SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Donna Whitmore, Brandi McMurtry, Kareem Creary, ErickLee Aleman
Thematic Unit Theme/Title/Grade Level:Native American Tribes in Florida/ 4th grade
Wiki space address: http://ucfgr4floridanativeamericansf16t.weebly.com/
Daily Lesson Plan Day/Title: Monday/ Calusa tribe
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

StudentswillbeabletoexplainthedifferencebetweenfivedifferentNativeAmerican
tribesinFlorida.

NCSSThemes
FloridaStandards(FS)

NextGeneration
SunshineStateStandards

(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://www.cpalms.org/Public/

Assessment

Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?

Doesyourassessmentalign
withyourobjectives,standardsand
procedures?

Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

LearningObjectives:*youMUSThaveobjectivestomeetallstandards
ThestudentwillbeabletounderstandhowtheCalusatribecreatedtheirsheltersusing
naturalresources.
Thestudentwillbeabletounderstandandexplainfactsanddetailsfromtextsources
ThestudentwillbeabletoidentifywheretheCalusalivedinFlorida.
thestudentwillbeabletodescribehowtheCalusadressed.
NCSStheme(s):
People,Places,andEnvironment
Culture
FloridaStandard(s):
LAFS.4.L.3.AP.6b:Usegradeappropriategeneralacademicanddomainspecific
vocabularyaccuratelywithinwriting.
NextGenerationSunshineStateStandards:
SS.4.A.2.1CompareNativeAmericanTribesinFlorida
VA.4.H.1.In.aIdentifyideasimportanttopeople,groups,cultures,ortimeperiod,
thatarereflectedintheirartworks
SS.4.A.2.In.a:IdentifyimportantculturalaspectsofNativeAmericantribesof
Florida,suchaslivinginvillagesandmakingpottery
VA.4.S.1.In.b:Exploreartfromdifferenttimeperiodsandculturesassourcesfor
inspiration.

UnitPreAssessment:

Plickersquizhttps://plickers.com/library

UnitPostAssessment:
Plickersquiz

Ongoingdaily(progressmonitoring)Assessment:
4IcanteachothersabouttheCalusapeopleincludingtheircultureandenvironment
3Icanidentifyatleast3aspectsofCalusalife.
2IcanidentifytwoaspectsofCalusalife.
1WithhelpIcanidentifyoneaspectofCalusalife.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategies

willbeimplemented?

Howwillyoucommunicate
studentexpectations?

Whatproductswillbe

developedandcreatedbystudents?

ConsiderContextualFactors
(learningdifferences/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

Resources/Materials

Have students create their own Florida Native Americans flip book (10 minutes)
Allow table groups to choose tribe names giving them the choices of the five tribes
that will be covered during the unit.
Introduce pre-made KWL chart for unit. (5-10 minutes)
Large KWL on wall in classroom with listed tribes for each day
Explain to students that they will be contributing to the KWL chart using large post-its
as a tribe. Each tribe has their own color post-it.
Have tribes write 1-2 things that they already know about the Calusa tribe and add
post-it to the K section of the KWL (UDL 3.1)(ESOL 4)
Have tribes write 1-2 things that they want to know about the Calusa tribe and add
post-it to the W section of the KWL (UDL 6.1)
Introduce Calusa shelters to students using pictures (5 minutes)
Post large blank image of Florida near KWL chart. Pass out matching image of Florida
for students to cut out and glue to the cover of their flip book. (10 minutes)
Through discussion and the use of pictures, discuss where the Calusa lived in Florida
and draw/label this area on the large image of Florida and have students mark this area
on their map with a label using one color (each tribe will have its own color on the
map). (UDL 5.2 and 1.1.)
Discuss how the Calusa fished and how their physical location influenced this. View
the Calusa territory on map of Florida. territory map of calusa indians
Discuss the shelter, clothes, and daily life of the Calusa. (5-10 minutes)
Book: The Calusa and Their Legacy: South Florida People and Their Environments
Native Peoples, Cultures, and Places of the Southeastern United States by Darcie A.
Macmahon
Have students draw pictures and write notes/labels of the different things that they find
interesting about the Calusa tribe into the first page of the flip book. (ESOL 30)
Activity: Design your own Calusa face mask Have students design a face mask that
would look like the face paint the Calusa used (15 minutes)
Pass out materials for the mask- paper with blank mask image,
crayons/markers/colored pencils, scissors
Provide different examples (books/photos/artifacts if available) to each table tribe for
them to reference when designing mask
Have students glue their mask to the opposite page of flipbook.
Have tribes write 1-2 things that they learned about the Calusa tribe and add post-it to
the L section of the KWL chart (5 minutes) [exit ticket]

Links:
http://fcit.usf.edu/FLORIDA//lessons/calusa/calusa1.htm
http://www.bigorrin.org/calusa_kids.htm
https://plickers.com/library
http://www.native-languages.org/images/florida.jpg
Materials
construction paper
markers
crayons
scissors
glue

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Calusa tribe mask worksheet

textbook
post-it notes
poster paper for KWL chart
ALL resources should be noted here including but not limited to: internet sites, professional
resources- books, journals (titles and authors), childrens literature, etc.
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.