The+Flow!

Student Activities and Procedures 1. Remind students of the previous day’s discussion of explorers. Tell them that they picked their explorers and that they will be learning about another very famous explorer today! a. Ask students things that explorers search for. b. Ask students to put on their explorer hats they made yesterday! c. Ask students to get out extra scrap paper to take notes on stuff they find is interesting today. **Further encourage low-memory students to jot down important dates in a timeline fashion to have in front of them.** 2. Write Juan Ponce de Leon a. Ask students where they think, based on his name, Juan Ponce de Leon is from. 3. Tell about Juan Ponce de Leon’s voyage with Christopher Columbus. a. Ask students what they remember from the year 1492. 4. **Provide any deaf, or hard of hearing, students with a copy of the story for them to read. Always face the class when talking. Allow students with low-memory ability to also have a copy.** 5. Discuss Juan Ponce de Leon’s time in Hispaniola and Puerto Rico. 6. Discuss the Fountain of Youth and Juan Ponce de Leon with the Timucua people. 7. Discuss how Juan Ponce de Leon was the tallest on his ship. 8. Measure out his height of 4’11” on the whiteboard and mark it. a. **Also mark 125cm for ESOL students who are used to the metric system.** 9. Ask students to find out Ponce de Leon’s age when he landed in Florida. 10. Talk about an average Spaniard’s lifespan of 50 years and write that on the board above Ponce de Leon’s height. 11. Measure out the average Timucua height of 6’ on the whiteboard and mark it. a. **Also mark 183cm for ESOL students who are used to the metric system.** 13. Talk about the Timucua’s average life span of 80 years and write that on the board. a. Ask students why they think the Timucua’s had a longer lifespan. 14. Talk more about Fountain of Youth and what Ponce de Leon believed about the Timucua people’s heights and lifespan. 15. Ask some students to paraphrase some things they just learned about today. a. Ask them what interested them the most. 16. Present the writing assignment a. Students are to pretend that they are writing a letter to a friend, pretending that they are Juan Ponce de Leon. They need to tell the friend about their voyage, the natives, and what they would suggest their friend to do differently if they go and discover a “new land.” b. On the back of the paper, draw a picture of how they imagine Florida looked to Juan Ponce de Leon when he landed. c. **ESOL students will be given printed instructions of the written assignment to have at their desk as they write.**
 * Candace Gier Day 2**
 * 12. ****If present, have any blind students in class come and feel the height difference between the Timucua people and Juan Ponce de Leon.**
 * d.** **Gifted students, or other students who finish early, are to create a list of materials they would need to take when voyaging to an undiscovered land.**

Does my writing activity sound ok? I made it a little simpler because I thought the discussion might take too long. Remember to tie in your resources throughout the lesson plan because we're teaching the class how to teach the lesson for the kids. Sounds great :-)

Ashley Day 4: Pedro Menendez
 * "Put on your explorer hats!"
 * Review previous explorers
 * Introduce Pedro Menendez and mention Castillo de San Marcos (3-5 minutes)
 * Bring out treasure chest of artifacts, share at least one website/book, possibly virtual fieldtrip of the fort. (3-5 minutes)
 * Activity: Newspaper- I will model my example of what I did for my newspaper about Menendez. Students pair up with their buddy to research their explorer they picked monday. They have to research information and pictures to put in their newspaper. Students will share the newspaper Friday along with other activities done in the week. (3-5 minutes)