SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: ________________________________________________________________________

Thematic Unit Theme/Title/Grade Level:______________________________________________________
Wiki space address: ______________________________________________________________________
Daily Lesson Plan Day/Title: _______________________________________________________________
LearningGoals/Objectives LearningGoal:StudentswillbeabletodescribepioneerlifeinFlorida.
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

LearningObjectives:
1. Thestudentwilldevelopaworkingdefinitionofapioneer.
2. Thestudentwillbeabletoidentifybasicneedsforsurvivalforapioneer.
3. Thestudentwillbeabletodescribeatypicalpioneerhome
4. ThestudentwillbeabletoidentifytheadvantagesofpioneerlifeinFlorida.
NCSStheme(s):
IndividualDevelopmentandIdentity
CommonCoreStateStandard(s):
SS.4.A.4.2DescribepioneerlifeinFlorida
NextGenerationSunshineStateStandards:
LAFS.4.RI.2.5Describetheoverallstructure(e.g.,chronology,comparison,
compareandcontrast,problem/solution)ofevents,conceptsorinformation.
LAFS.4.W.1.2Writeinformation/explanatorytextstoexamineatopicand
conveyideasandinformationclearly.(b)Providereasonsthataresupported
byfactsanddetails.
LAFS.4.RI.3.7Interpretinformationpresentvisually,orally,or
quantitatively(e.g.,incharts,graphs,diagrams,timelines,animations,or
interactiveelementsonWebpages)andexplainhowtheinformation
contributestoanunderstandingoftheinformationasitappears.
SS.4.A.1.2SynthesizeinformationrelatedtoFloridahistorythroughprint
andelectronicmedia.

Pre/Post Assessment: Florida Pioneers

1] Describe typical Pioneer life in Florida?
_______________________________________________________________
_______________________________________________________________
______________________________
2] What types of responsibilities do the men, woman and children have within
the family? (Name one for each)
1. _____________________________
2. _____________________________
3. _____________________________
3] What are some of the natural resources pioneers need to survive?
_______________________________________________________________
_______________________________________________________________
______________________________
4] What types of crafts did pioneers take part in? (Try to name as many as you
can.)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

____________________________________________________________
5] Name three tools the Pioneers used to survive in their habitat:
1. ______________________________
2. ______________________________
3. ______________________________
Ongoingdaily(progressmonitoring)Assessment:
StudentswillbeassessedontheircompletionoftheirKWLChartandclassparticipationin
discussions.Studentswillalsoselfevaluatethemselveseachdatewitha4pointscalewhich
willbelocatedintheirprovidedFlipBook.
Scale is rated as the following:
4 I know it so well I can teach it
3- I got it
2 I kind of got it but I need a little help
1 I dont get it, I need help

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, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

Student Activities and Procedures

Introduction:
I will start the lesson off by administering the Pre-Assessment. I am choosing to do this before I
ask the students to rate themselves because I want to students to have an accurate and honest
state of mind about where exactly they are with this topic.
Once the Pre-Assessment is completed, the students will be instructed to rate themselves on a
scale from 1 to 4, located in their flip book, on how much they know about pioneer life in
Florida.
Scale is rated as the following:
4 I know it so well I can teach it
3- I got it
2 I kind of got it but I need a little help
1 I dont get it, I need help
Introduce the class with a read aloud of Pioneer Life A to Z by Bobby Kalman
During the read aloud, students will be encouraged to participate by raising either one or two
fingers in the air during the reading. The students will raise one finger in the air to demonstrate
an understanding of the term in the book. Maybe they are familiar with the item or they have
had the chance to see it in real life. The students will be instructed to raise two fingers if they
have a complete and full understanding of the item and would be able to teach to the class what
the object is. This is a good way to one, assure that the class is paying attention during reading,
and two, get a feel for how much prior knowledge is present in the class.
Part I - Class Discussion/ KWL Chart
Guiding Questions:
What is a Pioneer
Where did they live
What did they look like
Did they live in groups or independently
How did they survive? (Food, Shelter, Water)
During class discussion, the teacher will create a KWL Chart of the classes thoughts by writing

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

them on the board, viewable throughout the entirety of the lesson. The students will also be
creating their own in their flip chart in their FlipBook.
After completion of the beginning of the KWL Chart, the teacher will provide a brief historical
context on the Seminole Wars and Seminole relocations to South Florida (Photos). Explain to
students that, like other Americans, whites and blacks, the Seminoles were pioneers in the
development of South Florida. Tell students they will be learning about Seminole pioneers and
their way of life.
Viewing Photos:
Why was this important, was it important?
Would we use this today?
Could they live without it? What could replace it?
Key points:
Clothing
Food
Housing
Family
Work
Part II Class Activity
Break the class into cooperative learning groups (Heterogeneous or Homogeneous) and explain
to them the task.
The objective of the game is to categorize images into groups:
(Each group will have own set of images)

Clothing
Food
Housing
Family
Work

Once in correct categories, the students will then place images into correct sub-categories:

Present Day
Pioneer Life

Reasoning for doing it this way is because we are going into this as if the children have zero
knowledge of pioneer life in Florida. In order for this information to truly stick, I believe that
the students must have something to connect this information to.
Part III Describing Pioneer Life for Seminole Pioneers
Teacher will allow students to stay in small groups and instruct them to pay attention to their
baskets, with images in them, to complete the chart. Once you have gained students attention,
tell the students that you will be completing a Bubble Chart with information that will help
complete their KWL chart. The KWL chart will be continued to be filled in, throughout the
week, as the child will continue to learn.
This Bubble chart will have the six categories that we have been focusing on throughout this
introductory lesson. Students will be encouraged to expand on these categories to complete this
Bubble Chart.
After each given example, you should encourage the student to speak on how and why this
would be beneficial and important for a pioneer.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Guiding Questions:
What did Seminole clothing look like? How did mens clothing differ from womens?
What did Seminoles eat? How do you think their diet compared with other pioneers in
Florida?
Where did Seminoles live? What type of houses did they build?
What types of families did Seminoles have?
What type of work did Seminoles do?
These questions are to allow students to develop critical thinking skills, we want them to think
outside of the box and not limit them to answers that just meet the requirements. Working as a
class allows students to build off one anothers ideas and encourages cooperative learning.
Part IV Closing
Once the Bubble Chart is complete, the students will be instructed to complete their KWL
within their flip chart and write a brief response in their flip book about the most interesting
theyve learned today. The students will also be asked to re-evaluate themselves on their Scale
with where they think they are now with their understanding of pioneer life in Florida.
Materials and Resources
Computer
Pioneer Life A to Z by Bobby Kalman
Smart Board
White Board
Flip Book
Game Pieces
Baskets with labels
Writing utensils
ESOLaccommodationscaneasilybemadewiththislessonplan.Withthecurrentsetupofaclassdiscussionanduseofvisuals
ELLstudentsshouldbeabletoparticipatewithminimalproblems.

Resources/Materials