Day 4 Lesson Plan

Name: Lauren Gould, Eliza McAfee, Rachel Mitcheltree, Kyle Savage, Helene Dennard
Lesson Title: The Colony of St. Augustine

Grade Level: 4
Lesson Length: 120 min

Rationale for Instruction

A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

As 4th grade students, it is important for all to understand the history of the state of Florida. A huge part of this
history is the discovery, settlement, and development of St. Augustine as well as the events, people, and places
involved in the historic city. In understanding the history of the state and this city, students will be able to
understand why certain events occurred and rationalize certain decisions and outcomes.

SS.4.3.7 Identify nations (Spain, France, England) that controlled Florida before it become a U.S territory
SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout
Florida history
LAFS.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
LAFS.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.
LAFS.4.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly.
B. Follow agreed-upon rules for discussions and carry out assigned roles.
C. Pose and respond to specific questions to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others.
D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects
of a topic.
LAFS.4.W.3.8 Recall relevant information from experiences or gather relevant information from print and
digital sources; take notes and categorize information, and provide a list of sources.

Learning Objectives
What will students know and be able to do

Students will able to create a timeline identify 4 historic battles that took place in Saint Agustine, Florida.
Modified 1/16 Van De Mark from document created by L. Spaulding

Day 4 Lesson Plan

at the end of this lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and NGSSS),
challenging, measurable and appropriate
learning goals!

1.
2.
a.
3.

What best practice strategies will

be implemented?
4.

How will you communicate 5.

student expectation?
6.

What products will be developed

7.
and created by students?

Student Activities &

Procedures
Design for Instruction

Consider Contextual Factors

(learning differences/learning
environment) that may be in place in your8.
classroom.

9.
10.
11.

Daily Lesson Plan Assessment:

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

Resources/Materials

Students will be to recap events, people and times important to Saint Augustine, the state of Florida, and
America learned throughout the unit; correctly filling out a the KWL chart with atleast 9 things they learned
from the unit.
Prepare all materials
Divide students into groups of no more than 4 members.
Ensure ELL students are hetrogenously grouped.
Give 16 students a number 1-16; these students will read The Colony of Saint Augustine Readers Theatre Script
Give all students a copy of the reading material.
Allow students to begin reading with thier corresponding number part of the script.
Ask students, What part of the passage stood out to them?, Did anything suprise the students?
Next, tell the students that each group will be responsible to create a timeline of 4 battles that occured in Saint
Augustine. Each battle will require a 1 paragraph summary. Students can use any resource that has been used
throughout the unit or they find online. Students should try to find atleast 1 primary source.
Prior, to them beginning the project have the class rewatch (https://youtu.be/psY6tyPNlwU)
Give each group a rubric and allow the students 50 minutes to complete thier timeline.
After, the timeline is finish have the students remain in groups for Kahoot. Each group will compete using only
one computer reviewing the unit with the pre-unit Kahoot. (https://play.kahoot.it/#/k/7ee14ac6-2cee-49d1-8d798f1976298fe3)
Finally, have all students individually finish the KWL chart in thier interactive notebook. The KWL chart should
be started already from the beginning of the unit.

Formative: Students will participate in a short class discussion following the readers theatre to check
comprehension. Students will create a timeline using www.myhistro.com, identifying 4 historic battles that took
place. Each battle will require a small paragraph summary. Students will be given a rubric for thier timeline.
Summative: Students will compete against each other using the pretest Kahoot
(https://play.kahoot.it/#/k/7ee14ac6-2cee-49d1-8d79-8f1976298fe3) from the beginning of the unit. Students
will also finish the KWL chart they started at beginning of the unit
Resources:
https://youtu.be/psY6tyPNlwU
Castillo de San Marcos
This particular resource is pertinent to the topic of study because it provides a brief overview of the history of
the Castillo de San Marcos, as well as information about the architectural structure of the Castillo and the
Modified 1/16 Van De Mark from document created by L. Spaulding

Day 4 Lesson Plan

materials that were used to build it. The information is provided by an actual park ranger that works in the area
of the Castillo de San Marcos in St. Augustine. Although the students could not solely use this video to answer
the question, the video does point students in the right direction and provides them with a starting point for their
research.

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Other Materials:
The Colony of Saint Augustine Reader Theatre Script (1 copy per student)
2 computers w/ internet per group of student
Computer w/ internet and projector

ESOL:
Students will be given a dictionary to use with the lesson.
Vocabulary list will be provided
Heterogeneous/homogeneous student grouping
Students will be provided with literacy books
Writing whole group responses on the board for everyone to see.
Motioning to written class responses while reviewing discussion
Provide information in multiple ways (verbal, written, video)
Hands-on activities (templates will be provided)
Allowing multiple means of expression (writing and drawing)
(https://education.ucf.edu/stll/edg4410New.cfm)
Students with Learning Differences:
Students will be given a dictionary to use with the lesson.
Vocabulary list will be provided
Heterogeneous/homogeneous student grouping
Provide information in multiple ways (verbal, written, video)
Hands-on activities (templates will be provided)
Allowing multiple means of expression (writing and drawing)

Lesson Extensions

Gifted/Talented:
Create a timeline for other forts found in the Southern United States
Create Timeline for other forts found in the Southern United States
Make replica of flags that have flown above Castillo de San Marcos
Modified 1/16 Van De Mark from document created by L. Spaulding

Day 4 Lesson Plan

Modified 1/16 Van De Mark from document created by L. Spaulding

Day 4 Lesson Plan

Rubric:
3

Includes 4 battles at St. Augustine, FL

Includes 3 or less battles at St. Augustine, FL on

the timeline.

Includes 1 battle at St. Augustine, FL on the

timeline.

Timelines includes 1 summary paragraph for each

battle identied.

Timeline inludes more than 2 senteces

summarizing each battle identified.

Timeline includes less than 2 sentences

summarizing each battle identified.

Timeline is free of any conventional errors.

Timeline includes less than 5 conventional errors.

Timeline includes more than 5 conventional

errors.

Modified 1/16 Van De Mark from document created by L. Spaulding