European Explorers

ENL Proficiency Level | ENL Program | Standards | Technology

Appropriate for all English Proficiency Levels   |   Integrated ENL/SS   |  4RF4a, 4RF4b, 4W2  | Google Slides

Content

I can create a product to present information about my explorer and explain their contribution to the world.

Procedure

Phase 1: Look Listen and Learn

• As an introduction, students will view a PPT presentation on European Explorers and will take notes on a student packet.  They will also be learning about them in their regular Social Studies book. See attachments.

• Time frame: 2 periods.

• Technology: PPT presentations  with note-taking.

Phase 2: Ask Tons of Questions

• Because the presentation and student packet just contained the basics, they are given an opportunity to research the explorers on their own using their one-to-one devices.

• Timeframe: 2 periods.  Students complete their student packets from phase one and choose the explorer they find most interesting.

• Activities: Research the Library Media websites

• Language Supports: Some sites have translation capabilities or are even able to put lexical levels down on their articles.

• Technology: Media services from Library.

Phase 3 & 4:   Understanding and Navigating Ideas

• Now that students have chosen their explorer and jotted down some information, they will organize the information. We provided them a guideline of the minimum amount and kind of information they should have. Nonetheless, we encourage original, fun, interesting tidbits that otherwise, we would not know about. 

• Timeframe: 2 periods

• Activities: Putting it all together. Organize your information. Plan out your content.

• Language Supports: Starting sentences.  A clear outline of info to use.

Phase 5: Create a Prototype PART I

• Language Supports: Sentence beginners and front load certain vocabulary.

• Students initially create artwork in the shape of a shield where they include the most salient data on their explorer. 

• Timeframe: 1 period

• Activities: Draw the shield. Write in the important facts on it. Color.

Phase 6: Launch to an Audience PART I

• Final launch: Hang banners outside the classroom. (see picture)

• No language support needed.

Phase 5 PART II: Highlight and Edit

• Students are grouped by explorer. They compare notes as to what info they found on their explorer and ensure dates, names and locations are correct too. Students take notes on information they find missing in their own research. (Did you miss any info? Did they come up with an idea you wish you had? Add it! Learn from each other.)

• Timeframe: 1 period

Phase 6: Launch to an Audience PART II

• Final launch: Students who have chosen the same explorer stand in front of the class at the same time with their flip books in hand. They show their main researched page. Students get to compare the information from booklet to booklet. Some are more complete than others. Some have bad information or missing information. Students get to see how people will have differing information that all complement each other’s book. Together a big picture of the explorer is created. 

• The students who are listening may optionally fill out their other pages with more information if they see their page on a certain explorer can be improved.

• Timeframe: 1 to 2 periods

• No language supports needed at this point. They can read from their book if they need to.

• Next year we will use Book Creator in lieu of flip books.

• Rubric for Banners: None. Soft grade of completion and effort.

• Rubric for Flip Book: Page follows and then samples of student work.