Thematic Unit Week 2

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Dec 6, 2023

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Thematic Unit Activities Week #: 2 Grade Level: 4 th grade Essential Question: What was the purpose of claiming the land from Florida to Mexico for Spain? Day of the Week: Monday Subject Social Studies Objective Investigate early explorations of Florida, describing the motivations for the expeditions and the causes and effects of colonization on the American Indian tribes. Based on specific information from the text students will explain the events, ideas and concepts including what happened and why it happened FL Standard including description SS.4.A.3.1-Identify explores who came to Florida and the motivations for their expeditions SS.4.A.3.2-Describe causes and effects of European colonization on the Native American tribes of Florida ELA.4.R.2.2-Explain how relevant details support the central idea-implied or explicit Detailed Description of Activity Read aloud the journal by De Vaca being sure to discuss the POV of the journal and where they think De Vaca is going. Analyze the text and discuss in small groups how De Vaca felt about his voyage if he would make it or not, how the other person reacted when De Vaca asked him for help. Instructional Method Direct or Indirect (and may include Cooperative Learning strategy) Direct Cooperative Assessment: Describe and indicate whether formative or summative Attach a copy Summative assessment this is for them to work within their groups and come to a conclusion about how they felt Materials Needed Attach handouts; Indicate genre of texts Copies of the De Vaca journal Source for materials (Indicate if self- created) Provided from Primary Source Readers: Florida book ESOL Accommodations We will read the text outloud and read the text within the small groups. They will also have time to discuss in their small groups about the text. A translation- dictionary will also be provided for anyone who needs it Rationale I will start with discussing the Indians that are already here as we did in the previous week. Discussing which tribes are here and how work. Afterwards, we will begin to discuss the voyage that DeVaca took to come here and what the students think this voyage could possibly be like. It is important to note and understand that the discussions started here will help to continue our discussions throughout the week

Week #: 2 Grade Level: 4 th grade Essential Question: What was the purpose of taking claiming the land from Florida to Mexico for Spain? Day of the Week: Tuesday Subject Social Studies Objective Investigate early explorations of Florida, describing the motivations for the expeditions and the causes and effects of colonization on the American Indian tribes. Based on specific information from the text students will explain the events, ideas and concepts including what happened and why it happened Students will write an opinion piece supporting a point of view FL Standard including description SS.4.A.3.1-Identify explores who came to Florida and the motivations for their expeditions SS.4.A.3.2-Describe causes and effects of European colonization on the Native American tribes of Florida ELA.4.R.2.2-Explain how relevant details support the central idea-implied or explicit ELA.4.C.1.2-Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases Detailed Description of Activity Read aloud the journal by De Vaca being sure to discuss the POV of the journal and where they think De Vaca is going. Analyze the text and discuss in small groups how De Vaca felt about his voyage if he would make it or not, how the other person reacted when De Vaca asked him for help. After reading the journal and discussing what they believe I will have students write a narrative putting themselves as an explorer on the boat with De Vaca, I will have them discuss what it was like and their feelings on the ride to the “New World”. I want them to write a letter almost back home to someone in Spain telling what it is like and what they are experiencing. Instructional Method Direct or Indirect (and may include Cooperative Learning strategy) Direct Cooperative Indirect Assessment: Describe and indicate whether formative or summative Attach a copy Summative assessment this is for them to work within their groups and conclude about how they felt Materials Needed Attach handouts; Indicate genre of texts Copies of the De Vaca journal Source for materials (Indicate if self- created) Provided from Primary Source Readers: Florida book Self-created ESOL Accommodations We will read the text out loud and read the text within the small groups. They will also have time to discuss in their small groups about the text. A translation- dictionary will also be provided for anyone who needs it. I will provide sentence frames for our ELL or below level learners such as I think because and In my opinion .

Rationale Today we will focus on our writing. I want the students to put themselves in the mind set of someone on this long voyage across the open sea to a new world and new location. I want them to think what the open sea would feel like, riding in this boat with 50-60 people waiting to find treasure and to conquer new territory. If they are scared if they will make it or excited. It is important for them to think what it is like when they get to this new location, and they are looking at everything and experiencing this place and seeing the Indians for the first time. I want them to write a short letter (3 paragraphs) to someone back home in Spain describing what it is like.

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Week #: 2 Grade Level: 4 th grade Essential Question: What was the purpose of taking claiming the land from Florida to Mexico for Spain? Day of the Week: Wednesday Subject Social Studies Objective Investigate early explorations of Florida, describing the motivations for the expeditions and the causes and effects of colonization on the American Indian tribes. Based on specific information from the text students will explain the events, ideas and concepts including what happened and why it happened Students will write an opinion piece supporting a point of view In this lesson, students will create a map being sure to add texture and proportion FL Standard including description SS.4.A.3.1-Identify explores who came to Florida and the motivations for their expeditions SS.4.A.3.2-Describe causes and effects of European colonization on the Native American tribes of Florida ELA.4.R.2.2-Explain how relevant details support the central idea-implied or explicit ELA.4.C.1.2-Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases VA.4.S.3-Through purposeful practice, artists learn to manage, master and refine simple, then complex, skills and techniques Detailed Description of Activity Read aloud the journal by De Vaca being sure to discuss the POV of the journal and where they think De Vaca is going. Analyze the text and discuss in small groups how De Vaca felt about his voyage if he would make it or not, how the other person reacted when De Vaca asked him for help. After reading the journal and discussing what they believe I will have students write a narrative putting themselves as an explorer on the boat with De Vaca, I will have them discuss what it was like and their feelings on the ride to the “New World”. I will have the students gather different materials from the classroom, they will use these materials to create a map. The map will show their depiction of what the New World looked like when they arrived. They can use the materials to show the different land features on the map Instructional Method Direct or Indirect (and may include Cooperative Learning strategy) Direct Cooperative Indirect Indirect Assessment: Describe and indicate whether formative or summative Attach a copy Summative assessment this is for them to work within their groups and conclude about how they felt Materials Needed Attach handouts; Indicate genre of texts Copies of the De Vaca journal White paper, pipe cleaners, cotton balls, beads, textured paper, string, sand, glue, scissors, paint, markers, colored pencils, crayons Source for materials Provided from Primary Source Readers: Florida book

(Indicate if self- created) Self-created ESOL Accommodations We will read the text out loud and read the text within the small groups. They will also have time to discuss in their small groups about the text. A translation- dictionary will also be provided for anyone who needs it. I will provide sentence frames for our ELL or below level learners such as I think because and In my opinion . . I will show an example of a textured map and have a copy of it on the desk for students who would like to use it as a reference. Rationale In this activity with the map, I want students to create an idea of what they think this area looked like before we built on it. We know it is a peninsula and we know Florida has a lot of swamps, but what else, was it green with lots of mountains or hills, or was it flat and just dirt. I want students to create a map of what they see this area as before we changed it all into the huge city it is now. Week #: 2 Grade Level: 4 th grade Essential Question: What was the purpose of taking claiming the land from Florida to Mexico for Spain?

Day of the Week: Friday Subject Social Studies Objective Investigate early explorations of Florida, describing the motivations for the expeditions and the causes and effects of colonization on the American Indian tribes. Based on specific information from the text students will explain the events, ideas and concepts including what happened and why it happened Students will write an opinion piece supporting a point of view In this lesson, students will create a map being sure to add texture and proportion In this lesson, students will understand what limited resources are and how they can be used to trade FL Standard including description SS.4.A.3.1-Identify explores who came to Florida and the motivations for their expeditions SS.4.A.3.2-Describe causes and effects of European colonization on the Native American tribes of Florida ELA.4.R.2.2-Explain how relevant details support the central idea-implied or explicit ELA.4.C.1.2-Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases VA.4.S.3-Through purposeful practice, artists learn to manage, master and refine simple, then complex, skills and techniques SS.2.E.1.1-Recognize that people make choices because of limited resources Detailed Description of Activity Read aloud the journal by De Vaca being sure to discuss the POV of the journal and where they think De Vaca is going. Analyze the text and discuss in small groups how De Vaca felt about his voyage if he would make it or not, how the other person reacted when De Vaca asked him for help. After reading the journal and discussing what they believe I will have students write a narrative putting themselves as an explorer on the boat with De Vaca, I will have them discuss what it was like and their feelings on the ride to the “New World”. I will have the students gather different materials from the classroom, they will use these materials to create a map. The map will show their depiction of what the New World looked like when they arrived. They can use the materials to show the different land features on the map. In this lesson, we will discuss as a class the resources that were in Florida at the time De Vaca was coming. We will talk about how those resources made the Spanish feel and why they wanted them to use them. Additionally, we will discuss how we think those resources are used to trade with the Indians and what the Indians could have traded Instructional Method Direct or Indirect (and may include Cooperative Learning strategy) Direct Cooperative Indirect Indirect Direct Assessment: Describe and indicate whether formative or summative Summative assessment this is for them to work within their groups and conclude about how they felt

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Attach a copy Materials Needed Attach handouts; Indicate genre of texts Copies of the De Vaca journal White paper, pipe cleaners, cotton balls, beads, textured paper, string, sand, glue, scissors, paint, markers, colored pencils, crayons Paper, book: Finding Florida Exploration and its Legacy Source for materials (Indicate if self- created) Provided from Primary Source Readers: Florida book. Self-created Self-created ESOL Accommodations We will read the text out loud and read the text within the small groups. They will also have time to discuss in their small groups about the text. A translation- dictionary will also be provided for anyone who needs it. I will provide sentence frames for our ELL or below level learners such as I think because and In my opinion . I will show an example of a textured map and have a copy of it on the desk for students who would like to use it as a reference. I will go over what resources are for goods, what are essential and non-essential resources. Rationale This activity is important because it is one that builds on tomorrow activity. I want to go over what goods are and what is considered limited resources. I also want to discuss what trading is with the students and I want them to start to think of what it means to trade things for other commodities. With the Indians and Spanish settlers, what was it like trading amongst each other when the language spoken are two different ones. How did they go about trading and how did they decide what would be traded for what Week #: 2 Grade Level: 4 th grade Essential Question: What was the purpose of taking claiming the land from Florida to Mexico for Spain? Day of the Week: Friday

Subject Social Studies Objective Investigate early explorations of Florida, describing the motivations for the expeditions and the causes and effects of colonization on the American Indian tribes. Based on specific information from the text students will explain the events, ideas and concepts including what happened and why it happened Students will write an opinion piece supporting a point of view In this lesson, students will create a map being sure to add texture and proportion In this lesson, students will understand what limited resources are In this lesson students will create a numerical patten that follows the same rule for buying and selling goods FL Standard including description SS.4.A.3.1-Identify explores who came to Florida and the motivations for their expeditions SS.4.A.3.2-Describe causes and effects of European colonization on the Native American tribes of Florida ELA.4.R.2.2-Explain how relevant details support the central idea-implied or explicit ELA.4.C.1.2-Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases VA.4.S.3-Through purposeful practice, artists learn to manage, master and refine simple, then complex, skills and techniques SS.2.E.1.1-Recognize that people make choices because of limited resources MA.4.AR.3.2-Generate, describe and extend a numereical pattern that follows a given rule Detailed Description of Activity Read aloud the journal by De Vaca being sure to discuss the POV of the journal and where they think De Vaca is going. Analyze the text and discuss in small groups how De Vaca felt about his voyage if he would make it or not, how the other person reacted when De Vaca asked him for help. After reading the journal and discussing what they believe I will have students write a narrative putting themselves as an explorer on the boat with De Vaca, I will have them discuss what it was like and their feelings on the ride to the “New World”. I will have the students gather different materials from the classroom, they will use these materials to create a map. The map will show their depiction of what the New World looked like when they arrived. They can use the materials to show the different land features on the map. In this lesson, we will discuss as a class the resources that were in Florida at the time De Vaca was coming. We will talk about how those resources made the Spanish feel and why they wanted them to use them. We will also discuss and make a list of resources that we feel are important or vital. I will have students work in small groups trading different goods in bundles, one group will be the Spanish explorers that came to Florida and the other will be the Indians they encountered. The side of the Spanish explorers will have jewels, weapons etc to exchange and the Indians will have corn, wheat, fish, animals skins ect. Each group will have to come up with a pattern, meaning, for every 4 corn we will trade this many of this item, for

every 6 jewels we will trade 3 fish, 2 skins and 4 corn, so on and so forth. Students will finish the week with a quiz “Finding Floria: Exploration and Its Legacy Quiz” Instructional Method Direct or Indirect (and may include Cooperative Learning strategy) Direct Cooperative Indirect Indirect Direct Direct, Indirect, Cooperative Assessment: Describe and indicate whether formative or summative Attach a copy Summative assessment this is for them to work within their groups and conclude about how they felt Formative for the quiz at the end of the week Materials Needed Attach handouts; Indicate genre of texts Copies of the De Vaca journal White paper, pipe cleaners, cotton balls, beads, textured paper, string, sand, glue, scissors, paint, markers, colored pencils, crayons Paper, book: Finding Florida Exploration and its Legacy Math Manipulative (corn, fish, jewels, weapons, ect.) Paper, Pencil Finding Florida: Exploration and Its Legacy Quiz Source for materials (Indicate if self- created) Provided from Primary Source Readers: Florida book. Self-created Self-created ESOL Accommodations We will read the text out loud and read the text within the small groups. They will also have time to discuss in their small groups about the text. A translation- dictionary will also be provided for anyone who needs it. I will provide sentence frames for our ELL or below level learners such as I think because and In my opinion . I will show an example of a textured map and have a copy of it on the desk for students who would like to use it as a reference. I will go over what resources are for goods, what are essential and non-essential resources. I will have pictures of different resources to show what each manipulative represents; I will also have ELLs with a group that has other ELL students that speak the same language to help with any communication. I will provide students with a dictionary from their language for translation. I will go over in each small group what we are doing to ensure that all students understand what we are working on and working through. Rationale In this activity it is built on yesterday’s activity, we will review what goods are and what limited resources are. We will review what it is was like for the Spanish voyagers and the Indians to trade without speaking the same language. For our activity we are going to have stations where some students will play Indians and others will be the Spanish explorers they will have to set up a trade with the resources they have to trade with the others. WE will use this to show a numerical pattern and to demonstrate how things were traded and the way they came to a common ground for supplies.

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Thematic Unit Week 2

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