Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: Thalia Velazquez, Elizabeth Hunt, Audrey Howell, Dominique Little, Hailee Wagner
Thematic Unit Theme/Title/Grade Level: Florida Land Boom and Bust, Grade 4
Weebly address: https://ucfgr4twentiesdepressionsp18.weebly.com/
Daily Lesson Plan Day/Title: Day 5, Wrap Up
Learning Goals/Objectives Learning Goal:
What will students accomplish be Students will be able to recognize the causes, effects, and challenges of Florida from
able to do at the end of this lesson?
the 1920s through the 1930s and Great Depression with the use of timelines.
Be sure to set significant (related to
SSS/CCSS), challenging and Learning Objectives: You MUST have objectives to meet all standards. Each standard
appropriate learning goals! noted below should match/ALIGN to the objectives noted here with there being NO
DOUBT that you are planning to meet ALL standards noted.
Depending on the topic, 4 objectives are ample.
1. The student will be able to build a timeline to document facts and keep track
of information of Florida from the 1920s-1930s.
2. The student can explain historical events or concepts, including what
happened and why, based on the given information.
3. The student will be able to recount the experiences of 1920s-1930s Florida
using facts and descriptive details as support.
4. The student will interpret information presented to them in various methods
(visually, orally, etc.) and can explain how it contributes to what they’re
learning about.
5. The student can synthesize information and summarize the challenges related
to Florida from the 1920s-1930s through an electronic or physical timeline.
NCSS Themes NCSS theme(s):
Florida Standards (FS) ● Time, Continuity, and Change
Next Generation ● People, Places, and Environments
Sunshine State Standards ● Production, Distribution, and Consumption
(NGSSS) List each standard. Florida Standard(s):
Cutting and pasting from the ● LAFS.4.RI.1.3; Explain events, procedures, ideas, or concepts in a historical,
website is allowed. scientific, or technical text, including what happened and why, based on
http://www.cpalms.org/Public/ specific information in the text.

● LAFS.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.

● LAFS.4.RI.3.7; Integration of Knowledge and Ideas: Interpret information

presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams,
timelines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.

Next Generation Sunshine State Standards:

● SS.4.A.9.1. Utilize timelines to sequence key events in Florida history.
● SS.4.A.7.1. Describe the causes and effects of the 1920’s Florida land boom
and bust.
● SS.4.A.7.2. Summarize challenges Floridians faced during the Great
Depression.
● SS.4.A.1.2. Synthesize information related to Florida history through print and
electronic media.
 Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
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, etc.
Design for Instruction
Student Activities & Procedures
● 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
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)
http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer
Unit Pre-Assessment: Kahoot, given one week before
Unit Post-Assessment: Kahoot (https://play.kahoot.it/#/?quizId=d4eede77-b7fe-
48b3-a293-e4d41ec58df4)
On-going Formative (progress-monitoring/daily) Assessment:
● Timeline (rubric:
http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric
-timeline2.pdf
● Unit Scale -
○ 4 - Students are able to recognize the causes,effects and challenges of
Florida from the 1920’s through the 1930’s and Great Depression
with the use of timelines and explain it to others.
○ 3 - Students are able to recognize the causes,effects and challenges of
Florida from the 1920’s through the 1930’s and Great Depression
with the use of timelines
○ 2 - Students are able to recognize the causes,effects and challenges of
Florida from the 1920’s through the 1930’s and Great Depression
with the use of timelines with some help.
○ 1 - Students are able to recognize the causes,effects and challenges of
Florida from the 1920’s through the 1930’s and Great Depression
with the use of timelines with a lot of help.
Daily Hook: Play 1920s/1930s music and instruct students to put on their costumes.
Anticipatory Set: Have a discussion about yesterday in which students talked about
the Mediterranean Fruit Fly and the simulation they did of experiencing the hardships
of the Great Depression. Ask them “what are some problems that you
experienced” to get them thinking about yesterday. Also ask them if there were
any possible solutions they found to the problems. ESOL Accommodations: ESOL
4. Link lesson topic to students’ prior knowledge. UDL: 3.1 Activate or supply
background knowledge.
Objective and Purpose: Remind students that they’ve been working on their Florida
History timelines this past week and that today’s the day that they’re finishing it up
and turning it in. Students are also going to have an overall recap of everything
they’ve learned this past week by completing a bubble map. ESOL 42. Have students
use timelines to arrange and sequence important facts and information. UDL:
Promote expectations and beliefs that optimize motivation.
Input: Show students the 2 minute 1920s-1930s time lapse video with actual footage
from that time! (https://safeshare.tv/my/safeviews/g3N30GDDUJs/play) Have
students discuss with their partner in a think-pair-share about what they saw in the
video and how that relates to what they’ve been learning about. Then they will
briefly share with their groups what they discussed with their partners. ESOL 17.
Provide contextual support through audio visuals, models, demonstrations, realia,
body language and facial expressions. UDL: 1.3 Offer alternatives for visual
information. 3.2 Highlight patterns, critical features, big ideas, and relationships.
Modeling: Draw a bubble map on the whiteboard and ask students if they know
what a bubble map is and if they can explain it. ESOL 22. Give enough wait time
for second language learners to respond to questions. If no one answers or if it’s
wrong, then explain to students what it is and write one thing on the map that you
noticed from the video. Then have a student from each group come up and write one
thing that they discussed in their groups. Have students use the scale to show what
mastery they are in after participating in the activity. ESOL 7. Show students how to
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
use graphic organizers like semantic mapping and imaging. ESOL 8. Use direct
instruction: Modeling, explaining, scaffolding, name the strategy and show how to
use it. UDL: 3.3 Guide information processing, visualization, and manipulation.

Checking for Understanding: The teacher will utilize the scale during the Modeling
phase and after the Kahoot to check for understanding and looking over student's
responses to the guided practice. UDL: 2.4 Promote understanding across languages.

Guided Practice: In their groups, students will create their own bubble maps on a
topic provided by the teacher. ESOL 2. Promote cooperation (small groups). Each
group will have a different topic that's relevant to 1920s-1930s Florida such as
hurricanes, tourists, real estate, etc. On the handout provided by the teacher, the
students are to write in their own words what it is, the causes, effects, any
challenges, and why it was important. If needed, they can add their own bubbles if
they run out. For ESOL and ESE students, they will be working with their buddy pairs
in addition to the rest of the group. Once students have finished, the teacher will pick
groups one by one to briefly present their topic. ESOL 15. Reinforce the key ideas
you present again and again. ESOL 34. De-emphasize speed and emphasize
accuracy of work. UDL: 8.3 Foster collaboration and community.

Independent Practice: This will be the time given where students can finish up their
timelines before turning them in. ESOL 34. De-emphasize speed and emphasize
accuracy of work. UDL: 1.3 Offer alternatives for visual information. 2.5 Illustrate
through multiple media. 7.1 Optimize individual choice and autonomy.

Closure: Collect students bubble maps and completed timelines; for the electronic
ones, have students print them out and hand them over. Once the timelines are
collected, tell students to get their one-to-one devices out to play a Kahoot game. After
the Kahoot game I will ask students again to mark their mastery on the scale.
Overall ESOL Accommodation: ESOL 14. Simplify your speech by making it slower
and redundant.
Overall UDL Accommodation: 5.1 Use multiple media for communication. 7.3
Minimize threats and distractions.
Resources/Materials Every student will have their one to one device
https://www.youtube.com/watch?v=g3N30GDDUJs- video of actual video clips
from the decades up to the hurricane. SafeShare option:
https://safeshare.tv/my/safeviews/g3N30GDDUJs/play
Editable Bubble Map for the Guided Practice (see below)
Timeline Creator
(http://www.readwritethink.org/files/resources/interactives/timeline_2/) or Manilla
Folders for those who wanted to physically create a timeline.
Scissors
Glue and/or tape
Writing Utensils
Relevant pictures for timeline (if being physically created)
Timeline Rubric for grading
CPALMS http://www.cpalms.org/Public/
1920s costumes (headbands with feathers, fedora, pearls, etc.), and music
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to
the unit plan ideas.

1920s-1930s Florida History Bubble Map

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Names ______________________________
Date ________________

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