Lesson 4: Jacques Cartier
Teacher Background Knowledge: Jaques Cartier was sponsored and sailed for France. He wanted to colonize the New World. Cartier explored the St. Lawrence River Valley near Quebec, Canada. Because of Cartier, France was able to claim part of North America.
Essential Question:
Who were some of the important European explorers, and what were their reasons for exploring? (They will learn about Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport).
Sub-Unit Question:
Who was Jacques Cartier? What were his reasons for exploring? What were his accomplishments?
I. Objective:
a. The students will be able identify the reasons for Jacques Cartier’s exploration, understand that his sponsor was France, describe the results of his exploration, his impact on the native people, and consider his individual accomplishment.
b. SS. 2.14. a. 1. Describe the explorations of Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport, and the impact of these travels on American Indians, and identify the reasons for exploring, information gained from the explorations, individual accomplishments of the explorers, and the results of the travels.
c. 14.a.2 Define Explorer as a person who travels seeking new discoveries.
d. 14.a.3. Define European as a person from one of the countries in Europe.
e. S.O.L Music: Performance and Production 2.1. The students will sing a repertoire of songs and play instruments. 2.) Sing a variety of songs individually and in groups.
II. Materials:
a. Students: "The Exploration of the Americas" foldable, a pencil, and a variety of crayons or colored pencils.
b. Teacher: Anchor Chart, computer, Discovery Education Video called, “The Expedition of Jacques Cartier,” the SMART board, and my SMART board lesson.
III. Lesson Duration: 60 minutes
IV. Procedures:
a. (15 minutes) Introduction:
b. To begin, I will call the students to the meeting area. I will begin my lesson by reviewing with the students, and we will fill in the anchor chart for Juan Ponce De Leon.
d. Yesterday, we learned about Juan Ponce de Leon. He was an explorer. What is an explorer again? I will call on volunteers. They will say, “a person who travels seeking new discoveries” That’s right!
e. I will add the word “explorer” and the definition to the easel. We will read the sentence strip together, “an explorer is a person who travels seeking new discoveries.”
f. Next, I will ask the students, “What is a European?” I will call on volunteers. They will say “a person that comes from Europe.” I will add the word “European” and the definition to the easel. We will read the definition aloud, “a European is a person from one of the countries in Europe.”
g. What country was Juan Ponce de Leon sailing from? I will call on volunteers. They should say, “he was sailing from Spain.”
h. What continent is Spain on? I will call on volunteers. They should say, “It is on the continent of Europe.”
i. Yesterday, we learned about the explorer named Juan Ponce de Leon (I will point to his name on the chart).
j. Do you remember what the word “sponsor” means? (I will point to the word on our chart). I will call on volunteers. I will add a sentence strip with word “sponsor” and the definition to the easel. Sponsor means to “support someone by giving them money, products, or services.”
k. What country sponsored Juan Ponce de Leon? I will call on volunteers. They should say, “Spain.” I will write the word Spain down on our chart.
l. Do you remember why Juan Ponce de Leon explored? I will call on volunteers. They might say, “He wanted to discover riches and conquer new lands for Spain.” I will write it down on the chart.
m. What was Juan Ponce de Leon’s achievement or success? I will call on volunteers. They might say, “he was the 1st person to discover Florida.” I will elaborate and write down on the chart, “he was the 1st European to discover Florida (near St. Augustine) and conquer new lands for Spain.”
n. Today we are going to be learning about Jacques Cartier. Yesterday, we talked about him discovering a different place in America, a place far north.
(45 Minutes) Instructional Strategies:
a. I will dismiss the students back to their seats. I will ask a volunteer to hand out the Jacques Cartier foldable to each student, while he or she is doing that, I will turn-on the projector, and bring up the SMART board presentation on my computer. I will make sure it is visible on the SMART board, I will turn off the lights.
b. After each student has a foldable, we will begin watching a short video about Jacques Cartier.
c. After the video, I will ask the students,
d. Next, I will ask them to gently take out their "The Exploration of the Americas" foldable, and a pencil. I will bring up the first slide of the SMART board lesson.
e. I will ask them to find the picture of Jacques Cartier on their page, and I will tell them that we will be filling in the blanks on their page together. I will call on volunteers to come up to the SMART board and drag the answers into the blank. The rest of the students will fill-in the correct answers at their desk.
f. When they are finished filling-in the blanks, I will ask them to take out their crayons and glue. I will tell them to take a moment to color in their picture of Jacques Cartier. Also, I will ask them to glue their Jacques Cartier. page to the back of the Juan Ponce De Leon page ( I will demonstrate how to glue it down). I will ask them to leave it on their desks to dry.
(2 minute) Closing: I will tell the students that Spain had colonies in America, and now France had set up colonies in America. What other country in Europe might want to set up a colony? I will call on volunteers. They might say, “England.” If they don’t, I will explain that England wanted to set up a colony too! They sent a man named, Christopher Newport on an exploration to the New World. We will find out tomorrow where he arrived on his journey to the New World, it’s a place your very familiar with; I'll give you a hint it's in Virginia!
V. Assessment:
a. Informal observations of my questions as we reviewed and filled-in our anchor chart. Informal observation of my the questions that I asked after the video, and the fill-in the blank answers on the SMART board. While the students are coloring their picture of Jacques Cartier, I will walk around and check their fill-in the blanks, I will help those that need help or got lost. I will tell them that they can glue after they've been checked.
VI. Differentiation/Modifications:
a. We will be filling-in the blanks together as a class using the SMART board.
b. I will walk around and check to see if each student filled in the blanks correctly. I will help them as needed.
c. I will have a word bank for my special friends to look at, so they don’t get confused by looking at the SMART board and looking back to their foldable.
For Multiple Intelligences:
a. My visual learners will benefit from watching the Jaques Cartier video, filling-in the blanks on their foldable, and following along with the SMART board.
b. My bodily-kinesthetic learners will benefit from coming to the SMART board and dragging the words to fill-in the blanks.
c. My musical learners will benefit from singing the Jacques Cartier poem.
d. My intrapersonal learners will benefit from working by themselves on their foldable and filling-in the blanks on their own.
e. My linguistic learners will benefit from listening to our anchor chart review, watching and listening to the Jacques Cartier video, our discussion questions, and singing the Jacques Cartier poem.
VII. Extension Activities:
Guided Reading: The students can conduct "Explorer Research" today; they will answer comprehension questions, using any book about Christopher Columbus, Juan Ponce De Leon, or Jacques Cartier (click here for the document).
Science and Writing: Explorer's Journal (entry day 4 of their journey). Today, incorporate science into their journal entry. Their ship is approaching the coast of an unexplored island. Ask the studnets to think about what they might see. What plants and animals might they encounter? What is the climate like of this new place?
Math: Incorporate measurement by using different colored string to measure the routes of the different explorers. You can even have the student's use a ruler to measure and compare/contrast the lengths of each explorer's journey to the New World. Use chart paper or the SMART board to graph the results! Which explorer traveled the longest distance? How might this have impacted his journey?
Technology/Visual Arts: Using the "Explorer Research" activity, group the students, and have each group create a 5-6 minute presentation about their explorer to share with the class. They can look up pictures/artifacts online and create a poster.
Who were some of the important European explorers, and what were their reasons for exploring? (They will learn about Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport).
Sub-Unit Question:
Who was Jacques Cartier? What were his reasons for exploring? What were his accomplishments?
I. Objective:
a. The students will be able identify the reasons for Jacques Cartier’s exploration, understand that his sponsor was France, describe the results of his exploration, his impact on the native people, and consider his individual accomplishment.
b. SS. 2.14. a. 1. Describe the explorations of Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport, and the impact of these travels on American Indians, and identify the reasons for exploring, information gained from the explorations, individual accomplishments of the explorers, and the results of the travels.
c. 14.a.2 Define Explorer as a person who travels seeking new discoveries.
d. 14.a.3. Define European as a person from one of the countries in Europe.
e. S.O.L Music: Performance and Production 2.1. The students will sing a repertoire of songs and play instruments. 2.) Sing a variety of songs individually and in groups.
II. Materials:
a. Students: "The Exploration of the Americas" foldable, a pencil, and a variety of crayons or colored pencils.
b. Teacher: Anchor Chart, computer, Discovery Education Video called, “The Expedition of Jacques Cartier,” the SMART board, and my SMART board lesson.
III. Lesson Duration: 60 minutes
IV. Procedures:
a. (15 minutes) Introduction:
b. To begin, I will call the students to the meeting area. I will begin my lesson by reviewing with the students, and we will fill in the anchor chart for Juan Ponce De Leon.
d. Yesterday, we learned about Juan Ponce de Leon. He was an explorer. What is an explorer again? I will call on volunteers. They will say, “a person who travels seeking new discoveries” That’s right!
e. I will add the word “explorer” and the definition to the easel. We will read the sentence strip together, “an explorer is a person who travels seeking new discoveries.”
f. Next, I will ask the students, “What is a European?” I will call on volunteers. They will say “a person that comes from Europe.” I will add the word “European” and the definition to the easel. We will read the definition aloud, “a European is a person from one of the countries in Europe.”
g. What country was Juan Ponce de Leon sailing from? I will call on volunteers. They should say, “he was sailing from Spain.”
h. What continent is Spain on? I will call on volunteers. They should say, “It is on the continent of Europe.”
i. Yesterday, we learned about the explorer named Juan Ponce de Leon (I will point to his name on the chart).
j. Do you remember what the word “sponsor” means? (I will point to the word on our chart). I will call on volunteers. I will add a sentence strip with word “sponsor” and the definition to the easel. Sponsor means to “support someone by giving them money, products, or services.”
k. What country sponsored Juan Ponce de Leon? I will call on volunteers. They should say, “Spain.” I will write the word Spain down on our chart.
l. Do you remember why Juan Ponce de Leon explored? I will call on volunteers. They might say, “He wanted to discover riches and conquer new lands for Spain.” I will write it down on the chart.
m. What was Juan Ponce de Leon’s achievement or success? I will call on volunteers. They might say, “he was the 1st person to discover Florida.” I will elaborate and write down on the chart, “he was the 1st European to discover Florida (near St. Augustine) and conquer new lands for Spain.”
n. Today we are going to be learning about Jacques Cartier. Yesterday, we talked about him discovering a different place in America, a place far north.
- Do you want to take a guess at the place he discovered? I will call on volunteers. They should say, “Canada.”
- Today, we are going to watch a video called, “The Exploration of Jacques Cartier” to learn more about this great European explorer! While you’re watching, I’d like for you to think about whom his sponsor was, his reasons for coming to America, and his successes or accomplishments.
(45 Minutes) Instructional Strategies:
a. I will dismiss the students back to their seats. I will ask a volunteer to hand out the Jacques Cartier foldable to each student, while he or she is doing that, I will turn-on the projector, and bring up the SMART board presentation on my computer. I will make sure it is visible on the SMART board, I will turn off the lights.
b. After each student has a foldable, we will begin watching a short video about Jacques Cartier.
c. After the video, I will ask the students,
- “Who was Jacques Cartier’s sponsor?” I will call on volunteers. They should say, France.”
- Why did the King of France send Jacques Cartier to America? I will call on volunteers. They should say, “The King wanted him to search for gold and riches, and to claim a colony for France.”
- I will ask the students, “What is a colony?” I will call on volunteers.
- I will explain to them that a colony is “territory or land that belongs to another country, for example, Canada is a colony that belongs to France.”
- I will explain that to colonize means to “move and live in a colony, so Cartier brought people over from France to live in Canada.”
- What did he accomplish or discover? I will call on volunteers. They might say, “North America, Canada, or the St. Lawrence River Valley.” If they just say North America, I will probe them to be more specific.
d. Next, I will ask them to gently take out their "The Exploration of the Americas" foldable, and a pencil. I will bring up the first slide of the SMART board lesson.
e. I will ask them to find the picture of Jacques Cartier on their page, and I will tell them that we will be filling in the blanks on their page together. I will call on volunteers to come up to the SMART board and drag the answers into the blank. The rest of the students will fill-in the correct answers at their desk.
f. When they are finished filling-in the blanks, I will ask them to take out their crayons and glue. I will tell them to take a moment to color in their picture of Jacques Cartier. Also, I will ask them to glue their Jacques Cartier. page to the back of the Juan Ponce De Leon page ( I will demonstrate how to glue it down). I will ask them to leave it on their desks to dry.
(2 minute) Closing: I will tell the students that Spain had colonies in America, and now France had set up colonies in America. What other country in Europe might want to set up a colony? I will call on volunteers. They might say, “England.” If they don’t, I will explain that England wanted to set up a colony too! They sent a man named, Christopher Newport on an exploration to the New World. We will find out tomorrow where he arrived on his journey to the New World, it’s a place your very familiar with; I'll give you a hint it's in Virginia!
V. Assessment:
a. Informal observations of my questions as we reviewed and filled-in our anchor chart. Informal observation of my the questions that I asked after the video, and the fill-in the blank answers on the SMART board. While the students are coloring their picture of Jacques Cartier, I will walk around and check their fill-in the blanks, I will help those that need help or got lost. I will tell them that they can glue after they've been checked.
VI. Differentiation/Modifications:
a. We will be filling-in the blanks together as a class using the SMART board.
b. I will walk around and check to see if each student filled in the blanks correctly. I will help them as needed.
c. I will have a word bank for my special friends to look at, so they don’t get confused by looking at the SMART board and looking back to their foldable.
For Multiple Intelligences:
a. My visual learners will benefit from watching the Jaques Cartier video, filling-in the blanks on their foldable, and following along with the SMART board.
b. My bodily-kinesthetic learners will benefit from coming to the SMART board and dragging the words to fill-in the blanks.
c. My musical learners will benefit from singing the Jacques Cartier poem.
d. My intrapersonal learners will benefit from working by themselves on their foldable and filling-in the blanks on their own.
e. My linguistic learners will benefit from listening to our anchor chart review, watching and listening to the Jacques Cartier video, our discussion questions, and singing the Jacques Cartier poem.
VII. Extension Activities:
Guided Reading: The students can conduct "Explorer Research" today; they will answer comprehension questions, using any book about Christopher Columbus, Juan Ponce De Leon, or Jacques Cartier (click here for the document).
Science and Writing: Explorer's Journal (entry day 4 of their journey). Today, incorporate science into their journal entry. Their ship is approaching the coast of an unexplored island. Ask the studnets to think about what they might see. What plants and animals might they encounter? What is the climate like of this new place?
Math: Incorporate measurement by using different colored string to measure the routes of the different explorers. You can even have the student's use a ruler to measure and compare/contrast the lengths of each explorer's journey to the New World. Use chart paper or the SMART board to graph the results! Which explorer traveled the longest distance? How might this have impacted his journey?
Technology/Visual Arts: Using the "Explorer Research" activity, group the students, and have each group create a 5-6 minute presentation about their explorer to share with the class. They can look up pictures/artifacts online and create a poster.
CARTIER AND NEWPORT FOLDABLE | |
File Size: | 697 kb |
File Type: |
jacques_cartier_.notebook | |
File Size: | 7482 kb |
File Type: | notebook |