SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Crystal Rodriguez

Thematic Unit Theme/Title/Grade Level: Florida Pioneers/Fourth Grade
Wiki space address:
http://ucfgr4pioneerlifeinflf16t.weebly.com__________________________
Daily Lesson Plan Day/Title: Male Pioneers and everyday Outside Chores
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable Students will be able to describe pioneer life in Florida
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://www.cpalms.org/Public/

LearningObjectives:
1. Studentswilllearntheeverydaylifeofmalepioneers
2. StudentswilllearnandunderstandeverydayoutsidechoresofPioneers
3. Studentswillbeabletocompareandcontrastpresentdaychorestopast
chores
4. StudentswillbeabletocompareandcontrastmaleandfemaleFlorida
Pioneers
NCSStheme(s):
Culture,Time,Continuity,change,People,places,andenvironment,
Individuals,Groups,andInstitutions,
FloridaStandard(s):

LAFS.4.W.1.3 Write narratives to develop real or imagined experiences

or events using effective technique, descriptive details, and clear event
sequences
LAFS.4.W.4.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline specific tasks, purposes,
and audiences
LAFS.4.SL.2.5 Add audio recordings and visual displays to
presentations when appropriate to enhance the development of main
ideas or themes.

NextGenerationSunshineStateStandards:

Assessment
Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?

Doesyourassessmentalignwithyour
objectives,standardsandprocedures?

Informalassessment(multiplemodes):

participationrubrics,journalentries,
collaborativeplanning/presentationnotes,
etc.

SS.4.A.4.2:Describe pioneer life in Florida

SS.4.A.6.3:Describe the contributions of significant individuals to
Florida.
UnitPreAssessment:
https://quizizz.com/admin/quiz/582b616a3fb0424d01017876
UnitPostAssessment:
https://quizizz.com/admin/quiz/582b616a3fb0424d01017876
Ongoingdaily(progressmonitoring)Assessment:
Scale:
4IcanteachsomeoneaboutPioneerlifeinFlorida
3 IcandescribePioneerlife
2 I candescribe,aspectsofPioneerlife
1 IcanttellyouanythingaboutFloridaPioneers

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer

Re-Introduce novel: A Land Remembered during ELA

After the novel is read, recap with students about content that was
discussed the day before. Such as what materials were used to make
butter, what were female pioneers in charge of, what was a typical
school day for pioneer children, etc.
3. Explain to students that female pioneers and children were not the only
ones that had chores and daily task. Tie into discussion that while
female pioneers and children were completing their daily task, male
pioneers were also completing their task.
4. I will then play the Florida Cracker on the interactive whiteboard that I
created using http://blabberize.com . He will discuss daily chores they
did and why they are known as Florida Crackers. The Florida Cracker
will say that the term comes from the crack of the whip against cattle
and livestock and that they are not to be mistaken with cowboys. (ESOL
17)Provide contextual support through audio visuals, models,
demonstrations, realia, body language and facial expressions
1.
2.

OncethevideoisoverstudentswillberequiredtowritethevocabularytermFlorida
CrackerintheirglossaryalongwiththedefinitionTeach technical vocabulary

supporting key concepts

5.

6.

7.

8.

9.
10.

Students will be broken into three groups of six in each group and will
move in a clockwise motion allowing for about 15-20 minutes in each
station.
The first station will have a QR code for students to scan with the class
IPAD and view the video that explains what a Florida Cracker is and its
term https://safeshare.tv/x/ss582a9a9673cb7#v. Once students are
finished with the video they will be asked to record a few sentences
noting what they learned from the video.
The second station will have chairs surrounding the interactive
whiteboard and students will be able to go up to the board click on the
video and see how sugar cane syrup is made. (ESOL 29) Offer a variety
of reference materials at the students instructional level for independent
use Students will then write in their journal at least one ingredient used
and explain what is the purpose for that element.
https://safeshare.tv/x/JYmVYb5H5kI
The final station will have blank computer paper scissors and coloring
materials for students to make a reference tab sheet. Students will fold
the paper hotdog style and cut tabs on one side. They will then write the
term on the outside and the definition on the inside. Finally students
will draw a picture for each term on the opposite side of each flap.
(ESOL 30) Encourage the use of diagrams and drawings as aids to
identify concepts and seeing relationships
After the last rotation students will return to their seats and will be
asked to write a journal entry on a Florida Cracker
For homework students will be asked to create a chore board as the
pioneer child they write about in their journal. They will label the board
with who does what chore and draw pictures to correspond to the chore.
Underneath the picture they will write a sentence explaining who is
doing what and why.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Resources/Materials

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9.

http://www.factsfornow.scholastic.com/article?
product_id=nbk&type=0ta&uid=10676833&id=a2023250-h
http://crackercountry.org/index.php/history-education/florida-crackers
https://safeshare.tv
https://www.youtube.com
Pioneer Journal
Interactive white Board
Images of tools

http://blabberize.com
ESOL strategies and ESE strategies from Spalding Wiki space
(highlighted text)

10. http://www.qr-code-generator.com/?PID=1080&kw=how%20to%20make%20a
%20qr
%20code&gclid=CjwKEAiAvZTCBRDvnoOaoa2j3xISJABxPjN9ug5O_qu3oI5ulbI11
RC2iRsROP9BoI_dPM8hPmxLnhoCMxDw_wcB
11. White paper
12. Coloring materials
13. Scissors
ParentInvolvementHavestudentssharetheirjournalswithparents
FieldTripHavestudentstakeatripBarbervilleFlorida