3.+Five+Day+Unit+Plan

Teacher(s) Name: __Brandi Heidelberg___ __ Thematic Unit Theme/Title/Grade Level: __Significant people of Florida/F²/4th Grade __ Wiki space address: __ucfgr4sigpeoplef09 _ = __Daily Lesson Plan Day/Title:__ Day 1/Juan Ponce de Leon   =

|| 1) The student will be able to plot Juan Ponce de Leon’s expeditions around Florida on a map. 2) The student will be able to identify the 5 W’s about Juan Ponce de Leon from the information provided. 3) The student will make predictions about Juan Ponce de Leon using a KWL chart. 4) The student will be able to identify Juan Ponce de Leon as Florida’s first explorer.
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **

|| || LA.4.2.2.3: The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing SS.4.A.3.3: Identify the significance of St. Augustine as the oldest permanent European settlement in the United States. __ __ SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions. SS.4.A.6.3: Describe the contributions of significant individuals to Florida. __ || · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1) I will present the topic to students using an artifact bag. 2) I will pass around the artifact bag and let the students look through the bag. 3) I will then ask the students and let them predict what the topic/lesson is about. 4) I will then tell them the lesson will be on Juan Ponce de Leon. 5) Next, I’ll give my students a KWL chart and have them fill out the KW sections which stand for “what you know about the topic” and “what u want to know about the topic. 6) I will then proceed on to the lesson. 7) First, I will hand out a biography about Juan Ponce de Leon and a chart with the 5 W’s which are who, what, when, where, and how. 8) I will have the students read Juan Ponce de Leon’s biography. 9) As they read or after they read, the students will fill out the chart. 10) After filling out the chart, as a class, I will go over the chart with the students. 11) While I’m going over the chart with the students, I will gather some answers from the students that they filled into their chart and write them on the board. 12) Also, I would ask the students to tell me how they got their answers and expand on them through a discussion. For example: I would ask, “Why do you think de Leon was looking for the Fountain of Youth,” to create a class discussion. 13)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> After going over the chart with the students, I will then give my students a map of that includes Florida/Bahamas/Cuba area. 14)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Next, I will provide the students with different color markers. 15)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> I will then have the students use the biography that was given to them to plot de Leon’s travels as an explorer from beginning to end. 16)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> I will tell the students to use the pencils and markers provided to them to draw arrows starting from where de Leon started to where he ended up. 17)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> I will also inform the students that they will use the pencil first just in case they made any mistakes, then go over it in marker. 18)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Once the students have completed their map, I will then present an accurate map of what their map should look like. 19)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Students will then compare their map to the accurate map of de Leon’s expeditions. 20)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Next, I will have the students correct their map, if needed, using another color marker. 21)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Once the students have finished up with their maps, I will then have the students watch a couple of 2 short YouTube clips about Juan Ponce de Leon’s expedition and the fountain of youth. 22)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Video one: Ponce de Leon’s Expedition 23)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Video two: Cartoon video about Ponce de Leon and the Fountain of Youth 24)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> I will then wrap up the lesson by having the students fill out the L section of their KWL charts. 25)<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> After the students finish their KWL charts, I will then collection the 5 W’s and KWL KWL charts for grading. || || // ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. should be noted here. // Biography of Juan Ponce de Leon provided by teacher (internet source) Color Markers Map with Florida/Cuba/Bahamas included Pencils KWL charts 5 W’s charts YouTube clips: [] [] || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric?  · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes  || Pre-Assessment: KWL chart: Before I start my lesson, I will have my students only fill out the KW section first.
 * ** 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]. //
 * ** Student Activities & Procedures **
 * //Teacher Activities/Student Activities// **
 * []
 * []
 * == Resources/Materials ==
 * ** Assessment **

Post-Assessment: KWL chart: After I’ve done the lesson with my students, I will have them fill out the L section of the chart. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Gifted/Talented: ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> For homework, I would have my students read a short documentary on Florida’s history after Juan Ponce de Leon’s expedition. I would then have them write a short summary on each section,,  , and. I would also inform the students to pay attention to the last section “Second Spanish Period” because tomorrow’s lesson will be on Andrew Jackson. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> For homework, I may have the students refer back to the biography of Juan Ponce de Leon that was given to them in class and use it to make their own artifact. Students will pick something from the biography and make their own artifact out of whatever they want. Students will then bring it to class the next day to share. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> At the end of the week, the students and teacher will take a field trip to St. Augustine, FL. To get parents involved, I would ask that they would do some research with their child using the internet, etc to get their students familiar with St. Augustine. I also, would urge the parents to help chaperone on the field trip to make the trip a little more exciting for the students.
 * == Exceptionalities ==
 * Visual aides, maps and sketches will be used throughout all teacher discussion.
 * I will also use hand gestures to illustrate key points and write them on the board as well.
 * ESOL students will also be provided with an alternative assessment option allowing them to draw and explain their work to teacher individually when questioned.
 * Ask students open-ended questions that would stimulate higher order thinking skills and give students opportunities to consider and express personal opinions.   ||
 * == Discussion Notes == ||

|| Teacher(s) Name: __Zachary Anderson_____________________________________________ Thematic Unit Theme/Title/Grade Level:___Significant People in Florida________4th Grade_____ Wiki space address: _____http://ucfgr4sigpeoplef09.wikispaces.com__/___________________ = Daily Lesson Plan Day/Title: _____Andrew Jackson and His Politics_____________________ = <span style="font-family: "Times","serif";"> || * <span style="font-family: "Times","serif";">The student will learn about Andrew Jackson’s role in seizing Florida from the Spanish. <span style="font-family: "Times","serif";"> <span style="font-family: "Times","serif";"> <span style="font-family: "Times","serif";"> || <span style="font-family: "Times","serif";"> || * SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. <span style="font-family: "Times","serif"; font-size: 11pt;"> Student Activities & Procedures //Teacher Activities/Student Activities// · <span style="font-family: "Times","serif"; font-size: 9pt;">What best practice strategies will be implemented? · <span style="font-family: "Times","serif"; font-size: 9pt;">How will you communicate student expectation? · <span style="font-family: "Times","serif"; font-size: 9pt;">What products will be developed and created by students? <span style="font-family: "Times","serif"; font-size: 9pt;"> || # Begin lesson by putting up the second day’s piece of the timeline on the board. -Getting rid of the National Bank -Abolishing the Electoral Vote -Doing away with paper money 13. Tell students that one of Jackson’s decisions that most effected Florida was the Passing of the Indian Removal Act 14. Display and read through the Indian Removal Act. [] 15. Watch the first five minutes of clip 9 of the Life of Andrew Jackson. At: http://www.youtube.com/watch?v=XdgdE4edpVA&feature=related 16. Describe the Trail of Tears. 17. Pass out maps of the South Eastern United States to each student along with instructions. 18. Explain that the students will be using the instructions to fill in the “trail” that the Seminole Indians followed from Florida to their new territory. 19. Put the map that the students received up on the Activ Board. 20. When the students have finished select students randomly, or one from each group, to go to the Activ Board and fill in a piece of the trail. 21. Use critical thinking questions such as: “Do you think the Seminoles should have been forced to leave,” and “How do you think Florida would be different now if they were not forced to leave?” 22. To finish the lesson have the students write four things they learned about Andrew Jackson or what he did in the L portion of their KWL charts. 23. Go over how much one person can make a difference, whether it is good or bad. 24. Describe that the next day the students will learn about someone who helped to change society without having to be in the office of such power. || <span style="font-family: "Times","serif"; font-size: 9pt;"> <span style="font-family: "Times","serif"; font-size: 9pt;"> || http://fcit.usf.edu/florida/docs/docs.htm
 * =<span style="font-family: "Times","serif";">Learning Objectives =
 * <span style="font-family: "Times","serif"; font-size: 11pt;">What will students accomplish / be able to do at the end of this lesson? **
 * <span style="font-family: "Times","serif";">The student will learn about Andrew Jackson’s role in Florida becoming a state.
 * <span style="font-family: "Times","serif";">The student will learn about Trail of Tears.
 * <span style="font-family: "Times","serif";">The student will learn of some of the ambitions Andrew Jackson had when he became president of the United States.
 * <span style="font-family: "Times","serif";">The student will learn how to use map skills to explore the trail of tears.
 * <span style="font-family: "Times","serif";">NCSS Theme/Sunshine State Standards **<span style="font-family: "Times","serif"; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: "Times","serif"; font-size: 9pt;">These can be downloaded from the Florida Dept of Education //[|//http://flstandards.org//]//<span style="font-family: "Times","serif"; font-size: 9pt;">. //
 * <span style="font-family: "Times","serif";">NCSS Theme/Sunshine State Standards **<span style="font-family: "Times","serif"; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: "Times","serif"; font-size: 9pt;">These can be downloaded from the Florida Dept of Education //[|//http://flstandards.org//]//<span style="font-family: "Times","serif"; font-size: 9pt;">. //
 * SS.4.A.3.7: Identify nations (Spain, France, England) that controlled Florida before it became a United States territory.<span style="font-family: "Times","serif"; font-size: 11pt;">
 * SS.4.A.3.9: Explain how Florida (Adams-Onis Treaty) became a U.S. territory. <span style="font-family: "Times","serif"; font-size: 11pt;">
 * SS.4.A.6.3: Describe the contributions of significant individuals to Florida. <span style="font-family: "Times","serif"; font-size: 11pt;">
 * SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude). <span style="font-family: "Times","serif"; font-size: 11pt;"> ||
 * 1) Hand out an artifact for each student to put on/in their pail. The artifact for the lesson is a 20 dollar bill (or copy of one) featuring a portrait of Andrew Jackson.
 * 2) Also pass out an arrow to put on the pail reaching out from Pensacola to the Portrait of Andrew Jackson.
 * 3) Have students continue their KWL charts by filling out the K and W portion for Andrew Jackson.
 * 4) Explain that before Florida was a state it was a territory controlled by the Spanish.
 * 5) Describe that when Florida was a territory controlled by the Spanish it had a large population of Native Americans from the Seminole tribe.
 * 6) Explain to the students that at that time in American History many were eager to keep expanding their claims on territory.
 * 7) Show students the 2 minute clip from the History Channel on Jackson capturing Florida from the Spanish. At: []
 * 8) Go over with the students how Jackson captured the Spanish territory of Florida for the States, and the justifications he used to do so.
 * 9) Display an excerpt from the Adams-Onis Treaty on the overhead and explain that that was how Spain ceded the territory of Florida to the States.
 * 10) Show the first three minutes of Part 8 of the Life of Andrew Jackson at: []
 * 11) Go over Jackson’s ascension to the highest office in the country and some of his goals for his presidency.
 * ==Resources/Materials ==
 * Resources: **http://americanpresidents.org/presidents/president.asp?PresidentNumber=7

//Pictorial Life of Andrew Jackson// by John Frost, Horatio Hastings Weld, Lindsay & Blakiston

Youtube clips: http://www.youtube.com/watch?v=XdgdE4edpVA&feature=related http://www.youtube.com/watch?v=X1EkGbcAor4&feature=related http://www.youtube.com/watch?v=1joeTItluR4&feature=related

Overhead Whiteboard Copy of the Indian Removal Act Copy of the Adams-Onis Treaty Copy of Map for each student Map for Activ Board || · <span style="font-family: "Times","serif"; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-family: "Times","serif"; font-size: 9pt;">Are you using a rubric? · <span style="font-family: "Times","serif"; font-size: 9pt;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: "Times","serif";"> || //<span style="font-family: "Times","serif"; font-size: 10pt;">Be sure to include Pre/Post assessment in your lesson plans! // <span style="font-family: "Times","serif";">Pre-Assessment: <span style="font-family: "Times","serif";">-Filling in the K and W portions of the KWL chart. <span style="font-family: "Times","serif";"> <span style="font-family: "Times","serif";">Post-Assessment: <span style="font-family: "Times","serif";">-Filling in 4 things for the L section of the KWL chart. <span style="font-family: "Times","serif";">-Informal observation. <span style="font-family: "Times","serif";">-Answers from critical thinking questions. <span style="font-family: "Times","serif"; font-size: 10pt;"> || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || <span style="font-family: "Times","serif";">ESOL/SLD: The main accommodations come in the form of visuals. <span style="font-family: "Times","serif";">These visuals include: the map of the Trail of Tears, the copies of the treaty and bills passed, and specifically the video clips. <span style="font-family: "Times","serif";">Gifted/Talented: The main accommodation for gifted students is the critical thinking questions. || <span style="font-family: "Times","serif";">Using the closing of the lesson, students can begin to think about other people that have had a big influence on the United States. They don’t have to be president to be significant. This idea flows with the entire unit. <span style="font-family: "Times","serif";"> <span style="font-family: "Times","serif";"> || <span style="font-family: "Times","serif";">
 * Materials:**
 * <span style="font-family: "Times","serif";">Assessment **
 * <span style="font-family: "Times","serif";">Assessment **
 * ==Exceptionalities==
 * ==Discussion Notes== ||

Teacher(s) Name: Savannah Dowdy, Lindsey Johannessen, Zachary Anderson, Jessica Miller, Brandi Heidelberg Word Processed by: Savannah Dowdy Thematic Unit Theme/Title/Grade Level: F^2 / Grade 4 Wiki space address: http://ucfgr4sigpeoplef09.wikispaces.com/ = Daily Lesson Plan Day/Title: Wednesday/ Zora! = The student will be able to locate Eatonville on a Florida map. The student will be able to identify and explain the Harlem Renaissance. The student will be able to explain how cultural influences such as language can impact writing. The student will be able to complete a biopoem about Zora Neale Hurston. || SS.4.A.6.3 Benchmark Description: Describe the contributions of significant individuals to Florida. SS.4.A.9.1 Benchmark Description: Utilize timelines to sequence key events in Florida history. SS.4.G.1.2: Locate and label cultural features on a Florida map. LA.4.2.1.7: The student will identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects; LA.4.5.2.1: The student will listen to information presented orally and show an understanding of key points; || //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. First review the ‘L’ section of the KWL chart from yesterday’s lesson about Andrew Jackson as a class. 2. Pull artifacts (journal, Harlem Renaissance picture, and picture of Zora Neale Hurston on her porch) out of artifact bag. 3. Ask the students to quickly discuss with an elbow partner “What do these three things have in common?” 4. Bullet student answers on the board. 5. **Demonstrate:** Write on chart paper how to complete the ‘K’ section of the KWL chart. 6. **Practice:** Ask students to take out KWL charts, and complete the ‘K’ section by asking: “List all of the things you think you know about a woman name Zora Neale Hurston, the town she lived in here in Florida called Eatonville, the Harlem Renaissance, or folklore.” 7. Place the Zora event on the Florida timeline. 8. **Share:** Discuss ‘K’ section as a class. 9. Ask students to fill out ‘W’ section of KWL chart. Ask: “What do you want to know about Zora Neale Hurston?” 10. Show video clip of Zora’s biography to give the students insight into Hurston’s cultural heritage and her impact upon Florida and literature. ([]) 11. Explain to students: “Zora Neale Hurston is a famous African American writer who lived here in Florida and greatly affected African American literature for Florida and across the United States.” 12. Point to the picture of the Harlem Renaissance, briefly explain what the Harlem Renaissance was, and how Zora was a primary figure of African American literature during the Harlem Renaissance, even from Eatonville Florida. 13. Explain that Zora is now seen as such a fundamental figure in shaping Eatonville, Florida and literature today, that a festival entitled //ZORA!// is held in Eatonville annually to honor her. 14. Students will then find Eatonville on their Florida map. Place arrow and Zora book sticker on Eatonville. 15. Point to the picture displayed at the beginning of the lesson of Zora sitting on the porch with Gabriel Brown and Rochelle French. Explain the influences of folklore in relation to the picture. 16. Read an excerpt from Hurston’s children’s book __What’s the Hurry, Fox?__ Show students the use of culturally influenced language that is a representation of language spoken in Florida earlier in history. 17. **Demonstrate:** Show students examples of language that affected the meaning of the story. 18. **Practice:** Have students discuss the influential language they heard in the story. 19. **Share:** Discuss whole group how the language affected the story. 20. **Demonstrate:** Show and explain how to make the writing journal that was displayed at the beginning of the lesson from the artifact bag. 21. Pass out materials and have students make their own writing journal. 22. Have students decorate their Journals based on previously discussed Florida landmarks, or ideas drawn from the biography video. 23. **Demonstrate:** Display and explain formula for writing a biopoem on the board. Show example. 24. Hand out student rubric displaying how poems will be graded 25. **Practice:** Have students complete a biopoem about Hurston and how she affected Florida, in their new writing journals. If the students do not finish the activity they can take it home to be completed as homework. 26. Have additional writing prompts and copies of __What’s the Hurry, Fox?__ to be used for students who finish early. 27. **Share:** Have students share their poems in groups. 28. Have students complete ‘L’ section of KWL chart with 4 learned facts about Zora Neale Hurston. 29. Tell students to be thinking about how Walt Disney has affected their lives and why we would study Walt Disney in relation to influential figures in Florida history. || [] Zora Neale Hurston biography video. [] Harlem Renaissance art by Jerry Butler. [] Picture of Hurston and the spread of folklore. [] Official website of Zora Neale Hurston. Provides a biography, timeline, and children’s literature list. [] Discusses the Zora! festival held in Eatonville annually and contributions to Florida of the authoress herself. __What’s the Hurry, Fox?__ by: Zora Neale Hurston and Joyce Carol Thomas; illustrated by: Bryan Collier || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment:
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || The student will be able to identify who Zora Neale Hurston is and how she impacted Florida.
 * **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 [].// || SS.4.A.1.2 Benchmark Description: Synthesize information related to Florida history through print and electronic media.
 * Student Activities & Procedures
 * ==Resources/Materials == || Construction paper, colored pencils, markers, stapler, dry erase board, dry erase markers, Zora book sticker, writing paper, chart paper
 * **Assessment**
 * Completion of the ‘K’ section of the KWL chart to show the students’ previous knowledge of Zora Neale Hurston, Eatonville, the Harlem Renaissance, and folklore.

Post-Assessment: What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Gifted/Talented: · <span style="font-family: 'Times New Roman',Times,serif;"> Send letter home to parents for students to share Hurston biopoem with them at end of unit. · Make sure to model how to create the writing journal and if needed, remind students how to write a biopoem. · Have examples of a biopoem ready. · The writing journal could be used throughout the year for several language arts activities such as journal writing, poetry, essays etc. · For homework, students could create their own versions of folklore to build upon genre knowledge that is heavily associated with Zora Neale Hurston. ||
 * The grading of the Zora Neale Hurston biopoem according to the rubric.
 * Completion of 4 facts filled out in the ‘L’ section of the KWL chart to demonstrate what students learned. ||
 * ==Exceptionalities==
 * Speak slowly throughout the lesson.
 * Provide modeling and multiple examples of completed tasks (writing journal, KWL chart)
 * Provide students with pre-drawn Florida map.
 * Provide visuals.
 * Students will be given extra time to complete the assignment by taking it home for homework if needed.
 * A copy of the text being read from __What’s the Hurry, Fox?__ will be provided for students who need additional visual representation.
 * Promote creativity and artistic ability through construction and design of writing journal.
 * Allow for creativity through writing of biopoem.
 * Additional copies of __What’s the Hurry, Fox?__ can be provided for students to read if they finish early.
 * Writing prompts for students to start on in their new writing journals will also be provided for students who finish early. ||
 * ==Discussion Notes== || · Make sure technology is working before lesson so students can view Zora biography video.

Teacher(s) Name: Jessica Miller Thematic Unit Theme/Title/Grade Level: Significant Floridians/4th grade Wiki space address: http://ucfgr4sigpeoplef09.wikispaces.com/ = Daily Lesson Plan Day/Title: Thursday/Walt Disney = **What will students accomplish / be able to do at the end of this lesson?** || The student will discuss the importance of tourism to Orlando, Fl The student will understand how Walt Disney contributed to the growth of the Orlando area. The student will create a new attraction to contribute to the Orlando area. The student will write about this new attraction and explain how its additions will be helpful. The student will write 4 learned facts on a K-W-L chart about the days lesson. || || SS.4.E.1.1 Identify entrepreneurs from various social backgrounds who have influenced Florida’s economy SS.4.A.6.4 Describe the contributions of significant individuals to Florida LA.4.1.7.1 The student will identify the purpose of text features (graphs, maps, format, sequence, diagrams, illustrations, charts) __LA.4.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate;__ || //Teacher Activities/Student Activities// ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What best practice strategies will be implemented? ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How will you communicate student expectation? ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What products will be developed and created by students? || 1.Introduction: Review the facts learned about Neil Heirst from the day before. 2.Add the Disney poster on the board to the timeline and explain today we will learn about Walter Elias Disney and his effects on Central Florida. 3.Hand out an arrow and Mickey head to each student and ask “who can find Orlando on our map?” Once found show every student and have them place the arrow with the Mickey on end point. 4. Anticipatory Set: Pull out Minnie ears from teacher’s sand bucket and wear. 5. Write Tourism on the board and explain the definition to class. Explain that the Orlando area thrives on tourism to keep the businesses running. 6. Explain the population growth since October 1971 when Disney’s first theme park opened. 7.Show video clip of Walter Elias Disney’s life and accomplishments. (Man Behind the Myth) 8.Orlando is now one of the top vacation spots in the world and is home to more attractions than anywhere in the world. 9.Since opening the Metropolitian area, which encompasses 4 large counties, can thank tourism for its economic boost. 10.Orlando is now home to the second largest number of hotel rooms in the country and is one of the busiest cities to host conventions. 11.On a blank sheet of computer paper draw a theme park or attraction that you think could bring in even more tourism. 12.Explain what Orlando is missing, how this will help, who your target audience is, and what will go on inside the park or ride. 13.You will write all information on your Mickey head template. You will need to include the name of the park/ride and each benefit on the circles that make up Mickey’s head. 14.Fill out “L” section on the K-W-L chart. At least 4 sentences about what you have learned about Walter Elias Disney and Orlando. || || Video clip from “The Man behind the Myth” []
 * = Learning Objectives =
 * **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].//
 * Student Activities & Procedures
 * ==Resources/Materials ==

Construction paper circles created to resemble a Mickey head- writing prompt.

Blank computer paper, crayons, markers, magazine cutouts- to create a new attraction to the Orlando area. || ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How will student learning be assessed? Authentic/Alternative assessments? ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Are you using a rubric? ·<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes  || //Be sure to include Pre/Post assessment in your lesson plans!// Pre-Assessment: Students will fill out the “Know” and “Want to Know” portion of their K-W-L chart.
 * **Assessment**

Post-Assessment: Students will fill out the “Learned” portion of their K-W-L chart. Writing at least 4 sentences on something knew they learned about Walt’s influence. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Allow more time on writing activity. Visual Aid Hands on activities Movie clip || Prior to Walt Disney lesson homework will be to come familiar with Orlando theme parks so the students will know what Orlando has to offer.
 * ==Exceptionalities==
 * ==Discussion Notes== || Parents should help the students review the significant Floridians that were discussed each night.

|| Day Five Lindsey Johannessen: Teacher(s) Name: Lindsey Johannessen Thematic Unit Theme/Title/Grade Level: Florida Founders Wiki space address: http://ucfgr4sigpeoplef09.wikispaces.com/ Daily Lesson Plan Day/Title: 5TH Day

Learning Objectives What will students accomplish / be able to do at the end of this lesson? The students will be able to identify the reasons for the space shuttle on the Florida Coast. The students will learn who Sally Ride is and what her Environmental cause is. The students will learn how the shuttle on the space coast has affected Florida culture. The students will be able to identify a time sequence of important historical events in Florida.

NCSS Theme/Sunshine State Standards List each standard. SS.4.A.9.1…Utilize timelines to sequence key events in Florida history. SS.4.A.4.1…Explain the effects of technological transportation on the space coast. SS.4.A.1.1…Analyze primary and secondary resources to identify significant individuals throughout Florida History. SS.4.A.1.2…Analyze information related to Florida history through print and electronic materials. LA.4.2.2.2…Use information from the text to answer questions related to explicitly state main ideas or relevant details.

Student Activities & Procedures 1. Review yesterday’s lesson of Disney. Review the learned section of the Disney KWL chart. 2. Put up the Florida History Timeline and add the last day of the timeline; NASA. 3. Tell students to get out their portfolios and put a start by the space coast on their map. 4. Explain that today we will be exploring the space coast of Florida. 5. Begin lesson with Artifacts bag. Allow a student to come up to the front of the class and pull one item out at a time. 6. Activate prior knowledge by asking students one item at a time, “What do you think this is?” and “What do you think we will learn today?” Then after every item has been taken from the bag ask students, “What do you know about the space coast of Florida?” 7. Begin KWL chart with students. 8. Do the first 2 K and W’s with the students in order to demonstrate the process of a KWL. 9. Gifted who finish the K and W sections early can help make booklets. 10. Give students 7 to 10 minutes to fill out chart on their own. (only K and W) 11. After they have filled out the K and W section ask them to share what they know and want to know. 12. Ask students to share by a raise of hands. 13. Pass out worksheets for Sally Ride video, introduce video and explain how they will do the worksheet, model an example of how to fill in the worksheet and then start the video. 14. ELL/ESOL students may work with another student during the video to fill in answers. Have them pair up. Then designate the work load by allowing one student to do the first fill in the blank and the second student to do the next fill in the blank, and so forth. 15. Discuss answers for the Sally Ride worksheet and video by asking students to raise their hands in order to share. 16. Pass out booklets (made with construction paper) and article, Why Does NASA Launch Space Shuttles from Such a Weather-Beaten Place? 17. Begin reading the story with the class out loud. Have students read about a paragraph before allowing another student to begin reading (choose on students who what to read out loud). 18. After reading tell the students to use the article to answer the question in the booklets which were passed out. 19. Do the first question from the booklets with the students in order to model expectations. 20. Then allow students to complete the booklet on their own. 21. ELL/ESOL students will be paired up with a buddy (a more proficient student) in order to complete their booklet. 22. If they finish early, allow them to draw pictures to go along with the questions in the booklets. 23. Remind students that the booklets will go in their portfolio and receive a grade so they need to make it their best work. 24. After completion of the booklets students will go outside to watch the “pop rocks rocket” go off. Explain that this rocket is an example of how the space shuttle leaves the space coast for space exploration. 25. Instruct students to get out their pre-planning sheet for their five paragraph essay. 26. Demonstrate how to pre-plan for the essay, using a theme of Goldilocks and the Three Bears. 27. Then pass out large ruled paper and pencils for the students’ essays. 28. Next pass out the rubric for their essay and explain to the students the expectations of the rubric and everything that is expected, which is presented on the rubric. 29. Allow students to keep the rubric on their desk during their essay writing. 30. Tell students they have 45 minutes to complete their essay and it will be going in their portfolio. 31. When they finish the essay collect it and the rubric. 32. Give the students their NASA bumper sticker for their portfolio and pass out “space food” for a celebration.

Resources/Materials Worksheets for Sally Ride video, printer paper, tape, film canister, pop rocks, pencils, portfolio, time line, bumper sticker of NASA, construction paper, stapler, article, Why Does NASA Launch Space Shuttles from Such a Weather-Beaten Place?, Buzz Light Year coloring badges, markers, crayons and lined paper, Rubrics, space food, pre planning sheet, KWL chart, dicuts of Rockets. http://spaceplace.nasa.gov/en/kids/rocket.shtml, http://www.scientificamerican.com/article.cfm?id=space-shuttle-weather-florida, http://www-b.jpl.nasa.gov/video/index.cfm?id=749

Assessment • Pre assessment: Students will fill out the learning section (KW) of their KWL chart. • Post assessment: The students will write a five paragraph essay on what they have learned throughout the unit. They can choose one day per paragraph and include an introduction and conclusion. Essay must include 5 paragraphs with correct format. Students will be given a rubric to guide their writing process.

Exceptionalities Provide students buddies when creating the books after reading about the Space Coast. Provide ELL/ESOL pair ups for the Sally Ride video Allow students to make books (staple construction paper with lined paper and posting questions) and help decorate classroom.

Discussion Notes 1. Make sure all students have labeled the Space Coast on their Florida maps. 2. Make sure to print NASA stickers. 3. Update KWL chart. 4. Remember to bring NASA artifacts bag 5. Bring Buzz Light Year coloring badges for back up activity 6. Make dicuts for booklets