4.+Five+Day+Unit+Plan



The pre-test will be given the week before this unit plan is scheduled to start. It is composed of five questions; two multiple choice and three true/false. The student will take the SAME test for the post-test, which will be given on the last day of the unit plan - Friday. **Day 1** Voki-Naming ceremony **Introductory Voki** Grammar Lesson __ “Ho! Ye Hills, ye grass, ye Trees, ye creeping things, __ __ both great and small, I bid you hear! __ __ This child has thrown away its baby name! Ho!” __
 * Pre-Test and Post-Test**

Bag Voki-Seminole Tribe Seminole voki Page 1 and 2 of the mini book Explain about Totem Pole homework **Day 2** Talking Stick Voki-Iroquois Iroqouis voki Shirt Poem __ I wonder how it felt to be, __ __ An Indian child wild and free, __ __ No stores to buy my meat or bread, __ __ Hunting for animals to eat instead, __ __ Deer, buffalo, and grizzly bear, __ __ Skins for my clothes and feathers in my hair. __ __ Rivers and streams untouched by man, __ __ Mountains and woods covering the land, __ __ Not one city, street, or park, __ __ Fires, not streetlights for the dark. __ __ No bicycles, no cars, no color TV, __ __ I like Indians, but I’d rather be me! __ Page 3 of mini book **Day 3** Talking Stick Voki-Sioux Readers Theater Make Buffalo skins Page 4 of mini book

**Day 4** Talking Stick Perform Readers Theater Voki-Shoshone Shoshone voki Headbands Medicine story Page 5 of the mini book **Day 5** Wear everything Totem Pole homework completed Voki- Chinook **Chinook Voki** Page 6 of mini book and complete last page of mini book Compare and Contrast Post test First Thanksgiving Video (18 min) video 1 video 2

__Day 1: Southeast Region __

1. The student will understand and identify that the first inhabitants of North America were the Native Americans. 2. The student will compare the cultures of five different Native American tribes from the various geographic regions of the United States. 3. The student will understand and be able to use new vocabulary that is introduced and taught throughout the unit plan. 4. The student will relate newly learned vocabulary to previously learned familiar words. 5. The student will be able to locate his or her hometown, Florida, and North America through the use of maps and globes. 6. The student will recognize and understand the purpose of certain text features such as charts, illustrations, the glossary, and more.
 * Objectives: **

[|SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in North America.] [|SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.] [|LA.2.1.6.1: The student will use new vocabulary that is introduced and taught directly;] [|LA.2.1.6.5: The student will relate new vocabulary to familiar words;] [|SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital.] [|LA.2.2.2.1: The student will recognize and understand the purpose of text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, illustrations);]
 * NGSSS: **


 * Materials: **
 * <span style="font-family: Georgia,serif;">Powerpoint
 * <span style="font-family: Georgia,serif;">Voki
 * <span style="font-family: Georgia,serif;">Grammar activity doc/worksheet
 * <span style="font-family: Georgia,serif;">Markers
 * <span style="font-family: Georgia,serif;">String
 * <span style="font-family: Georgia,serif;">Paper bag (public)
 * <span style="font-family: Georgia,serif;">Blank map of us
 * <span style="font-family: Georgia,serif;">Crayons
 * <span style="font-family: Georgia,serif;">Page 1 and 2 of mini book
 * <span style="font-family: Georgia,serif;">Totem pole document


 * <span style="font-family: Georgia,serif;">Use of Technology: **
 * <span style="font-family: Georgia,serif;">Internet/IWB to play the Vokis
 * <span style="font-family: Georgia,serif;">Use of IWB for the outlining of the US Map activity
 * <span style="font-family: Georgia,serif;">Use of powerpoint
 * <span style="font-family: Georgia,serif;">Visuals on IWB of totem poles

<span style="font-family: Georgia,serif;">Assessments will be done by using the same pre and post tests that have questions about Native Americans and the material that the students will be covering throughout the week. The other more informal assessments completed throughout the week will be considered to be part of a portfolio style of assessment with the students keeping track of their own work; i.e. their totem pole homework, graphic organizers, their knapsack articles, shirts; buffalo skin calendars, headbands, etc.
 * <span style="font-family: Georgia,serif;">ESOL/ESE Strategies: **
 * <span style="font-family: 'Georgia','serif';">Use of Voki for introduction of the naming ceremony and the teaching on the Seminole tribe; is a large, loud visual that can be seen by any student in the room. For the naming ceremony the students will hear it read aloud several times. Then after about the third time the students will join in and read it with the teacher.
 * <span style="font-family: 'Georgia','serif';">Hands-on activity with creating the knapsack, students can feel free to use as many visuals as they choose and have the freedom to decorate their bags however they choose.
 * <span style="font-family: 'Georgia','serif';">Use of overhead visual for the US Map activity; these students will be able to see it displayed for them, along with having their own copy. Both versions will be color coded and labeled to make the segments more visually outstanding and identifiable.
 * <span style="font-family: 'Georgia','serif';">Reading of the mini book - students are underlining and color coding as directed to. The teacher can also put these mini book pages above on the IWB to check the work after the students have finished on their own, and ESOL/ESE students can follow along and check their own work. These mini books also have bolded vocabulary and a glossary with definitions at the back for these students to refer to.
 * <span style="font-family: 'Georgia','serif';">Use of totem visuals opened on the IWB for all students to see.
 * <span style="font-family: 'Georgia','serif';">Giving plenty of wait time when asking questions of students
 * <span style="font-family: 'Georgia','serif';">Having ESOL/ESE students sit at the front of the room during certain activities so that they can see better
 * <span style="font-family: 'Georgia','serif';">Arrange seating so that ESOL/ESE students are sitting near more proficient English students so that they are paired during partner talks and discussions
 * <span style="font-family: 'Georgia','serif';">Relating newly taught information to previously learned knowledge
 * <span style="font-family: 'Georgia','serif';">Relating newly learned vocabulary to previously learned vocabulary
 * <span style="font-family: 'Georgia','serif';">Giving ESOL/ESE students extra time to finish work if needed, or giving them the opportunity to finish it at a later time
 * <span style="font-family: Georgia,serif;">Best Practice Strategy: **<span style="font-family: Georgia,serif;"> Student-Centered, All learning objectives should be focused on the students while they are making their bags, coming up with names etc.
 * <span style="font-family: Georgia,serif;">Assessment: **

__<span style="font-family: Georgia,serif;">Introduction: __<span style="font-family: Georgia,serif;"> This week, we're going back in our time machines, ALL the way back to when the first people lived in our country! Before there was any technology, any TV or video games, before Christopher Columbus even sailed here! We'll be learning all about Native Americans this week, the very first people who lived in our country, and in North America. Each day we will learn about a new region, and a new tribe. So get ready, hold on tight, and let's start our exciting journey with the native people of our country!
 * <span style="font-family: Georgia,serif;">Design for Instruction: **

<span style="font-family: Georgia,serif;">1. Voki explains about the naming ceremony and gives children their Native American names. There will be a grammar lesson done in conjunction with the naming ceremony, and will help students understand how to create their own Native American name. This lesson will show students how similes are used, and how they can aid the student with creating their own name; i.e. run like the Wind or Wise as an Owl. <span style="font-family: Arial,sans-serif; font-size: 10pt;">

<span style="font-family: Arial,sans-serif; font-size: 10pt;"><span style="font-family: Georgia,serif;">2. Students will then make their knapsacks. These knapsacks will hold certain items that they will create during the week. The students will hang their knapsacks off of the back of their chairs. They will decorate their knapsack however they choose, and will write their new Native American name on the front of it. Students will learn how to make their own knapsack by following the instructions on this site, <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[] <span style="font-family: Georgia,serif;">. <span style="font-family: Georgia,serif;">3. Students will then receive a blank map of the United States with only the outline of the states shown. Each day we will cover one area of the map where Native Americas lived; today is the Southeast. We start with this day so that students can relate newly learned information to previously learned knowledge - we will start in the region in which the state of Florida is currently located. Students will outline the region with a blue colored pencil and shade it in if desired. The student will label the region as the Southeast and star the location in which the tribe is located that is currently being discussed in class - today will be the Seminoles. The students will also write the title of the tribe next to their location on the map. There will be a short discussion as to where this tribe is located in relation to present day location. <span style="font-family: Georgia,serif;">4. Students will then read one page of the mini book, and outline and underline in the different colors as directed in the instructions. <span style="font-family: Georgia,serif;">5. Voki will educate students on the Seminole tribe. <span style="font-family: Georgia,serif;">6. End with pictures on the overhead about totem poles, and explain their weekly homework. The homework will consist of the students creating a part of a totem pole that will represent something that they learned that day about the different types of tribes in the Native Americans. __<span style="font-family: Georgia,serif;">Day 2: Northeast Woodlands Region __

<span style="font-family: Georgia,serif;">I. Culture <span style="font-family: Georgia,serif;">II. Time, Continuity, and Change <span style="font-family: Georgia,serif;">III. People, Places, and Environment
 * <span style="font-family: Georgia,serif;">NCSS Theme: **

<span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.1.6.1: The student will use new vocabulary that is introduced and taught directly;] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.1.6.5: The student will relate new vocabulary to familiar words;] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital.] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.2.2.1: The student will recognize and understand the purpose of text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, illustrations);]
 * <span style="font-family: Georgia,serif;">NGSSS: **

<span style="font-family: Georgia,serif;">1. The student will compare the cultures of five different Native American tribes from the various geographic regions of the United States. <span style="font-family: Georgia,serif;">2. The student will understand and be able to use new vocabulary that is introduced and taught throughout the unit plan. <span style="font-family: Georgia,serif;">3. The student will relate newly learned vocabulary to previously learned familiar words. <span style="font-family: Georgia,serif;">4. The student will be able to locate his or her hometown, Florida, and North America through the use of maps and globes. <span style="font-family: Georgia,serif;">5. The student will recognize and understand the purpose of certain text features such as charts, illustrations, the glossary, and more.
 * <span style="font-family: Georgia,serif;">Objectives: **


 * <span style="font-family: Georgia,serif;">Materials: **
 * <span style="font-family: Georgia,serif;">Powerpoint
 * <span style="font-family: Georgia,serif;">Poem
 * <span style="font-family: Georgia,serif;">Student journals
 * <span style="font-family: Georgia,serif;">Pencil
 * <span style="font-family: Georgia,serif;">"Talking stick"
 * <span style="font-family: Georgia,serif;">Blank us map
 * <span style="font-family: Georgia,serif;">Crayons
 * <span style="font-family: Georgia,serif;">Voki
 * <span style="font-family: Georgia,serif;">Page 3 of mini book
 * <span style="font-family: Georgia,serif;">One t-shirt
 * <span style="font-family: Georgia,serif;">Beads
 * <span style="font-family: Georgia,serif;">Markers
 * <span style="font-family: Georgia,serif;">Scissors


 * <span style="font-family: Georgia,serif;">Use of Technology: **
 * <span style="font-family: Georgia,serif;">Internet/IWB to play the Vokis
 * <span style="font-family: Georgia,serif;">Use of IWB for the outlining of the US Map activity
 * <span style="font-family: Georgia,serif;">Use of powerpoint
 * <span style="font-family: Georgia,serif;">ESOL/ESE Strategies: **
 * <span style="font-family: 'Georgia','serif';">During the reading block, giving ESOL/ESE students their own copy of the poem being read so that they can look on themselves, along with displaying it for all students to see on the IWB. In the students' journal entry, they can be given the opportunity to draw a response in addition to writing one.
 * <span style="font-family: 'Georgia','serif';">Use of the talking stick - builds on students' confidence, fluency, and comprehension. Students will talk aloud and recall previously learned knowledge in class - it is a hands-on activity that engages all students at one point or another.
 * <span style="font-family: 'Georgia','serif';">Use of Voki for the teaching on the Iroquois tribe; is a large, loud visual that can be seen by any student in the room.
 * <span style="font-family: 'Georgia','serif';">Use of overhead visual for the US Map activity - these students will be able to see it displayed for them, along with having their own copy. Both versions will be color coded and labeled to make the segments more visually outstanding and identifiable.
 * <span style="font-family: 'Georgia','serif';">Reading of the mini book - students are underlining and color coding as directed to. The teacher can also put these mini book pages above on the IWB to check the work after the students have finished on their own, and ESOL/ESE students can follow along and check their own work. These mini books also have bolded vocabulary and a glossary with definitions at the back for these students to refer to.
 * <span style="font-family: 'Georgia','serif';">Creation of their own shirt - hands-on, is great for kinesthetic/visual learners, and allows for students to be creative.
 * <span style="font-family: 'Georgia','serif';">Giving plenty of wait time when asking questions of students
 * <span style="font-family: 'Georgia','serif';">Having ESOL/ESE students sit at the front of the room during certain activities so that they can see better
 * <span style="font-family: 'Georgia','serif';">Arrange seating so that ESOL/ESE students are sitting near more proficient English students so that they are paired during partner talks and discussions
 * <span style="font-family: 'Georgia','serif';">Relating newly taught information to previously learned knowledge
 * <span style="font-family: 'Georgia','serif';">Relating newly learned vocabulary to previously learned vocabulary
 * <span style="font-family: 'Georgia','serif';">Giving ESOL/ESE students extra time to finish work if needed, or giving them the opportunity to finish it at a later time
 * <span style="font-family: Georgia,serif;">Best Practice Strategy: **<span style="font-family: Georgia,serif;"> While reading the poem about Native Americans, you the teacher must read the poem aloud several times while your students listen and follow along. Take a moment to discuss your reading behaviors such as phrasing (i.e. the ability to read several words together in one breath), rate (the speed at which we read), and intonation (the emphasis we give to particular words or phrases).

<span style="font-family: Georgia,serif;">1. During the students' 90 minute reading block, before the Social Studies segment of the day occurs, the students will have a read aloud of a poem about Native Americans. Students will then write in their journals a response to the poem. The response will include what they thought about the poem, and write one thing that they would like about being a kid growing up as a Native American, and one thing that they already enjoy about being a kid growing up today. They will then share their journal responses with their seat partners. <span style="font-family: Georgia,serif;">2. Once in the Social Studies segment of the day, students will gather in a circle and sit on the floor before they start any work to pass around the talking stick and review about what was learned the day before. <span style="font-family: Georgia,serif;">3. The students will take out their US maps and review the region learned the day before. Today, the students will outline the last region with a green colored pencil, and shade it in if desired. The student will label the region as the Northeast Woodlands and star the location in which the tribe is located that is currently being discussed in class - this day will be the Iroquois tribe. The students will also write the title of the tribe next to their location on the map. There will be a short discussion as to where this tribe is located in relation to present day location. <span style="font-family: Georgia,serif;">4. Students will then read page two of the mini book, and outline and underline in the different colors as directed in the instruction. <span style="font-family: Georgia,serif;">5. Voki will educate students on the Iroquois tribe. <span style="font-family: Georgia,serif;">6. After reading, the students will start creating their own shirts, similar to as the Iroquois tribe would've created theirs. Students will write their new Native American name on the front of the shirt, and decorate the shirt with shells, beads, hair, and quills. __<span style="font-family: Georgia,serif;">Day 3: The Great Plains Region __
 * <span style="font-family: Georgia,serif;">Design for Instruction: **

<span style="font-family: Georgia,serif;">I. Culture <span style="font-family: Georgia,serif;">II. Time, Continuity, and Change <span style="font-family: Georgia,serif;">III. People, Places, and Environment
 * <span style="font-family: Georgia,serif;">NCSS Theme: **

<span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.1.6.1: The student will use new vocabulary that is introduced and taught directly;] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.1.6.5: The student will relate new vocabulary to familiar words;] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital.] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.2.2.1: The student will recognize and understand the purpose of text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, illustrations);]
 * <span style="font-family: Georgia,serif;">NGSSS: **

<span style="font-family: Georgia,serif;">1. The student will compare the cultures of five different Native American tribes from the various geographic regions of the United States. <span style="font-family: Georgia,serif;">2. The student will understand and be able to use new vocabulary that is introduced and taught throughout the unit plan. <span style="font-family: Georgia,serif;">3. The student will relate newly learned vocabulary to previously learned familiar words. <span style="font-family: Georgia,serif;">4. The student will be able to locate his or her hometown, Florida, and North America through the use of maps and globes. <span style="font-family: Georgia,serif;">5. The student will recognize and understand the purpose of certain text features such as charts, illustrations, the glossary, and more.
 * <span style="font-family: Georgia,serif;">Objectives: **


 * <span style="font-family: Georgia,serif;">Materials: **
 * <span style="font-family: Georgia,serif;">Powerpoint
 * <span style="font-family: Georgia,serif;">Readers theatre scripts
 * <span style="font-family: Georgia,serif;">"Talking stick"
 * <span style="font-family: Georgia,serif;">Blank us map
 * <span style="font-family: Georgia,serif;">Crayons page 4 of mini book
 * <span style="font-family: Georgia,serif;">Voki
 * <span style="font-family: Georgia,serif;">Buffalo skin handouts
 * <span style="font-family: Georgia,serif;">Paper bag
 * <span style="font-family: Georgia,serif;">Picture dictionary doc/handout


 * <span style="font-family: Georgia,serif;">Use of Technology: **
 * <span style="font-family: Georgia,serif;">Internet/IWB to play the Vokis
 * <span style="font-family: Georgia,serif;">Use of IWB for the outlining of the US Map activity
 * <span style="font-family: Georgia,serif;">Use of powerpoint


 * <span style="font-family: 'Georgia','serif';">ESOL/ESE Strategies: **
 * <span style="font-family: 'Georgia','serif';">During the reading block, giving ESOL/ESE students their own copy of the reader's theatre so that they can look on themselves, along with displaying it for all students to see on the IWB. This activity will help build students' fluency and is interactive with classmates.
 * <span style="font-family: 'Georgia','serif';">Use of the talking stick - builds on students' confidence, fluency, and comprehension. Students will talk aloud and recall previously learned knowledge in class - it is a hands-on activity that engages all students at one point or another.
 * <span style="font-family: 'Georgia','serif';">Use of Voki for the teaching on the Sioux tribe; is a large, loud visual that can be seen by any student in the room.
 * <span style="font-family: 'Georgia','serif';">Use of overhead visual for the US Map activity - these students will be able to see it displayed for them, along with having their own copy. Both versions will be color coded and labeled to make the segments more visually outstanding and identifiable.
 * <span style="font-family: 'Georgia','serif';">Reading of the mini book - students are underlining and color coding as directed to. The teacher can also put these mini book pages above on the IWB to check the work after the students have finished on their own, and ESOL/ESE students can follow along and check their own work. These mini books also have bolded vocabulary and a glossary with definitions at the back for these students to refer to.
 * <span style="font-family: 'Georgia','serif';">Creation of the buffalo skin - students are given their own handout of the visuals/symbols that can be used with this activity, and the teacher can display it on the IWB as well. This is a hands-on activity involving manipulatives.
 * <span style="font-family: 'Georgia','serif';">Giving plenty of wait time when asking questions of students
 * <span style="font-family: 'Georgia','serif';">Having ESOL/ESE students sit at the front of the room during certain activities so that they can see better
 * <span style="font-family: 'Georgia','serif';">Arrange seating so that ESOL/ESE students are sitting near more proficient English students so that they are paired during partner talks and discussions
 * <span style="font-family: 'Georgia','serif';">Relating newly taught information to previously learned knowledge
 * <span style="font-family: 'Georgia','serif';">Relating newly learned vocabulary to previously learned vocabulary
 * <span style="font-family: 'Georgia','serif';">Giving ESOL/ESE students extra time to finish work if needed, or giving them the opportunity to finish it at a later time
 * <span style="font-family: Georgia,serif;">Best Practice Strategy: **<span style="font-family: Georgia,serif;"> Building Comprehension Skills and Strategies. Students are taught and given opportunities to apply the following comprehension strategies for constructing meaning: making and confirming predictions, visualizing, summarizing, drawing inferences, making connections, and self-monitoring.

<span style="font-family: Georgia,serif;">1. During the students' 90 minute reading block, before the Social Studies segment of the day occurs, 20-30 minutes will be spent on reader's theater, on a Native American version of Cinderella. The class will ideally be broken up into two groups; each student will be assigned a part to read. <span style="font-family: Georgia,serif;">2. Students will gather in a circle and sit on the floor before the social studies segment of the day and pass around the talking stick to review about what was learned the day before. <span style="font-family: Georgia,serif;">3. The students will take out their US maps and review the region learned the day before. Today, the students will outline the last region with a yellow colored pencil, and shade it in if desired. The student will label the region as the Great Plains and star the location in which the tribe is located that is currently being discussed in class - this day will be the Sioux tribe. The students will also write the title of the tribe next to their location on the map. There will be a short discussion as to where this tribe is located in relation to present day location. <span style="font-family: Georgia,serif;">4. Students will then read the next page of the mini book, and outline and underline in the different colors as directed in the instructions. <span style="font-family: Georgia,serif;">5. The Voki will then inform the students about the Sioux tribe and certain characteristics about them. **Sioux Voki** <span style="font-family: Georgia,serif;">6. Students will then make their buffalo skin- This will begin with a conversation about buffalos and how they were hunted, and will then transition into a discussion about arrows and spears, and what Native Americans used to hunt with. This will be student centered discussion done in tabled groups, with the teacher monitoring, and then bringing the focus back to the front of the classroom and the activity at hand. These buffalo "skins" will be completed on Publix brown paper bags and decorated as the students see fit.
 * <span style="font-family: Georgia,serif;">Design for Instruction: **

__<span style="font-family: Georgia,serif;">Day 4: The Great Basin/Plateau Region __

<span style="font-family: Georgia,serif;">I. Culture <span style="font-family: Georgia,serif;">II. Time, Continuity, and Change <span style="font-family: Georgia,serif;">III. People, Places, and Environment
 * <span style="font-family: Georgia,serif;">NCSS Theme: **

<span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.1.6.1: The student will use new vocabulary that is introduced and taught directly;] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.1.6.5: The student will relate new vocabulary to familiar words;] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital.] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.2.1.5: The student will respond to various literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to self (personal connection), textto world (social connection), text to text (comparison among multiple texts);] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.2.2.1: The student will recognize and understand the purpose of text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, illustrations);] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.4.2.1: The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions,graphs/tables);]
 * <span style="font-family: Georgia,serif;">NGSSS: **

<span style="font-family: Georgia,serif;">1. The student will compare the cultures of five different Native American tribes from the various geographic regions of the United States. <span style="font-family: Georgia,serif;">2. The student will understand and be able to use new vocabulary that is introduced and taught throughout the unit plan. <span style="font-family: Georgia,serif;">3. The student will relate newly learned vocabulary to previously learned familiar words. <span style="font-family: Georgia,serif;">4. The student will be able to locate his or her hometown, Florida, and North America through the use of maps and globes. <span style="font-family: Georgia,serif;">5. The student will respond to various literary selections - poetry, folk tales, and fables - and be able to connect the text to self, text to text, and text to world. <span style="font-family: Georgia,serif;">6. The student will recognize and understand the purpose of certain text features such as charts, illustrations, the glossary, and more. <span style="font-family: Georgia,serif;">7. The student will write in a variety of expository forms, such as in graphs, tables, graphic organizers, and more.
 * <span style="font-family: Georgia,serif;">Objectives: **


 * <span style="font-family: Georgia,serif;">Materials: **
 * <span style="font-family: Georgia,serif;">Powerpoint
 * <span style="font-family: Georgia,serif;">Readers theatre script
 * <span style="font-family: Georgia,serif;">Story map worksheet
 * <span style="font-family: Georgia,serif;">“Talking stick”
 * <span style="font-family: Georgia,serif;">Blank us map
 * <span style="font-family: Georgia,serif;">Crayons
 * <span style="font-family: Georgia,serif;">Page 5 of mini book
 * <span style="font-family: Georgia,serif;">Voki
 * <span style="font-family: Georgia,serif;">Medicine story
 * <span style="font-family: Georgia,serif;">Medicine story worksheet/doc
 * <span style="font-family: Georgia,serif;">Brown paper cutting strips
 * <span style="font-family: Georgia,serif;">Markers
 * <span style="font-family: Georgia,serif;">Glue
 * <span style="font-family: Georgia,serif;">Feathers
 * <span style="font-family: Georgia,serif;">Beads
 * <span style="font-family: Georgia,serif;">Stapler
 * <span style="font-family: Georgia,serif;">Use of Technology: **
 * <span style="font-family: Georgia,serif;">Internet/IWB to play the Vokis
 * <span style="font-family: Georgia,serif;">Use of IWB for the outlining of the US Map activity
 * <span style="font-family: Georgia,serif;">Use of powerpoint
 * <span style="font-family: Georgia,serif;">Use of IWB for Story Map Activity of the two versions of Cinderella
 * <span style="font-family: Georgia,serif;">Use of IWB for the medicine story worksheet


 * <span style="font-family: 'Georgia','serif';">ESOL/ESE Strategies: **
 * <span style="font-family: 'Georgia','serif';">During the reading block, giving ESOL/ESE students their own copy of the reader's theatre so that they can look on themselves, along with displaying it for all students to see on the IWB. This activity will help build students' fluency and is interactive with classmates.
 * <span style="font-family: 'Georgia','serif';">Use of the graphic organizer in regards to the Cinderella reader's theater - the teacher can display the graphic organizer on the IWB along with distributing an individual copy to students.
 * <span style="font-family: 'Georgia','serif';">Use of the talking stick - builds on students' confidence, fluency, and comprehension. Students will talk aloud and recall previously learned knowledge in class - it is a hands-on activity that engages all students at one point or another.
 * <span style="font-family: 'Georgia','serif';">Use of Voki for the teaching on the Shoshone tribe; is a large, loud visual that can be seen by any student in the room.
 * <span style="font-family: 'Georgia','serif';">Use of overhead visual for the US Map activity - these students will be able to see it displayed for them, along with having their own copy. Both versions will be color coded and labeled to make the segments more visually outstanding and identifiable.
 * <span style="font-family: 'Georgia','serif';">Reading of the mini book - students are underlining and color coding as directed to. The teacher can also put these mini book pages above on the IWB to check the work after the students have finished on their own, and ESOL/ESE students can follow along and check their own work. These mini books also have bolded vocabulary and a glossary with definitions at the back for these students to refer to.
 * <span style="font-family: 'Georgia','serif';">For the medicine story activity, the teacher could display the story on the IWB so that students can follow along as it is read, as well as give ESOL/ESE students their own copy. This individual copy could have certain words, phrases, or ideas highlighted or underlined so that they stand out even more to ESOL/ESE students. The worksheet can also be displayed on the IWB while students are working on them.
 * <span style="font-family: 'Georgia','serif';">Creating of the head band is a hands-on, creative activity with the use of manipulatives. The teacher can display again the symbol worksheet on the IWB for students to look and refer to when decorating their headband.
 * <span style="font-family: 'Georgia','serif';">Giving plenty of wait time when asking questions of students
 * <span style="font-family: 'Georgia','serif';">Having ESOL/ESE students sit at the front of the room during certain activities so that they can see better
 * <span style="font-family: 'Georgia','serif';">Arrange seating so that ESOL/ESE students are sitting near more proficient English students so that they are paired during partner talks and discussions
 * <span style="font-family: 'Georgia','serif';">Relating newly taught information to previously learned knowledge
 * <span style="font-family: 'Georgia','serif';">Relating newly learned vocabulary to previously learned vocabulary
 * <span style="font-family: 'Georgia','serif';">Giving ESOL/ESE students extra time to finish work if needed, or giving them the opportunity to finish it at a later time
 * <span style="font-family: Georgia,serif;">Best Practice Strategy: **<span style="font-family: Georgia,serif;"> Assessment to Inform Instruction. Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

<span style="font-family: Georgia,serif;">1. During the 90 minute reading block, kids will practice the reader's theater that the learned the day before for about 10-15 minutes. The two groups will both present to their classmates. <span style="font-family: Georgia,serif;">2. During the students’ writing block, they will compare and contrast the reader's theater's version of Cinderella to present day Cinderella. Students will fill out a graphic organizer of a story map explaining what took place in the reader theater's version of Cinderella. <span style="font-family: Georgia,serif;">3. During the Social Studies segment of the day, students will gather in a circle and sit on the floor before the social studies segment of the day and pass around the talking stick to review about what was learned the day before. <span style="font-family: Georgia,serif;">4. The students will take out their US maps and review the region learned the day before. Today, the students will outline the last region with a brown colored pencil, and shade it in if desired. The student will label the region as the Great Basin/Plateau, and star the location in which the tribe is located that is currently being discussed in class - this last day will be the Shoshone tribe. The students will also write the title of the tribe next to their location on the map. There will be a short discussion as to where this tribe is located in relation to present day location. <span style="font-family: Georgia,serif;">5. Students will then read the next page of the mini book, and outline and underline in the different colors as directed in the instructions. <span style="font-family: Georgia,serif;">6. The students will be educated by the voki 7. The medicine story will be read aloud to the students. Discussion with seat partners will ensue after certain places in the text - the teacher will stop reading and ask the students to talk with their seat partner about what they just heard, and to react to the text. After the story is finished, the teacher will foster whole group discussion in regards to the worksheet below. The teacher will pull up the worksheet on the active board and physically write answers on it that the students give. <span style="font-family: Georgia,serif;"> <span style="font-family: Georgia,serif;">8. Students will finish the Social Studies segment of the day by creating their own headbands. These will also be made with Publix brown paper bags cut into strips - these will be easier for the students to decorate. They can draw whatever symbols they desire, and glue on feathers, beads, etc. The headbands will be stapled when finished, so that the child can easily slip the headband on their head.
 * <span style="font-family: Georgia,serif;">Design for Instruction: **

__<span style="font-family: Georgia,serif;">Day 5: Northwest Region __

<span style="font-family: Georgia,serif;">I. Culture <span style="font-family: Georgia,serif;">II. Time, Continuity, and Change <span style="font-family: Georgia,serif;">III. People, Places, and Environment
 * <span style="font-family: Georgia,serif;">NCSS Theme: **

<span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.1.6.1: The student will use new vocabulary that is introduced and taught directly;] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.1.6.5: The student will relate new vocabulary to familiar words;] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital.] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.2.2.1: The student will recognize and understand the purpose of text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, illustrations);] <span style="color: blue; font-family: Georgia,serif; text-decoration: none;">[|LA.2.4.2.1: The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions,graphs/tables);]
 * <span style="font-family: Georgia,serif;">NGSSS: **

<span style="font-family: Georgia,serif;">1. The student will compare the cultures of five different Native American tribes from the various geographic regions of the United States. <span style="font-family: Georgia,serif;">2. The student will understand and be able to use new vocabulary that is introduced and taught throughout the unit plan. <span style="font-family: Georgia,serif;">3. The student will relate newly learned vocabulary to previously learned familiar words. <span style="font-family: Georgia,serif;">4. The student will be able to locate his or her hometown, Florida, and North America through the use of maps and globes. <span style="font-family: Georgia,serif;">5. The student will recognize and understand the purpose of certain text features such as charts, illustrations, the glossary, and more. <span style="font-family: Georgia,serif;">6. The student will write in a variety of expository forms, such as in graphs, tables, graphic organizers, and more.
 * <span style="font-family: Georgia,serif;">Objectives: **


 * <span style="font-family: Georgia,serif;">Materials: **
 * <span style="font-family: Georgia,serif;">Powerpoint
 * <span style="font-family: Georgia,serif;">“Talking stick”
 * <span style="font-family: Georgia,serif;">Headband
 * <span style="font-family: Georgia,serif;">T-shirt
 * <span style="font-family: Georgia,serif;">Bag
 * <span style="font-family: Georgia,serif;">Blank us map
 * <span style="font-family: Georgia,serif;">Crayons
 * <span style="font-family: Georgia,serif;">Voki
 * <span style="font-family: Georgia,serif;">Page 6 of mini book
 * <span style="font-family: Georgia,serif;">Totem pole homework
 * <span style="font-family: Georgia,serif;">Graphic organizer compare and contrast
 * <span style="font-family: Georgia,serif;">Post test
 * <span style="font-family: Georgia,serif;">Video of the first thanksgiving
 * <span style="font-family: Georgia,serif;">Use of Technology: **
 * <span style="font-family: Georgia,serif;">Internet/IWB to play the Vokis
 * <span style="font-family: Georgia,serif;">Use of IWB for the outlining of the US Map activity
 * <span style="font-family: Georgia,serif;">Use of powerpoint
 * <span style="font-family: Georgia,serif;">Use of IWB for the compare and contrast activity on the differences between how Native Americans lived then compared to how we live now.
 * <span style="font-family: Georgia,serif;">Use of the Internet/IWB to play the transition/interactive page online about the First Thanksgiving and how the Pilgrims reached the Americas.
 * <span style="font-family: 'Georgia','serif';">ESOL/ESE Strategies: **
 * <span style="font-family: 'Georgia','serif';">Use of the talking stick - builds on students' confidence, fluency, and comprehension. Students will talk aloud and recall previously learned knowledge in class - it is a hands-on activity that engages all students at one point or another.
 * <span style="font-family: 'Georgia','serif';">Have children dress up in everything they created - paints a nice visual of the scene that they have been envisioning and creating over the past week, is fun for the students and allows them to be hands-on and move around the room.
 * <span style="font-family: 'Georgia','serif';">Use of Voki for the teaching on the Chinook tribe; is a large, loud visual that can be seen by any student in the room.
 * <span style="font-family: 'Georgia','serif';">Use of overhead visual for the US Map activity - these students will be able to see it displayed for them, along with having their own copy. Both versions will be color coded and labeled to make the segments more visually outstanding and identifiable.
 * <span style="font-family: 'Georgia','serif';">Reading of the mini book - students are underlining and color coding as directed to. The teacher can also put these mini book pages above on the IWB to check the work after the students have finished on their own, and ESOL/ESE students can follow along and check their own work. These mini books also have bolded vocabulary and a glossary with definitions at the back for these students to refer to.
 * <span style="font-family: 'Georgia','serif';">Use of a graphic organizer for the compare and contrast activity on Native Americans to how we currently live today. The teacher can have the graphic organizer on display on the IWB during the entire activity. Students could be allowed to draw or write their answers on the graphic organizer, if desired. Students are able to talk and confer with classmates on this assignment - they're able to use this help to complete the assignment.
 * <span style="font-family: 'Georgia','serif';">Give a copy of the posttest to ESOL/ESE students with larger font so it is more readable; give them extra time if needed.
 * <span style="font-family: 'Georgia','serif';">Use of visuals, sounds, interactive/probing questioning in the transition into the Pilgrims and the first Thanksgiving - could allow ESOL/ESE students to sit closer to the front of the room so that they can see and hear better.
 * <span style="font-family: 'Georgia','serif';">Giving plenty of wait time when asking questions of students
 * <span style="font-family: 'Georgia','serif';">Having ESOL/ESE students sit at the front of the room during certain activities so that they can see better
 * <span style="font-family: 'Georgia','serif';">Arrange seating so that ESOL/ESE students are sitting near more proficient English students so that they are paired during partner talks and discussions
 * <span style="font-family: 'Georgia','serif';">Relating newly taught information to previously learned knowledge
 * <span style="font-family: 'Georgia','serif';">Relating newly learned vocabulary to previously learned vocabulary
 * <span style="font-family: 'Georgia','serif';">Giving ESOL/ESE students extra time to finish work if needed, or giving them the opportunity to finish it at a later time
 * <span style="font-family: Georgia,serif;">Best Practice Strategy: **<span style="font-family: Georgia,serif;">Appropriate Instructional Levels. Students have opportunities to read at their instructional level every day.

<span style="font-family: Georgia,serif;">1. Students will gather in a circle and sit on the floor before the social studies segment of the day and pass around the talking stick to review about what was learned the day before. <span style="font-family: Georgia,serif;">2. After the talking stick segment, the students will wear everything that they had created during the week; their shirt, their headband, etc. This will be a fun way to end the week and to show their classmates everything that they had created during the week. <span style="font-family: Georgia,serif;">3. The students will take out their US maps and review the region learned the day before. Today, the students will outline the last region with an orange colored pencil, and shade it in if desired. The student will label the region as the Northwest and star the location in which the tribe is located that is currently being discussed in class - this last day will be the Chinook tribe. The students will also write the title of the tribe next to their location on the map. There will be a short discussion as to where this tribe is located in relation to present day location. <span style="font-family: Georgia,serif;">4. Students will then read the last page of the mini book, and outline and underline in the different colors as directed in the instructions. <span style="font-family: Georgia,serif;">5. The Voki will them inform students about the Chinook tribe, and certain characteristics about them. <span style="font-family: Georgia,serif;">6. The students' totem pole homework should be finished. They will take out their finished totem pole and share with seat partners about their totem pole and why they created it the way that they did. The teacher will bring the students back together and relate the totem pole homework to the Chinook tribe, and explain to them how the Chinook tribe was the only tribe who created totem poles. <span style="font-family: Georgia,serif;">7. Students will then each be given a graphic organizer and given directions to work in their seat groups to help one another come up with ideas to fill it out together. The graphic organizer will compare and contrast the similarities and differences of how Native Americans lived then to how we currently live today. After the groups have had a few minutes to come up with their own ideas, the teacher will bring the students' attention back to the front of the classroom. The teacher will pull the same graphic organizer up on the smart board and will physically write on the board the answers that the students give when called upon. <span style="font-family: Georgia,serif;">8. The teacher will then administer the post test to the students, and collect it when finished. This assessment will be completed so that the teacher can determine if the students made any progress in comparison to the pretest, and make future changes in lesson plans to ensure that students are learning the specific targeted material. <span style="font-family: Georgia,serif;">9. Transition into the next unit plan – the pilgrims and how they got to the Americas and the First Thanksgiving that they had with the Native Americans. This transition will be through the Scholastic website, and will be very interactive with sound bites and visuals. There are three options that the teacher can explore: Voyage on the Mayflower, Daily Life, and the Thanksgiving feast. Depending on how much time is left in the day will determine what the teacher has time to cover before moving onto a different subject matter. **Video of First Thanksgiving located on powerpoint**. <span style="font-family: Georgia,serif;">http://www.scholastic.com/thanksgiving_local/
 * <span style="font-family: Georgia,serif;">Design for Instruction: **