You are on page 1of 4

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Crystal Rodriguez


Thematic Unit Theme/Title/Grade Level: Florida Pioneers, Fourth Grade
Wiki space address: http://ucfgr4pioneerlifeinflf16t.weebly.com
Daily Lesson Plan Day/Title: Day 3 Women, Children and everyday life chores
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable Students will be able to describe pioneer life in Florida
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://www.cpalms.org/Public/

LearningObjectives:*youMUSThaveobjectivestomeetallstandards
1. Studentswilllearntheeverydaylifeoffemalepioneers
2. StudentswilllearnandunderstandeverydaychoresofPioneers
3. Studentswillbeabletocompareandcontrastpresentdaychorestopast
chores
4. StudentswillcompareandcontrastFemaleandchildrenrolestoFlorida
Pioneerrolesinhistory
5. StudentswillbeabletowritejournalentriesfromtheviewpointofaFlorida
Pioneer
NCSStheme(s):
Culture,Time,Continuity,change,People,places,andenvironment,
Individuals,Groups,andInstitutions,Production,Distribution,and
consumption
FloridaStandard(s):

LAFS.4.W.1.3 Write narratives to develop real or imagined experiences


or events using effective technique, descriptive details, and clear event
sequences
LAFS.4.W.4.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline specific tasks, purposes,
and audiences

LAFS.4.SL.2.5 Add audio recordings and visual displays to


presentations when appropriate to enhance the development of main
ideas or themes.

NextGenerationSunshineStateStandards:

SS.4.A.4.2:Describe pioneer life in Florida.


SC.4.P.9.1: Identify some familiar changes in materials that result in
other materials with different characteristics, such as decaying animal or
plant matter, burning, rusting, and cooking.

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


Florida.

LAFS.4.L.2.3 Use knowledge of language and its conventions when


writing, speaking, reading, or listening. Choose words and phrases to
convey ideas precisely. Choose punctuation for effect. Differentiate
between contexts that call for formal English (e.g.,presenting ideas) and
situations where informal discourse is appropriate(e.g., small-group
discussion).

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Assessment
Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?

Doesyourassessmentalignwithyour
objectives,standardsandprocedures?

Informalassessment(multiplemodes):

participationrubrics,journalentries,
collaborativeplanning/presentationnotes,
etc.

UnitPreAssessment:
https://quizizz.com/admin/quiz/582b616a3fb0424d01017876
UnitPostAssessment:
https://quizizz.com/admin/quiz/582b616a3fb0424d01017876
Ongoingdaily(progressmonitoring)Assessment:
Iwillwalkaroundandobservestudentsastheycreateandperformtheir
choresintheircenters
Scale:
4IcanteachsomeoneaboutPioneerlifeinFlorida
3 IcandescribePioneerlife
2 I candescribe,aspectsofPioneerlife
1 IcanttellyouanythingaboutFloridaPioneers

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
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer

1. Re-Introduce novel: A Land Remembered during ELA


2. After the novel is read, recap with students about content that was discussed
the day before. Such as what materials were used for houses, on average how
long did it take, etc.
3.StudentswillthenaddvocabularywordstotheirglossaryintheirPioneer
Journal(ESOL5)Teach technical vocabulary supporting key concept
A. Buttermilk
B. Cypress Wood
C. Gourds
D. Switch
4. I will then tell students that today we will be doing chores like the Florida
Pioneers. I would explain to students that women were meant to stay home and
take care of the home and men were in charge of farming and cattle. I would
then tell students about laffy taffy and how it was made.
5. Then I will have students break into three groups and rotate into three
different centers.
6. With the help of my parent volunteers students will have the opportunity to
spend 20 minutes in each center making butter, bread, and candles.
7. I will then have students move in a clockwise direction and listen for the bell
when it is time to rotate. In each center their will be a video that ties into the
topic, these videos will teach the students about each task they are completing.
8. In the candle making center I will have my parent volunteer play the video
on candle making on the interactive white board. Students will gather the
materials and will begin molding their candles together and the parent
volunteer will be in charge of heating the candle.
https://safeshare.tv/x/ss5845915a66d63
9. Students will then rotate to my bread center. I will have my parent volunteer
play my video on the class Ipad, and they will show students pictures of
Pioneer bread. (ESOL 17) Provide contextual support through audio visuals,
models, demonstrations, realia, body language and facial expressions

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

https://safeshare.tv/x/M4pNEZfCVX8 Students will gather the materials and


will be able to make their bread.
10. In my butter making center I will run the center. I will then show students a
video on butter making https://safeshare.tv/x/ss58458fad79b36 I will explain
to students that female and children pioneers were in charge of butter making. I
will also explain the process and where they gathered their materials and how
children were only able to go to school certain days out of the year. While
making their butter I will ask students to reflect on the idea of only being able
to go to school certain times through out the year and relate their thoughts to
what it would have been like to live as a child pioneer. (ESOL 4) Link lesson
topic to students prior knowledge
Students will then be able to make their own butter using the heavy whipping
cream and the containers. Once they have made their butter they can eat it with
the crackers. If time allows students will be able to watch a reenactment video
of a child pioneer doing her chores and then going to school.
https://safeshare.tv/x/ss582a815d4869d#v
11. After students have rotated to each center they will then be required to
choose one of the chores they performed from the centers and record a
journal entry. Students will answer questions such as did you like the
chore that you did, was it fun, what materials did you need to make the
chore.
12. For homework students will be asked to create a T chart comparing
todays chores with Pioneer chores
Resources/Materials

1.
2.
3.
4.
5.
6.

http://www.factsfornow.scholastic.com/article?
product_id=nbk&type=0ta&uid=10676833&id=a2023250-h
http://crackercountry.org/index.php/history-education/florida-crackers
https://safeshare.tv
https://www.youtube.com
Parent volunteers
Muffin tins

7. 1 pint Cracklins
8. 1 quart cornmeal
9.1 pint buttermilk
10.1 teaspoon soda
11.Big pinch of salt
12. Paraffin blocks,.
13.broken crayon fragments,
14.cotton string
15.very cold tap water
16.wooden stirring sticks
17.newspaper
18.old potholders
19. a small hot plate/ electric portable stove
20. little plastic containers with lids
21. saltine crackers
22. heavy whipping cream
23. Pioneer Journal
24. crackers
25. ESOL and ESE strategies from Spalding wiki space

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

ExtensionHavestudentstrytomakebreadwithparentsathomeforextracredit