3.++Five+Day+Unit+Plan

=** Daily Lesson Plan Day/Title: Day 1 Introduction ** = Students will discuss the reading, synthesizing information for the KWHL chart Students will compare general characteristics of Native American tribes of Florida such as location and culture || SS.4.A.1.2 Benchmark Description: Synthesize information related to Florida history through print and electronic media. LA.4.2.2.2: The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details NCSS Theme I: Include experiences that provide for the study of culture and cultural diversity. NCSS Theme III: Include experiences that provide for the study of people, places, and environments. || //Teacher Activities/Student Activities// || I will begin the lesson with a KWHL chart. I will lead the class in filling out what they know about Native Americans in Florida, such as what tribes reside here, and what they know about their history and present life. Then we will discuss what the students want to learn about native Americans and how they might go about getting that information. I will print out the chart for the students to fill out the final L section after the unit is complete. This will serve as an informal assessment of what they learned during the week.
 * Day 1 **
 * Teacher(s) Name: Emily Fowler **
 * Thematic Unit Theme/Title/Grade Level: Native Americans in Florida / 4th **
 * Wiki space address: http://ucfgr4nativeamericanssp09.wikispaces.com **
 * =Learning Objectives= || Students will create a KWHL chart in class determining their present knowledge and what they want to learn.
 * **NCSS Themes/Sunshine State Standards** || SS.4.A.2.1: Compare Native American tribes in Florida
 * Student Activities & Procedures

Then I will read aloud the book //The Seminole Indians// by Bill Lund. It gives an overview of many aspects of Seminole Indian life in Florida, both past and present. I will lead the students in a discussion on how other Native American Tribes in Florida are similar and different. || Power Point KWHL Chart || ||
 * == Resources/Materials == || //The Seminole Indians// by Bill Lund
 * **Assessment** || The students will complete the L portion of the KWHL chart at the end of the unit. ||
 * == Exceptionalities == || Students are permitted to draw pictures or use clip art graphics to fill in the L portion of the KWHL chart if necessary. ||
 * == Discussion Notes == || I will encourage students to share their KWHL chart at home with their family to see how much their family knows about Native Americans in Florida. This will set the stage for sharing each day with their family as they learn about Native Americans together.

Teacher Name: Emily Fowler Thematic Unit Theme/Title/Grade Level: Native Americans in Florida / 4th Wiki space address: http://ucfgr4nativeamericanssp09.wikispaces.com** = Daily Lesson Plan Day/Title: History and War = The student will discuss the consequences of the explorers’ actions. The student will describe Chief Osceola’s role in the Seminole Wars. The student will determine the how the Seminole Wars changed the lives of the Seminole Indians. || __SS.4.A.3.10: Identify the causes and effects of the Seminole Wars__ SS.4.A.3.8: Explain how the Seminole tribe formed and the purpose for their migration. LA.4.5.2.1: The student will listen to information presented orally and show an understanding of key points NCSS Theme I: Include experiences that provide for the study of culture and cultural diversity. NCSS Theme II: Include experiences that provide for the study of the ways human beings view themselves in and over time. ||
 * Day 2
 * =Learning Objectives= || The student will analyze the motivations of Florida explorers when they forced the Seminoles from their land.
 * NCSS Themes/Sunshine State Standards || __SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions.__
 * SS.4.A.3.2: Describe causes and effects of European colonization on the Native American tribes of Florida.

//Teacher Activities/Student Activities// || I will begin the lesson with a verbal pre-assessment. I will ask the students about what they know about the Seminole Indians to access their prior knowledge. The questions will include: “What do you think of when you hear the words ‘American Indian?’” “We celebrate the early Spanish explorers in Florida, such as Columbus Day. How much do you know about them? What did Christopher Columbus do?” “Did he really discover America? Were there any people there when he got there?” “Do you think that land belonged to the Indians, or Columbus?” We will discuss their responses, cueing in on any biases or possible misconceptions.
 * Student Activities & Procedures

I will continue by reading aloud a selection from Hunted Like a Wolf: The Story of the Seminole War by Milton Meltzer and The Seminole, Liz Sonneborn pages

Then we will watch a clip from YouTube, a Seminole war reenactment. The video clip will help the students better understand what it must have been like for the Seminole Indians when they were trying to fight for their land. This video and the previous reading helps prepare the student for the diary activity.

After the reading, I will ask the students to put themselves in the place of the Seminole Indians who were driven from their land and forced to hide from the US soldiers in the woods. I will ask them to write about the experiences the Indians experienced such as hunger, sickness, fear, and death, in the form of a diary entry. || The Seminole, Liz Sonneborn
 * == Resources/Materials == || Hunted Like a Wolf: The Story of the Seminole War by Milton Meltzer

You Tube Seminole War reenactment video [] ||
 * ** =**Assessment**= || My post-assessment will be a journal writing homework assignment in which the students will reflect on what they learned by writing about how their understanding of Native Americans has evolved over the course of the lesson. ||
 * == Exceptionalities == || Students with limited writing ability have the option to draw pictures instead of making a diary entry. Another option is to create a short digital presentation such as a video, powerpoint, or digital story telling instead of written journal entries. ||
 * == Discussion Notes == || If there are Native American parents available to speak as guests, I will invite them to do so. If no one is available I will arrange for a member of the Seminole tribe of Florida to give and oral history to the students about the Seminole Wars.

||

=Day 3=

Teacher(s) Name: Amanda Brown Thematic Unit Theme/Title/Grade Level: Native Americans in Florida/4th grade Wiki space address: **http://ucfgr4nativeamericanssp09.wikispaces.com** = Daily Lesson Plan Day/Title: Housing/ Family = ~The students will explore the different types of housing that Native American Tribes in Florida lived in. ~The students will gain knowledge about the Native American Families how they lived. ~The students will compare and contrast the family structure of Native American Tribes to their own family structure. ~The students will work together to create a different models of Native American housing. || || **NCSS Themes:** ~Culture ~People, Places, and Environments ~Individuals, Groups, and Environments
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson? ** || ~The students will gain knowledge about how the Native American Tribes lived and who they lived with.
 * **NCSS Themes/Sunshine State Standards** List the overall theme and then each standard. Cutting and pasting from the website is allowed.

SS.4.A.2.1: Compare Native American tribes in Florida. SS.4.A.4.2: Describe pioneer life in Florida. SS.4.C.2.1: Discuss public issues in Florida that impact the daily lives of its citizens. SS.4.A.2.In.a: Identify important cultural aspects of Native American tribes of Florida, such as living in villages and making pottery. VA.A.1.2.4 Uses good craftsmanship in a variety of two-dimensional and three-dimensional media. VA.C.1.2 The student understands the visual arts in relation to history and culture. || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1. Begin the lesson by discussing the students’ family. 2. Ask some questions like: ~Who lives in your house? ~Who do they consider their family? ~Where do they live? ~What does their house look like? 3. Show the students some pictures of different native American housing. 4. Discuss what they think the pictures are of and what they know about them. 5. Have them take out a piece of paper and write down 5 interesting things they see about the pictures. 6. Have the students share with their elbow partner who they think lives in these houses in the pictures. 7. Then have them jot down on the paper, who they live with in their house, and on the other side who they think may live in the houses in the pictures. 8. Begin a discussion on the family Structure of the Native Americans and explain the different houses and shelters in the pictures. (tepees, wigwams, longhouses, lodges, grass houses, wattles, daub houses, chickees, adobes, earthen houses, and plank houses) 9. Also discuss who they lived with and emphasize how small the houses were and how many people lived in them. Explain to them the family structure and who the head of the household was and the order in which the house was run. 10. Then have the student’s use the lists they just made to compare and contrast with a partner about their families and the Native Americans. 11. Next group the students into groups of 5 or 6. 12. Have each group pick a different type of housing they thought was interesting and would like to research and learn a little more about. 13. Have the students’ research on the internet a little more about the specific house. 14. Explain to them that they will be working together to create a 3D model of the house they chose. 15. Give them a deadline which these models need to be completed. 16. When the deadline comes, each group will share what they learned about each type of housing and their model houses. || || ~ Pictures of different types of housing: - [] - [] - [] - [] - [] ~ pencil & paper ~ access to internet to research families and houses ~ Cardboard, construction paper, glue, sticks, leafs, etc. ~ rubric for 3D model houses || ~ After completing the model homes the students will discuss what they learned and what they felt was interesting about them. || ~ allow students to discuss with elbow partners ~allow students to work together on their model homes || ~ look for a place to take a field trip to view these houses with their own eyes. ||
 * Florida Sunshine State Standards:**
 * Student Activities & Procedures
 * ==Resources/Materials ==
 * **Assessment** || ~ Follow the rubric that was given to the students to assess the model houses.
 * ==Exceptionalities == || ~ show pictures of Native American houses and families
 * ==Discussion Notes== || ~ encourage the students to talk to their parents about how differently their families are and lived compared to the Native American families.

Day 4 // Teacher(s) Name: // Hillary Trupp // Thematic Unit Theme/Title/Grade Level: // Native Americans in Florida/ 4th grade // Wiki space address // : http://ucfgr4nativeamericanssp09.wikispaces.com = // Daily Lesson Plan Day/Title // : Eat, Create, Sing! = What will students accomplish / be able to do at the end of this lesson? || o The students will gain knowledge about what Native American tribes in Florida ate by having a poem read to them with that information in it. o The students will gain knowledge about what Native American tribes in Florida would create through arts and crafts by having a poem read to them with that information in it. o The students will develop a text to self literary connection between their culture and the culture represented in a poem by creating a Venn Diagram, in a group, comparing and contrasting what they know about each. o The students will understand the importance of music in the culture of the Native Americans in Florida. o The students will compare various Native American tribes in Florida. o The students will create a three-dimensional Native American instrument and use it to make music. o The students will be able to identify a relationship between visual art and historical culture of the Native Americans. || || NCSS Themes: Florida Sunshine State Standards: || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || # Ask students to complete a quick write when they first enter the class. Have them jot down ask many things as they can that they think Native Americans in Florida ate or what kinds of arts and crafts they did in a minute. || || ** Paper towel center for each student. || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || o Students will complete Venn Diagram in groups based off of information they pulled out of the poem/ from the discussion and will be comparing/ contrasting Native Americans to themselves. o Students will complete a three-dimensional rain stick and be able to use it. o Pre- assessment is what the students wrote down on their initial quick write. o Post- assessment is what the students wrote down at the end of the lesson on their quick write paper. o Students will participate in discussions about the video clip and when dissecting the poem as a class.
 * = Learning Objectives =
 * NCSS Themes/Sunshine State Standards List the overall theme and then each standard. Cutting and pasting from the website is allowed.
 * Culture
 * People, Places, and Environment
 * SS.4.A.2.1 Compare Native American tribes in Florida.
 * SS.4.A.2.Su.a: Recognize an important cultural aspect of Native American tribes of Florida, such as making pottery.
 * LA.4.2.1.5 The student will respond to, discuss, and reflect on various literary selections, connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts)
 * LA.4.5.2.1 - listen to information presented orally and show an understanding of key points;
 * VA.A.1.2.4 Uses good craftsmanship in a variety of two-dimensional and three-dimensional media.
 * VA.C.1.2 The student understands the visual arts in relation to history and culture.
 * MU.E.1.2.2 Understands the relationship between music and other subjects (e.g., between folk songs and historical events).
 * Student Activities & Procedures
 * 1) Discuss what the students wrote.
 * 2) Read the poem “What do I eat and What do I do” to the students.
 * 3) Have a larger version of the poem (on an overhead, active board, large poster, etc.) so that the students can see the poem well enough to read it.
 * 4) Read the poem a second time and have the students read it with you.
 * 5) Begin a discussion on what types of food the Native Americans ate.(corn, squash, turkey, birds, alligator, turtle, seafood, oysters, fruit, nuts, stew, soup, and rabbit.) You may want to underline each of the foods discussed on the poster board so that they are easy to point out. Then make a list on the board of all of the foods discussed. (Title the list “Native Americans in Florida Eat”) (Make sure you point out that some tribes ate seafood and fish and other tribes hunted for red meat.)
 * 6) Next, ask the students to come up with some foods that they ate on a regular basis and write those in a list on the board. (Title this list “Foods We Eat Today”)
 * 7) After you have completed the two lists group the students into groups of 3-5 students.
 * 8) Give each student a Venn Diagram handout.
 * 9) Tell the students to use the list up on the board and some of their own ideas to compare and contrast the foods the Native Americans ate and the food we eat today. Have them title their Venn Diagram circles “Native American’s Food”, “Food We Eat”, and the center circle “Both”. Venn Diagram: [[file:~$venn2_2.doc]]
 * 10) After each of the groups has finished, have each group share two of their favorite foods in each section.
 * 11) Bring the student’s attention back to the poem as now ask them to pinpoint three main arts and crafts the Native Americans from Florida participated in. Write these three types on the board. (wood carvings, basket weaving, beadwork.) Also, add in that there is one more type of art they participated in and that is pottery.
 * 12) Show the students a type of each art by bringing in artifacts to represent them. Pass these artifacts around for the students to see. (If you do not have access to an example of each of these types of art, you can use the websites in the resource section to show them examples off of the computer.)
 * 13) Discuss parts of the art that stand out.
 * 14) Tell the students another large part of art for the Native Americans was music and dance.
 * 15) Tell the students you are going to play them a clip of music from the Native Americans. Tell them that the clip is called “Rain Dance” and that you want them to listen carefully to the instruments and that you are going to ask them after why they think it is called “Rain Dance”. Play [].
 * 16) Ask the students to share why they think it was called “Rain Dance”. Explain to the students that the music progresses much like a thunder storm. First it starts out with a light drizzle and gradually moves to a thundering pour of rain.
 * 17) Ask the students for some of the instruments that they heard in the music.
 * 18) Discuss some of the musical instruments they came up with.
 * 19) Then explain to the students that the most common instruments the Native Americans used were drums and rattles.
 * 20) Tell them we are going to make a rattle today and it is called a “Rain Stick”. Tell the students that rain sticks were used by the Native Americans while doing rain dances like the one we just listened too. (Show the students the rain stick that you made.)
 * 21) Tell the students to look at paper towel centers and a piece of tape big enough to cover one of the ends. Tell the students to place the piece of tape over one of the opens so that it covers the opening. (Demonstrate with your materials.)
 * 22) Tell the students to next pour the rice into the open side of the paper towel center and then use the second piece of tape to cover the remaining opening. (Demonstrate with your materials.)
 * 23) Last tell the students that there are feathers, markers, tissue paper, etc. in the middle of the table that they can use to decorate their rain sticks with. Remind them that this is a Native American rain stick and that they will want to use the Native American art we looked at earlier as inspiration.
 * 24) After the rain sticks are complete tell the students we are going to read the poem again and while we read it they are going to do as I do with their rain stick.
 * 25) Have students go back to their quick write and give them a minute to write down the foods that Native Americans ate and what kinds of arts and crafts they did.
 * == Resources/Materials ==
 * Two pieces of tape big enough to cover the end of the paper towel center for each student.
 * About a cup of uncooked rice for each student.
 * Feathers, markers, tissue paper, glitter, etc. to decorate the rain sticks.
 * “Rain Dance” Video Clip: [].
 * An example of basket weaving, pottery, beadwork, and wood carving to show the students or websites with examples on them. (Beadwork: [], Pottery: [] , basket weaving: [] , wood carvings: [] )
 * Venn Diagram: []
 * If students finish early you can give them a handout similar to this one to continue using their arts and crafts on. []
 * “[[file:What do I Eat and What do I do.doc]]” poem.
 * Assessment

|| What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * == Exceptionalities ==

|| o Allow students to pass around artifacts of Native American artwork. o Show the students an example of what type of music the Native Americans created through a video clip. o Allow the students to work in groups so that they can put all of their ideas and strengths together. o Explicitly demonstrate how to put together the rain stick. o Explicitly demonstrate reading the poem before the students join in with the reading. o Have the poem available to be used a reference throughout the lesson. o Integrating art, music, technology, and hands-on activities are also accommodations made for students with exceptionalities. || Week Prior: // Day 5 // Teacher(s) Name: Hillary Trupp // Thematic Unit Theme/Title/Grade Level: // Native Americans in Florida/ 4th grade // Wiki space address // : http://ucfgr4nativeamericanssp09.wikispaces.com = **// Daily Lesson Plan Day/Title // : Who wants to be a Native American Chief? ** =
 * == Discussion Notes == || Teacher Preparation:
 * Put one paper towel center, two pieces of tape the can cover the end of the paper towel center, about a cup of rice, glue, and various arts and crafts (markers, feathers, tissue paper, etc.) on each of the students desks so that when it comes to the point in the lesson to make the rain sticks the materials are all ready. (Have a set of materials available for you to use too so that you can demonstrate.)
 * Have a Venn Diagram printed for each group. (You may want to use a Venn Diagram from [] )
 * Have the poem written on a poster or overhead sheet.
 * Have artifacts to show the kids ready to pass around or have websites pulled up on your computer to show the students the artifacts.
 * Have an example rain stick that you made available for an example.
 * Have the video clip pulled up on your computer and check to make sure the sound on your computer is on.
 * Have students bring in paper towel centers from home. ||

What will students accomplish / be able to do at the end of this lesson? || o  The student will have enough knowledge about Native Americans from Florida in order to answer a number of questions from various topics we covered throughout the week. o The students will be able to determine what they learned about the Native Americans from Florida by filling in the remainder of a KWHL chart. o The students will reflection on what they learned during the unit on Native Americans from Florida by writing a few sentences on their learning and drawing pictures to represent the information learned. || ** || NCSS Themes: Florida Sunshine State Standards: · SS.4.A.2.1 Compare Native American tribes in Florida. · SS.4.A.2.In.a: Identify important cultural aspects of Native American tribes of Florida, such as living in villages and making pottery. · SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions. · |SS.4.A.3.2: Describe causes and effects of European colonization on the Native American tribes of Florida ·  SS.4.A.3.10: Identify the causes and effects of the Seminole Wars ·  SS.4.A.3.8: Explain how the Seminole tribe formed and the purpose for their migration. · SS.4.A.4.2: Describe pioneer life in Florida. · SS.4.C.2.1: Discuss public issues in Florida that impact the daily lives of its citizens.
 * = Learning Objectives =
 * NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.
 * Culture
 * People, Places, and Environment
 * Individuals, Groups, and Environments

|| //Teacher Activities/Student Activities// ** · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? ** || # Have the students get out their KWHL charts from the first day of the thematic unit and give them 3 minutes to write down as many things that they learned about Native Americans in Florida as possible. || ** power point · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || ** An informal assessment that is taking place throughout the game is observing which students are contributing to their team’s answers. What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || o The students have the opportunity to draw pictures in their reflections to further explain what they learned. o The students have the opportunity to work in groups to come up with answers instead of individually. o All of the questions have answer choices to choose from so that students do not need to develop the answers on their own. || o You may want to write your own reflection of something that you learned from the lessons of the week and share it with the class while the students are sharing their reflections.
 * Student Activities & Procedures
 * 1) Allow all of the students share one of the things that they wrote down during their quick write time. Encourage the students to write down things that their classmates share that they had not originally thought of.
 * 2) Tell the students that we are going to play “Who wants to be a Native American Chief?” Explain to the students that this is a version of “Who wants to be a Millionaire?” Ask the students if anyone has ever watched “Who wants to be a Millionaire?” before. Have the students that have watched the game show before share what they think of the game.
 * 3) Tell the students that “Who wants to be a Native American Chief?” is very similar to “Who wants to be a Millionaire?” but there are some alterations. Tell the students that you are going to break them up into teams. Each team will receive a white board and marker. Tell the students that you will show them the questions up on a powerpoint slide show and each questions will have four answer choices. (A,B,C,D). Explain to the students that the questions will range in dollar amounts as they get progressively harder.
 * 4) Break the students up into teams of 4 or 5. Number the teams. Give each group a white board and a dry erase marker.
 * 5) Open the [[file:Thematic Unit Millionaire Game.ppt]] power point and display the first slide to the class (the title slide).
 * 6) Tell the students that they will have 30 seconds to discuss the question with their group and to write the letter that corresponds with their answer on their whiteboard. I will call when the time is up. At this time ALL markers should be down. I will then say “show me your final answer” and all of the teams should flip their boards around so everyone can see their answer. (During this time there should be no talking.)
 * 7) We will keep score on the front whiteboard by giving each team a tally mark when they get a question correct. At the end of the game, whichever team has the most correct answers wins!
 * 8) Begin to play the game by showing the students the second slide on the powerpoint which is the $100 question and start the timer.
 * 9) When the time is up say “show me your final answers” and the teams will flip over their boards so that everyone can see each of the team’s answers.
 * 10) Then move the slide show to the third slide which is the answer slide and have the students with the correct answer keep their board up in the air so that they can get a tally mark on the scoreboard.
 * 11) Have one of the teams share their reasoning for choosing that answers or how they remembered that answer.
 * 12) Have all of the teams erase their boards.
 * 13) Go through all of the questions this way. Take note or any questions that all of the teams got wrong and make sure to clearly explain the correct answer and why. It might also be helpful to remind the students of when you covered that topic.
 * 14) After finishing the game have the students go back to their seats and reflect on what they learned throughout the week. Have the students reflect by writing 3-5 sentences on something they learned about the Native Americans in Florida and when/ how they learned that information. Also, have the students draw a picture representing the information they learned.
 * 15) Have some of the students read what they wrote and share their picture with the class. ||
 * == Resources/Materials ==
 * A whiteboard per group
 * A game board timer/ a clock that is visible by the students so that they know how much time they have left to answer.( [] can also be used as a stopwatch for the students to see.)
 * KWHL charts from the first day of the thematic unit. ||
 * Assessment **
 * Another way the students will be assessed is through their reflections of information they learned during the week.
 * The student will also be assessed on what they knew about Native Americans in Florida before the unit and after the unit.(Pre and Post assessment)
 * == Exceptionalities ==
 * == Exceptionalities ==
 * == Discussion Notes == || o If the students do not cover some main information you would like to review while the students are discussing what they wrote on their KWHL charts, ask prompting questions to get the students thinking about those main ideas.

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