Lesson 5: Christopher Newport
Teacher Background Knowledge: Captain Christopher Newport sailed from England to Jamestown. Newport had three goals: 1.) He wanted to discover riches. 2.) He wanted to find a western sea route to the continent of Asia. 3.) He wanted to colonize Virginia. He arrived in North America in 1607, and helped establish the first English colony, Jamestown. Over the years, Newport made four more trips from England to Jamestown, each time bringing more and more settlers. Captain Christopher Newport was the first European to reach the Fall Line of the James River.
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 Christopher Newport? What were his reasons for exploring? What were his accomplishments?
I. Objective:
a. The students will be able identify the reasons for Christopher Newport's exploration, understand that his sponsor was England, 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, book called, “Christopher Newport” by Amy Williams Boykin, SMART board, and the SMART board lesson.
III. Lesson Duration: 60 minutes
IV. Procedures:
(30 minutes) Introduction:
a. 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 Jacques Cartier.
b. Yesterday, we learned about Jacques Cartier. 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!
c. 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.”
d. 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.”
e. What country was Jacques Cartier sailing from? I will call on volunteers. They should say, “He was sailing from France.”
f. What continent is France on? I will call on volunteers. They should say, “It is on the continent of Europe.”
g. Yesterday, we learned about the explorer named Jacques Cartier (I will point to his name on the chart).
h. Do you remember what the word “sponsor” means? (I will point to the word on our chart). I will call on volunteers. They might say, “it means to support someone by giving them money, products, or services.” That’s right!
i. 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.” Let’s read it together!
j. What country sponsored Jacques Cartier? I will call on volunteers. They should say, “France.” I will write the word France down on our chart.
k. Do you remember why Jacques Cartier explored? I will call on volunteers. They might say, “He wanted to set up a colony for France in the New World.” I will write it down on the chart.
l. What does “colony” mean again? I will call on volunteers.
m. I will add a sentence strip with word “colony” and the definition to the easel. Colony means a ““territory or land that belongs to another country.” Let’s read it together!
n. What was Jacques Cartier’s achievement or success? I will call on volunteers. They might say, “He discovered Canada.” I will elaborate and write down, “he explored the St. Lawrence River Valley in Quebec, Canada, and he set up a new colony in America for France” on the chart.
o. Today we are going to be learning about one of my favorite explorers Christopher Newport! Yesterday, we talked about him sailing to the New World for the country of England.
1. Do you want to take a guess at the place he discovered? I will call on volunteers. They should say, “Virginia.”
2. I am going to read you a book about Christopher Newport. While I’m reading, I’d like for you to think about whom his sponsor was, his reasons for coming to America, and his successes or accomplishments.
3. I will read the book to the students.
4. On page 13, it talks about Christopher Newport building James Fort on the edge of the James River. I will tell the students that Christopher Newport was instructed by King James of England to sail up the river to set up his colony. As he was sailing he reached the fall line.
5. A Fall line is very recognizable; it looks like rapids and waterfalls. Have you ever visited Great Falls, in Virginia? I will call on volunteers. That is what Christopher Newport saw, rapids and waterfalls.
6. Christopher Newport could not sail any farther, so he decided to set up his colony there. He was the first man to reach the fall line of the James River.
After the book, I will ask the students:
a. I will ask the students to take out their "The Exploration of the Americas" foldable, and I will ask a student to hand out the Christopher Newport page. While he or she is handing it out, I will bring up the first slide of the SMART board lesson.
b. I will ask them to find the picture of Christopher Newport 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.
c. 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 Christopher Newport . Also, I will ask them to glue their Christopher Newport page to the back of the Jacques Cartier 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 ask the students, "who has been your favorite European explorer and why?" I will call on volunteers to share. Tomorrow you will have the chance to set sail with your favorite European explorer! You will make your very own ship, and write some important facts that you learned about your favorite explorer while on your journey!
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 Christopher Newport, 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 seeing the pictures in the Christopher Newport book, 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 Christopher Newport 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 Christopher Newport Book, our discussion questions, and singing the Christopher Newport poem.
VII. Extension Activities:
Word Study/ Spelling: Include content area words this week that correspond with this unit! Words such as: Spain, France, England, Virginia, Florida, Canada, explorer, colony, European, and sponsor.
Writing: Explorer's Journal (entry day 5 of their journey). They have arrived! Ask the students to write about what they plan to do now that they have arrived at their destination. Will they search for gold and riches? Will they plan to set up a colony, like Christopher Newport? How do they plan to survive? How will they treat the natives that live there? Don't forget to edit each copy, and have the students write a final draft for you to collect and bind into a book for each student.
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 Christopher Newport? What were his reasons for exploring? What were his accomplishments?
I. Objective:
a. The students will be able identify the reasons for Christopher Newport's exploration, understand that his sponsor was England, 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, book called, “Christopher Newport” by Amy Williams Boykin, SMART board, and the SMART board lesson.
III. Lesson Duration: 60 minutes
IV. Procedures:
(30 minutes) Introduction:
a. 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 Jacques Cartier.
b. Yesterday, we learned about Jacques Cartier. 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!
c. 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.”
d. 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.”
e. What country was Jacques Cartier sailing from? I will call on volunteers. They should say, “He was sailing from France.”
f. What continent is France on? I will call on volunteers. They should say, “It is on the continent of Europe.”
g. Yesterday, we learned about the explorer named Jacques Cartier (I will point to his name on the chart).
h. Do you remember what the word “sponsor” means? (I will point to the word on our chart). I will call on volunteers. They might say, “it means to support someone by giving them money, products, or services.” That’s right!
i. 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.” Let’s read it together!
j. What country sponsored Jacques Cartier? I will call on volunteers. They should say, “France.” I will write the word France down on our chart.
k. Do you remember why Jacques Cartier explored? I will call on volunteers. They might say, “He wanted to set up a colony for France in the New World.” I will write it down on the chart.
l. What does “colony” mean again? I will call on volunteers.
m. I will add a sentence strip with word “colony” and the definition to the easel. Colony means a ““territory or land that belongs to another country.” Let’s read it together!
n. What was Jacques Cartier’s achievement or success? I will call on volunteers. They might say, “He discovered Canada.” I will elaborate and write down, “he explored the St. Lawrence River Valley in Quebec, Canada, and he set up a new colony in America for France” on the chart.
o. Today we are going to be learning about one of my favorite explorers Christopher Newport! Yesterday, we talked about him sailing to the New World for the country of England.
1. Do you want to take a guess at the place he discovered? I will call on volunteers. They should say, “Virginia.”
2. I am going to read you a book about Christopher Newport. While I’m reading, I’d like for you to think about whom his sponsor was, his reasons for coming to America, and his successes or accomplishments.
3. I will read the book to the students.
4. On page 13, it talks about Christopher Newport building James Fort on the edge of the James River. I will tell the students that Christopher Newport was instructed by King James of England to sail up the river to set up his colony. As he was sailing he reached the fall line.
5. A Fall line is very recognizable; it looks like rapids and waterfalls. Have you ever visited Great Falls, in Virginia? I will call on volunteers. That is what Christopher Newport saw, rapids and waterfalls.
6. Christopher Newport could not sail any farther, so he decided to set up his colony there. He was the first man to reach the fall line of the James River.
After the book, I will ask the students:
- What country sponsored Christopher Newport? I will call on volunteers. They should say, “England.”
- Why did the King of England want Christopher Newport to sail to the New World? I will call on volunteers. They should say, “He wanted Christopher Newport to set up colonies for England in Virginia, to find riches and a western sea route to Asia.”
- Was he successful? I will call on volunteers. They should say, “Yes.”
- He sailed up the James River until he reached what? I will call on volunteers. They should say, “The fall line.”
- What did he do when he saw the fall line? I will call on volunteers. He set up “James Fort.”
- What was James Fort? I will call on volunteers. They should say, “the first English colony in the new world.”
- How many trips did Christopher Columbus take from England to the New World? I will call on volunteers. They should say, “four.”
- Why did he take so many trips back and forth? I will call on volunteers. They should say, “He brought over supplies, and people from England.”
- What was Christopher Newport’s greatest accomplishment? I will call on volunteers. They should say, “He established the first permanent English colony called Jamestown.” I will add if needed, “that he was also the 1st man to reach the Fall Line of the James River.”
a. I will ask the students to take out their "The Exploration of the Americas" foldable, and I will ask a student to hand out the Christopher Newport page. While he or she is handing it out, I will bring up the first slide of the SMART board lesson.
b. I will ask them to find the picture of Christopher Newport 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.
c. 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 Christopher Newport . Also, I will ask them to glue their Christopher Newport page to the back of the Jacques Cartier 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 ask the students, "who has been your favorite European explorer and why?" I will call on volunteers to share. Tomorrow you will have the chance to set sail with your favorite European explorer! You will make your very own ship, and write some important facts that you learned about your favorite explorer while on your journey!
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 Christopher Newport, 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 seeing the pictures in the Christopher Newport book, 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 Christopher Newport 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 Christopher Newport Book, our discussion questions, and singing the Christopher Newport poem.
VII. Extension Activities:
Word Study/ Spelling: Include content area words this week that correspond with this unit! Words such as: Spain, France, England, Virginia, Florida, Canada, explorer, colony, European, and sponsor.
Writing: Explorer's Journal (entry day 5 of their journey). They have arrived! Ask the students to write about what they plan to do now that they have arrived at their destination. Will they search for gold and riches? Will they plan to set up a colony, like Christopher Newport? How do they plan to survive? How will they treat the natives that live there? Don't forget to edit each copy, and have the students write a final draft for you to collect and bind into a book for each student.