LESSON 3
TRAVEL

Treasure Map

1. Play “Simon Says” with students.
   a. Have all students stand up.
   b. Move classroom desks or furniture out of the way if necessary.
   c. Tell students that when you say “Simon says…,” followed by directions, they have to do what the directions say. For example, if you say, “Simon says take two steps to the right,” students should take two steps to the right. If any students do an incorrect action, they are out and have to sit down. Also tell students that if you don’t say “Simon says” first, before the directions, they should not follow the directions. If they do, they are out as well. For example, if you say, “Take two steps to the right,” and someone takes two steps, he or she is out.
   d. Try to use directions in the game that students might incorporate into their treasure maps later to reinforce vocabulary. Example directions may include:
   Simon says take three steps backwards.
   Simon says turn around in a circle.
   Simon says walk two steps to the north.
   Simon says hop once to the left.
   Simon says take a giant step to the right.
   Simon says skip forward twice.

1. Show students the example of the treasure map to the right (a larger version is located at the end of this chapter).
2. If needed, explain what a treasure map is: a map that is used to find buried treasure (usually stolen money, jewelry, or other valuables).
   *NOTE: The topic of pirates may come up. You could elicit from students the names of popular pirate movies and/or ask students to tell pirate stories. However, this may be culturally inappropriate in some locations due to the real risk factor of pirates along coasts. For more advanced classes, you could begin a discussion with students on the mythical, comic version of a pirate in comparison to modern-day pirates.
3. Review any unfamiliar vocabulary with students. Vocabulary might include “‘X’ marks the spot,” treasure, ship, gold, legend, or loot.
4. Break students up into pairs or small groups of three.
5. Tell each group they will be creating a treasure map that leads to a treasure, similar to the example above.
6. Tell students they will first need to decide what the treasure is and what landmarks they will be drawing in their treasure map. Elicit from students the landmarks on the map and write these responses on the board.
7. Have students draw a rough sketch of their treasure maps on a piece of paper first, so they can plan the layout and landmarks of the treasure map. Notice the example above has arrows going through the map to show the viewer how to get to the treasure. Students can also use arrows or dotted lines in their treasure map to try to trick the viewer to lead them the wrong way.
8. Now it’s time to draw! Assign students a section of sidewalk or piece of concrete to draw their treasure maps. Make sure students draw the landmarks of the treasure map, the treasure at the end, and lines or arrows to follow through the treasure map, if desired. Ideally, have students draw these maps as large as possible. Make sure they include a legend on their maps.
9. Once each group has drawn their treasure map, they need to write directions for it.
10. If needed, review or teach ordinal numbers and sequence and transition words to students.
    Ordinal Numbers and Sequence Words

    first(ly)	second(ly)	third
    after	afterwards	as soon as
    in the first place	at first	at last
    before	before long	finally
    in the meantime	later	meanwhile
    next	soon	then

11. Make sure to tell students that their directions must match the drawings on the sidewalk or paper. They can try to trick other students by drawing arrows or lines that go the wrong way, but if other students follow the directions correctly, they should find the treasure.
12. Once groups have completed drawing their treasure maps and writing directions, it is time to follow the directions to the buried treasure!
13. Groups can exchange directions several ways:
    • One group can read their directions aloud, while another group listens to the directions and follows what they hear on the treasure map. (Another possibility would be to walk through the treasure map if the map was drawn on a concrete surface outside.)
    • Alternatively, groups can exchange the written directions of their treasure maps, reading the other group’s directions and following them through the treasure map.
    Choose an option for students to follow based on what you want students to practice: listening to directions and reacting, or reading and comprehending written directions.
14. Each group should give their directions once and try to follow another group’s direction at least once. If possible, have groups switch treasure maps and directions with every other group.
15. As a closure activity and to reinforce new vocabulary, ask each student to tell you a new word he or she has learned before leaving class. The word can be vocabulary related to treasure maps or an action verb used in their map directions.

TREASURE MAP

GO FOR THE GOLD! MY TREASURE MAP

Directions: Draw your treasure map in the space provided below. Draw symbols in the boxes of the legend below.

Title: ______________________________