4.+Five+Day+Unit+Plan

**__ Wiki space address: __** http://ucf3usregionssp11th.wikispaces.com
= __Daily Lesson Plan Day/Title:__ Day #1/Introduction to the 5 Regions of the United States = 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! || 1. The student will label the 5 regions of the United States on their own maps provided by the teacher, using the appropriate color for each region.
 * =Learning Objectives =

2. The student will create a map key for each of the regions of the United States.

3. The student will identify and label the state in which they were born, a state that they have visited/lived in, or know.

4. The student will write in complete sentences the definitions of geography, physical feature, natural landmark, and man-made landmark in their own learning journal.

5. The student will follow specific directions to create a region portfolio. || List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || **1. __NCSS THEME__:** III-People, Places, and Environments
 * **NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine State Standards **


 * 2. __NGSSS__:**


 * 1) SS.3.A.1.3**** --Define terms related to the social sciences **


 * 2) SS.3.G.2.2**** --Identify the five regions of the United States **


 * 3) SS.3.G.2.3**** --Label the states in each of the five regions of the United States **


 * 4) SS.3.G.1.2**** --Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols) **

· 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: __** Pre-assessment will be given on the Friday before the Monday when this unit will begin.
 * 5) LA.3.4.2.2**** --The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate. ** ||
 * **Assessment **


 * __Unit Post-Assessment:__** Post-assessment will be the exact same as the pre-assessment, but will be given the following week after students present.

//**__On-going__**// **__Assessment:__** For Day 1, students will be assessed by teacher observation and anecdotal records, student journal entries (definitions), the maps and map keys the students will be creating (teacher observation/checklist), the region portfolios (teacher observation), and student participation during the days lesson (teacher observation/anecdotal notes). || Student Activities & Procedures
 * //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. Welcome the class and let them know this is going to be an exciting week for learning about our wonderful country--the United States.

2. Set a purpose for reading "America Is..." by explaining to the students that we are going to be learning so many interesting things about our country this week. Read the story. Then ask students to share some of their favorite parts of the story.

3. Ask students if they have ever heard of the 5 regions? Display some “artifakes” from the regions, write the names of each of the 5 regions on the board, and have students think-pair-share on what they think a region is, and if they think the regions are similar or different. **(ESOL: Link lesson topic to students' prior knowledge, teach think, pair and share strategies in cooperative groups, use of visual aids)**

4. Pass out blank U.S. maps to each student.

5. Pull up blank teacher map on Interactive White Board.

6. Have students choose a blue, yellow, green, orange, and purple colored pencil.

7. Before beginning the labeling, review with students how and why we make a map key.

8. Model for students how to make the map key for these regions. Blue=Northeast, Yellow=Midwest, Green=Southeast, Orange=West, Purple=Southwest **(ESOL & ESE: Use direct instruction: Modeling, explaining, scaffolding, name the strategy and show how to use it)**

9. Allow students time to create the key. **(ESOL: Give enough wait time for second language learners to respond to questions)**

10.Then, prompt students to watch very closely for how they are going to divide their maps up into regions. Model the Southeast region first. (GREEN COLOR) **(ESOL & ESE: Use direct instruction: Modeling, explaining, scaffolding, name the strategy and show how to use it)**

11. Tell students they must watch you do it first and wait for you to say “now you do it.”

12. Prompt students to begin (“now you do it”) and walk around to make sure students are doing this properly. **(ESOL & ESE: Continually monitor students' comprehension)**

13. Repeat this process for the rest of the regions, Northeast, Midwest, Southwest, and West. 14. Then, ask students if they know which state they were born in on the map. Have students come to the board and put a star (or some form of indicator) on the states they were born in. Ask the student if they know the name of the state and if they can label it. If not, label it for them on the Interactive White Board. **(ESOL & ESE: Link lesson topic to students' prior knowledge)**

15. Also, ask students if they can recognize any states they have been to, know, or lived in on the map. **(ESOL & ESE: Link lesson topic to students' prior knowledge)**

16. Have students come to the board to put an indicator on the state(s) they have been to, know, or lived in on the Interactive White Board and if the know the name. Ask them to label it, if not, label it for them.

17. Ask students to pull out their learning journals. Tell them you want them to take notes on some important definitions.

18. Define: Geography, Physical Feature, Natural Landmark, and Man-Made Landmark. Ask students to contribute to the definitions as they are defined. Tell students they must have these definitions in their journals because they will need them again this week. **(ESOL & ESE: Teach technical vocabulary supporting key concepts)**

19. Walk around to make sure students are taking notes properly and assist those who need more help. **(ESOL & ESE: Continually monitor students' comprehension)**

20. Once this is completed, students must be assigned into “region groups.” Tell students that they will be working with this group for the rest of the week and they will be learning a lot about the geography of their regions. Also, students should know that at the end of the week, they will work with their group members to present all that they have learned about their regions to the rest of the class! (Teachers will decide groups based on mixed ability levels.) **(ESOL & ESE: Promote cooperation (small groups) )**

21. Finally, pass out materials for making the region portfolios.

22. Give students specific, step-by-step, oral directions to follow in order to complete their portfolios.

23. Teacher sample portfolio should be provided for students to have a visual/model. **(ESOL & ESE: Use of visual aids)** || · Standard construction paper · Staplers · Glue sticks · Markers, Colored Pencils, Standard Pencils · Region maps · Blank US maps (printed out for each student) · "America is..." by Louise Borden · Interactive White Board · Blank US map (electronic) · Artifakes from each region · Learning journals · [|http://www,qwiki.com] · [|http://kids.britanica.com] · [] ||
 * == Resources/Materials == || · Large construction paper

-The Pre-Assessment for this lesson would be given on the Friday before the week in which this lesson would begin. -A table with the artifakes would be set up in the room and remain there for the week in case the students need/want to refer to them. -Students will have had previous instruction in how to use critical text features, how to read informational text in books and the Internet, and how to search on the Internet using key words. -Special arrangements for this week's lesson may need to be made to reserve the computer lab during the literacy block of the school day, or additional laptop/notebook computers may need to be reserved for all students to have access to computers for research, or a timed computer rotation needs to be implemented. -Use the school's media specialist to help find additional books and resources for this lesson. -Plan and arrange students into mixed-ability region groups prior to the lesson. (ESOL & ESE accommodation) -NOTE: This jigsaw lesson serves as in introduction to the 5 regions of the United States and the geography of the United States. Therefore, this is not an end all be all lesson that should end after the week is over. There should be continuous lessons in the future that can be dedicated specifically to a region, geography, physical features, landmarks, etc. This lesson is also beneficial to students because it provides them with a great inquiry style lesson that allows students to practice in researching, using a variety of resources to gather and compile information, using technology, documenting sources, while at the same time teaching social studies content!
 * __<span style="font-family: Times,serif;">Discussion Notes __****<span style="font-family: Times,serif;">: **

= __ Daily Lesson Plan Day/Title: __ Day #2/Researching & Describing Physical Features = <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! || 1. The student will label the states and capitals on a map of their region.
 * =<span style="font-family: Times,serif; page-break-after: auto;">Learning Objectives =

2. The student will create a flip book containing information on 5 physical features from their region.

3. The student will illustrate their flip book with drawings that represent each of the physical features being described.

4. The student will draw, label, and create a map key of the 5 physical features on their own maps.

5. The student will write in complete sentences when describing the 5 physical features.

6. The student will read a variety of informational text (from books, internet, etc) to obtain information on 5 physical features from their region.

7. The student will record the sources used to find information on the 5 physical features.

8. The student will self-assess their work by using a checklist provided by the teacher.

9. The student will collaborate with group members to brainstorm examples of physical features using a cluster map.

10. The student will use appropriate search techniques (key words, etc) to navigate the internet for information on the physical features of their region.

11. The student will work cooperatively with group members to search, read, record, and organize information related to the 5 physical features from their specific regions. || <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]. // || **1. __NCSS THEME__:** III-People, Places, and Environments
 * **<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 **

**2. __NGSSS__:**


 * 1) SS.3.G.2.2**--Identify the five regions of the United States


 * 2) SS.3.G.2.3**--Label the states in each of the five regions of the United States


 * 3) SS.3.G.2.4**--Describe the physical features of the United States, Canada, Mexico, and the Caribbean


 * 4) LA.3.4.2.2**--The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.


 * 5) LA.3.6.1.1**--The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.


 * 6) LA.3.6.2.1**--The student will determine information needed for a search by narrowing or broadening a topic, identify key words.

· <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: __**Pre-assessment will be given on the Friday before the Monday when this unit will begin.
 * 7) LA.3.6.2.4**--The student will record basic bibliographic data and recognize intellectual property rights (e.g. cites sources of ideas). ||
 * **<span style="font-family: Times,serif;">Assessment **


 * __<span style="font-family: Times,serif;">Unit Post-Assessment: __**Post-assessment will be the exact same as the pre-assessment, but will be given the following week after students present.

Student Activities & Procedures
 * //__<span style="font-family: Times,serif;">On-going __//****__<span style="font-family: Times,serif;"> Assessment: __** Students will self-assess their work & their cooperation with group members by using a teacher-made checklist. Students will also be compiling their work in their region portfolio for the teacher to also assess on the teacher side of the checklist. The teacher will also be observing students collaborating with group members and will record important observations for students as needed. ||
 * //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. Begin the lesson by reviewing the previous day's information. To review, have students turn to an elbow partner & share what they are excited about learning about the region they were assigned, if they are excited to work in groups, and their general feelings about the week to come. Give the students 3-5 minutes each. Time the rounds using a timer and then have students switch after round #1. **(ESOL & ESE: Use preview/review activities, Teach think, pair and share strategies in cooperative groups)**

2. Then, read the poem, “The Wonder of…” By: Rebecca Kai Dotlich from //Got Geography!// (Poems selected by: Lee Bennett Hopkins/Pictures by: Philip Stanton) Before reading, set the purpose for listening by first, briefly reviewing the definitions of geography and physical feature. Have a few students share the definitions and post the definitions on the board again. Then, preview the poem by telling students the poem is about the geography of the earth and about many different types of physical features found on the earth. Also, let students know that today they will be learning about some interesting physical features in their regions. As the poem is read, stop at certain points when a physical feature is mentioned and ask for a thumbs up or down as to whether the students think this is a physical feature or not.

3. After reading the poem, review the definition of a physical feature more specifically and list on the Interactive White Board three general examples of a physical feature ( ex: lake, mountains, river) Include some from the poem as well. **(ESOL & ESE: Use preview/review activities)**

4. Then, have students get into their region groups and create a “think map” (unorganized cluster map) with physical features written in the middle. **(ESOL & ESE: Promote cooperation (small groups), Show students how to use graphic organizers like semantic mapping and imaging)**

5. Then, prompt them to think of more examples in their “think maps.” Let them know that they can include general examples, specific examples (w/names), or examples of physical features they know, some mentioned in the poem, etc.

6. After they brainstorm in their groups, prompt students to take out their region portfolios and label the second page as “Day #2” and right below that “Physical Features.” Also prompt them to include a brief definition of physical features in their own words under “Physical Features.” They can use the definition they wrote down the previous day in their learning journals to guide them. The students should be prompted to write neatly and in complete sentences. Make sure students know they can include some examples as well if they wish. **(ESOL & ESE: Use group assignments, portfolios, learning journals and non-print options as alternative assessment.)**

7. Once students finish this, let them know that they will be doing some research using books, the internet, maps, etc. to learn about some interesting physical features in their region. **(ESOL & ESE: Offer a variety of reference materials at the students’ instructional level for independent use, Use discovery learning activities (hands-on-activities)**

8. Before branching out to do any research, students first need to create a flip book with enough flaps/pages to include the information for the 5 physical features from their region.

// 9 .// The paper needed to create the flip books will be in the "Day 2" pocket of the region portfolio. Prompt students to take out the paper. Pass out staplers, markers, colored pencils, etc. or have students take out these items from their desks if they have them.

10. A teacher sample must be provided to show students what the flip book will look like. Step by step instructions will also need to be provided to guide the students as they make their flip books. **(ESOL & ESE: Use of visual aids, use direct instruction: modeling, explaining, scaffolding, name the strategy and how to use it)**

11. Once flip books are made, prompt students to take out the list of Physical Features which will also be provided in the "Day 2" pocket of their region portfolios. . 1. Atlantic Ocean 2. Appalachian Mountains 3. Mississippi River 4. Chesapeake Bay 5. Atlantic Coastal Plain
 * __Southeast Physical Features__:**

1. The Hudson River 2. Delaware Bay 3. Lake Champlain 4. George Washington Memorial State Forest 5. Mt. Washington
 * __Northeast Physical Features__:**

1. The Great Lakes Basin 2. The Great Plains 3. Forests 4. The Mississippi River 5. Ozark Mountains
 * __Midwest Physical Features__:**

1. Colorado River 2. Sonoran Desert 3. The Gulf Coast 4. Rio Grande River 5. Sacramento Mountains
 * __Southwest Physical Features__:**

1. Yukon River 2. Pacific Ocean 3. Cascades Mountains 4. Mojave Desert 5. Crater Lake
 * __Western Physical Features__:**

12. Go over the requirements for how and what students will be researching for EACH physical feature. The requirements are listed on a requirement page that each student will have in their "Day 2" pockets of the region portfolios. **(ESOL & ESE: Use direct instruction: modeling, explaining, scaffolding, name the strategy and how to use it.)**



13. Students should be following along on their requirement pages as this is discussed. Be sure to emphasize that each of the front flaps/pages of the flip book must have a feature name and illustration. The inside flaps/pages will be where they write the information on each feature. Remind students to write in complete sentences. **(ESOL & ESE: Encourage the use of diagrams and drawings as aids to identify concepts and seeing relationships)**


 * __Information for each physical feature must include__:**

1. What state(s) does it exist in or touch? 2. Size of the feature 3. At least 3 interesting details learned

14. Prompt students to begin researching with their group members using the computers, books, maps, atlases, etc. in the classroom. Remind students to list book and website names on their checklists for "Day 2" in the space provided. **(ESOL & ESE: Offer a variety of reference materials at the students’ instructional level for independent use, Use discovery learning activities (hands-on-activities)**

15. Make sure students know to use some of the Internet sites and books listed on their Physical Feature Lists as good places to start. Remind them that they can use the search techniques they have learned about to find other sites too. As students research, meet with groups to observe their collaboration/cooperation and if they need assistance. Offer suggestions as needed. **(ESOL & ESE: Continually monitor student’s comprehension)**

16. After ample time to do research & record information in their flip books (probably during literacy block & computer lap time), (during the Social Studies block), have students take out the blank map of their regions from the "Day 2" pocket of the region portfolio.

17. On the blank map of their region, which is pasted on the front of their region portfolios, instruct students to label the states and capitals of the states in their regions.

18. On the other map they took out from the "Day 2" pocket, instruct students to label the 5 physical features they researched in the appropriate places. Students must also create symbols and a key for the physical features being labeled. Walk around and assist students as need be and model/provide an example for students who need it. **(ESOL & ESE: Continually monitor students' comprehension)**

19. The students should use colored pencils, markers, crayons, etc to make their maps neat and colorful.

20. Be sure to remind students to assess their work using the checklist for “Day 2.” Make sure they know to use the assignment requirements sheet to help them make sure they did all the steps correctly.

||
 * == Resources/Materials == || * Region portfolios
 * Flip Book Materials (construction paper, notebook paper, staplers, colored pencils, markers)
 * Additional paper
 * Pencils
 * Computers w/Internet Access
 * Interactive White Board
 * Large physical & political maps for student use (several)
 * __Got Geography__ -- "The Wonder of ..." by:By: Rebecca Kai Dotlich

__Resources For ALL Regions/Student Use:__**
 * [|http://www.qwiki.com]
 * [|http://kids.britanica.com]

__Additional Resources for Teacher & Student Use (Specific to region):__

__*Northeast Region:**__
 * __The Hudson River, a natural and unnatural history__**.** By: Robert H. Hoyle
 * __Lakes__ By: Catherine Chambers
 * __Forest__ By: Deborah Lock
 * __Exploring CavesL journey's into the earth__ By: Nancy Holler Alenbach
 * __Mountains__ By: Seymour Simon
 * __Mountains__ By: Christine Webster


 * __*Western Region:__**
 * __Oregon (From Sea to Shining Sea)__ By: Terry Miller Shannon
 * __The Pacific Ocean (Oceans)__ By: Anne Ylvisaker
 * __Big Alaska: Journey Across America’s Most Amazing State:__ By: Debbie S. Miller/Illustrated by: Jon Van Zyle
 * __Washington: Past and Present__: By: Daniel E. Harman
 * [] **(Mojave Desert Website)**
 * []**(Crater Lake Website)**

__***Southeast Region:**__
 * [] (Atlantic Ocean Website)
 * __The Atlantic__ By: Pat Hargreaves
 * [] (Appalachian Mountain website)
 * __Mountains__ By: Christine Webster
 * []
 * __The big rivers: the Missouri, the Mississippi, and the Ohio__ By:Bruce Hiscock
 * [] (Chesapeake Bay website)
 * __Plains__ By: Christine Webster

__***Midwest Region:**__
 * __The Great Lakes__ By: Kathy Henderson
 * __If You Were a Pioneer on the Prairie__ By: Anna Kamma
 * __Scholastic Almanac for Kids 2010 Edition__ By: Scholastic

__***Southwest Region:**__
 * __Deserts__ By: Darlene R. Stille
 * __Mountains__ By: Larry Dane Brimner
 * __One Hundred and One Questions About Desert Life__ By: Alice Jablonsky
 * __Here Is the Southwestern Desert__ By: Madeleine Dunphy
 * __Real Facts About Rivers__ By: Christine Figorito
 * [] ||


 * __<span style="font-family: Times,serif;">Discussion Notes: __** While planning this lesson, well before implementing it, make sure to establish some sort of timed computer rotation for groups to have adequate time to use the computers in the classroom for research, OR make special arrangements with the computer lab to reserve the computer lab during the literacy block for each student to have access to a computer, OR if your school has the resources, reserve additional laptops/notebook computers to provide students with enough computers for their research. In addition, the books and Internet sites provided in the resources/materials section of the lesson plan can be added to or changed depending on the resources you have in your school or classroom. Be sure to check with your school's media specialist to pull additional books related to this assignment for your students prior to implementing the lesson as well. Also, a 30-day free trial for the Kids Britannica online encyclopedia will need to be obtained OR a full subscription can be purchased before implementing the lesson. However, some schools may have this resource already purchased; be sure to check! In addition, the lesson can be altered to fit within certain time blocks of the day. For instance, the students can be doing the bulk of their research during the literacy block and then completing their maps during social studies block, or vice versa depending on the breakdown the daily schedule. Students will need to have had previous instruction in searching the Internet, citing sources, and reading informational text in books and on the Internet. This lesson should be followed up either the next week or sometime in the future to continue teaching students about physical features; this is only a beginning step to get students familiar with the physical features in our country.

= __ Daily Lesson Plan Day/Title: __ Day #3 / Researching & Describing Natural Landmarks = <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! || 1. The student will brainstorm with group members examples of natural landmarks using a cluster map.
 * =<span style="font-family: Times,serif; page-break-after: auto;">Learning Objectives =

2. The student will use a variety of resources (books, maps, internet) to obtain information about 2 natural landmarks.

3. The student will read a variety of informational texts to obtain information about 2 natural landmarks.

4. The student will collaborate with group members to decide on 2 natural landmarks to research from teacher list of landmarks provided.

5. The student will write in complete sentences to answer specific questions about 2 natural landmarks.

6. The student will create an artistic representation of 1 from the 2 natural landmarks researched.

7. The student will self-assess their work using a checklist provided by the teacher.

8. The student will record the sources used to obtain information on the landmarks chosen for research. ||
 * **<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]. // || **1. NCSS Theme:** II-People, Places, and Environments


 * 2. NGSSS:**


 * 1) SS.3.G.2.2**--Identify the five regions of the United States


 * 2) SS.3.G.2.5**--Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean


 * 3) LA.3.6.1.1**--The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.


 * 4) LA.3.4.2.2**--The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.


 * 5) LA.3.6.2.1**--The student will determine information needed for a search by narrowing or broadening a topic, identify key words.
 * 6) LA.3.6.2.4**--The student will record basic bibliographic data and recognize intellectual property rights (e.g. cites sources of ideas).


 * 7) VA.3.O.2.1**--Use creative and innovative ideas to complete personal artworks.

· <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: __**Pre-assessment will be given on the Friday before the Monday when this unit will begin.
 * 8) VA.3.S.3.1**--Use materials, tools, and processes to achieve an intended result in two-and/or three-dimensional artworks. ||
 * **<span style="font-family: Times,serif;">Assessment **


 * __<span style="font-family: Times,serif;">Unit Post-Assessment: __** Post-assessment will be the exact same as the pre-assessment, but will be given the following week after students present.

Student Activities & Procedures
 * //__<span style="font-family: Times,serif;">On-going __//****__<span style="font-family: Times,serif;"> Assessment: __** The students will self-assess their work & cooperation with group members by using a teacher-made checklist provided in their region portfolios. The students will compile their work in their region portfolios for the teacher to assess on the teacher side of the checklist as well. The teacher will observe students collaborating with group members and will record important observations for students as needed. ||
 * //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. To review the previous day's learning, have students turn to an elbow partner and share at least 2 interesting things they learned about the physical features they researched yesterday. Give the students 3-5 minutes each. Time the rounds using a timer and then have students switch after round #1. The students can share their flip books as well. **(ESOL & ESE: Use preview/review activities, Teach think, pair and share strategies in cooperative groups)**

2. Then, pull up a slide-show/ a few PowerPoint slides (on the IWB) of pictures of different natural landmarks. Ask the students if any of these pictures are familiar to them or if they have visited them before. Have students volunteer responses. **(ESOL & ESE: Use of visual aids, link lesson topic to students' prior knowledge)**

3. Go over/review the definition of a natural landmark & have the students take out their learning journals, which contain the definition provided on the first day. **(ESOL & ESE: Use preview/review activities)**

4. Then, have students label the third page of their region portfolios as "Day#3" and below that label "Natural Landmarks."

5. Below the "Natural Landmarks" label, prompt students to write a brief definition in their own words of what a natural landmark is. Students can use the definition provided in their learning journals to guide them. Be sure students know to write neatly and to write in complete sentences. **(ESOL & ESE: Use group assignments, portfolios, learning journals and non-print options as alternative assessment)**

6. Break the students into their regional groups and have them brainstorm in more detail on their think maps examples of natural landmarks that they know, have been to, etc. **(ESOL & ESE: Promote cooperation (small groups), Show students how to use graphic organizers like semantic mapping and imaging)**

7. Have students pull out the list of possible landmarks from the "Day 3" pocket of their portfolios (specific to their region) to research and ask them as a group to decide on 2. **(ESOL & ESE: Use group assignments, portfolios, learning journals and non-print options as alternative assessment)**


 * __Southeast Natural Landmarks__**
 * 1) The Everglades
 * 2) Okefenokee Swamp
 * 3) Hot Springs
 * 4) Shenandoah Caverns


 * __Northeast Natural Landmarks__**
 * 1) Niagara Falls
 * 2) Riker Hill Fossil Site
 * 3) Cook Forest
 * 4) Ellenville Fault Ice-Caves


 * __Midwest Natural Landmarks__**
 * 1) Theodore Roosevelt National Park
 * 2) Chimney Rock
 * 3) The Great Lakes
 * 4) Big Oak Tree State Park


 * __Southwest Natural Landmarks__**
 * 1) Grand Canyon
 * 2) Petrified Forest
 * 3) Natural Bridge Caverns
 * 4) Painted Desert
 * 5) White Sands National Monument


 * __Western Natural Landmarks__**
 * 1) Mauna Loa
 * 2) Old Faithful Geyser
 * 3) Great Salt Lake
 * 4) Mt. Rainier

8. Have students pull out the questionnaire from the day’s pocket.



9. Direct students to the landmarks lists they pulled out and explain to the students that they can use the resources provided on the list of landmarks as good places to start their research. Remind them that they can use the search techniques they have learned about to find other sites too.

10. Have the students do research and record their observations/information on the questionnaire. Students will use a variety of resources--the computers, books, atlases, etc to research and gather their information. **(ESOL & ESE:** **Offer a variety of reference materials at the students’ instructional level for independent use)**

11. Remind students to write their answers in complete sentences and to list book and website names they used on their checklists for "Day 3" in the space provided.

12. Allow ample time for students to complete the questionnaire. (This can be done during the literacy block and/or computer lab time. Or, there can be a timed computer rotation set up to ensure all students get to use the computers.) The teacher should walk around and meet with groups to assist them in their research and to observe their group cooperation/collaboration. Offer suggestions as needed. **(ESOL & ESE: Continually monitor students' comprehension)**

13. After students complete their questionnaires, explain to the students the options for doing an artistic representation of one of the chosen landmarks. (color, sketch, tear art, or digital collage/photo story) **(ESOL & ESE: Encourage the use of diagrams and drawings as aids to identify concepts and seeing relationships)**

14. Have each individual student choose one of the chosen landmarks to create their piece of art. Students may work together if they decide on the same landmark to visually represent. **(ESOL & ESE: Encourage the use of diagrams and drawings as aids to identify concepts and seeing relationships, promote cooperation (small groups)**

15. Pass out the necessary materials.

16. Provide time for the students to create their masterpiece! (probably during the social studies block)

17. Make sure to remind students to self-assess their work using the checklists in their region portfolios for "Day 3."

||
 * == Resources/Materials == || * Blank Printer paper
 * Markers
 * Colored Pencils
 * Writing Utensils
 * Construction Paper
 * Questionnaires
 * Resource and Landmark List (specific to each region)
 * Computers w/ Internet Access
 * Interactive White Board
 * Physical Maps (several)
 * Atlases (several)

__Resources for ALL Regions/Student Use:__ **
 * [|http://www.qwiki.com]
 * [|http://kids.britannica.com]

__Additional Resources For Teacher & Student Use (Specific to Region):__

__*Northeast Region__**
 * __Niagara Falls: Natures Wonders__ By: Leonard Everett Fisher
 * [|www.cookforest.com]

***__Midwest Region__**
 * []
 * __The Great Lakes__ By: Kathy Henderson

***__Western Region__**
 * []
 * []
 * __Welcome to Mount Rainier National Park__ by: Pamela Dell
 * __A True Book: Yellowstone National Park__ by: David Peterson
 * __Natural Wonders: Mauna Loa__ by: Christine Webster
 * __Welcome To Hawaii Volcanoes National Park (Visitor Guides Book):__ By: Terri and Bob Temple
 * __Utah (America the Beautiful Second Series)__ By: Deborah Kent

**__*Southeast Region__**
 * []
 * __The Everglades: Florida Wonderland__ By: Thomas Helm
 * [] (Hot Springs, Arkansas website)
 * []
 * __The Okefenokee Swamp__ By: Franklin Russell
 * []


 * __*Southwest Region__**
 * **[]**
 * __Grand Canyon__ By: Patrick Cone
 * __The Grand Canyon__ By: Jeffrey Zuehlke
 * __The Painted Desert: Land of Wind and Stone__ By: Scott Thybony
 * __Petrified Forest National Park__ By: David Petersen
 * __The Young People's Atlas of the United States__ By: James Harrison
 * __Meet the Wild Southwest__ By: Susan J. Tweit
 * [] ||


 * __<span style="font-family: Times,serif;">Discussion Notes: __** // Again, it is imperative that arrangements be made to ensure all students have access to the computers for their research. This can be done by checking out additional laptops/notebook computers, making special arrangements for reserving the computer lab, or setting up a computer rotation in the classroom. Students will need to have had previous instruction in searching the Internet, documenting their sources, and reading informational text in books and on the Internet. Depending on the breakdown of the school day, the lesson can be broken into segments where the students do their research during literacy block and the art representations during the social studies block, or vice versa—whatever works with the daily schedule. Arrangements could also be made to have the students complete their art representations during their art special. //In addition, the books and Internet sites provided in the resources/materials section of the lesson plan can be added to or changed depending on the resources you have in your school or classroom. // Be sure to check with the media specialist to obtain more resources such as books, Internet sites, etc for this lesson/assignment as well. //

= __ Daily Lesson Plan Day/Title: __ Day #4/Researching & Describing Man-Made Landmarks = <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! || 1. The student will brainstorm with group members examples of man-made landmarks using a cluster map.
 * =<span style="font-family: Times,serif; page-break-after: auto;">Learning Objectives =

2. The student will use a variety of resources (books, maps, internet) to obtain information about 2 man-made landmarks.

3. The student will read a variety of informational texts to obtain information about 2 man-made landmarks.

4. The student will collaborate with group members to decide on 2 man-made landmarks to research from teacher list of landmarks provided.

5. The student will write in complete sentences to answer specific questions about 2 man-made landmarks.

6. The student will create an artistic representation of 1 from the 2 man-made landmarks researched.

7. The student will self-assess their work using a checklist provided by the teacher.

8. The student will record the sources used to obtain information on the landmarks chosen for research. ||
 * **<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]. // || **1. __NCSS Theme__:** III-People, Places, and Environments


 * 2. __NGSSS:__**


 * 1) SS.3.G.2.2**--Identify the five regions of the United States


 * 2) SS.3.G.2.5**--Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean


 * 3) LA.3.6.1.1**--The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.


 * 4) LA.3.4.2.2**--The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.


 * 5) LA.3.6.2.1**--The student will determine information needed for a search by narrowing or broadening a topic, identify key words.
 * 6) LA.3.6.2.4**--The student will record basic bibliographic data and recognize intellectual property rights (e.g. cites sources of ideas).


 * 7) VA.3.O.2.1**--Use creative and innovative ideas to complete personal artworks.

· <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: __** Pre-assessment will be given on the Friday before the Monday when this unit will begin.
 * 8) VA.3.S.3.1**--Use materials, tools, and processes to achieve an intended results in two-and/or three-dimensional artworks. ||
 * **<span style="font-family: Times,serif;">Assessment **


 * __<span style="font-family: Times,serif;">Unit Post-Assessment: __** Post-assessment will be the exact same as the pre-assessment, but will be given the following week after students present.

Student Activities & Procedures
 * //__<span style="font-family: Times,serif;">On-going __//****__<span style="font-family: Times,serif;"> Assessment: __** The students will self-assess their work & cooperation with group members by using a teacher-made checklist provided in their region portfolios. The students will compile their work in their region portfolios for the teacher to assess on the teacher side of the checklist as well. The teacher will observe students collaborating with group members and will record important observations for students as needed. ||
 * //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. To review the previous day's learning, have students turn to an elbow partner and share at least 2 interesting things they learned about the natural landmarks they researched yesterday. Give the students 3-5 minutes each. Time the rounds using a timer and then have students switch after round #1. The students can share their art representations as well. **(ESOL & ESE: Use preview/review activities, Teach think, pair and share strategies in cooperative groups)**

2. Then, pull up a slide-show/a few PowerPoint slides (on the IWB) of pictures of different man-made landmarks. Ask the students if any of these pictures are familiar to them or if they have visited them before. Have students volunteer responses. **(ESOL/ESE: Link lesson topic to students' prior knowledge, use of visuals)**

3. Go over/review the definition of a man-made landmark & have the students take out their learning journals which contain the definition provided on the first day. **(ESOL & ESE: Use of preview/review activities)**

4. Then, have students label the fourth page of their region portfolios as "Day # 4" and below that label "Man-made Landmarks."

5. Below the "Man-made Landmarks" label, prompt students to write a brief definition in their own words of what a man-made landmark is. Students can use the definition provided in their learning journals to guide them. Be sure students know to write neatly and in complete sentences. **(ESOL & ESE: Use group assignments, portfolios, learning journals and non-print options as alternative assessment)**

6. Break the students into their regional groups and have them brainstorm in more detail on their think maps examples of man-made landmarks that they know, have been to, etc. **(ESOL & ESE: Promote cooperation (small groups), Show students how to use graphic organizers like semantic mapping and imaging)**

7. Have students pull out the list of possible landmarks from the "Day 4" pocket of their region portfolios (specific to their region) to research and ask them as a group to decide on 2. **(ESOL & ESE: Use group assignments, portfolios, learning journals and non-print options as alternative assessment)**




 * __Southeast Man-Made Landmarks__**
 * 1) Lincoln Memorial
 * 2) Disney World
 * 3) Fort Sumter
 * 4) Castillo de San Marco


 * __Northeast Man-Made Landmarks__**
 * 1) Statue of Liberty
 * 2) The Liberty Bell
 * 3) Central Park
 * 4) John F. Kennedy Library


 * __Midwest Man-Made Landmarks__**
 * 1) Sears Tower
 * 2) Lambeau Field
 * 3) Mt. Rushmore
 * 4) Gateway Arch


 * __Southwest Man-Made Landmarks__**
 * 1) The Four Corners Monument
 * 2) The Alamo
 * 3) Oklahoma City National Monument
 * 4) Abo Pueblo Ruins


 * __Western Man-Made Landmarks__**
 * 1) The Hoover Dam
 * 2) The Golden Gate Bridge
 * 3) The Seattle Space Needle
 * 4) The Alcatraz Prison

8. Have students pull out the questionnaire from the day’s pocket.



9. Direct students to the list of landmarks they pulled out and explain to students that they can use the resources provided on the list of landmarks as good places to start their research. Remind them that they can use the search techniques they have learned about to find other sites too.

10. Have the students do research using a variety of resources (computers, books, atlases, etc) and record their observations/information on the questionnaire. **(ESOL & ESE: Offer a variety of reference materials at the students’ instructional level** **for independent use)**

11. Remind students to write their answers in complete sentences and to list book and website names used on their checklists for "Day 4" in the space provided.

12. Allow ample time for students to complete the questionnaire (This can be done during the literacy block and/or computer lab time. Or, there can be a timed computer rotation set up to ensure all students get to use the computers). The teacher should walk around and meet with groups to assist them in their research and to observe their group cooperation/collaboration. Offer suggestions as needed. **(ESOL & ESE: Continually monitor students' comprehension)**

13. After students complete their questionnaires, explain to the students the options for doing an artistic representation of one of the chosen landmarks. (color, sketch, tear art, digital collage, or play-Doh/ molding clay) **(ESOL & ESE: Encourage the use of diagrams and drawings as aids to identify concepts and seeing relationships)**



14. Have each individual student choose one of his or her chosen landmarks to create their piece of art. Students may work together if they decide on the same landmark to visually represent.**(ESOL & ESE: Encourage the use of diagrams and drawings as aids to identify concepts** **and seeing relationships, promote cooperation (small groups)**

15. Pass out the necessary materials.

16. Provide time for the students to create their masterpiece! (probably during the social studies block)

17. Make sure to remind students to self-assess their work using the checklists in their region portfolios for "Day 4."

||
 * == Resources/Materials == || * Blank Printer paper
 * Markers, Colored Pencils, Writing Utensils
 * Construction Paper
 * Questionnaire
 * Resource and Landmark lists (specific to each region)
 * Play-Doh or Molding clay
 * Computers w/Internet Access
 * Interactive White Board
 * Camera (to take photos of student art reps that were molded—see discussion notes)


 * __*__ __*Resources for ALL Regions/Student Use:__ **
 * [|http://www.qwiki.com]
 * [|http://kids.britannica.com]

__Additional Resources for Teacher & Student Use (Specific to region):__

__*Northeast Region__**
 * __The Statue of Liberty__ By: Lucille Recht Penner
 * __The Statue of Liberty__ By: Kathleen W. Deady
 * __The Statue of Liberty__ By: Gina Strazzabasco Hayn
 * __The Statue of Liberty__ By: Marc Tyler Nobleman
 * __The Story of the Statue of Liberty__ By: Ib Penick
 * __Liberty__ By: Allan Drummond
 * __Liberty's Journey__ By: Kelly S. DiPucchio
 * __The Liberty Bell__ By: Debbie L. Yanuck
 * __Uncle Sam and Old Glory: Symbols of America__ By: Delno C. West
 * __America the Beautiful__ By: Rober Sabuda
 * __JFKLibrary.org__

**__*Midwest Region__**
 * []
 * []
 * __Who Carved the Mountain? The Story of Mt. Rushmore__ By: Jean Patrick
 * []


 * __*Western Region__**
 * __Alcatraz Prison in American History__ By: Marilyn Tower Oliver
 * __San Francisco (Cities of the World)__ By: Deborah Kent
 * __The Golden Gate Bridge (Famous Places)__ By: Jeffrey Zuehlke
 * []
 * []
 * []


 * __*Southeast Region__**
 * []
 * []
 * []
 * __The Lincoln Memorial__ By: Terri DeGezelle
 * Walt Disney World Trivia Book: Secrets, History & Fun Facts Behind the Magic by Louis A. Mongello
 * []
 * __Lincoln Memorial: a guide to the Lincoln Memorial, District of Columbia__ by the Division of Publications, National Park Service


 * __*Southwest Region__**
 * __Insider's Guide to Four Corners__ By: Dorothy Nobis
 * __The Alamo__ By: Michael Burgan
 * __The Alamo__ By: Kristin L. Nelson
 * __Oklahoma City National Monument__ By: R. Conrad Stein
 * []
 * [|•http://www.nashua.edu/novakc/regions/southwest.htm]// ||


 * __<span style="font-family: Times,serif;">Discussion Notes: __** Again, it is imperative that arrangements be made to ensure all students have access to the computers for their research. This can be done by checking out additional laptops/notebook computers, making special arrangements for reserving the computer lab, or setting up a computer rotation in the classroom. Students will need to have had previous instruction for searching the Internet, documenting their sources, and reading informational text in books and on the Internet. Depending on the breakdown of the school day, the lesson can be broken into segments where the students do their research during literacy block and the art representations during the social studies block, or vice versa. Arrangements could also be made to have students complete their art representations during their art special. In addition, the books and Internet sites provided in the resources/materials section of the lesson plan can be added to or changed depending on the resources you have in your school or classroom. Be sure to check with the media specialist to obtain more resources such as books, Internet sites, etc for this lesson/assignment as well. **Note: if students created molded art representations of their landmarks, photos can and should be taken to include in their “Day 4” pocket of the region portfolios! //

= __ Daily Lesson Plan Day/Title: __ Day #5/Group Culminating Projects & Presentation Planning =
 * =<span style="font-family: Times,serif; page-break-after: auto;">Learning Objectives = || 1. The student will collaborate with group members to plan and organize an oral presentation on their region.

2. The student will read, organize, and synthesize their research to create a poem, story, song, or informational pamphlet about their region.

3. The student will self-assess their work, using checklist provided by the teacher.

4. The student will appropriately use a variety of media tools to create their poem, story, song, or informational pamphlet.

5. The student will work cooperatively with group members to complete assignments and plan their presentations. ||
 * **<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]. // || **1. __NCSS THEME__:** III-People, Places, and Environments


 * 2. __NGSSS:__**


 * 1)** SS.3.G.2.2 -- Identify the five regions of the United States.


 * 2)** LA.3.4.2.1 -- The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables, experiments, rubrics)


 * 3)** LA.3.4.1.2 --The student will write in a variety of expressive forms (e.g. chapter books, short stories, skits, song lyrics) that may employ, but not be limited to, figurative language (e.g. simile, onomatopoeia) rhythm, dialogue, characterization, plot, and appropriate format.


 * 4)** LA.3.6.4.2 --The student will use digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to present and publish in a variety of media formats.

· <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:__** Pre-assessment will be given on the Friday before the Monday when this unit will begin.
 * 5)** LA.3.5.2.2 --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="font-family: Times,serif;">Assessment **


 * __Unit Post-Assessment:__** Post-assessment will be the exact same as the pre-assessment, but will be given the following week after students present.

Student Activities & Procedures
 * //__On-going__// __Assessment:__** Students will self-assess their work & their cooperation with group members by using a teacher-made checklist. Students will also be compiling their work in their region portfolio for the teacher to also assess on the teacher side of the checklist. The teacher will also be observing students collaborating with group members and will record important observations for students as needed. ||
 * //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. To review the previous day's learning, have students turn to an elbow partner and share at least 2 interesting things they learned about the man-made landmarks they researched yesterday. Give the students 3-5 minutes each. Time the rounds using a timer and then have students switch after round #1. Students can share their art representations as well. **(ESOL & ESE: Use preview/review activities)**

2. To briefly review what the students have been learning about throughout the week hold a whole group discussion where students share their favorite things they learned about the physical features, natural landmarks, and man-made landmarks from their regions. Students can also share some interesting things they learned, what they liked the most, what they liked the least, what was the most fun, etc. **(ESOL & ESE: Use preview/review activities)**

3. After the discussion, explain to students that they will be taking all of the information they have researched and learned to create a final project to share their learning.

4. Before branching out for final projects, students need to take our their region portfolios and label the last pocket “Day #5” and right below that write “Final Project & Group Planning.”

5. Each student will be able to create a poem, story, song, or informational pamphlet for their final project. Explain that their projects should include details about at least 3 physical features, 1 natural landmark, and 1 man-made landmark from their region. Students should be following along on their assignment requirement sheets from the "Day 5" pocket of their region portfolios as this is discussed. The teacher should show, read, and provide pre-made examples to show the students. There should also be sample travel brochures for students to refer to. These should be obtained from state agencies prior to the lesson. (This could take place during literacy block)



6. Students will have options to use word processing software to create their final projects (word to type up their stories, songs, poems OR brochure templates in word to create brochures). Students can work together if they decide on creating similar final projects. **(ESOL & ESE: Use of visuals, use direct instruction: modeling, explaining, scaffolding, name the strategy and how to use it)**

7. Then, (during Social Studies block), students will break off into their assigned groups to organize and plan their final presentations. **(ESOL & ESE: Promote cooperation (small groups), use group assignments, portfolios, learning journals and non-print options as alternative assessment)**

8. Explain to students what their presentations should include. Make sure students are looking at the presentation requirement list as you explain this. **(ESOL & ESE: Use direct instruction: Modeling, explaining, scaffolding, name the strategy and how to use it)**

9. Emphasize that every student must have a role and a speaking part during the presentation.

10. During final presentations, students will share their final projects with the class and explain in detail the 5 physical features, 2 natural landmarks, and 2 man-made landmarks they researched from their region, and use the Interactive White Board to outline their region and label the states. (This will take place the following week) Students will use their region portfolios as well to guide their presentations.

11. Before the day is over, remind students that they should look through their individual portfolios and make sure they have all the completed assignments accounted for. They should use their checklists and assignment requirement sheets to make sure they have completed all of their assignments.

||
 * == Resources/Materials == || * Paper
 * Pens, Pencils, colored pencils
 * Computers with word processing software
 * Word templates for brochures
 * Sample travel brochures obtained from state travel agencies/governments
 * Region Portfolios & All research compiled in portfolios
 * All of the previous Internet sites & books used for other day’s lessons (just in case students need to refer to them)
 * []
 * [|http://www.qwiki.com]
 * [|http://kids.britannica.com] ||


 * __<span style="font-family: Times,serif;">Discussion Notes: __**While planning this lesson, prior to implementing the lesson, contact state agencies for **free** (!) travel brochures and informational pamphlets on the states, natural, man-made attractions/landmarks. In addition, students should have had prior experience in using brochure templates in Microsoft word/ in using word processing software. Again, arrangements or special plans will need to be made to ensure all students can access and use computers for this lesson (reserving the computer lab, checking out additional laptops/notebook computers, or setting up a computer rotation, etc.). For the following week, when students are presenting what they have learned about their regions, students in the audience will be responsible for completing a 3-2-1 journal entry as their peers present. Then, once all groups have presented, all students will take the post-test.