LEARN NC

K–12 teaching and learning · from the UNC School of Education

Avast Ye Mateys - Learning about BlackBeard the Pirate

Using both print and Internet sources, students will explore a collection of information associated with Pirates and Blackbeard, in conjunction with their studies of North Carolina History. Students will explore and read a variety of books from the library and will access a controlled collection of websites regarding Blackbeard the Pirate within to complete a Scavenger Hunt. Scavenger Hunt can be completed as a group in the computer lab, or independently on classroom computers.

A lesson plan for grade 4 English Language Arts, Information Skills, and Social Studies

By Kathy Beck

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Learning outcomes

Students will:

  • access on-line scavenger hunt.
  • identify key words in questions and skim websites for key words to answer questions.
  • correctly navigate between the scavenger hunt and each site.
  • read and assimilate information regarding pirates and copy and paste correct answers from the linked sites to the scavenger hunt, to expand their knowledge of pirates and Blackbeard. Scavenger Hunt also links to a slide show of artifacts collected from the Queen Anne’s Revenge for student viewing.

Teacher planning

Time required for lesson

1 hour

Materials/resources

We pulled books from the library referencing pirates. These were placed in the classroom for supplemental independent reading before and after completion of the Scavenger Hunt. Some of these were:

  • Pirate, by Richard Platt ISBN 067997255-2
  • Pirates, by Philip Steele ISBN 07534-5052-6
  • Pirates and Privateers, by Edith McCall ISBN 051603360-3
  • The Pirates Handbook, by Margarette Lincoln ISBN 052565209-4
  • The World of the Pirate, by Val Garwood ISBN 0-87226-281-2
  • The Not-so-jolly Roger, by Joh Scieszka ISBN 0590981242
  • The Pirates of Colonial North Carolina, by Hugh Rankin ISBN 0865261008

Technology resources

Computer with Internet Access

Pre-activities

  • Students study the history of North Carolina, during the period, prior to and during colonization and the 1700’s.
  • Students have prior knowledge regarding word processing skills on how to copy and paste. (Students may opt to type in the information)
  • Students also have prior knowledge using the Back button to navigate from the Internet site back to the Scavenger Hunt.

Activities

  1. Demonstrate how to answer a question by identifying key words in the question and skimming the passage for those key words.
  2. Give students a copy of the Scavenger Hunt questions in advance. Have students highlight the key words in each question that they will use to guide their search for answers.
  3. Review how to click on a link to connect to the Internet page with the information in question.
  4. Review how to copy the information needed to answer the question, and or allow for remembering the information and typing it into the scavenger hunt.
  5. Review how to click on Back one time to get back to the Scavenger Hunt.
  6. Review how to paste the information into the Scavenger Hunt. (Since these are all previously taught skills at our school, this requires only a review. If this is not the case for your students, a pre-lesson on copy and paste in word processing may be required.)
  7. In the computer lab, as a group, or independently on classroom computers:Students access scavenger hunt: Avast ye Mateys. Have students use the list of questions and highlighted key words to guide their search for answers.

Assessment

  • Highlighted key words.
  • Rubric for scoring, attached.
  • Informally assess and check to see if answers on scavenger hunt are correct.

Supplemental information

Attachments:

Related websites

Avast ye Mateys

Comments

This plan was created to correlate with activities taught in fourth grade, but could be used independently and by other grades.

North Carolina Curriculum Alignment

Information Skills (2000)

Grade 4

  • Goal 1: The learner will EXPLORE sources and formats for reading, listening, and viewing purposes.
    • Objective 1.08: Select and use independently, both within and outside the school, a variety of resources (print, non-print, electronic) and formats (print, graphical, audio, video, multimedia) to extend content of resources used.
  • Goal 4: The learner will EXPLORE and USE research processes to meet information needs.

Social Studies (2003)

Grade 4

  • Goal 3: The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.
    • Objective 3.02: Identify people, symbols, events, and documents associated with North Carolina's history.

Computer Technology Skills (2005)

Grade 4

  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.07: Recognize, discuss, and use proper keyboarding techniques. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 2.12: Plan, discuss, and use search strategies with two or more criteria to find information online about North Carolina as a class/group. Strand - Telecommunications/Internet
  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.07: Locate, select, organize, and present content area information from the Internet for a specific purpose and audience, citing sources. Strand - Telecommunications/Internet

English Language Arts (2004)

Grade 4

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.01: Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question).
    • Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
      • setting a purpose using prior knowledge and text information.
      • making predictions.
      • formulating questions.
      • locating relevant information.
      • making connections with previous experiences, information, and ideas.
    • Objective 2.05: Make inferences, draw conclusions, make generalizations, and support by referencing the text.
    • Objective 2.07: Determine usefulness of information and ideas consistent with purpose.
  • Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
    • Objective 3.06: Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).