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Erica Capranos ecapranos@knights.ucf.edu

Maria Vanegas maria.v@knights.ucf.edu

Greta Davis gretad87@knights.ucf.edu


 * Maria, after meeting with you in my office, I know you have great ideas!**
 * Greta, after meeting with you yesterday, I know you too have a good handle on what your unit should entail.**
 * Here are my thoughts on your Design for Instruction sheet: I love your use of great books! Greta now has access to an amazing state by state resource for books. She will share! Vocabulary instruction is super! Great use of songs and the di-cut states idea (Erica had sample) is awesome. Hand-on and engaging! I like the weather feature- finding the climate in various regions of our country. You could pull up weather.com to show this daily on the IWB! The suitcase and brochure are both performance based assignments that will allow students to show what they know! Great! Smart extension at the end to allow for presentations of brochure and GLOG the following week. Are you making a GLOG sample? Keep working hard. Looking good! LTS 11-18-11 (NOTES FROM PROF. SPALDING)**

Design for Instruction SSE 3312 Unit Plan

Theme: __US Regions__

Group Members:__Greta Davis__ __Erica Capranos__ __ Maria Vanegas __ Outline below, **what** will take place on each day and **who** is responsible for the lesson plan!

Day 1: Introduction-All
 * Read the Scrambled States of America by Laurie Keller.
 * Pass out paper maps of the US to students.
 * Outline the regions on a map on the IWB.
 * Have students outline the regions on their maps and label the states with teacher assistance.
 * Present new vocabulary
 * Have students make a flip book for their vocabulary words.
 * Assign groups
 * Have each student create a suitcase for their region
 * Students will rotate in different stations researching the states in their region and fun facts.
 * Students will collaborate with the group about the creation of their Glog.

Day 2: Climate- Maria
 * Review vocabulary from previous day.
 * Present new vocabulary to add to flip book.
 * Read “The Snowy Day” by Ezra Keats.
 * Lead a group discussion about the difference in the climate across the country.
 * Have students get back in their groups and rotate through stations.
 * Students will research the climate of their region.
 * Students will create a brochure about their region.
 * They will include in their brochure information learned about the climate and fun facts.

Day 3: Animals-Greta
 * Review vocabulary from past days.
 * Present new vocabulary to add to flip book.
 * Read “Faces in the Mountains” by Ron Hirshi.
 * Lead a group discussion on the different animals you may see in different regions.
 * Have students get back in their groups and rotate through stations.
 * Students will research the animals in their region.
 * Students will include the information they learned in their brochures.

Day 4: Landforms/Landmarks-Erica
 * Review vocabulary from past days.
 * Present new vocabulary to add to flip books.
 * Read “Welcome to Everglades National Park” by Nadia Higgins.
 * Lead a class discussion on different landforms and landmarks in different regions.
 * Have students get back in their groups and rotate through stations.
 * Students will research different landforms and landmarks to include in their brochure.

Day 5: Natural Resources-All
 * Review vocabulary from the week.
 * Present new vocabulary to add to flip books.
 * Read “Oil (True Books: Natural Resources) by Christin Ditchfield.
 * Lead a class discussion on the different natural resources in different regions.
 * Have students get back in their groups and rotate through stations.
 * Students will research natural resources to include in their brochure.
 * Students will finish up their brochures and Glogs.


 * If time allows students will start presentations on day 5. We will continue into the following Monday if needed.

Note technology use on back: Students will create a glog to compliment their brochure.