SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Kareem Creary, ErickLee Aleman, Donna Whitmore, Brandi McMurtry
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: Tuesday/ Creek tribe
LearningGoal:
Learning
StudentswillbeabletoexplainthedifferencebetweenfivedifferentNative
Goals/Objectives
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
1.
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)

NextGeneration

SunshineStateStandards

(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.

http://www.cpalms.org/Public/

AmericantribesinFlorida.

LearningObjectives:*youMUSThaveobjectivestomeetallstandards
ThefourthgradestudentwillbeabletocomparethecharacteristicsofNative
AmericantribesinFloridawith100%accuracy.
ThefourthgradestudentwillbeabletoidentifythecausesandeffectsofEuropean
colonizationontheNativeAmericantribesofFloridawith80%accuracy.
Thefourthgradestudentwillbeabletoutilizetimelinestosequencekeyeventsin
Floridahistorywith100%accuracy.
ThefourthgradestudentwillbeabletoidentifyinformationrelatingtoFlorida
historyfromanelectronicsourcewith90%accuracy.
NCSStheme(s):
Culture
Time,Continuity,andChange
People,Places,andEnvironments
IndividualDevelopmentandIdentity
Individuals,Groups,andInstitutions
Power,Authority,andGovernance
Science,Technology,andSociety
FloridaStandard(s):
LAFS.4.RI.1.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the text.

NextGenerationSunshineStateStandards:
SS.4.A.1.2: Synthesize information relating to Florida history through print and electronic
media.
SS.4.A.2.1: Compare Native American tribes in Florida.
SS.4.A.3.2: Describe causes and effects of European colonization on the Native American
tribes of Florida.
SS.4.A.9.1: Utilize timelines to sequence key events in Florida history.

Assessment

Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?

Doesyourassessmentalign
withyourobjectives,standardsand
procedures?

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

UnitPreAssessment:
Plickerquiz

UnitPostAssessment:
Plickerquiz

Ongoingdaily(progressmonitoring)Assessment:
Flipbook,KWLchart,Kahootquizfrompreviousdayslesson
4

Thestudentcanteachthesimilaritiesanddifferencesbetweeneachofthe
fiveNativeAmericantribesinFlorida..

Thestudentcanidentifythesimilaritiesanddifferencesbetweeneachofthe
fiveNativeAmericantribesinFlorida.

Thestudentwithassistancewillbeabletoidentify23similaritiesand
differencesbetweenthefiveNativeAmericantribesinFlorida.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategies
willbeimplemented?

Howwillyoucommunicate
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

Thestudentwillshowlittletonounderstandingofthesimilaritiesand
differencesbetweenthefiveNativeAmericantribesinFloridatribeseven
withassistance.

1. At the beginning of the lesson for a review, have the students complete a Kahoot solely
on the information they learned the previous day, regarding the Calusa tribe.
https://play.kahoot.it/#/?quizId=00bb1e07-ee27-408b-b4e9-f726fa4354bb (5 minutes)
2. After the Kahoot review, let the students know they will now be learning about the Creek
tribe. Similar to the day prior we will be adding new information to the KWL chart the
students started the day prior and have them write 1-2 things that they already know about
the Creek tribe on a post-it note and add it to the K section of the KWL. After that is
completed, have students write 1-2 things that they want to know about the Creek tribe on a
post-it note and add it to the W section of the KWL chart. (This covers ESOL strategies 9.
Teach note-taking strategies: T-lists, time lines etc. and 10. Teach think, pair and share
strategies in cooperative groups) (5 minutes)
3. After the students finish writing down the 1-2 facts in the K and W portion of the KWL
chart, the teacher will then play the Creek video http://study.com/academy/lesson/creektribe-history-facts-culture.html while having the students write 2-3 things theyve learned
after viewing the video. (This covers UDL principles 1.1 Offer ways of customizing the
display of information, 1.2 Offer alternatives for auditory information, and 1.3 Offer
alternatives for visual information). The teacher will then have an open discussion asking
the students to name some things theyve learned or found interesting. (The open
discussion upon using their research covers ESOL strategies 1. Teach questioning for
clarification and 3. Encourage self-talk (positive thinking)) (15 minutes)
4. Have the students take out their flipbook that they started the day prior. Then hand
students out a map with a blank timeline showing the southeastern portion of the United
States http://i.imgur.com/7KJt9PG.jpg. After each student gets a copy of the map, display
on a projector or the interactive white board the website
http://www.georgiaencyclopedia.org/articles/history-archaeology/creek-indians. This
website contains information regarding the relocation of the Creek tribe. The teacher or the
students will read aloud only the subheading titled The Road to Removal discussing the
forced relocation of the Creek tribe. (This covers UDL principle 3.2. Highlight patterns,
critical features, big ideas, and relationships) After reading and going over the website,
that explained why the Creeks had to move and where they moved to, have the students
color in and label the area that the Creek tribe originally lived in and then using arrows
draw where the Creek tribe was forced to move to. (This covers UDL principle 2.5
Illustrate through multiple media) Also, the students are to write down the specific
treaties and what they did on the specific dates leading up to the Creek removal. The treaties
will be marked on the timeline date on the map itself. (15 minutes)
Have students mark each area/route on their map with a label using a different color than
the one they chose for the Calusa (each tribe will have its own color on the map).
Have students write reasons that the Creek migrated and different facts they learned about
the migration on the Creek page (2nd page) of their flip book.
5. Teacher will present the four major points on glogster,
http://kareem6.edu.glogster.com/creek-native-american-glog. (This covers ESOL strategy
27. Highlight written materials for readability by enlarging the size print, by
organizing chapters meaningfully, and by writing headings that show introductions or
transition from one idea to another) The four major points are food, clothing and

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

weapons, gender roles, and children's daily lives. (This covers UDL principle 1.3 Offer
alternatives for visual information, 3.2. Highlight patterns, critical features, big ideas,
and relationships, 4.2 Optimize access to tools and assistive technologies, and 7.2
Optimize relevance, value, and authenticity) Students will record the important
information that is being discussed by the teacher in their flipbooks. If time permits, teacher
will discuss the living conditions of the Creeks and give a quick synopsis on the three books
posted at the bottom right of the glog. (15 minutes)
6. Have the students write 1-2 things that they learned about the Creek tribe on a post-it note
have them add it to the L section of the KWL chart (5 minutes) [exit ticket]

Resources/Materials

http://www.georgiaencyclopedia.org/articles/history-archaeology/creek-indians
http://kareem6.edu.glogster.com/creek-native-american-glog
http://www.bigorrin.org/creek_kids.htm
http://study.com/academy/lesson/creek-tribe-history-facts-culture.html
http://i.imgur.com/7KJt9PG.jpg
https://play.kahoot.it/#/?quizId=00bb1e07-ee27-408b-b4e9-f726fa4354bb
Flipbook
KWL chart
https://plickers.com/library
http://www.goodreads.com/book/show/932160.The_Great_Ball_Game
https://www.amazon.com/exec/obidos/ASIN/073681566X/natilangofthe-20
http://link.sailsinc.org/portal/Creek-by-Autumn-Libal/Aanhyn8BRGE/