SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Brandi McMurtry, Kareem Creary, ErickLee Aleman, Donna Whitmore
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: Friday/ Seminole tribe
LearningGoal:
Learning
StudentswillbeabletoexplainthedifferencebetweenfivedifferentNativeAmerican
Goals/Objectives
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

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

tribesinFlorida.

LearningObjectives:*youMUSThaveobjectivestomeetallstandards
StudentswillunderstandhowtheSeminoletribewasformedandwhatcausedthemto
migrate.
StudentswillunderstandthecausesandeffectsoftheSeminoleWars.
StudentswillunderstandtheSeminoleNativeAmericanpointofviewoftheIndian
RemovalAct
Studentswillbeabletocomparetwodifferenttextsandmakeknowledgeableinferences
aboutthetopic.

NCSStheme(s):
1.Culture
3.People,Places,andEnvironment
5.Individuals,Groups,andInstitutions

FloridaStandard(s):

LAFS.4.W.1.1:Writeopinionpiecesontopicsortexts,supportingapointofviewwith
reasonsandinformation.
b.Providereasonsthataresupportedbyfactsanddetails.
LAFS.4.RI.3.9:Integrateinformationfromtwotextsonthesametopicinordertowriteor
speakaboutthesubjectknowledgeably.

NextGenerationSunshineStateStandards:

SS.4.A.2.1:CompareNativeAmericantribesinFlorida.
SS.4.A.3.2:DescribecausesandeffectsofEuropeancolonizationontheNativeAmerican
tribesofFlorida.
SS.4.A.1.1:Analyzeprimaryandsecondaryresourcestoidentifysignificant

individualsandeventsthroughoutFloridahistory.

Assessment

Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?

Doesyourassessmentalign
withyourobjectives,standardsand
procedures?

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

UnitPreAssessment:
Plickersquiz

UnitPostAssessment:
Plickersquiz

Ongoingdaily(progressmonitoring)Assessment:
Kahootquizofpreviousday'slesson
KWLchart
4

Icanteachthesimilaritiesanddifferences
betweeneachofthefiveFloridatribes

IcanshowthatIknowthesimilaritiesand
differencesbetweeneachofthefiveFloridatribes

Iknowsomeofthesimilaritiesanddifferences
betweenafewofthefiveFloridatribes

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Imlearningaboutthesimilaritiesanddifferences
betweenafewofthefiveFloridatribes

Design for Instruction

Student Activities & Procedures 1.

Whatbestpracticestrategies
willbeimplemented?

Howwillyoucommunicate2.
studentexpectations?

Whatproductswillbe
developedandcreatedbystudents?

ConsiderContextualFactors
(learningdifferences/learning
environment/learningstyles)thatmay
beinplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications
do you make for ESOL
http://teachsocialstudies.wikispaces.com/
file/view/ESOLStrategiesComprehensibl
eInstruction.pdf/42902857/ESOLStrategi
esComprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/u
dlguidelines/udlguidelines_graphico
rganizer

Quick review of Apalachee using Kahoot- 5 questions (5 minutes) (UDL 1.3) (ESOL 6, 13,
15, 19)
KWL chart (5 minutes) (UDL 4.1, 9.3) (ESOL 2, 4, 6, 30, 32, 50)
Have tribes write 1-2 things that they already know about the Seminole tribe and add post-it
to the K section of the KWL
Have tribes write 1-2 things that they want to know about the Seminole tribe and add post-it
to the W section of the KWL
3. Introduce Seminole tribe with image of Florida State Universitys Seminole mascot.
(5 minutes) (ESOL 2, 4, 30)
What do you know about the Florida Seminole native americans?
Allow students to discuss prior knowledge (UDL 3.1)
Why do you think that one of our state universities have the Seminole as their mascot?
Seminole is Spanish for wild
4. Literature: Primary Sources: Andrew Jacksons Letter to the Cherokee
NewsELA article- Lexile level 690 (15 minutes) (UDL 1.1, 2.3, 4.2, 5.3) (ESOL 27, 29,
43)
Students will read the article independently (ESOL 32)
Students will utilize Close Read techniques and code their article with notes regarding:
(UDL 2.1, 2.3, 3.2, 6.4, 7.1, 9.2, 9.3) (ESOL 15, 17, 27, 30, 32, 43, 44, 50)
Emotions while reading
Unknown vocabulary
Questions during reading
Interesting facts
Teacher will bring attention to the image at the top of the article
What connection is there between the Cherokee and the Seminole indians?
5. Teacher will pass out printed excerpt from online article (funandsun.com) (15
minutes) https://docs.google.com/document/d/1410dk9F6DH17JfLjkLIYXqUjl3_gxmMaosDwd9k2mI/edit?usp=sharing
Students will cut out the picture of Osceola and paste into their flipbook (ESOL 30)
Students will add facts and interesting information about Osceola as they listen to the text
Teacher will read aloud the excerpt as students follow and use their Close Reading skills.
(UDL 2.1, 2.3, 3.2, 6.4, 7.1, 9.2, 9.3) (ESOL 15, 17, 27, 30, 32, 43, 44, 50)
During reading, the teacher will stop to ask questions for conceptual understanding at
highlighted notes throughout the article. (UDL 1.2, 2.1, 2.3, 3.2, 3.4, 9.3) (ESOL 5, 6, 9,
14, 15, 16, 17, 22)
What connection is there between the Cherokee and the Seminole indians?
What happened when the Seminole tribes refused to enslave the African American runaway
slaves?
Andrew Jackson was attempting to have the Seminoles leave Florida prior to becoming
president of the United States.
Teacher will make connection of the text about the Indian Removal Act in the article
excerpt and the NewsELA article Primary Sources: Andrew Jacksons Letter to the
Cherokee
Do you think that Andrew Jackson was as friendly with the Seminoles as he sounds in his

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

letter?
What connection is there between the Creeks and the Seminole indians?
Encourage students to turn to the Creek tribe page of their flipbook and add a note that they
learned about the Creek tribe.
What is your opinion of the Seminole chief Osceola?
Homework: Students will create a Wordle of the character traits they think Chief Osceola
had. Students will then write one paragraph explaining at least three of the words they chose
to describe Chief Osceola. Wordle can be created at http://www.wordle.net/create (UDL 1.1,
2.5, 3.3, 4.1, 4.2, 5.1, 7.1) (ESOL 5, 11, 12, 20, 27)
If student does not have access to technology, they can draw their own wordle on paper or
they will be permitted to access technology in class during free time.
Teacher will showcase the Childrens Literature book Native American Heroes, and
showcase the section on Chief Osceola. Book is available for students to look at, read in
class, or check out of classroom library. (ESOL 26, 28, 38)
6. On the large map of Florida, the teacher will draw/label the area that the Seminole
resided in with dates that they were there and arrows of where the Seminoles migrated over
time. (5 minutes) (ESOL 8, 17, 30, 46)
Students will draw/label this area on their map of Florida on their flipbook cover using a
color that is different than the Calusa, Creek. Timucua, and Apalachee tribes (each tribe will
have its own color on the map). (UDL 1.1, 1.3, 3.2, 7.1)
7. Have the students write 1-2 things that they learned about the Seminole tribe on a
post-it note have them add it to the L section of the KWL chart (5 minutes) [exit ticket]
(UDL 1.1, 4.1, 5.1, 9.1)
EXTENSION:
Kahoot quiz for Seminole review. (UDL 1.3)
Read aloud She Sang Promise by J.G.Annino,LisaDesimini,MosesJumper (UDL 1.2,
1.3, 2.5) (ESOL 26, 28, 38)

Resources/Materials

Materials:
1:1devicesforKahootandWordlecreation
Postitnotes/Stickypadpaper
Printedarticles
Pens/Pencils
Highlighters
Studentcreatedflipbook
Scissors
Glue
Crayons,markers,orcoloredpencils(studentchoice)
Links:
http://www.bigorrin.org/seminole_kids.htm
https://www.floridamemory.com/onlineclassroom/seminoles/lessonplans/4thgrade/4th
pioneer.php
PlickerQuiz
http://www.ducksters.com/history/native_americans/seminole_tribe.php
http://images2.fanpop.com/images/photos/5200000/fsufloridastatefootball5244003300
277.jpg
http://study.com/cimages/multimages/16/seminole_tribe_migration_map.gif
http://www.wordle.net/create
SeminoleIndianHistory.(n.d.).RetrievedDecember04,2016,from

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

http://funandsun.com/1tocf/seminole/semhistory.html
Excerptfromsubsections"TheFiveCivilizedTribes"and"TheSeminoleWars"
https://docs.google.com/document/d/1410dk9F6DH17JfLjkLIYXqUjl
3_gxmMaosDwd9k2mI/edit?usp=sharing
Citation:
PrimarySources:AndrewJackson'sLettertotheCherokee.(n.d.).RetrievedDecember04,
2016,fromhttps://newsela.com/articles/primarysourcejacksoncherokeeletter/id/19763/
Mcgovern,A.,&Madsen,J.(n.d.).NativeAmericanheroes:Osceola,Tecumseh&
Cochise.
Annino,J.G.,Desimini,L.,&Jumper,M.(2010).Shesangpromise:ThestoryofBetty
MaeJumper,Seminoletriballeader.Washington,D.C.:NationalGeographic.