Day+1+-+Introduction

Teacher(s) Name:   Stephanie Hughes, Megan Brown, Shataye Rivers, Sherri Ruderman, and Michael Norvill Word Processed by: Megan Brown Thematic Unit Theme/Title/Grade Level: __Native Americans – 4th grade__ Wiki space address: __http://ucf4nativeamericansp10.wikispaces.com__ = Daily Lesson Plan Day/Title: __Monday: Introduction__   =  || The students will choose resources for their Florida Native American group project. (These resources can be books from the school library, websites, etc.)  The students will share their prior knowledge of Native Americans by participating in a class discussion following the reading of "The Rough Face Girl" by Rafe Martin.
 * =Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **

The students will become familiar with the teacher's expectations for the Native American tribe presentations. The teacher will accomplish this by giving each student the checklist that will be used in grading.

The students will be able to identify certain Native American artifacts, such as an arrowhead and a dream catcher , after the teacher introduces and discusses the items in class. ||  || Social studies:
 * NCSS Theme/Sunshine State Standards **List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org] . //
 * NCSS Theme/Sunshine State Standards **List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org] . //

SS.4.A.2.1: Compare Native American tribes in Florida. (Listening, Reading, Writing, Speaking, Viewing)

SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. (Reading, Viewing, Speaking)

SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media. (Viewing, Writing, Speaking) SS.4.A.1.Su.a: Use a primary and secondary resource to obtain information about a famous person or event from Florida history. NCSS:  || ** Student Activities & Procedures ** · What best practice strategies will be implemented? · <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">How will you communicate student expectation? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">What products will be developed and created by students? <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;"> || 1. Read aloud "The Rough Face Girl" by Rafe Martin as a light intro to Native American studies.
 * 1)  Culture
 * 2) People, Places, and Environments
 * // Teacher Activities/Student Activities // **

2. Point out the differences in this version of Cinderella from the one with which they are familiar (ex. "buckskin" clothing, moccasins, wigwams, bows, sleds, connection with nature, etc.)

3. Find out if the students are familiar with the above terms from the book. Use this as a segment into a discussion about Native Americans. Discover what they already know.

4. Later, after the discussion, explain that the class will be studying Floridian Native Americans - the Calusa, Apalache, Tequesta, and Timucua (also explain that the teacher will be presenting the Seminole tribe, one topic per day, to demonstrate how the students will design their tribes' presentations for the coming Friday).

5. The topics that the students should research for each tribe are __culture and religion__, __economics__, and __timeline and wars__. (Also mention to the students that since there are 5 topics and 5 people in each group, it would be advantageous if one student chose one topic each.)

6. The groups will be assigned like this: since there are 20 students in this fictional class, there will be a bag filled with 20 slips of paper, one name of an aforementioned Native American tribe on each. There will be 5 slips of paper for each tribe. The students will reach into the bag and pull out a paper at random, thus "choosing" a group.

7. Next, take the students to the school library to find books related to their tribes on the topics of war and conflict, culture and religion, and economics. They must have 7 sources for their presentation, and 2 of them should be internet sites (that the teacher approves).

8. Now that the students have their resources, they will read about and take notes on the first topic - culture and religion - for homework. The students who are not responsible for that portion of the presentation will read their sections.

9. On day 2, the students who are composing the culture and religion sections will see from the teacher's presentation on the Seminoles which information is considered important. The other group members will help those working on culture and religion with organizing ideas and information, and constructing a visual aid for that section of the presentation. (Visual aid can mean a PowerPoint, a poster, artifacts and “artifakes," etc.)   || <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;"> ||  1. "The Rough-Face Girl" by Rafe Martin
 * == Resources/Materials   ==

2. The school library and school (or personal) computers

3. A container containing each of the tribes' names written on 5 slips of paper each(for them to choose their Native American tribe groups at random) 4. I used this website to help me devise accommodations for students with reading/learning disabilities: [] || <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">How will student learning be assessed? Authentic/Alternative assessments? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">Are you using a rubric? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Pre-Assessment: I will lead an informal class discussion after reading “The Rough Face Girl” by Rafe Martin aloud to the class. The purpose of this discussion is to find out how much the students know about Native Americans before the project. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> Post-Assessment:  On the introductory day, I will introduce this rubric to the students so that they will know what information to include for their presentations. For each of the days following my introductory lesson, this is the rubric that will be used to evaluate the students' knowledge:
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Assessment **
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Assessment **

Day 2: Culture and Religion What did they eat/ how did they survive? What type of shelter did they live in? One unique thing to that tribe [Religion/experiences]

Name a special ceremony that was significant to your tribe What did you find most interesting about your tribe's religion? What type of religion did you tribe acquire? Was there more than one? How did your tribe mourn a death? Tell me one significant thing about your tribes use of medicine.

Day 3: Economics 1. Create one "artifact" for your Native American Tribe using art supplies 2. Be knowledgeable with your "artifact" so that you can explain to your classmates what it is ad what it is used for. 3. Explain what or how your Native American Tribe traded their goods. (i.e. over land, water or air?) 4. Reflection answering: What would or could you trade if you had to survive?

Day 4: Timeline and Wars

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal; mso-bidi-font-weight: bold;">1. Create an illustrated timeline.
====<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal; mso-bidi-font-weight: bold;">2. Write a 1-paragraph entry in journal reflecting on the Seminole Wars lesson. ====

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal; mso-bidi-font-weight: bold;">3. Identify 2 causes of the Seminole Wars.
====<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal; mso-bidi-font-weight: bold;">4. Identify 3 effects of the Seminole Wars ==== <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc  || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">ESOL: <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> - Small group cooperation - Continually monitoring students' comprehension (through daily teacher presentations of the Seminole tribe) - Direct instruction (the teacher will be modeling how the students' presentations should look by presenting the Seminole tribe) - Integration of speaking, listening, reading, and writing activities - De-emphasis of speed, focus on accuracy of the work (this is done by giving the students a week to prepare for a presentation about their tribe) <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">SLD: <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> - Students with reading difficulties can "read along" with a partner - Students with trouble focusing can use versions of their sources that can be highlighted in, or they can take notes about the main ideas/important facts<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Gifted/Talented: <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">- Since this is a student-driven research projects, gifted students can delve as deeply as they wish into the subject material, as well as guide their own pace. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">The only homework I will assign throughout the week leading up to the presentation is to thoroughly read the sources chosen for the project. Each student needs to be familiar with all aspects of his or her group’s tribe so as to facilitate the group’s efforts. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">
 * == Exceptionalities  ==
 * == Discussion Notes  == ||