5+Day+Unit+Plan

Discovering Florida Explorers: // A Prezi Webquest //  Grade Level: 4th grade __Teacher Name _Michelle Monge Day 1 Lesson Plan /Title: Introduction to Discovering Florida’s Explorers_ __ __ Teacher Name _Ana Bechel_ Day 2 Lesson Plan /Title: _Why Did They Do It? Blab All About It?_ ____ Teacher Name _Chanelle Maxwell_ Day 3 Lesson Plan /Title: Routes and Discoveries___ __ Teacher Name _ Faith Griffin _ Day 4 Lesson Plan /Title: _Follow the Dream__ _ __ Teacher Name _ Natacha Edmondson_ _ Day 5 Lesson Plan /Title: Sailing into La Floride: Prezi Day! __ Teacher(s) Name: __Michelle Monge__ Thematic Unit Theme/Title/Grade Level: **__Florida Explorers__** **__Discovering Explorers: A Prezi Webquest__** **__4th grade__** __ Wiki space address: __**http://ucfgr4flexplorerssp12t.wikispaces.com/** Daily Lesson Plan Day/Title: __Day 1/Introduction to Discovering Florida's Explorers__ What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || The students will be able to use informational text to research about their assigned explorers.
 * =Learning Objectives =

The students will be able to document the information they gathered using a graphic organizer.

The student will be able to share the information they gathered about their explorer with the class including the explorer’s name, date of birth, date of death, and the country the explorer was born in.

The students will be able to work cooperatively with others during small group work. || Pre-write the following questions on the board: Pass out a stack of post-it notes for each table. Point to each question as you read it aloud. Ask the students to use these questions to write what they know about explorers, have the students use one post-it per idea and put their post-it notes on the board. Allow ESE or EL to work with a proficient English speak and/or draw a response depending on their ability level. Provide enough think time for all students to participate. Have volunteers from each table to organize the ideas and share how they categorized the class’s prior knowledge about explorers and what they found. The teacher will reflect on this information to determine the student’s prior knowledge.
 * **NCSS Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">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 [|//http://flstandards.org//]. // || **<span style="font-family: Times,serif; font-size: 11pt;">Language Arts **
 * //<span style="font-family: Times,serif; font-size: 11pt;">LA.4.2.2.1: The student will locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations); //
 * //<span style="font-family: Times,serif; font-size: 11pt;">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; //
 * //<span style="font-family: Times,serif; font-size: 11pt;">LA.4.2.2.5: The student will select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history), based on teacher recommendations, to continue building a core foundation of knowledge. //
 * <span style="font-family: Times,serif; font-size: 11pt;">Common Core **
 * //<span style="font-family: Times,serif; font-size: 11pt;">LACC.4.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. //
 * //<span style="font-family: Times,serif; font-size: 11pt;">LACC.4.RI.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. //
 * //<span style="font-family: Times,serif; font-size: 11pt;">LACC.4.RI.1.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. //
 * //<span style="font-family: Times,serif; font-size: 11pt;">LACC.4.RI.3.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. //
 * //<span style="font-family: Times,serif; font-size: 11pt;">LACC.4.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. //
 * //<span style="font-family: Times,serif; font-size: 11pt;">LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. //
 * //<span style="font-family: Times,serif; font-size: 11pt;">LACC.4.SL.2.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. //
 * <span style="font-family: Times,serif; font-size: 11pt;">Social Studies **
 * //<span style="font-family: Times,serif; font-size: 11pt;">SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions. //
 * //<span style="font-family: Times,serif; font-size: 11pt;">SS.4.A.9.1: Utilize timelines to sequence key events in Florida history. // ||
 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **<span style="font-family: Times,serif;">Unit Pre-Assessment: **
 * <span style="font-family: Times,serif;">What does an explorer do?
 * <span style="font-family: Times,serif;">What does the word exploration mean?
 * <span style="font-family: Times,serif;">Can you name an explorer?
 * <span style="font-family: Times,serif;">How did explorers travel?
 * <span style="font-family: Times,serif;">What's the farthest you have ever been from home?

<span style="font-family: Times,serif;">The individual Florida Explorer’s Flipbooks and group Prezi Webquest Rubrics will be used to assess the depth of student knowledge they have gained while participating in the five day activity.
 * <span style="font-family: Times,serif;">Unit Post-Assessment: **

The teacher will use the Marzano scale which is posted on each desk to assess student comprehension throughout the day. The teacher will use discussion questions and informal observations to assess student’s comprehension during group work. The teacher will use discussion questions to assess comprehension during and after the read aloud, //The Ballad of the Pirates Queen// by Jane Yolen. || Student Activities & Procedures
 * //<span style="font-family: Times,serif;">On-going //****<span style="font-family: Times,serif;"> Assessment: **
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **1. Engage (Anticipatory Set/):** Prior to the lesson the teacher will pre-write the following questions on the board: The teacher will then call students up by their tables to sit on the carpet. Once the students are settled the teacher will introduce and the read the book called //The Ballad of the Pirates Queen// by Jane Yolen. Before, during, and after the reading the teacher will ask the following questions to keep the students engaged in the reading: The teacher will also provide sufficient wait time after each question asked to give students enough time to answer questions in a meaningful way. (ESOL Strategy: wait time) Once the reading is done and questions are asked the teacher will then send the students back to their desks. The teacher will then pass out post-it notes to each table and afterwards draw students’ attention to the questions on the board. The questions will be read aloud and students will be asked to use these questions to write what they know about explorers. They will use one post-it note per idea and will be asked afterwards to stick all the post-it notes on the board when called up by table. **The teacher will allow ESE or EL to work with a proficient English speaker and/or draw a response depending on their ability level.** After every student has added their post-it notes to the board, the teacher will ask a volunteer from each table to organize the ideas. As the students categorize the post-it notes, the teacher will then introduce the daily objective: “Today and throughout the week you’re going to learn about Florida explorers.” Ask the students to rate their understanding of the daily objective using the scale. If necessary, revisit the learning goal to **ensure classroom comprehension**. Then the teacher will have the student volunteers share how they categorized their classmates’ prior knowledge about explorers and what they found.
 * What does an explorer do?
 * What does the word exploration mean?
 * Can you name an explorer?
 * How did explorers travel?
 * What's the farthest you have ever been from home?
 * From looking at the illustration on the front cover what do you think this story will be about?
 * What is the problem in the story?
 * What was the solution in the story?
 * Does it remind you of any personal experiences in your life or what you’ve learned in class? (ESOL Strategy: link lesson topic to student’s prior knowledge)
 * What do you think will happen next?

The teacher will then tell the students that they will be creating flipbooks where they will be writing down important information about the different explorers they will be learning about throughout the week. The students will also be informed that every page is for a different explorer they will be learning about. Then construction paper, markers, pictures of explorers, scissors, and staplers will be passed out by either the teacher or a couple of students to create the flipbooks. The teacher will be modeling how to make the flipbooks step by step. (ESOL Strategy: modeling) As the students are working, the teacher will circulate from table to table monitoring comprehension.
 * 2. Explain:**

The teacher will then ask the students to clean off their desks and in the meantime turn on the interactive whiteboard. Once the students are done cleaning, the teacher will say “Now I’m going to share with you a Prezi on Christopher Columbus. Many of you may have heard of him before. Make sure to pay close attention because you will be creating a Prezi later on.” The teacher will also say “Also please keep your flipbooks out and take out a pencil. The first page on your flip book will be where you write important information about Christopher Columbus as I go through this presentation.” (ESOL Strategy: visual)

Once the presentation is done the teacher will explain to the students they will use a jigsaw strategy to learn about 5 different Florida Explorers and will be creating a Prezi in a group on an explorer of their choice. Also the teacher will let them know the Prezi will be presented on Friday. This is where the teacher will pop up the Prezi template and explain the layout. A printout of the prezi will also be provided to the students and will be used as the students’ rubric.

The teacher will then explain that students will be in groups with the classmates at their tables and that they will be working together to create their Prezis and conduct research. Groups will contain four to five students. (ESOL Strategy: heterogeneous groups)

Then the teacher will tell the students that once they’re in their groups they each will be assigned one of the following daily roles: Each role will be switched every day so all students will have a chance to experience each role. Ask the students to rate their understanding of the jigsaw strategy and group jobs using the scale. If necessary, revisit these concepts to **ensure classroom comprehension**.
 * Navigator: You are responsible for keeping the ship on course and not getting lost. You will read the daily mapped directions and ensure your crew stays on task.
 * Scribe: Without journals from the past we would not have important information about our history. Your job is to journal your crews discoveries.
 * Interpreter: As a scholar who has studies several languages you will be relied on to translate information found in important resources. You will research the daily topics and report what you have discovered to your group scribe.
 * Steward: You are in charge of your crews resources. Find media, pictures, and artifacts to support your group’s discoveries.

The teacher will write the names of the five Florida explorers on the board. Then will direct the students to discuss amongst the group at their tables where they will talk about which explorer they want to create the presentation on, create a group name, and the group role they pick for today.
 * 3. Explore/Elaborate:**

To cue the students to move into their collaborative groups explain that we will use the song “ Yo Ho Yo Ho It’s a Pirates Life for Me” during transition. [ESOL strategy: Nonverbal cues]

They will write this information on a piece of paper and a teacher will write a check mark once it is checked and approved.

Then the teacher will introduce their first group activity. Their first group activity is to create an explorer hat they will wear throughout the week during the social studies lessons. Newspapers, glue, and decorative materials will be passed out to each group as well as the instructions to create the hats. The teacher will ask that the students create hats that represent the explorer they chose. A completed hat by the teacher will be displayed to give students a visual. (ESOL Strategy: visual) Once the hats are created the teacher will ask the students to clean up before moving on to the next activity.

Once their desks are clean the students will go ahead and wear their hats. The teacher will tell the students that they can go ahead and start researching their explorer. Books will be passed out and provided at each table for students to conduct their research. Computers will also be available.

The teacher will ask each group to have basic information written in their flipbooks by the end of the social studies block such as explorer name, date of birth, date of death, picture of the explorer and home country. As the students work collaboratively the teacher will walk around monitoring progress and asking questions to ensure comprehension.
 * Where was your explorer born? Have you ever been to that country?
 * Where did your find information about your explorer?

Five to ten minutes prior to the end of the social studies block the teacher will ask that students finish up what they’re doing, clean, up and return to their desks.
 * 4. Evaluate/Extend/Follow-up:**

Once the students return to their desks the teacher will ask the students to keep their flipbooks out and take out the treasure boxes they created for homework. Then the teacher will have each group share a couple of things they learned about their explorer. Once they have shared the information the students will store their hats and flipbooks in their treasure boxes. || <span style="font-family: Times,serif;">Discussion Notes:
 * ==Resources/Materials== || * Unit Plan Wiki
 * Literature List
 * Webquest Resources
 * Social Studies Textbook
 * Interactive Whiteboard
 * Computer(s)
 * Construction paper
 * Markers
 * Newspaper
 * Glue
 * Decorative objects (for hats)
 * Stapler
 * Dry-Erase Markers
 * Scissors
 * Pictures of explorers ||

Teacher(s) Name: **__Analysse Bechel__** Thematic Unit Theme/Title/Grade Level: **__Florida Explorers/Discovering Florida Explorer: A Prezi Webquest__** Wiki space address: **http://ucfgr4flexplorerssp12t.wikispaces.com/** =Daily Lesson Plan Day/Title: __Day 2/Why Did They Do It? Blab All About It!__=

What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || //Depending on the topic, 4-5 objectives are ample. All should begin with:// The student will…
 * =Learning Objectives=

Pre-write the following questions on the board: Pass out a stack of post-it notes for each table. **Point** to each question as you read it aloud. Ask the students to use these questions to write what they know about explorers, have the students use one post-it per idea and put their post-it notes on the board. Allow **ESE or EL to work with a proficient English speak and/or draw a response depending on their ability level**. **Provide enough think time for all students to participate.** Have volunteers from each table to organize the ideas and share how they categorized the class’s prior knowledge about explorers and what they found. The teacher will reflect on this information to determine the student’s prior knowledge.
 * The student will synthesize their information from the first day and combine their research to start their Prezi presentations.
 * The student will know how to operate and upload information into the web tool Prezi.
 * The student will record and post their explorer’s motivation using the web tool Blabberize.
 * The student will identify the motivations for their explorer coming to Florida. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * 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//]//.// || **Language Arts:**
 * //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;//
 * //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;//
 * //LA.4.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations); and//
 * //LA.4.6.4.2: The student will determine and use appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.//
 * Language Arts Common Core:**
 * //LACC.4.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.//
 * //LACC.4.RI.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.//
 * //LACC.4.SL.2.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.//
 * Social Studies:**
 * //SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions.//
 * //SS.4.A.3.6: Identify the effects of Spanish rule in Florida.//
 * //SS.4.A.3.7: Identify nations (Spain, France, England) that controlled Florida before it became a United States territory.//
 * //SS.4.A.6.3: Describe the contributions of significant individuals to Florida.// ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans!//
 * Unit Pre-Assessment:**
 * What does an explorer do?
 * What does the word exploration mean?
 * Can you name an explorer?
 * How did explorers travel?
 * What's the farthest you have ever been from home?

The individual Florida Explorer’s Flipbooks and group Prezi Webquest Rubrics will be used to assess the depth of student knowledge they have gained while participating in the five day activity.
 * Unit Post-Assessment:**

Use the beach ball globe students will ask each other questions about their research and their explorers. Suggested questions: The teacher will use the Marzano scale which is posted on each desk to assess student comprehension throughout the day. The teacher will use anecdotal notes to record any observations of student participation and comprehension while in the audience and group presentations. The teacher will use discussion questions and informal observations to assess student’s comprehension during flipbook group. The teacher will use discussion questions and the student’s reading journals to assess comprehension during and after the read aloud, //Encounter// by Jane Yolen. || Student Activities & Procedures
 * //On-going//** **Assessment:**
 * How is exploration different from the 1500's compared to present day?
 * What were some of the reasons for explorations?
 * How did your explorer affect our society and lives today?
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **1.** **Engage (Anticipatory Set):**

Read a fiction story: //The Magic Fountain: Another Really Truly Story// by Sadyebeth and Anson Lowitz Using the globe from the previous day, the teacher will toss it to the students to ask them comprehension and text to world connection questions.( ESOL strategy: Use preview/review activities)

Then use the globe to ask the students questions about their group:
 * What was Ponce de Leon searching for?
 * What was Ponce de Leon’s motivation to find the Fountain of Youth?
 * Why is motivation important when understanding an explorer’s journey?
 * What is your groups name?
 * What is your job in your group?
 * Review the core roles of each job to ensure every student understand s their responsibilities. These roles should also be posted in the classroom (ESOL stategy: Use preview/review activities).


 * **Navigator**: You are responsible for keeping the ship on course and not getting lost. You will read the daily mapped directions and ensure your crew stays on task.
 * **Scribe**: Without journals from the past we would not have important information about our history. Your job is to journal your crews discoveries.
 * **Interpreter**: As a scholar who has studies several languages you will be relied on to translate information found in important resources. You will research the daily topics and report what you have discovered to your group scribe.
 * **Steward**: You are in charge of your crews resources. Find media, pictures, and artifacts to support your groups discoveries. While pointing to the daily learning goal, explain to the students today they will be able identify their explorers motivations and why motivation is important an important part of understanding explorers and their influences on today’s world. (ESOL strategy: pointing, gesturing) Ask the students to rate their understanding of the learning goal using the scale. If necessary, revisit the learning goal to ensure classroom comprehension. (ESOL strategy: reinforce key ideas your present again and again)

2. **Explain:**

The students will put on their hats and break up into their groups. (ESOL strategy: Promote cooperation-small groups). Turn on song “Yo Ho Yo Ho It’s a Pirates Life for Me” during transition as student move to their meeting spot. [ESOL strategy: Nonverbal cues] This will cue students to move into their collaborative groups.

Model how to use diigo to search through the Webquest Resources. The students will use their Webquest resources, textbook, and books from the Literature List to research information about their explorer and complete the Webquest. Using the daily learning goal, ask the students to explain what they need to have done which is to find their explorer’s motivation. The students will build from the information they have found from the previous day.

Tell the students they will start their Prezi, like the Christopher Columbus examples from the previous day. Use the document below so the students have a print out of their directions.Prezi Template



The students will use the two column notes by Kagan (see teacher resources) to organize their information. (ESOL strategy: Show students how to use graphic organizers like semantic mapping and imaging)

The students will actively read about their explorer and his home country. They will add their explorers name, birth, death, and a fun fact about their explorer. After the students have added this information to their Prezi, go around to each group to monitor their progress and make sure the students have finished their task. (ESOL strategy: Continually monitor students’ comprehension). The students will then add pictures of their explorers and the explorers’ home country.

The students will create a Blabberize to present their explorer’s motivations. When the students are done with their Blabberize, the teacher will load it into YouTube. The students will then embed these into their Prezis. Depending on how much time is left, this can be done another day.

Students will select their group role for tomorrow (Navigator, Scribe, Interpreter(s), Steward).

As the students work in their groups, constantly be monitoring their progress.
 * 1) **3.** **Explore/Elaborate**

Remind students to save their work in the Prezi throughout the day. (ESOL strategy: Heterogeneous/collaborative groups with monitoring)

Let students know when it is 15 minutes before activity is scheduled to end by: clapping your hands and writing 15 minutes on the board as well as verbally saying “Class there is 15 minutes left in the scheduled time to work on this project.” (ESOL strategy: Provide nonverbal cues, use of visuals)

Let students know when it there is 5 minutes before the end of the activity by clapping your hands, writing 5 minutes on the board and saying “Class we have 5 minutes before the end of this activity please save you work and cleaning up your area.” (ESOL strategy: Provide nonverbal cues, use of visuals)

Turn on “Yo Ho Yo Ho It’s a Pirates Life for Me”” to cue students to move transition back to their desks. [ESOL strategy: Provide nonverbal cues]

Have the students log into their Prezi and browse through what they have created up to this point. Use this information to guide further instruction on research to ensure all students completion of the rubric.
 * 1) **4.** **Evaluate/Extend/Follow-up:**
 * Have the students share their Blabberize. If they did not finish their Blabberize, have a representative from the group share the explorers’ motivation with the rest of the class.

Tell the students that tomorrow they will be learning more about their explorer. They will be using real maps and tracking their explorer’s routes.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Extension activity: Science connection **

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">In science, review the orange experiment that has started two weeks prior to reinforce the importance of the spice trade and the motivation to find a new trade route to Asia.

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;"> Two weeks prior, 3 oranges are placed in a tank or some type of clear vessel. One orange should be stuffed with cloves and the last two should have nothing altered. The students will see the orange with the clove is still fresh and the last orange is rotting. The orange on the middle is fresh on the side facing the clove orange and the other side is starting to rot!

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;"> This shows the students the importance of spices and how they were vital in keeping their food fresh, before they had refrigeration and sealed containers.

<span style="font-family: Arial,sans-serif; font-size: 10pt;"> ||
 * == Resources/Materials == || //ALL resources should be noted here including but not limited to: internet sites, professional resources- books, journals (titles and authors), children’s literature, etc.//


 * Social Studies Textbook
 * At least one computer per group
 * Unit Plan Wiki
 * Literature List
 * Webquest Resources ||

Discussion Notes: Teacher(s) Name: **__Chanelle Maxwell__** Thematic Unit Theme/Title/Grade Level: **__Florida Explorers/Discovering Florida Explorer: A Prezi Webquest__** Wiki space address: **http://ucfgr4flexplorerssp12t.wikispaces.com/** =Daily Lesson Plan Day/Title: __Day 3 Routes and Discoveries__=

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">//Depending on the topic, 4-5 objectives are ample. All should begin with:// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> The student will… <span style="font-family: Arial,Helvetica,sans-serif;">** NGSSS- Next Generation ** <span style="font-family: Arial,Helvetica,sans-serif;">** Sunshine State Standards ** <span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 7pt;"> List each standard. Cutting and pasting from the website is allowed. // These can be downloaded from the Florida Dept of Education// <span style="background-color: white; font-family: Arial,Helvetica,sans-serif;">[|//http://flstandards.org//] //<span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 7pt;">. // || <span style="font-family: Arial,Helvetica,sans-serif;">** Language Arts: ** <span style="font-family: Arial,Helvetica,sans-serif;">**// Language Arts Common Core: //**
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Learning Objectives **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">The student will synthesize their information from the first day and second day and combine their research to continue their Prezi presentations.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">The student will know how to operate and upload information into the web tool Prezi.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">The student will use technology to research their explorer’s routes and discoveries.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Students will identify conflicts and successes that their explorers encountered during their travel ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">** NCSS Theme/ **
 * //<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">LA.4.2.2.1: The student will locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations); //
 * //<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">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; //
 * // LA.4.2.2.5: The student will select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history), based on teacher recommendations, to continue building a core foundation of knowledge. //
 * //<span style="background-color: white; font-family: Arial,Helvetica,sans-serif;">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; //
 * //<span style="background-color: white; font-family: Arial,Helvetica,sans-serif;">LA.4.6.4.2: The student will determine and use appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic. //
 * //<span style="background-color: white; color: #000000; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">LACC.4.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 85%;">//<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif;">LACC.4.RI.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 85%;">//<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif;">LACC.4.RI.1.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 85%;">//<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">LACC.4.RI.3.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 85%;">//<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">LACC.4.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 85%;">//<span style="background-color: white; font-family: Arial,Helvetica,sans-serif;"> LACC.4.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas an d expressing their own clearly. //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 85%;">//<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. //
 * //<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 85%; text-decoration: none;">LACC.4.SL.2.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. //

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">**//Social Studies://** <span style="font-family: Arial,Helvetica,sans-serif;">**Unit Pre-Assessment:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 7pt;"> Pre-write the following questions on the board: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Pass out a stack of post-it notes for each table. **Point** to each question as you read it aloud. Ask the students to use these questions to write what they know about explorers, have the students use one post-it per idea and put their post-it notes on the board. Allow **ESE or EL to work with a proficient English speak and/or draw a response depending on their ability level**. **Provide enough think time for all students to participate.**Have volunteers from each table to organize the ideas and share how they categorized the class’s prior knowledge about explorers and what they found. The teacher will reflect on this information to determine the student’s prior knowledge. <span style="font-family: Arial,Helvetica,sans-serif;">**Unit Post-Assessment:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> The individual Florida Explorer’s Flipbooks and group Prezi Webquest Rubrics will be used to assess the depth of student knowledge they have gained while participating in the five day activity. <span style="font-family: Arial,Helvetica,sans-serif;">**//On-going//** **Assessment:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Use the beach ball globe students will ask each other questions about their research and their explorers. Suggested questions: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">The teacher will use the Marzano scale which is posted on each desk to assess student comprehension throughout the day. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> The teacher will use anecdotal notes to record any observations of student participation and comprehension while in the audience and group presentations. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> The teacher will use discussion questions and informal observations to assess student’s comprehension during flipbook group. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> The teacher will use discussion questions and the student’s reading journals to assess comprehension during and after the read aloud, //Encounter// by Jane Yolen. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Student Activities & Procedures <span style="font-family: Arial,Helvetica,sans-serif;">** Exceptionalities ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || <span style="font-family: Arial,Helvetica,sans-serif;">** 1. ** **Engage (Anticipatory Set):**
 * //<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions. //
 * //<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">SS.4.A.3.6: Identify the effects of Spanish rule in Florida. //
 * //<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">SS.4.A.3.7: Identify nations (Spain, France, England) that controlled Florida before it became a United States territory. //
 * //<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">SS.4.A.6.3: Describe the contributions of significant individuals to Florida. //
 * //<span style="background-color: white; color: windowtext; font-family: Arial,Helvetica,sans-serif; text-decoration: none;">SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude). // ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Assessment **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: Arial,Helvetica,sans-serif;">// Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 7pt;">What does an explorer do?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What does the word exploration mean?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Can you name an explorer?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">How did explorers travel?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What's the farthest you have ever been from home?
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">How is exploration different from the 1500's compared to present day?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What were some of the reasons for explorations?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">How did your explorer affect our society and lives today?
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Design for Instruction **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What best practice strategies will be implemented?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">How will you communicate student expectations?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What products will be developed and created by students?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Read a fiction story: //In 1492// by Jean Mazollo

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Using the globe from the previous day, the teacher will toss it to the students to ask them comprehension and text to world connection questions.( ESOL strategy: Use preview/review activities) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Then use the globe to ask the students questions about their group: > > Review the core roles of each job to ensure every student understand s their responsibilities. These roles should also be posted in the classroom (ESOL stategy: Use preview/review activities). > <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> **Navigator**: You are responsible for keeping the ship on course and not getting lost. You will read the daily mapped directions and ensure your crew stays on task. > > While pointing to the daily learning goal, explain to the students today they will be able identify their explorers motivations and why motivation is important an important part of understanding explorers and their influences on today’s world. (ESOL strategy: pointing, gesturing) Ask the students to rate their understanding of the learning goal using the scale. If necessary, revisit the learning goal to ensure classroom comprehension. (ESOL strategy: reinforce key ideas your present again and again)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What was Christopher Columbus in searching for?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What did Christopher Columbus use to help him find his way?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What date did Christopher Columbus finally see land?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What is your groups name?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">What is your job in your group?
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Scribe ** : Without journals from the past we would not have important information about our history. Your job is to journal your crews discoveries.
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Interpreter ** : As a scholar who has studies several languages you will be relied on to translate information found in important resources. You will research the daily topics and report what you have discovered to your group scribe.
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Steward ** : You are in charge of your crews resources. Find media, pictures, and artifacts to support your groups discoveries.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> 2. **Explain:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">The students will put on their hats and break up into their groups. (ESOL strategy: Promote cooperation-small groups). Turn on song “Yo Ho Yo Ho It’s a Pirates Life for Me” during transition as student move to their meeting spot. [ESOL strategy: Nonverbal cues] This will cue students to move into their collaborative groups.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">When students are in their group, explain to the student what they will be doing for that day. Explain to students that they will be continuing their Prezi presentation and will be focusing on their explorer’s routes and discoveries. Prezi Template <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">First, student will research the explorer’s routes. Following this, they will need to go to the national geographic kids interactive map and map the route of the their explorer and embed this onto their Prezi. @http://education.nationalgeographic.com/mapping/interactive-map/?ar_a=1

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Student will then need to calculate their explorer’s distance traveled. The students will need to record their explorers struggles/success, the supplies the explorer used to travel and any problems, or conflicts, they encountered during their travels. This information will be added to their Prezi.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> The students will then take a tour of the Castillo de San Marcos that was built starting in 1672 by the Spanish to protect St. Augustine from English expansion.@http://www.augustine.com/history/walkingtour.php?tour=5

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Student will actively read about explorer’s travels to the New World and the experiences they had in the New World [ESOL strategy: visuals]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Florida (contact with others, what they found, what did they do, problems/conflict/success)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Students will select their group role for tomorrow (Navigator, Scribe, Interpreter(s), Steward).

<span style="font-family: Arial,Helvetica,sans-serif;">** 3. ** **Explore/Elaborate:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">As the students work in their groups, the teacher will constantly monitor their progress and check to see if anyone has questions.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Remind students to save their work in the Prezi throughout the day. (ESOL strategy: Heterogeneous/collaborative groups with monitoring)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Let students know when it is 15 minutes before activity is scheduled to end by: clapping your hands and writing 15 minutes on the board as well as verbally saying “Class there is 15 minutes left in the scheduled time to work on this project.” (ESOL strategy: Provide nonverbal cues, use of visuals)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Let students know when it there is 5 minutes before the end of the activity by clapping your hands, writing 5 minutes on the board and saying “Class we have 5 minutes before the end of this activity please save you work and cleaning up your area.” (ESOL strategy: Provide nonverbal cues, use of visuals)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Turn on “Yo Ho Yo Ho It’s a Pirates Life for Me”” to cue students to move transition back to their desks. [ESOL strategy: Provide nonverbal cues]

<span style="font-family: Arial,Helvetica,sans-serif;">** 4. ** **Evaluate/Extend/Follow-up:** <span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Random Popsicle Questioner: Take out a can with popsicle sticks. On each popsicle stick, the teacher will have a student’s name. The teacher can use this tool, to randomly select students to ask questions about today’s findings. <span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Suggested Questions- What happened when your explorer found land? <span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> State one face about your explorer’s discoveries? <span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> How did your explorer sail to the New World? <span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Have the students log into their Prezi and browse through what they have created up to this point. Use this information to guide further instruction on research to ensure all students completion of the rubric.

<span style="background-color: white; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"> Tell the students that tomorrow they will be making connections about their explorers influence on our present day. They will be using web quest resources as well as other resources that will be provided to them. || > ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Resources/Materials ** || <span style="font-family: Arial,Helvetica,sans-serif;">// ALL resources should be noted here including but not limited to: internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Social Studies Textbook
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">At least one computer per group
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Unit Plan Wiki
 * <span style="font-family: Arial,Helvetica,sans-serif;">// In 1492 // by Jean Mazollo
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Prezi Template

Teacher(s) Name: **__Faith Griffin__** Thematic Unit Theme/Title/Grade Level: **__Florida Explorers__** **__Discovering Explorers: A Prezi Webquest__** **__4th grade__** __ Wiki space address: __**http://ucfgr4flexplorerssp12t.wikispaces.com/** Daily Lesson Plan Day/Title: __Day 4/ Follow the Dream__

What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * Students will be able to synthesize the information that they have learned throughout the week to determine the affect their explorer had on the world. **Language Arts Common Core:** Pre-write the following questions on the board: Pass out a stack of post-it notes for each table. Point to each question as you read it aloud.[ESOL strategy: pointing, gesturing] Ask the students to use these questions to write what they know about explorers, have the students use one post-it per idea and put their post-it notes on the board. Allow ESE or EL to work with a proficient English speaker and/or draw a response depending on their ability level. [ESOL strategy: using pairs for team learning, using pictures to communicate] Provide enough think time for all students to participate. [ESOL strategy: providing wait time] Have volunteers from each table to organize the ideas and share how they categorized the class’s prior knowledge about explorers and what they found. The teacher will reflect on this information to determine the student’s prior knowledge. The individual Florida Explorer’s Flipbooks and group Prezi Webquest Rubrics will be used to assess the depth of student knowledge they have gained while participating in the five day activity. Student Activities & Procedures
 * =Learning Objectives=
 * Students will compare and contrast how might life be different without the contributions made by their explorer.
 * Students will be able to utilize a two column graphic organizer to document information gathered during web quest activity.
 * Students will be able to utilize technology to organize information gathered during the web quest activity. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards**List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [].// || ** Language Arts **
 * // LA.4.2.2.1: The student will locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations); //
 * // 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; //
 * // LA.4.2.2.5: The student will select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history), based on teacher recommendations, to continue building a core foundation of knowledge. //
 * // 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; //
 * // LA.4.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations); and //
 * // LA.4.6.4.2: The student will determine and use appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic. //
 * // LACC.4.RI.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. //
 * // LACC.4.RI.1.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. //
 * // LACC.4.RI.2.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. //
 * // LACC.4.RI.3.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. //
 * // LACC.4.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. //
 * // LACC.4.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. //
 * // LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. //
 * // LACC.4.SL.2.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. //
 * // LACC.4.W.2.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. //
 * // LACC.4.W.3.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. //
 * Social Studies **
 * // 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.3.6: Identify the effects of Spanish rule in Florida. //
 * // SS.4.A.3.7: Identify nations (Spain, France, England) that controlled Florida before it became a United States territory. //
 * // SS.4.A.6.3: Describe the contributions of significant individuals to Florida. //
 * //SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).// ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **Unit Pre-Assessment:**
 * What does an explorer do?
 * What does the word exploration mean?
 * Can you name an explorer?
 * How did explorers travel?
 * What's the farthest you have ever been from home?
 * Unit Post-Assessment:**
 * //On-going//** **Assessment:**
 * The teacher will use the Marzano scale which is posted on each desk to assess student comprehension throughout the day.
 * Use inflatable globe to toss to students while asking questions that assess the depth of student knowledge students have learned during the week.
 * Walking around room as groups work on their project the teacher will note any issues students are having with technology, socially, academically. ||
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **1. Engage (Anticipatory Set/Review):**

Have the student sit on the carpet in their reading exploration corner as she reads the book. Read Follow Your Dream: The Story of Christopher Columbus by Peter Sis. Ask the class questions about the story providing the appropriate wait time: [ESOL strategy: providing wait time]
 * What was Christopher Columbus first job?
 * Do you think that it was hard for Christopher Columbus to become a sailor?
 * If need prompt- Did he need any special skills to be a sailor than a weaver?
 * What was his dream?
 * Was it easy to accomplish his dream?
 * Who finally financed his trip?
 * Why do you think it took so long to get ready to sail?
 * Why did Christopher Columbus keep a log?
 * Why would a log be important?
 * Why do you think that the sailors and Christopher Columbus were so happy to see land?

Then using the inflatable globe do a review/ pre- assessment to determine what information students learned while participating in the web quest activity/ previous days learning. [ESOL strategy: hands-on activity/use of visuals] This review will also refresh students memory of the previous lesson an in turn provide them with a foundation to continue to build on. Use an inflatable globe as a pre-assessment of information that has been acquired on explorers. [ESOL strategy: hands-on activity/use of visuals] While pointing to the daily learning goal, explain to the students today they will be able to synthesize information to determine how your explorer affect our world today and how did your explorer affect history? [ESOL strategy: pointing, gesturing] Ask the students to rate their understanding of the learning goal using the scale. If necessary, revisit the learning goal to ensure classroom comprehension.[ESOL strategy: reinforcing key ideas your present again and again]
 * What was a conflict/problem your explorer encountered?
 * What supplies did your explorer bring with him on his journey?
 * What country did your explorer travel from?
 * How many miles did he travel as he explored?

Have the students put on their hats, get their treasure boxes and break up into their groups. [ESOL strategy: heterogeneous/collaborative groups]
 * 2. Explain:**

Using a flipbook and the Prezi template on the IWB, explain what the students will be working on today. [ESOL strategy: use of visual, Graphic Organizer]

While pointing to the footprint section of the Prezi [ESOL strategy: use of visuals, gestures] remind students that today they will be synthesizing the information they have learned about their explorer to make connections about their explorer’s influence on our present day. Refer to the daily learning goal, The students will be able to synthesize information to determine how your explorer affect our world today and how did your explorer affect history? [ESOL strategy: use of visuals, gestures]. Ask the students how today’s activities relate to the learning goal. .[ESOL strategy: reinforcing key ideas your present again and again]

Have student move into their collaborative groups. Turn on song “Yo Ho Yo Ho It’s a Pirates Life for Me” during transition as student move to their meeting spot. [ESOL strategy: Nonverbal cues] This will cue students to move into their collaborative groups.


 * 3. Explore/Elaborate:**

As the students work in collaborative groups, circulate to facilitate learning and monitor comprehension. [ESOL strategy: Heterogeneous/collaborative groups with monitoring]
 * Remind students to save their work in the Prezi throughout the day.
 * Help locate information using the provided book list as well as the web quest resources.
 * Ask the students: How did your explorer affect our present day? How did your explorer affect history?

As students complete their Prezis allow them to practice their presentations on the IWB. Walk around an monitor the groups [ESOL strategy: Heterogeneous/collaborative groups with monitoring]
 * Remind the students to use the Prezi Rubric to self-assess their presentation skills.
 * Assist student with any questions they may have or technology issues they encounter.
 * Ask students questions to get them back on track if they are in need of support.

Let students know when it is 15 minutes before activity is scheduled to end by: clapping your hands and writing 15 minutes on the board as well as verbally saying “Class there is 15 minutes left in the scheduled time to work on this project.” [ESOL strategy: Provide nonverbal cues, use of visuals]

Let students know when it there is 5 minutes before the end of the activity by clapping your hands, writing 5 minutes on the board and saying “Class we have 5 minutes before the end of this activity please save you work and cleaning up your area.” [ESOL strategy: Provide nonverbal cues, use of visuals]

Turn on “Yo Ho Yo Ho It’s a Pirates Life for Me”” to cue students to move transition back to their desks. [ESOL strategy: Provide nonverbal cues]


 * 4. Evaluate/Extend/Follow-up:**

Use an inflatable globe as a post-assessment of today’s activities. Suggested questions: What is a fun fact you would like to share about your explorer? What can you tell us about the technology tools you used today? [ESOL strategy: hands-on activity/use of visuals]

Refer to the daily learning goal; ask the students to rate their understanding of the learning goal using the scale. If necessary, revisit the learning goal to ensure classroom comprehension.

Remind students that tomorrow is an exciting day and you can’t wait to see each group’s presentations on their explorer while pointing to map/timeline pictures of explorers.[ESOL strategy: pointing, gesturing]

Remind students that they will be turning in their completed Flipbook after they present their Prezi tomorrow. ||
 * ==Resources/Materials== || * // Unit Plan Wiki //
 * Webquest Resources
 * // Literature list //
 * // One computer per group //
 * // Social Studies textbook //
 * // Interactive White Board (IWB) // ||

Discussion Notes:
 * //Students will create a treasure box from a shoe box.//
 * //Students will find artifacts relating to exploration and collect in their treasure box.//

Teacher(s) Name: **__Natacha Edmondson__** Thematic Unit Theme/Title/Grade Level: **__Florida Explorers/__****__Discovering Florida Explorer: A Prezi Webquest/__****__4th Grade__** Wiki space address: **__http://ucfgr4flexplorerssp12t.wikispaces.com/__** = Daily Lesson Plan Day/Title: __Day 5/____Sailing into La Floride: Prezi Day!__= <span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * The student will understand how to give an oral presentation to their peers in a clear and professional manner, making eye contact while using expression. Pre-write the following questions on the board: Pass out a stack of post-it notes for each table. **Point** to each question as you read it aloud. Ask the students to use these questions to write what they know about explorers, have the students use one post-it per idea and put their post-it notes on the board. Allow **ESE or EL to work with a proficient English speak and/or draw a response depending on their ability level**. **Provide enough think time for all students to participate.** Have volunteers from each table to organize the ideas and share how they categorized the class’s prior knowledge about explorers and what they found. The teacher will reflect on this information to determine the student’s prior knowledge.
 * =<span style="font-family: Times,serif;">Learning Objectives =
 * The student will use technology to enhance their presentations.
 * The student will present their Prezi Webquest using appropriate language in an organized, sequential manner.
 * The student use facts and details in their presentations to support their research.
 * The student will identify Florida explorers, their motivations, the effect of their rule, and their contributions to the state. ||
 * **<span style="font-family: Times,serif;">NCSS Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">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 [|http://flstandards.org]. // || **Language Arts:**
 * //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;//
 * //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;//
 * //LA.4.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations); and//
 * //LA.4.6.4.2: The student will determine and use appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.//
 * Language Arts Common Core:**
 * //LACC.4.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.//
 * //LACC.4.RI.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.//
 * //LACC.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.//
 * //LACC.4.SL.2.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.//
 * Social Studies:**
 * //SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions.//
 * //SS.4.A.3.6: Identify the effects of Spanish rule in Florida.//
 * //SS.4.A.3.7: Identify nations (Spain, France, England) that controlled Florida before it became a United States territory.//
 * //SS.4.A.6.3: Describe the contributions of significant individuals to Florida.//
 * //SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).// ||
 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **Unit Pre-Assessment:**
 * What does an explorer do?
 * What does the word exploration mean?
 * Can you name an explorer?
 * How did explorers travel?
 * What's the farthest you have ever been from home?

The individual Florida Explorer’s Flipbooks and group Prezi Webquest Rubrics will be used to assess the depth of student knowledge they have gained while participating in the five day activity.
 * Unit Post-Assessment:**

Use the beach ball globe students will ask each other questions about their research and their explorers. Suggested questions: The teacher will use the Marzano scale which is posted on each desk to assess student comprehension throughout the day. The teacher will use anecdotal notes to record any observations of student participation and comprehension while in the audience and group presentations. The teacher will use discussion questions and informal observations to assess student’s comprehension during flipbook group. The teacher will use discussion questions and the student’s reading journals to assess comprehension during and after the read aloud, //Encounter// by Jane Yolen. || Student Activities & Procedures
 * //On-going//** **Assessment:**
 * How is exploration different from the 1500's compared to present day?
 * What were some of the reasons for explorations?
 * How did your explorer affect our society and lives today?
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **1.** **Engage (Anticipatory Set/Review):**

Welcome the students to Prezi Day! Before beginning the lesson u se the **beach ball globe** to ask review questions:
 * How is exploration different from the 1500's compared to present day?
 * What were some of the reasons for explorations?
 * How did your explorer affect our society and our lives today? //[// //1. Teach questioning for clarification; 4. Link lesson topic to students’ prior knowledge; 6. Continually monitor students’ comprehension; 13. Use preview/review activities; 36. Ask numerous questions which require higher level thinking responses 48. Use group assignments, portfolios, learning journals and non-print options as alternative assessment]//

While **pointing** to the daily learning goal, explain to the students today they will be able to use technology, map skills, and their presentation skills to identify a Florida explorers, his motivation, the effects of his rule, and his contributions to our state in a clear and professional manner, making eye contact while using expression. Ask the students how today’s activities relate to the learning goal. Ask the students to rate their understanding of the learning goal using the scale. If necessary, revisit the learning goal to **ensure classroom comprehension**. //[////5. Teach technical vocabulary supporting key concepts; 6. Continually monitor students’ comprehension; 17. Provide contextual support through audio visuals, models, demonstrations, realia, body language and facial expressions; 48. Use group assignments, portfolios, learning journals and non-print options as alternative assessment]//


 * 2.Explore/Explain:**

While **pointing** to the class rules, remind the students to be respectful while every group is presenting. Use **TPR** to show the students how to actively listen with quiet bodies, quiet hands, quiet mouth, and looking at the speaker. While **pointing** to the **active listening procedures poster** remind the students to think about what the speaker is saying as they actively listen to the presentations.

Ask the students to take out their Explorer Flipbooks. **While holding up a flipbook, demonstrate** how the students will enter the important information about each explorer in their flipbooks as they actively listen to each presentation. Ask the students to rate their understanding of the expectations while they are actively listening to their peers using the scale. If necessary, revisit the active listening procedures poster and/or flipbooks to **ensure classroom comprehension.**

//alternative assessment]//
 * Allow EL and ESE to work with a language proficient partner to complete their flipbooks. Provide extra time and support if needed. //[//**//2. Promote cooperation (small groups); 6. Continually monitor students’ comprehension; 11. Place language in meaningful context; 16. Integrate speaking, listening, reading and writing activities; 17. Provide contextual support through audio visuals, models, demonstrations, realia, body language and facial expressions; 18. Use commands and directions that involve overt student actions as in// //Total Physical Response (TPR); 19. Establish predictable classroom routines through the use of an outline on the board or bulletin board; 22. Give enough wait time for second language learners to respond to questions; 32. Use student pairs for team learning, especially for reports, experiments and projects; 48. Use group assignments, portfolios, learning journals and non-print options as//

Ask the students to rate their understanding of the how they are expected to present using the scale. If necessary, revisit the presentation learning goals to **ensure classroom comprehension**. Remind the students that they are the expert about their explorer and to have fun with their presentations. //[////6. Continually monitor students’ comprehension; 8. Use direct instruction: Modeling, explaining, scaffolding, name the strategy and show how to use it.; 11. Place language in meaningful context; 17. Provide contextual support through audio visuals, models, demonstrations, realia, body language and facial expressions]//
 * Model** how the students are expected to present using the Christopher Columbus Prezi. Using the **think aloud** strategy and **gestures** show the students:
 * How to speak clearly, with expression while using appropriate language.
 * How to use facts and details in their presentations to support their research.
 * How to make eye contact
 * How to use **technology and visuals** to enhance their presentation
 * How to exhibit the **map skills** they used to make their explorer’s routes
 * How to use the scale to ensure classroom comprehension about their explorer
 * How to revisit part of the presentations to answer audience questions

As students present, observe audience and group participation make classroom anecdotal notes as you use the rubric to assess the presentations. After each presentation, give the audience time to ask questions and provide positive feedback. //[////6. Continually monitor students’ comprehension; 16. Integrate speaking, listening, reading and writing activities; 17. Provide contextual support through audio visuals, models, demonstrations, realia, body language and facial expressions; 22. Give enough wait time for second language learners to respond to questions; 48. Use group assignments, portfolios, learning journals and non-print options as alternative assessment////]//


 * 3.** **Elaborate**

After each student has presented provide extra time for students to complete their flipbooks in **heterogeneous small groups**. Have student move into their collaborative groups. Turn on song “Yo Ho Yo Ho It’s a Pirates Life for Me” during transition as student move to their meeting spot. [ESOL strategy: Nonverbal cues] This will cue students to move into their collaborative groups.


 * Circulate from group to group**, listen to students' responses**, and clarify misunderstandings and providing visual representations when necessary.**
 * Are the students able to identify the Florida explorer’s, their motivations, the effects of their rule, and their contributions to the state of Florida? //[1. Teach questioning for clarification; 2. Promote cooperation (small groups); 6. Continually monitor students’ comprehension; 15. Reinforce the key ideas you present again and again; 16. Integrate speaking, listening, reading and writing activities; 17. Provide contextual support through audio visuals, models, demonstrations, realia, body language and facial expressions; 34. De-emphasize speed and emphasize accuracy of work; 44. Focus on thinking skills; predict, categorize, classify, observe and report (oral-written pictorial), sequence, summarize; 48. Use group assignments, portfolios, learning journals and non-print options as alternative assessment]//


 * 4.** ** Extend: **

Read //Encounter// by Jane Yolen to lead into next unit on Florida Natives.


 * Prior to reading:
 * Ask students, did you know that a story can be different depending on who is telling it?
 * ** While holding up a flipbook and pointing to the Florida explorers **, explain to the students that they have been learning about the Exploration Age through the historical perspective of the explorers. **Hold up the book,** //Encounter,// and explain, “Jane Yolen explores the point of view of a Taino boy (**show a picture of Taino character in text**) using historical fiction”. **While pointing to a map,** explain, “the Taino people lived on the island in the Bahamas that Christopher Columbus founded on October 12, 1842. Let’s find out what the native people might have thought of Christopher Columbus’ visit”. While **pointing** to the **active listening procedures poster**, remind students how to be active listeners as you read aloud. //[// //4. Link lesson topic to students’ prior knowledge; 5. Teach technical vocabulary supporting key concepts; 6. Continually monitor students’ comprehension; 11. Place language in meaningful context; 12. Teach to two objectives, language and content; 16. Integrate speaking, listening, reading and writing activities; 17. Provide contextual support through audio visuals, models, demonstrations, realia, body language and facial expressions; 19. Establish predictable classroom routines through the use of an outline on the board or bulletin board]//
 * Ask the students to rate their understanding of the meaning of this story using the scale. If necessary, revisit the story and character perspective to **ensure classroom comprehension**.
 * Have students respond to this story in their Reading Journal. Tell the students to consider the explorers that they have learned about thus far in class. Ask the student to think about their encounters with the native peoples living in Florida. Have the students write using a native’s point of view about their encounter with one of the explorers we learned about this week**. Depending on their ability level pair ESE and/or EL students with a proficient English speaker or allow them to respond to the story through art.** Facilitate independent practice by **monitoring comprehension** and answering questions to ensure understanding. //[// //1. Teach questioning for clarification; 2. Promote cooperation (small groups); 4. Link lesson topic to students’ prior knowledge; 6. Continually monitor students’ comprehension; 8. Use direct instruction: Modeling, explaining, scaffolding, name the strategy and show how to use it.; 12. Teach to two objectives, language and content; 13. Use preview/review activities; 16. Integrate speaking, listening, reading and writing activities; 17. Provide contextual support through audio visuals, models, demonstrations, realia, body language and facial expressions; 36. Ask numerous questions which require higher level thinking responses; 48. Use group assignments, portfolios, learning journals and non-print options as alternative assessment]//
 * While reading:
 * Help student’s make text to text, text to world, and text to self connections.
 * Ask, “Why do you think the Taino gave the Europeans valuable gifts but not did receive equal gifts in return?”, “What were the Europeans most interested in?” //[////1. Teach questioning for clarification; 6. Continually monitor students’ comprehension;// //12. Teach to two objectives, language and content; 16. Integrate speaking, listening, reading and writing activities; 17. Provide contextual support through audio visuals, models, demonstrations, realia, body language and facial expression]//
 * After reading:
 * Ask, “How does this relate or differ to what we have learned about our explorers?”, “Did this book change your schema about the Exploration Age? How?”
 * Ask the students to rate their understanding of the meaning of this story using the scale. If necessary, revisit the story and character perspective to ** ensure classroom comprehension **.
 * Have students respond to this story in their Reading Journal. Tell the students to consider the explorers that they have learned about thus far in class. Ask the student to think about their encounters with the native peoples living in Florida. Have the students write using a native’s point of view about their encounter with one of the explorers we learned about this week**. Depending on their ability level pair ESE and/or EL students with a proficient English speaker or allow them to respond to the story through art.** Facilitate independent practice by **monitoring comprehension** and answering questions to ensure understanding. //[// // 1. Teach questioning for clarification; 2. Promote cooperation (small groups); 4. Link lesson topic to students’ prior knowledge; 6. Continually monitor students’ comprehension; 8. Use direct instruction: Modeling, explaining, scaffolding, name the strategy and show how to use it.; 12. Teach to two objectives, language and content; 13. Use preview/review activities; 16. Integrate speaking, listening, reading and writing activities; 17. Provide contextual support through audio visuals, models, demonstrations, realia, body language and facial expressions; 36. Ask numerous questions which require higher level thinking responses; 48. Use group assignments, portfolios, learning journals and non-print options as alternative assessment] //


 * 5.** **Evaluate/Extend/Follow-up:**

Revisit the anecdotal notes taken during the presentations, the Prezi Webquest Rubric, and the flipbooks. Use this information to guide further instruction to ensure all students comprehension of the learning goals.

Reinforce the information the student’s learned about Florida Explorer’s throughout the next lesson on Native Americans.

Use the students completed Prezi Webquests as a computer center activity during literacy stations. //[15. Reinforce the key ideas you present again and again; 17. Provide contextual support through audio visuals, models, demonstrations, realia, body language and facial expressions; 48. Use group assignments, portfolios, learning journals and non-print options as alternative assessment]// || <span style="font-family: Times,serif;">Discussion Notes:
 * ==Resources/Materials== || * Unit Plan Wiki
 * Social Studies Textbook
 * At least one computers per group
 * Interactive White Board (IWB)
 * Literature List
 * Webquest Resources ||

Native Americans of Florida Unit Plan created by Faith Griffin
http://nativeamericansofflorida.wikispaces.com/