3.+Five+Day+Unit+Plan

Teacher(s) Name: __Heather Carroll and Natalie Bitcon__ Thematic Unit Theme/Title/Grade Level: __Florida Explorers/ Put on Your Florida Explorer’s Hat/4__ __th__ __Grade__ Wiki space address: [|__http://ucf4fl-explorers-settlerssp10t.wikispaces.com__] Daily Lesson Plan Day/Title: __Monday/ Introduction__

Pre-Assessment: PowerPoint Quiz: We will assess what the students know about Florida and its’ explorers by giving a pre-test using the active board. We will then save the results of the quiz so we can compare it to the results of the post-test giving on the fifth day.
 * **Learning Objectives**
 * What will students accomplish / be able to do at the end of this lesson?** || //Depending on the topic, 4-5 objectives are ample. All should begin with://
 * The student will see how much prior knowledge they have of Florida and its’ explorers.
 * The student will be able to identify features of Florida.
 * The student will be able to use new vocabulary and apply it throughout the lesson.
 * The student will demonstrate legible cursive writing during the acrostic poem activity.
 * The student will be able to organize their thoughts into a mind map. ||
 * **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//__] //.// || //Also consider—Do you cross the curriculum? What other content fields do you address in this lesson? ie. language arts, science, technology, the arts, or math?//
 * SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media.
 * SS.4.G.1.1: Identify physical features of Florida.
 * LA.4.1.6.1: The student will use new vocabulary that is introduced and taught directly;
 * LA.4.3.1.3: The student will pre-write by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence.
 * LA.4.5.1.1: The student will demonstrate legible cursive writing skills.
 * LA.4.5.2.1: The student will listen to information presented orally and show an understanding of key points; ||
 * **Student Activities & Procedures**
 * //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? || //This is the heart of the lesson plan. Be as specific as possible. Describe lesson in a step-by-step,// **//numbered//** //sequence, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes EVERYTHING1)//
 * 1) The lesson will start during the literacy block. We will read the book //S is for Sunshine// by Carol Crane. The student will make prediction about the story by only looking and reading the front cover of the book.
 * 2) During the social studies block, the students will start off by taking a pre-test that is based on Florida and the explorers they will learn about during the week: Ponce de Leon, Hernando de Soto, and Pedro Menendez. This pre-test will be on the active board and the students will use the remotes to answer the questions. We will save the results of the pre-test to compare to the results of the post-test.
 * 3) The students will then make an acrostic poem using the letters in the word FLORIDA. The students will glue the pre-cut letters to construction paper and write their words next to the letter. They will also write a few sentences in describing how this word is related to Florida. This activity relates to the story //S is for Sunshine.// The students will come up with words that start with each letter of the word FLORIDA. They are encouraged to use words that weren’t in the story we read. We will then ask a few students to share their acrostic poems.
 * 4) After the acrostic poem, the students will be assigned a partner and pick an explorer to do a report on from a hat. The report/presentation will be due on Friday (day 5). The students will then fill in a mind map graphic organizer, writing what they know or think they know about their explorer. I will model how to fill in the mind map by demonstrating what I know or think I know about the explorer we are presenting the next day (Ponce de Leon).
 * 5) The last activity for the day will be making a newspaper hat. This hat will represent a “Florida Explorer’s” hat. We will model how to make the paper hat in step by step instructions. The students will then decorate their hats and will wear them during the week throughout the whole social studies lesson. ||
 * **Resources/Materials** || //ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. should be noted here.//
 * Active board remotes
 * //S is for Sunshine.// Written by Carol Crane. Illustrated by Michael Monroe
 * FLORIDA letters cut out of construction paper
 * Construction paper for acrostic poem
 * Glue
 * Strips of paper with Florida explorers on each strip
 * Premade mind map
 * Newspaper for explorer hat
 * Markers/paint
 * Stickers/glitter ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Are you using a rubric?
 * Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || //Be sure to include Pre/Post assessment in your lesson plans!//

Post-Assessment: || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: We would try to get a few more copies of the story //S is for Sunshine,// so they can follow along during the read aloud. If the student could not come up with words for the letters in FLORIDA, allow them to use the letters from the story, but they will have to come up with their own definition or the reason why this word is related to Florida. If the student can not grasp the concept of the mind map, have the student take out a piece of paper and just write down as many thoughts as they can about their explorer they picked. Group the ESOL/SLD students together and have them take the pre-test separately. Show the slides to them and read to them with a slow pace, giving them enough wait time before moving on.
 * **Exceptionalities**

Gifted/Talented: Instead of using the word FLORIDA for their acrostic poem, have the students pick a word from the book //S is for Sunshine// and relate those letters for that word to ideas about Florida. Instead of having a multiple choice pre-test for these students, give them the pre-test where they would have to type in their answer. This test would have to be given to the students in a different room or at a different time. ||
 * **Discussion Notes** || Make comments here related to ideas for homework, parent involvement, extension to the unit plan or lesson ideas, etc.

If the students have access to a computer, they are encouraged to start their research on their explorer. ||

Teacher(s) Name: __Candace Gier__ Thematic Unit Theme/Title/Grade Level: __Florida Explorers/ Put on Your Florida Explorer’s Hat/4__ __th__ __Grade__ Wiki space address: [|__http://ucf4fl-explorers-settlerssp10t.wikispaces.com__] Daily Lesson Plan Day/Title: Tuesday/ Juan Ponce de Leon

The students will be able to understand and paraphrase Juan Ponce de Leon’s voyage to Florida through listening and interacting in discussions. The students will be able to explain the myth of the Fountain of Youth and how this myth changed Florida’s history. The students will create a letter pretending they are Juan Ponce de Leon with accurate information. The students will understand the differences in the Timucua Indians and the Spaniards by demonstration and discussion. SS.A.1.2.1. – understands how individuals, ideas, decisions, and events can influence history. SS.A.6.2.5. – knows how various cultures contributed to the unique social, cultural, economic, and political features of Florida. LA.B.2.2.3. – writes for a variety of occasions, audiences, and purposes. LA.C.1.2.5. – responds to speakers by asking questions, making contributions, and paraphrasing what is said
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? ** ||  ||
 * What will students accomplish / be able to do at the end of this lesson? ** ||  ||
 * ** Sunshine **** State Standards ** (List with brief title: Reading, Writing, Listening, Speaking, & Viewing) || These can be downloaded from the Florida Dept of Education- (flstandards.org) // Also consider—Do you cross the curriculum? What other content fields do you address in this lesson? Could topics explored be incorporated into a social studies, science, technology, or math? // ||

//Teacher Activities Student Activities// · What learning strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || // This is the heart of the lesson plan. Be as specific as possible. Describe lesson in a step-by-step sequence, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes EVERYTHING.) // || 1. Remind students of the previous day’s discussion of explorers. Tell them that they picked their explorers and that they will be learning about another very famous explorer today! a. Ask students things that explorers search for. b. Ask students to put on their explorer hats they made yesterday! c. Ask students to get out extra scrap paper to take notes on stuff they find is interesting today. **Further encourage low-memory students to jot down important dates in a timeline fashion to have in front of them.** 2. Write Juan Ponce de Leon a. Ask students where they think, based on his name, Juan Ponce de Leon is from. 3. Tell about Juan Ponce de Leon’s voyage with Christopher Columbus. a. Ask students what they remember from the year 1492. 4. **Provide any deaf, or hard of hearing, students with a copy of the story for them to read. Always face the class when talking. Allow students with low-memory ability to also have a copy.** 5. Discuss Juan Ponce de Leon’s time in Hispaniola and Puerto Rico. 6. Discuss the Fountain of Youth and Juan Ponce de Leon with the Timucua people. 7. Discuss how Juan Ponce de Leon was the tallest on his ship. 8. Measure out his height of 4’11” on the whiteboard and mark it. a. **Also mark 125cm for ESOL students who are used to the metric system.** 9. Ask students to find out Ponce de Leon’s age when he landed in Florida. 10. Talk about an average Spaniard’s lifespan of 50 years and write that on the board above Ponce de Leon’s height. 11. Measure out the average Timucua height of 6’ on the whiteboard and mark it. a. **Also mark 183cm for ESOL students who are used to the metric system.** 13. Talk about the Timucua’s average life span of 80 years and write that on the board. a. Ask students why they think the Timucua’s had a longer lifespan. 14. Talk more about Fountain of Youth and what Ponce de Leon believed about the Timucua people’s heights and lifespan. 15. Ask some students to paraphrase some things they just learned about today. a. Ask them what interested them the most. 16. Present the writing assignment a. Students are to pretend that they are writing a letter to a friend, pretending that they are Juan Ponce de Leon. They need to tell the friend about their voyage, the natives, and what they would suggest their friend to do differently if they go and discover a “new land.” b. On the back of the paper, draw a picture of how they imagine Florida looked to Juan Ponce de Leon when he landed. c. **ESOL students will be given printed instructions of the written assignment to have at their desk as they write.**
 * Student Activities & Procedures
 * Student Activities & Procedures
 * 12. ****If present, have any blind students in class come and feel the height difference between the Timucua people and Juan Ponce de Leon.**
 * d.** **Gifted students, or other students who finish early, are to create a list of materials they would need to take when voyaging to an undiscovered land.**

||  || 1. “Great Explorers: Juan Ponce de Leon” by Tamara Green. 2. Measuring tape. 3. Whiteboard and markers. 4. Extra scrap paper for students who do not have some. 5. Extra copies of the story for exceptionalities. 6. Printed instructions for any exceptionalities. · 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 will be done on Day 1 and post-assessment will be done on Day 5. I will further assess their learning by having students paraphrase at the end of my discussion.
 * ==Resources/Materials==
 * ** Assessment **

What accommodations do you make for ESOL students, Gifted/Talented students, Learning/Reading disabilities..? ||  || 1. Further encourage low-memory students to jot down important dates in a timeline fashion to have in front of them. 2. Provide any deaf, or hard of hearing, students with a copy of the story for them to read. Always face the class when talking. Allow students with low-memory ability to also have a copy. 3. Mark measurements in centimeters as well for ESOL students who are used to the metric system. 4. If present, have any blind students in class come and feel the height difference between the Timucua people and Juan Ponce de Leon. 5. ESOL students will be given printed instructions of the written assignment to have at their desk as they write. 6. Gifted students, or other students who finish early, are to create a list of materials they would need to take when voyaging to an undiscovered land. These exceptionalities are found in bold throughout my lesson plan.
 * ==Exceptionalities==
 * ==Reflection & Discussion Notes== || I will probably use some kind of technology next time! I also want the kids to be up and about and asking lots of questions. ||

Teacher(s) Name: Deanna Applewhaite, Natalie Bitcon, Ashley Bowles, Heather Carroll, Candace Grier Thematic Unit Theme/Title/Grade Level: Florida Settlers and Explorers/Put Your Florida Explorer Hat on! Fourth Grade Wiki space address: http://ucf4fl-explorers-settlerssp10t.wikispaces.com/ = Daily Lesson Plan Day/Title: Day Three/ Road to Riches with Hernando De Soto = 2). The students will be able to identify Hernando de Soto connection to Florida. 3). The students will be able to learn vocabulary through contextual clues, connections to background knowledge and predictions. 4). The students will be able to describe a character from a story, and then present evidence to justify the characters description. 5). The students will also be able to compare and contrast between two different characters from a story read to them.  || 2). SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions. 3). LA.4.5.2.3: The student will listen attentively to speakers and take notes as needed to ensure accuracy of information; 4). LA.4.5.2.4: The student will ask questions of speakers, using appropriate tone and eye contact; || //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). Start off by having students put on their Florida Explorers hat! 2). I would ask the students what they remembered about Juan Ponce de Leon. This will begin the short review. The teacher will have a short class discussion on what the students can remember. If the students have a hard time remembering, then the teacher can start to pose questions. What year did Ponce de Leon discovered Florida? 1513What country was he the governor for? Puerto Rico What was in search for? Fountain of Youth 3). I would then collect their letters that they were supposed to write to a friend. 4). After the short review, remind students to take out the treasure box, because now we are going to talk about another Florida Explorer that went on his expedition to Florida after Ponce De Leon. 5). I would begin reading from a short story book called “The Early People of Florida” by Eva Deutsch Costabel. It has a picture of him, which will give the students an idea of how he looked. This is during our literacy block. I will read the whole book and speak at a slower pace for my ESOL students. After reading I will ask the students if they have any questions about the story I read. We will have a short class discussion about the book, and the teacher will answer any question the students may have. 6).Then I will hand out their character frame worksheet. In the book I just read there were multiple characters mentioned. Each student can pick two characters of their choice and fill out the worksheet. The students choose any two characters that they wish to describe in detail. The students complete a character frame by filling in information about the character under three headings: character, personality characteristics, and evidence. The evidence comes from the story and supports the personality characteristics. I will team my ESOL students with a partner to help them fill out their character frames if needed. I would also provide extra time for them to complete the worksheet. 7). The students share and discuss their character frames with the class. 8). Then I will really start to focus just on Hernando Explorer. I would give a brief description about him. Such as him being a very wealthy man from his other places he visited and became very rich off the gold and silver he found. I will then start to pass out the artifakes, such as the gold bracelets, and other jewelry. I will then tell them that his reason for coming to Florida was in search of pearls and gold to further his wealth. 9). I will then have the students take out their treasure box and draw some gold and silver items they think that Hernando could have found, on his journey. 10). I will then provide the students with a two page text on Hernando De Soto. I will also give them another paper of their vocabulary words that can be found in the text. 11). I will then pair up the students to read the text I have provided to them. Each partner will read a page. I will remind students to keep the vocabulary words in mind. 12). After the students is done reading the text, I will write the vocabulary words on a transparency, chart paper, or an active board in a meaningful context from which it was found in the text. 13). I will then ask the students for predictions on the meaning of each word. I will have the students come up to write down some of their predictions on the active white board, chart or transparency. 14). I will then present another clue about the vocabulary word by putting the word in another sentence that has more definitional information in it. 15). I will ask for other predictions on the meaning of the vocabulary words now that they have additional clues. 16). I will have them write their predictions on the transparency/ active board. 17). I will then provide the students with the meaning of the vocabulary words, and go over the text that they read with their partners, highlighting the vocabulary words. 18). I will have the students write down the meaning of their vocabulary words on the vocabulary sheet that was provided to them. 19). For homework I will have the students take home the vocabulary sheet and come up with a meaningful sentence for each vocabulary word. 20). After I tell them about that homework assignment, I will reread the text to the students one more time, this time highlighting and having them take notes Hernando de Soto route throughout Florida. I will make sure I let them know that they will need to his journey throughout Florida. Where he started, and ended. I will pose divergent questions to the students. Such as: How would you feel if you were on Hernando de Soto expedition? What made De Soto different from Ponce De Leon? If you could choose to befriend either explorer, who would you become friends with and why? 21). We will have a class discussion on the text and the teacher will answer any questions that the students may have. 22). I am going to then handout the Florida map to the students, and have them complete it for homework. This will show the students comprehension on Hernando de Soto route through Florida. 23). I will tell students to be very creative with the map, they can color it in, and design it any way they would like. 24). Before the students leave, the teacher will collect the text from the students, but they will get it back tomorrow to check to see if they completed the map correctly. 25). I will remind students to still keep in mind about their Florida Explorers that they will be presenting in class at the end of the week. ||  || Children’s Literature book: The Early People of Florida by Eva Deutsch Costabel. Website: [] Florida Explorer hat Vocabulary Worksheet Text on Hernando De Soto Florida Map Character Frames Worksheet Active Board || · 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: Vocabulary worksheet. Have students write down the definitions after we C (2) QU strategy.
 * =Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? ** || <span style="font-family: 'Times','serif'; font-size: 10pt;">1).The students will be able to identify the route that Hernando de Soto sailed and how his expedition was different from other explorers.
 * **<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 []. // || 1). 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;
 * Student Activities & Procedures
 * ==Resources/Materials==
 * **<span style="font-family: 'Times','serif';">Assessment **

Post-Assessment: Students will return the vocabulary worksheet the next day in class, using each vocabulary word in a meaningful sentence. This will show the students comprehension on the vocabulary words given. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || <span style="font-family: 'Times','serif'; font-size: 10pt;">ESOL/SLD: Repetition, Extra time to complete tasks, Visual Aids, Buddying up Students. Speaking at a slower pace Gifted/Talented: Creating an independent project activity (map). In class discussion, divergent questions to these students. Provide alternates for students who complete their work early. ||
 * ==Exceptionalities==
 * ==Discussion Notes== || <span style="font-family: 'Times','serif';">Students will be given two homework assignments, which are due the next class meeting. Students will still have to do their report on their Florida explorer with their partner. Due the last day of class. Students will have to use additional resources on their report on the Florida explorer, through the internet, and also going to the library.

|| Teacher(s) Name: __Ashley Bowles, Deanna Applewhaite, Natalie Bitcon, Heather Carroll, Candace Grier__ Thematic Unit Theme/Title/Grade Level: __Put on Your Florida Explorer’s Hat / Pedro Menendez / 4th Grade__ Wiki space address: __ [|__http://ucf4fl-explorers-settlerssp10t.wikispaces.com__] /__ Daily Lesson Plan Day/Title: __Let’s Sail Back to 1565 to Learn About Pedro Menendez!__

The student will be able to identify Pedro Menendez and his accomplishment. The student will use resources to identify individuals and events in history. The student will identify explorers who came to Florida. The student will understand the significance of St. Augustine as the oldest permanent European Settlement in the United States. The student will present research in an organized manner. The student will share his/her graphic organizer with the class. ||
 * **Learning Objectives**
 * What will students accomplish / be able to do at the end of this lesson?** || The student will understand the reason behind exploration.
 * <span style="font-family: Times; font-size-adjust: none; font-size: 12px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">**NCSS Theme/Sunshine State Standards** <span style="font-family: Times; font-size-adjust: none; font-size: 10px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// <span style="font-family: Times; font-size-adjust: none; font-size: 9px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">[|__//http://flstandards.org//__] //.// || SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout history.

SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media.

SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions.

SS.4.A.3.3 Identify the significance of St. Augustine as the oldest permanent European settlement in the United States.

SS.4.A.6.3: Describe the contributions of significant individuals to Florida

LA.4.3.1.1: The student will prewrite by generating ideas from multiple sources (e.g. text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion) based upon teacher-directed topics and personal interest.

LA.4.3.5.2: The student will use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate.

LA.4.3.5.3: The student will share the writing with the intended audience. || -//fortification-a strong building or place that can be defended against an enemy.// //-St. Augustine-A city in Northern Florida named for Saint Augustine because the site was first seen on the saint’s feast day in 1565.// //-coquina-local stone made from seashells pressed together under a lot of pressure over a long time.// 10. Activity: Each pair of students will research their assigned explorer that they received Monday and compile information and pictures into a newspaper. The newspaper should include a minimum of three pictures with captions, short biography, and a summary of the explorer’s accomplishment. 1. Coquina used to build Castillo de San Marcos 2. Map of Florida 1584 3. Picture of Pedro Menendez (1565) 4. Picture of his statue now at the Lightner Museum (St. Augustine) 5. Castillo de San Marcos <span style="font-family: Helvetica; font-size-adjust: none; font-size: 12px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">[|__http://www.youtube.com/watch?v=Z_PxMkQ0384__] This is a video showing clips from the fort. The narrator explains the history of the fort and goes into detail about the building process.
 * **Student Activities & Procedures**
 * //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? || # “Alright class, it is time to learn more about Florida explorers so everyone put on your explorer hat.” (Students will locate and wear their paper hats made on day 1 to add anticipations.)
 * 1) “Raise your hand if you can remember one thing we learned this week about the previous explorers” (Students will give their responses. The teacher will build on the responses to assure the students understand and remember previous information. Try not to spend more than 5 minutes on review in order to allow enough time for new lesson.)
 * 2) The treasure chest is filled with new treasures from today’s new Florida explorer. As we go through the day the teacher will pull out artifacts to share with the class.
 * 3) Pretest: True/False quiz
 * 4) Bring the class’s attention to the vocabulary word wall. In addition to yesterday’s words, a few new words have been added that we will discuss today. Have the definition covered and ask the students if they know what any of these terms mean. Then reveal the definition.
 * 1) (ACTION: Get the first artifact out of the treasure chest: picture of Pedro Menendez in 1565.) Introduce Pedro Menendez de Aviles as a mariner, explorer, colonizer, and eventually governor of Florida. He was born in 1519 and ran away from home to be a sailor at the age of 14! He eventually became an officer in the Spanish navy. In 1549, the king of Spain asked him to go fight off pirates. The king was so impressed with Menendez that in 1556, the king granted him permission to start a colony in Florida. The Spanish wanted to drive out the French and take over. Menendez embarked with 2,000 sailors, soldiers, and their families in 11 ships for Florida.
 * 2) After that brief introduction to Pedro Menendez, read pages 5-6 of __Castillo de San Marcos__ by Charles W. Maynard. This will give students information on how Menendez claimed the land for Spain and some difficulties the city faced. It will introduce the Castillo de San Marcos.
 * 3) I will show pictures of the Castillo de San Marcos from __St. Augustine__ by Tristan Boyer Binns. I will ask critical thinking questions for the students such as: “If you built a fort, what material would you build with out of wood or coquina? Why?” “What are the benefits of friending Native Americans who were already on the land?” “How long do you think it took to build the fort?” (answer=23 years)
 * 4) (ACTION: Take out the artifact of coquina for the class to pass around.) Give each student a seashell (sturdy thick shell) and ask them to break the shell. They will find it very difficult. Now, pass around the coquina. Explain why the Spanish decided to use Coquina. ||
 * **Student Activities & Procedures**
 * //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? || 9. The teacher will go to: <span style="font-family: Helvetica; font-size-adjust: none; font-size: 12px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">[|__http://www.youtube.com/watch?v=Z_PxMkQ0384__] to take a virtual fieldtrip to the Castillo de San Marcos
 * 1) The teacher will model the assignment by using information about Pedro Menendez. On the overhead, the teacher will have the newspaper template and show an example. This will give the students an example to follow as well as repeat important facts about Pedro Menendez. (Bring out another item out of the treasure chest: picture of Pedro Menendez statue today)
 * 2) The students will be introduced to a list of resources including websites, videos, and books. They will have time to research with their partner and compile key information for their newspaper. They will either type or write out their information on the newspaper and glue pictures.
 * 3) Conclusion: Take a few minutes to do the true/false test. Now you have learned about three important explorers. Tomorrow it will be your turn to be the teacher and teach us all about your explorers. You will share with the class your compiled work from the week. “I’m so excited to see all of your hard work and what you found out!” ||
 * **Resources/Materials** ||
 * Artifacts**

<span style="font-family: Helvetica; font-size-adjust: none; font-size: 12px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">[|__http://www.staugustine4kids.com/building/__] This site is designed for kids because the content is easy to comprehend and the site is easy to navigate. There is a list of “Places to Visit” where students can explore Fort Matanzas, The Castillo de San Marcos, The Old Jail, The Oldest House, The Oldest Wooden Schoolhouse, The Spanish Quarter, and Building the Oldest City.
 * Websites:**
 * 1.** St. Augustine for Kids

**2.** The Castillo de San Marcos __[]__ This site is my favorite! It is designed for all ages and is very interactive. There are interesting questions/answers about fort. There is a visual glossary for the parts of the fort. A time machine is located under the link “A trip through time” which allows students to click on a time period and view what the fort looked like at a given time in history. The last part to this site is a virtual tour that allows students to click on a location, see a picture, and get information on that part of the fort.

**3.** NPS.Gov -Castillo de San Marcos <span style="font-family: Helvetica; font-size-adjust: none; font-size: 12px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">[|__http://www.nps.gov/casa/index.htm__] This is the official government site for Castillo de San Marcos. Here you can find the history behind the Castillo de San Marcos and information on the fort today.

**4.** Historic Maps of St. Augustine <span style="font-family: Helvetica; font-size-adjust: none; font-size: 12px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">[|__http://www.augustine.com/history/z-map.php__] This site provides a timeline of maps of st. augustine from 1584-1992. || by: Albert C. Manucy A complete and accurate biography of a leader whose ambition drove him to pursue adventure and conquest. This book is based on scholarly research but it is intended for education and enjoyment purposes.
 * **Resources/Materials** || **Books**
 * 1) __Menendez: Pedro Menendez De Aviles, Captain General of the Ocean Sea__

by: Eugene lyon A sourcebook that contains over 80 original articles and letters focusing on the life and times of Pedro Menendez de Aviles (1519-1574), Governor and Captain-General of Florida and founder of St. Augustine.
 * 1) __Pedro Menendez de Aviles__

by Russell Roberts This is a book geared toward ages 9-12 which would be suitable to have in the classroom as a resource book the students could easily comprehend.
 * 1) __Pedro Menendez de Aviles (Latinos in American History)__

**4.** __Castillo de San Marcos: A Guide to Castillo de San Marcos National Monument, Florida__ by: National Park Service (U.S.) (Producer) This book gives information about the historical site today and reviews the history of the Castillo de San Marcos along with Menendez.

**5.** __Castillo de San Marcos__ by: Charles W. Maynard This book goes into vivid details about Castillo de San Marcos. The book discusses St. Augustine history, building the Castillo, attacks on the fort and city, and a timeline of events. || Pre-Assessment: True/Fasle Quiz and dicussion
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Are you using a rubric?
 * Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || //Be sure to include Pre/Post assessment in your lesson plans!//

<span style="font-family: Times; font-size-adjust: none; font-size: 12px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">Post-Assessment: True/False post quiz to compare pretest answers. Based on their performance on the newspaper activity, the teacher will be able to assess the students. The newspaper will be graded based on content, pictures, effort, creativity, partner cooperation, and organization. The teacher will listen to student’s discussions and take anecdotal records to further assess the students. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || <span style="font-family: Times; font-size-adjust: none; font-size: 12px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">ESOL/ELL: All students will be working in pairs for the newspaper activity which will help the ELL students feel more comfortable. Before the thematic unit, the teacher can pull aside ELL or ESL students to review terms that may be unfamiliar to them in the lesson. They will have an insight of what to expect and understand the main vocabulary before the lesson with the class. During the lesson, the teacher will use hands on artifacts, point to visuals in books, and refer to the vocabulary word wall.
 * **Exceptionalities**

Gifted: Gifted students will participate in the same activity, but they will be asked to go in to more detail on their newspaper report. This challenge will increase their interest in learning and build on their knowledge. || The teacher will send a postcard from St. Augustine to the parents and students letting them know that we will be focusing on Florida Explorers!
 * **Discussion Notes** || Prior to the thematic unit:

At Home: Students will receive a scavenger hunt worksheet to complete at home with a parent/guardian. They will be asked to explore their neighborhood and find 3 items. (tall skinny tree, blue car, and a squirrel) Once they check off the 3 items they will make a list of additional items they saw on their exploration for the 3 items. They will identify with the explorers. The student was only looking for 3 items but came across other items along his/her walk. Have them fill out a graphic organizer comparing similarities/differences between their exploration and one of the Florida explorers they learned about. Just like the explorers, the student went out searching for certain things, but found much more. ||

Teacher(s) Name: __Heather Carroll and Natalie Bitcon__ Thematic Unit Theme/Title/Grade Level: __Florida Explorers/ Put on Your Florida Explorer’s Hat/4__ <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 9.3px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">__th__ __Grade__ Wiki space address: [|__http://ucf4fl-explorers-settlerssp10t.wikispaces.com__] Daily Lesson Plan Day/Title: __Friday/Presentation Day__

Pre-Assessment:
 * **Learning Objectives**
 * What will students accomplish / be able to do at the end of this lesson?** || //Depending on the topic, 4-5 objectives are ample. All should begin with://
 * The student will show what the have retained from the week in a post-test.
 * The student will be able to compare their results from the pre-test.
 * The student will present what they have learned about their specific explorer.
 * The student will be able to give an oral presentation with appropriate eye contact and body movements. ||
 * <span style="font-family: Times; font-size-adjust: none; font-size: 12px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">**NCSS Theme/Sunshine State Standards** <span style="font-family: Times; font-size-adjust: none; font-size: 10px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: 0px; line-height: normal;">List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// <span style="font-family: Times; font-size-adjust: none; font-size: 9px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">[|__//http://flstandards.org//__] //.// || //Also consider—Do you cross the curriculum? What other content fields do you address in this lesson? ie. language arts, science, technology, the arts, or math?//
 * 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.
 * LA.4.6.2.3: The student will communicate information in a report that includes main idea(s) and relevant details, with visual supports;
 * LA.4.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion; ||
 * **Student Activities & Procedures**
 * //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? || //This is the heart of the lesson plan. Be as specific as possible. Describe lesson in a step-by-step,// **//numbered//** //sequence, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes EVERYTHING1)//
 * 1) The students will take a post-test beginning of class. Their results will be compared to their results from the pre-test taken on Monday. These results aren’t for a grade. It is a way for us as teachers to assess ourselves to see if our students have comprehended and retain information from the lesson. The students will be able to see their results from both tests to see how much they had learned.
 * 2) Each group of students will then present their information on their explorer. (The students were handed the rubric on Monday, so they are aware of what is expected.) ||
 * **Resources/Materials** || //ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. should be noted here.//
 * Post-test on active board
 * Active board remotes ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Are you using a rubric?
 * Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || //Be sure to include Pre/Post assessment in your lesson plans!//

Post-Assessment: PowerPoint Quiz: We will assess the students with a post-test on Florida and its’ explorers. The results from the post-test will be compared with the results from the pre-test given on the first day. This will show us how much the students have learned from day one to day five.

We will also assess the students on their presentation for their explorer. Well will use a rubric for the presentation that the child will have access to on the first day, so they are able to follow the rubric thoroughly in order to attain a passing grade. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Group the ESOL/SLD students together and have them take the post-test separately. Show the slides to them and read to them with a slow pace, giving them enough wait time before moving on.
 * **Exceptionalities**

Gifted/Talented: Instead of having a multiple choice post-test for these students, give them the post-test where they would have to type in their answer. This test would have to be given to the students in a different room or at a different time. ||
 * **Discussion Notes** || Make comments here related to ideas for homework, parent involvement, extension to the unit plan or lesson ideas, etc. ||