding the changes that
occurred because of exploration in follow-up.
Macrostructure Thinking Skill: Chronological order/sequence
Materials Needed:

Around the World in a Hundred Years: From Henry the Navigator to Magellan
by Jean Fritz
Projector and white board
Family Circus comics
Large map
Commodity worksheet
Vocabulary context clues (from Around the World in a Hundred Years)
latitude, longitude, navigator, expedition
Vocabulary worksheet
Time line graphic organizer

Procedure
1. Readiness
a. Motivation: (5 Min)
Alright class, were going to take a look at a couple of cartoons!
(Reveal first Family Circus comic) Has anyone ever seen this cartoon?
What do you notice about it? (There is a dotted line.) What do you
think this line indicates? (Where the cat went.) (Reveal the next
cartoon) What does the dotted line in this cartoon represent? (Where
the boy went in his dream.) Yes, the illustrator uses a dotted line to
represent all the places the character has been before arriving. Can
you think of any other examples of someone using a dotted line to

illustrate their path or route? (Yes, a treasure map; in some of the

books weve looked at in the explorers unit; etc.) In our explorer
books, what do you think the illustrator was trying to show? (Where
the explorers went) Yes, just like Bill Keane, the illustrator of Family
Circus, used a dotted line to show the route of the characters, mapmakers use lines to show the routes of explorers.
b. Tapping Background Experience: (30 Min)
To better understand how people viewed the world before the
explorers, we are going to read together the first chapter of Around the
World in a Hundred Years: From Henry the Navigator to Magellan.
Read the first chapter to the class. As you read, point out places
mentioned on the large map. When you come to a date, stop and
write it on the board, in the same format as the time line graphic
organizer.
This chapter pointed out that before explorers people didnt have
accurate maps and viewed the world as flat. The need to develop
these maps only evolved as value was placed on the items (diamonds,
spices, etc.) that could be found in the newly discovered places.
As a quick activity, I want you to describe an item that, if it could be
gained by exploring, would motivate you to explore an unknown place.
(Hand out worksheet) Please write three sentences about what your
item would be and why it is valuable, and draw a picture representing
you going to great lengths to acquire it.
c. Concept Development/Vocabulary: (15 Min)
All of these valuable items weve been describing are commodities.
How would you define commodity? (item of value, things explorers
look for, etc.) Yes, those are all good answers. The definition of
commodity is a product that has value to make trades or sell.
We have four more vocabulary words from our previous reading. I will
give you some pages that show the words used in context. The
context should give you some clue into what each word means. I
would like you to read each segment, and come up with a definition for
each vocabulary word. When you are done with all four words, share
your definitions with your partner. After each partner has shared, write
down any new ideas as to what the word may mean. At that point, we
will share with the class, to come up with the correct definition. Hand
out book pages and worksheet. Give the students some time to fill out
their worksheets and share with their partners.

Who has a definition of latitude they would like to share? Have a few
students share, and guide the class to the correct definition. After the
definition has been reached, have students write it on their worksheet.
Repeat with longitude, navigator, and expedition.
Latitude: the horizontal lines that circle the earth, measuring the
angular distance north or south from the equator.
Longitude: the vertical lines that circle the earth, measuring the
angular distance east or west from the prime meridian.
Navigator: the person who figures out and controls the course or
position of a ship or vehicle.
Expedition: a journey or voyage made for a specific purpose, ie.
exploration, war, etc.
d. Purpose for Reading: Day 3 (5 Min)
Today we will be reading to place events in chronological order. Each
of you will be reading a chapter of the book Around the World in a
Hundred Years: From Henry the Navigator to Magellan. As you read,
note the important dates and events of your specific explorer in order
on the given time line graphic organizer, like we did together on the
board for the first chapter. Please remember that when an author lists
a date, it usually indicates an important event. Also note any
particular locations they went on their explorations, and mark them on
the world map on the back of your time line graphic organizer. Hand
out the book chapters and time line graphic organizers.
2. Silent Reading: (20 Min)
Have the students read their assigned chapter silently, and fill out the time
line graphic organizer.
3. Discussion: (15 Min)
Now that weve had a chance to read to our chapters, I want you to get into
a group with all the other students who read your same chapter. Review the
information you have on your graphic organizer and share that with your
group members. Make the necessary edits and/or additions based on your
discussion, and decide together what the five most important events were for
your chapter. Everyone needs to make the updates on their graphic organizer
as they will be assessed for completeness and accuracy. Important events
often have dates listed with them, but may also be things like finding new
land or trade routes or commodities. You will be presenting these five events
to the class. Give the groups time to discuss and come up with their
presentation. Once theyre ready, have each group present their five events,

starting with the group who read the third chapter and going in order. As
each event is presented, add it to your timeline on the board.
4. Rereading: (15 Min)
Reread your assigned chapter with these questions in mind:
a. What inspired your assigned explorer to make their expedition?
b. Do you think the riches, commodities, or adventure was worth it? Why or
why not?
c. What do you think the lasting results of their expedition were?
Write a one-sentence response to each of these questions.
5. Follow-up: (20 Min)
Now that weve learned a little about the explorers, I will read the final
chapter of Around the World in a Hundred Years: From Henry the Navigator to
Magellan. Pay attention to the things that have changed since the first
chapter. (Read the chapter aloud) What were some perceptions that were
changed in this 100-year period? (two oceans had been crossed, a new
continent was added to the world map, the world was round)
As an exit slip, write two things you learned, and one question you have
about this topic.
6. ELL/IEP Adaptation:
I would use multiple ELL/ IEP adaptations in this lesson to scaffold students
who may need more support during the learning process. The first adaptation
I would make is while doing our Think-Pair-Share activity for vocabulary. I
would strategically pair students who need the support with stronger English
students that could model the expression of their ideas. According to Herrell
and Jordan (Chapter 4, pg 30) the partner work atmosphere allows ELL
students a chance to develop through verbal interaction with ample support
from peers. The small group scaffolding would also be applied in our timeline
activity. As peer support would be available during the activity. Another
adaptation I would make for this lesson involves my questions to keep in
mind during the reread. I feel like I could easily level questions for my ELL or
IEP students to make them more level or language appropriate (Chapter 16,
pg 103). Herrell and Jordan suggest that it is important to be consistently
observing your ELL students language readiness so you are able to determine
which questions to ask according to the appropriate speech stage chart
(Figure 16.2, pg 104). Herrell and Jordan add Leveled questions are
appropriate at any grade level as long as there are students who need them
to successfully participate in class interactions (105). These are a couple of
adaptations I would use to support ELL and IEP students in my lesson.

Rubric for Assessment

Timeline Graphic Organizer
Completion

Accuracy (events
listed match dates
and descriptions in
book)

Chronological
Order

Excellent(5 pts)
Five events are
listed on your
timeline and each
one has a date and
title or event
description.

Satisfactory (3 pts)
One or two events
are missing on
your timeline, or
there are missing
titles, event
descriptions, or
dates.

The successful
candidate has
identified five
important events in
the life of his
explorer and has
accurately
recorded dates and
descriptions.
All five events are
listed in

The student has

identified five
important events,
but more than one
mistake has been
made in accurately
reporting the
dates and
descriptions.
At least three
events are in the

Developing (1pt)
The student has
attempted the
timeline but is
missing three or
more events or
lacks the dates and
titles to multiple
events.
The student
attempted the
project, but has
consistently made
mistakes in
accurately
recording events
on their timeline.
At least two events
are reported in the

World Map

chronological order
on the timeline.

correct sequence
on the timeline.

Student correctly
identifies multiple
locations their
explorer visited (If
they only visited
one spot, it is
correctly identified.

The student
attempts to
identify the correct
locations, but they
are not accurately
marked.

Total Points: ___/ 20

correct
chronological order
on the timeline.
No attempt is
made to mark
locations on the
map (0 pts).

Sample Family Circus cartoons for Motivation:

Vocabulary Context Clues

Claudius Ptolemy, who is called the Father of Geography, placed north at the
top of the map and east at the right-hand side. He applied astronomy and
mathematics to the study of the earth and experimented in drawing the sphere
upon the flat surface of a map, allowing for the curve of the earth. He divided
the sphere into grids of latitude and longitude, which were supposed to make it
easier for navigators to know where they were. The latitude represents an
imaginary line parallel to the equator. Every degree is equal to about sixty-nine
miles either north or south of the equator. In addition, navigators had
compasses and crude instruments to help them fix their position by observing
the angle of the sun or of the North Star. No instrument had been invented yet
to determine the longitude, the north-south lines on a map which established the
distance as one traveled from east to west or west to east. All anyone could do
was to guess at the speed of the boat, but since this was not an accurate
measurement, many of Ptolemys calculations were wrong.
(Around the World in a Hundred Years, page 10)
1. Write a definition for navigator, based on this passage:
______________________________________________________________________________
______________________________________________________________________________
2. Write a definition for longitude, based on this passage:
______________________________________________________________________________
______________________________________________________________________________
3. Write a definition for latitude, based on this passage:
______________________________________________________________________________
______________________________________________________________________________

Although Bartholomew Diaz was obviously the most experienced man to

command the next expedition, he was not asked to do it. Instead, he was given
the job of supervising the building of ships. Perhaps the king thought
Bartholomew had shown weakness when he turned back. In any case, King John
became too busy with Portuguese troubles to go scouting for silks and spices.
No one went to the Indies for another nine years.
(Around the World in a Hundred Years, page 37)
4. Write a definition for expedition, based on this passage:

______________________________________________________________________________
______________________________________________________________________________
Commodity worksheet
Please describe an item that, if it could be gained by exploring, would motivate you
to explore an unknown place. Write three sentences about what your item would be
and why it is valuable, and draw a picture representing you going to great lengths
to acquire it.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Vocabulary worksheet
Word

Latitude

Longitude

Navigator

Expedition

Your original definition

Your edited definition

The official definition

Time line graphic organizer

As you read your explorer chapter, note any important dates or events on the graphic organizer below, beginning
with the first event on the left, and ending with the last event on the right.

Year:

Year:

Year:

Description/Title of

Description/Title of

Description/Title of

Event:

Event:

Event:

Year:

Year:

Description/Title of

Description/Title of

Event:

Event:

World Map
Please mark the locations your explorer visited with an X. Draw a dotted line of their journey, starting at the first
location and then going in order to the other locations.

Lesson 6: Summarizing Biographical Information on Explorers

Class Description: 5th grade general education class; 24 students; 1 student with
an IEP, 2 ELL students; a set of classroom computers.
Unit Title: Explorers
Topic:

Summarizing Informational Text

Unit Goals:
1. Describe the reasons for exploration, particularly economic, and the results of
exploration. (Social Studies)
2. Be able to locate on a map the various places discovered and routes taken by
explorers. (Geography)
3. Understand innovations and technology of the era that contributed to the
craft of ship building. (Science)
4. Demonstrate the ability to write for different purposes, including
summarization and first person perspective narration. (Writing)
5. Apply knowledge learned to artistic creation in 2D (map) and 3D (model ship)
formats. (Art)
6. Demonstrate the ability to place events in chronological order on a timeline.
(Reading)
State Goals:
CC.5.W.8 Research to Build and Present Knowledge: Recall relevant information
from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work,
and provide a list of sources.
CC.5.RI.2 Key Ideas and Details: Determine two or more main ideas of a text
and explain how they are supported by key details; summarize the text.
16.B.1(w) Explain the contributions of individuals and groups who are featured
in biographies, legends, folklore and traditions.
Lesson Objectives:
1. Students will be able to identify important details of informational text.
2. Students will be able to summarize informational text.
3. Students will be able to see an individuals contributions to history.
Macrostructure Thinking Skill: Summarization of Informational Text
Assessments:

Graphic Organizer showing main ideas and key details picked out of reading
Written Summary using main ideas and details from graphic organizer

Materials Needed:

Highlighters
Pencils
Printed out biography of Marco Polo
Document Camera
Explorer biographies- printed copies
Graphic Organizers
o Details Sheet
o Sheet to write summaries

Description of Learning Activity:

I would start the lesson with a short video on Marco Polo to introduce the early
explorer https://www.youtube.com/watch?v=htUiZ4b5Qq8 (5 Min). After
drawing some interest to Marco Polo I would start a mini-lesson (10 Min) to
review the idea of summarization. The three main ideas of the mini lesson
include: summaries are always shorter than the original text, summaries include
main ideas and key details from the text, and summaries should never include
the same piece of information twice. I would then model (10 Min) picking out
key details by reading aloud the first paragraph of Marco Polo handout and
asking for volunteers to point out the important information in the text. After
deciding which information was important and highlighting it in the paragraph, I
would transfer the details to a graphic organizer. After modeling this skill I would
release the students to perform this skill (15 Min) for sections of the text, and
check for understanding at predetermined points in the reading. After performing
this task I would show (5 Min) the students how to transfer information from
their graphic organizer into a short summary and give them time to practice (5
Min) by assigning a group of students to a paragraph from the text. I would then
have them jigsaw (10 Min)and read their different summaries in a group. After
we completed this portion of the lesson I would explain that they would be
repeating (20 Min) the whole activity individually using the biographies on
explorers I provided. This would be the assessment of their learning for the
lesson as well as a draft for their project presentation.
ELL/IEP Adaptation:
One adaptation I would use in this lesson is grouping students intentionally with
scaffolding in mind. I would try to group my higher performing students with a
lower performing student and one in the middle. In addition I would print out
copies of explorer biographies at appropriate reading levels as to not overwhelm
my ELL, IEP, and general population students with the material when they are
learning a new skill.

Lesson 7: Maps and Perspectives

Class Description: 5th grade general education class; 24 students; 1 student with
an IEP, 2 ELL students; a set of classroom computers.
Unit Title: Explorers
Topic:

Physical Characteristics of Locations

Unit Goals:
1. Describe the reasons for exploration, particularly economic, and the results of
exploration. (Social Studies)
2. Be able to locate on a map the various places discovered and routes taken by
explorers. (Geography)
3. Understand innovations and technology of the era that contributed to the
craft of ship building. (Science)
4. Demonstrate the ability to write for different purposes, including
summarization and first person perspective narration. (Writing)
5. Apply knowledge learned to artistic creation in 2D (map) and 3D (model ship)
formats. (Art)
6. Demonstrate the ability to place events in chronological order on a timeline.
(Reading)
State Goals:
17.A.2a Compare the physical characteristics of places including soils, land
forms, vegetation, wildlife, climate, natural hazards.
17.C.2a Describe how natural events in the physical environment affect human
activities.
CC.5.R.L.6 Craft and Structure: Describe how a narrators or speakers point of
view influences how events are described.
Lesson Objectives:
1.
2.
3.
4.

Students will be able to identify locations on a map.

Students will associate geographic regions with their physical characteristics.
Students will be able to define gale, bluff, glacier, polar, and tides.
Students will be able differentiate between active and passive points of view,
and will write a story using both perspectives.

Macrostructure Thinking Skill: Voice/Perspective in writing, Comparison and

contrast
Assessment:

Think-Pair-Share

Writing Assignment- Write the same story twice once in active voice and once
in passive voice.

Materials Needed:

The Story of the Samson by Kathleen Benner Duble

Maps
Classroom Computers
Photos of the vocabulary words
Worksheet of matching physical characteristics with locations

Description of Learning Activity:

To introduce my geography lesson on physical characteristics of locations, I plan
on using Google Maps (10 Min). I would begin by asking my students about
places theyve been on vacations, visiting relatives, and travelling. We would
use the classroom computers to look up these locations on Google Maps, and
compare their distances from our school. I would then transition into Tapping
Background by using the timeline at the end of The Story of the Samson to give
an overview of the places the ship visited, and locate those places on a map (10
Min). My hope is that this activity would give the students insight into the
locations mentioned in the story. Since all of the vocabulary words have to do
with physical characteristics of places, I would show photographs of each and
have the students come up with definitions (5 Min). The Purpose for Reading is
to identify passages of the story that are told from an active point of view, and
passages that are written from a passive point of view. The book alternates
between the two perspectives. Students would then silently read the book The
Story of the Samson (10 Min). As they read, I would have the students match
pictures of physical characteristics with their locations. Having read the book,
we would discuss (10 Min) which parts were active and which were passive, and
the characteristics of each. As an activity, I would do a think-pair-share (10 Min)
where students each write one sentence from an active point of view, and one
from a passive, share them with their partners, and then with the whole class.
We would also discuss the changes in weather and topography as the ship
changed locations. For the Reread, (10 Min) I would have students read the
same story, but check for purpose by noting active or passive after particular
segments. For Follow up, I would summarize the lesson, and assign a writing
activity (20 Min) in which the student would write a short story once in passive
perspective, and again in active perspective. The student would also be required
to set the story in a specific location and describe a physical characteristic of
that location.
ELL/IEP Adaptation:

For this lesson I purposely built in a lot of visual scaffolding (Chapter 3, p. 26) to
assist my ELL learners as well as my IEP, who is a visual learner. Herrell and
Jordan (p. 26) describe visual scaffolding as an approach in which the language
used in instruction is made more understandable by the display of drawings or
photographs that allow students to hear English words and connect them to the
visual images being displayed. One particular example is our vocabulary
development activity, which connects images to our vocabulary words and would
be helpful as well as applicable to this adaptation. In addition we also plan on
using images from Google Maps and I will be modeling by using a map while we
go through the timeline in our tapping background experience. To actually
implement adaptations that arent already in the lesson I could offer an
alternative assessment. This assessment would use visual scaffolding by
allowing students to draw the difference between active and passive
perspective. I would have the students draw a picture of them participating in a
story by including themselves as a character in a cartoon strip and then
differentiate by having them draw a second cartoon strip about characters doing
similar things but not representing themselves. In other words they become the
author as opposed to the character. This assessment would use more visuals and
fewer words to accomplish the same learning objective.

Lesson 11: Scientific Innovations of Explorers

Class Description: 5th grade general education class; 24 students; 1 student with
an IEP, 2 ELL students; a set of classroom computers.
Unit Title: Explorers
Topic:

Ship Building

Unit Goals:
1. Describe the reasons for exploration, particularly economic, and the results of
exploration. (Social Studies)
2. Be able to locate on a map the various places discovered and routes taken by
explorers. (Geography)
3. Understand innovations and technology of the era that contributed to the
craft of ship building. (Science)
4. Demonstrate the ability to write for different purposes, including
summarization and first person perspective narration. (Writing)
5. Apply knowledge learned to artistic creation in 2D (map) and 3D (model ship)
formats. (Art)
6. Demonstrate the ability to place events in chronological order on a timeline.
(Reading)
State Goals:
13.B.2b Describe the effects on society of scientific and technological
innovations (e.g., antibiotics, steam engine, digital computer).
13.B.2c Identify and explain ways that science and technology influence the
lives and careers of people.
CC.5.R.I.4 Craft and Structure: Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 5 topic or
subject area.
Lesson Objectives:
1. Students will know the defining characteristics of a caravel (15 th century
ship).
2. Students will be able to define vocabulary words such as caravel, mast, hull,
bow, ribs, and keel.
3. Students will be able to identify the changes in ships through time.
4. Students will demonstrate the ability to visualize a passage as it is being
read.
Macrostructure Thinking Skill: Description, Visualization
Assessments:

Descriptive language paragraph

Drawing of partners descriptive language paragraph

Materials Needed:

Ship by David Macaulay

Mariners Museum website: http://ageofex.marinersmuseum.org/index.php?
page=ships
Fishing in the Air by Sharon Creech
Ship diagram vocabulary worksheet
Visualization worksheets

Description of Learning Activity:

To introduce my lesson on ship building, I would take students through an online
mariners museum that highlights the improvements in technology and design of
ships (5 Min). Tapping background and preparing my students for a later
assessment, I would have the students illustrate specific phrases from the book
Fishing in the Air (5 Min). For Concept development, (15 Min) we would use a
fill-in-the-blank diagram of a ship. After the diagram is filled in, we would make
predictions on the functions of the parts we noted. I would then reveal the
definitions of these vocabulary words that pertain to a caravel. The Purpose for
reading would be to notice the descriptive language used by the author, and to
visualize the words being read. For the silent reading (15 Min), students would
read a selection of the book Ship. As a class, we would then discuss (10 Min)
descriptive language and images the illustrator used to represent that language.
In addition, we would discuss the elements of a caravel and how it is built. For
the reread (15 Min), I would then use some passages of the book that did not
have an explicit illustration, and have the students visualize and illustrate based
on the descriptions in the text. As a follow up, I would have the students write
(10 Min) a descriptive paragraph about something weve learned in the
explorers unit. I would stress the need to use descriptive language to show
detail, and offer some writing prompts. When the students are done, I would
have them exchange their descriptions with a classmate, and then draw (10
Min) a picture visualizing their partners paragraph.
ELL/ IEP Adaptation:
I think a good ELL adaptation for this lesson would be the addition of using KWL
charts. Herrell and Jordan (Chapter 11, Page 74) believe KWL is effective in
encouraging students to explore text and document what they find. These charts
help students organize their thoughts into three columns: Know, Want to Know,
Learn. The science lesson is very informative on ships and this chart will be
helpful as the students will be able to process everything they are learning. The

chart also helps me understand every students background, whether they are
ELL or not. This chart will be introduced at the beginning of the lesson and used
throughout the entire lesson to keep track of new information and debunk some
of our misconceptions. I believe this will be a successful way to engage students,
especially ELL students who at times disengage quicker because of the language
barrier.

Part B, Continued
2. Opening Activity The opening activity for the unit is a treasure hunt, which is
described in Lesson 1. The treasure map handout is also included with Lesson 1.
3. Actual Assignment integrating at least two core subjects I have included
several actual assignments with Lessons 2-3. These integrate Social Studies,
Reading and Geography.
4. Actual Assignment integrating at least one of the special subjects The
introductory treasure hunt is an assignment that integrates Social Studies,
Geography, and Physical Education.
5. Evaluation of Unit My unit evaluation is included below. This would be handed
out at the conclusion of the unit.
Student Evaluation
Please give honest, thoughtful answers. There are no right or wrong answers
just opinions and feedback.
Did you enjoy the Explorers Unit?

Yes

No

What was your favorite activity in the Explorers Unit?

What was your least favorite activity in the Explorers Unit?

What part of the unit did you find challenging or difficult?

How could I help future students overcome these challenges?

What suggestions do you have for me to make this unit better?

What is one fact you learned during this unit?

Reference List:
Creech, Sharon. (2000). Fishing in the Air. Harpers Children.
Dubel, Kathleen Benner. (2008). The Story of the Samson. Watertown, MA:
Charlesbridge.
Fritz, Jean. (1994). Around the World in a Hundred Years: From Henry the
Navigator to Magellan. New York: G.P. Putnams Sons.
Google Maps
http://maps.google.com
Herrell, Adrienne L., and Michael Jordan. (2012). 50 Strategies for Teaching
English Language Learners. Boston: Pearson.
Macaulay, David. (1993). Ship. Boston: Houghton Mifflin Company.
Nubert, Gloria A., and Elizabeth A. Wilkins. (2004). Putting It All Together: The
Directed Reading Lesson in the Secondary Content Classroom. Boston:
Pearson Education, Inc.
The Mariners Museum: Exploration Through the Ages
http://ageofex.marinersmuseum.org/index.php
Weldon, Glen. (November 11, 2011). Bil Keanes Dotted Line: An Appreciation.
NPR. Retrieved from
http://www.npr.org/blogs/monkeysee/2011/11/11/142218444/bil-keanesdotted-line-an-appreciation
Weller, Kathy. (November 19, 2011). Bill Keane, 1922 2011. Weller Wishes
Cute Art Blog. Retrieved from
http://wellerwishes.blogspot.com/2011_11_01_archive.html