SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: __Maiah Duncan-Dieujuste__________________________________________________

Thematic Unit Theme/Title/Grade Level: United States Region/Southeast Region/ 3rd Grade____________
Wiki space address: http://ucfgr3regionsofusasp16.weebly.com/__________________________________
Daily Lesson Plan Day/Title: __Day 2: Southeast Region_________________________________________
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

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

Studentswillbeabletodistinguishthefiveregionsandtheircharacteristics.

LearningObjectives:*youMUSThaveobjectivestomeetallstandards
1. ThestudentwillidentifythefiveregionsoftheUnitedStates.
2. ThestudentwilllabelthestatesineachofthefiveregionsoftheUnited
States.
3. Thestudentwilldescribethenaturalresourcesfoundinthedifferentregions.
4. Thestudentwillgatherinformationfromprintanddigitalsources,andtake
briefnotesonsourcesandsortevidenceintoprovidedcategories.
5. Thestudentwillproduceclearandcoherentwritinginwhichthedevelopment,
organization,andstyleareappropriatetotask,purpose,andaudience.
6. Thestudentwillusediverseresourcestoinspireartisticexpressionand
achievedvariedresults.
7. Thestudentwillusematerials,tools,andprocessestoachieveanintended
resultintwoand/orthreedimensionalartworks.
NCSStheme(s):
People,Places,andEnvironments
Production,Distribution,andConsumption
Culture
Time,Continuity,andChange
FloridaStandard(s):
LAFS.3.W.3.8Recallinformationfromexperiencesorgatherinformation
fromprintanddigitalsources;takebriefnotesonsourcesandsortevidence
intoprovidedcategories.
LAFS.K12.W.2.4Produceclearandcoherentwritinginwhichthe
development,organization,andstyleareappropriatetotask,purpose,and
audience.
VA.3.S.1.2Usediverseresourcestoinspireartisticexpressionandachieve
variedresults.
VA.3.S.3.1Usematerials,tools,andprocessestoachieveanintendedresult
intwoand/orthreedimensionalartworks.
NextGenerationSunshineStateStandards:
SS.3.G.2.2IdentifythefiveregionsoftheUnitedStates.
SS.3.G.2.3LabelthestatesineachofthefiveregionsoftheUnitedStates.
SS.3.G.3.2DescribethenaturalresourcesintheUnitedStates,Canada,
Mexico,andtheCaribbean.

Assessment

UnitPreAssessment:

Howwillstudentlearningbeassessed?

ClassKahootonPrometheanBoard

Authentic/Alternativeassessments?
Doesyourassessmentalignwithyour
objectives,standardsandprocedures?
Informalassessment(multiplemodes):
participationrubrics,journalentries,
collaborativeplanning/presentationnotes,
etc.

UnitPostAssessment:

ClassKahootonPrometheanBoard

Ongoingdaily(progressmonitoring)Assessment:
Studentsproperlyfillintheirfoldableinformationforeachday.
SCALE:
1.StudentscannotdistinguishthefiveregionsoftheUnitedStates.
2.StudentscandistinguishsomeofthefiveregionsoftheUnitedStates.
3.StudentscandistinguishwithmasterythefiveregionsoftheUnitedStates.
4.StudentcandistinguishwithmasteryandcanteachthefiveregionsoftheUnitedStates.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

1.

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

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

2.
3.

4.

5.

Anticipatory set: Yesterday you learned about the Northeast region of the United
States. (What states make up the Northeast region? Describe the landforms/physical
features that you find in this region.) Pull up map of the Northeast region. (2 minutes)
Today we are going to learn about the Southeast region of the United States. On the
map, can you point to the area that you believe is the southeast region? (Hint: Our
state Florida is in the region.) (1 minute)
I am going to read aloud a book based in the Georgia, which is one of the twelve states
in the Southeast region. (Read Georgia Music written by Helen V. Griffith, illustrated
by James Stevenson). What were some of the ways Georgia was described? What are
some crops that were planted in Grandpas garden? Describe the outdoor setting. (5
minutes)
We are going to go on a virtual field trip around the Southeast region of the United
States using the IWB. While going on the field trip, fill in as much as you see on your
foldable in regards to the following topics: states, crops, landforms, natural resources,
climate. (Video is 15 minutes). https://www.virtualfieldtrips.org/slideshow/87southeastern-region-of-the-u-s-preview
You will now get into your assigned center groups and you will visit the following
three centers: states center, landforms/agriculture/culture center, and poetry center.
You will be creating a brochure for the entire Southeast region, and you will be adding
information to your brochure at each center you visit. This brochure will be added to
your portfolio at the end of the lesson. Here is an example of the brochure you will
create, and there is an additional copy available at every center. Here is an overview of
what you will be completing in the centers. Refer to the bulletin board for schedule
and procedures of the centers if needed. (ESOL modification-14. Simplify your
speech by making it slower and redundant & 19. Establish predictable classroom
routines through the use of an outline on the board or bulletin board.)
States Center (10 minutes)
o As a group, complete the southeast region state puzzle.
UDL modification- 8.3 Foster collaboration and
community (students will work together to complete the
southeast region map puzzle).
ESOL modification- 2. Promote cooperation (small
groups) (students will work together to complete the
southeast region map puzzle).
o Once you finish this, label your personal southeast region map. Cut
this map out and paste it to the back of your brochure (see sample
brochure for assistance).
o Take your five regions of the United States map and color this
region in purple and label the states correctly.
o Play this Southeast region game if time allows.
http://www.purposegames.com/game/southeastern-states-quiz
Landforms/Agriculture/Culture Center (iPad) (10 minutes)
o Take the iPad and scan the QR code to watch a video on the region.
(Video is 4 minutes). http://safeshare.tv/v/N_DPRvH2QMk
UDL modification- 1.2 Offer alternatives for auditory
information (allow student to use an iPad to themselves
and wear headphones).
o Then, utilizing the resources at the table, find information on the
landforms, climate, agriculture and culture of the southeast region.
Add this information to your brochure.
UDL modification- 2.1 Clarify vocabulary and symbols
& 2.2 Clarify syntax and structure (provide student
with a simplified version of the information that
clarifies the vocabulary and structure).
o Take a look at the artifacts from this region at your table.
o UDL modification- 5.2 Use multiple tools for construction and
composition (students will watch a video and use print
resources, as well as artifacts, to complete their brochure).
o ESOL modification 16. Integrate speaking, listening, reading and writing

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

activities
27. Highlight written materials for readability by
enlarging the size print, by organizing chapters
meaningfully, and by writing headings that show
introductions or transition from one idea to another.
Poetry Center (10 minutes)
o Yesterday you read some poems from authors about the Northeast
region.
o Today you are going to write a poem about the southeast region or
one of the states in that region. Write this poem in your brochure.
6. Lets review the Southeast region states together on the IWB. (2 minutes)
(http://www.yourchildlearns.com/mappuzzle/us-states-capitals-regions.html?so)
(ESOL modification- there are pictures and the name of the state which is good
for ESOL students).
7. What are some crops that grow in this region, and what state can you find them in?
Why do these crops thrive in this area (climate/physical features)? What are some
landforms you can commonly find in this region? Describe the culture of this region.
(2 minutes) (ESOL modification- 22. Give enough wait time for second language
learners to respond to questions.)
8. Place your brochure, five regions map, and foldable into your portfolio.
(ESOL modification- 48. Use group assignments, portfolios, learning journals and
non-print options as alternative assessment)
9. For your exit slip (checking for understanding), write down three things you learned,
two things you found interesting, and one question that you still have. On the back of
your exit slip, self-assess yourself according to the scale. (3 minutes)
UDL modification- 9.3 Develop self-assessment and reflection (students
may draw their reflection if that is more useful, as well as simply put the
shape that aligns to where they stand on the scale).
Promethean Board (IWB)
Resources/Materials
iPad
Headphones
Foldable
Crops (oranges, peaches)
Pictures from the 12 states
White printer paper
Markers
Crayons
Georgia Music by Helen V. Griffith pictures by James Stevenson
QR code
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.