4th+Grade+Native+Americans


 * Unit Title: California Indians **


 * Grade Level(s): 4th Grade Time Frame: 15 Instructional Days **


 * Theme: _Native Americans **


 * Subject/Topic Area(s): Social Studies, Language Arts, Art **


 * Key Words: California’s Indians **


 * Designed By: Mackenna Karasawa, Erika Creveling, and Steven Martinez. **


 * Summary Description of Unit (including but not limited to: curricular and unit goals, context, inclusion of parent participation, use of technology, learning environment considerations, and the unit’s appropriateness for English learners and special needs students): **

This Unit, California Indians, will meet the History and Social Science standards 4.1, 4.1.1, 4.1.2, 4.1.5, 4.2, 4.2.1. This unit will provide students an opportunity to read and learn about California Indian tribes in different regions and how they used their natural resources that were available to them. The students will be involved with interpreting Chumash Indian legends and making pictographs to depict the main events, given the opportunity to explore the natural resources in their own backyards, and writing a Native American Indian narrative. Technology will be utilized in order to allow students a variety of way to look up the necessary information they need to complete the various projects presented throughout the unit. Document cameras will also be implemented when appropriate in order to allow students the best visibility. Parents/ Guardians will be asked to participate in one of the activities. They are to help their child research their tribe at home using the library or through the Internet. The lessons in this unit use a variety of different SDAIE strategies including hand on activities, double bubble maps, and graphic organizers to support our ELL and special needs students. = = =** Stage 1: Identify desired results. **=

1. Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth. 2. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. 5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
 * What content standards are addressed? **
 * 4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. **

1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.
 * 4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. **

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in //Recommended Literature, Kindergarten Through Grade Twelve// illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).
 * 2.0 Reading Comprehension **

2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.
 * Structural Features of Informational Materials **

Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
 * 1.0 Writing Strategies **

1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.
 * Organization and Focus **

1.2 Create multiple-paragraph compositions: a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention.

1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).

1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.
 * Evaluation and Revision **

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard
 * 2.0 Speaking Applications (Genres and Their Characteristics) **

a. Frame a key question. b. Include facts and details that help listeners to focus. c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).
 * 2.2 Make informational presentations: **


 * What enduring understandings are desired (and what misunderstandings will be addressed)? **


 * Understandings: **
 * The students will understand how the early peoples of California once lived and thrived in multiple different regions.
 * The students will understand each Native American Tribe, the region in which they lived, the natural resources that they had available, and how they used them.
 * The students will understand how the social, political, cultural, and economic spheres functioned within the lives of the tribal regions.


 * Misunderstandings ** :
 * Some students may not know that American Indians still live in California.
 * California Ionian reservations can be found throughout the state.
 * Students may be confused as to which terminology to use: American Indians or Native Americans.
 * Today American Indian nations, tribes, or bands use both terms.
 * Many groups refer to themselves by a name in their own language. The Yurok referred to themselves as “Olekwo’” or “persons.”


 * What essential questions will guide this unit and focus teaching/learning? **
 * How did the early people of California change their ways of life as their environment changed?
 * How did the Indians of the northern Coastal Region of California depend on the natural resources around them?
 * How did the Indians of the southern Coastal Region of California use both land and sea resources?
 * How did the California Indians of Central Valley and Mountain Regions depend on the natural resources around them?
 * How did the California Indians in the Desert Region adapt to or modify their dry environment?

Objectives:
 * What key knowledge and skills will students acquire as a result of this unit? **
 * Identify unfamiliar words and use a dictionary to find their meanings.
 * List unfamiliar words in a chart to remember their meaning.
 * Explore the Physical geography of California.
 * Tell how people may have first come to live in California.
 * Describe how early people in California lived.
 * Describe the cultures of some tribes in the northern coastal Region of California.
 * Compare some major groups of Indians of the northern Coastal Region.
 * Describe how the Indians of California’s southern Coastal Region traded with each other.
 * Compare the religion and legends of groups in California’s southern Coastal Region.
 * Describe how Indians of Central Valley and Mountain Regions built their homes.
 * Explain how division of labor was important to California Indians.
 * Examine artifacts made and used by California Indians.
 * Pose questions about California Indian artifacts.
 * Tell how the Indians of the Desert Region used the natural resources available to them.
 * Explain how the Indians of the Desert Region developed life ways different from those of most other California Indians.

=** Stage 2: Determine acceptable evidence. **=


 * What evidence will show that students understand? **
 * Students will be required to turn in vocabulary pages displaying their knowledge of the terms they were instructed to look up as well as a visual depiction of each word.
 * Vocabulary Flash Cards will be utilized towards the end of the unit in order for students to study the words effectively for the summative assessment.
 * Students will be creating a pictograph, or story board, of a Native American legend within groups of two to three persons.
 * Students will be finding local plant life within their backyards, classifying them, and then presenting their findings to the class in groups of two or three.
 * Students will be writing a narrative utilizing their own research.
 * Students will be taking a summative assessment of the unit in the form of a formal test in which they will have to identify different tribes, as well as match vocabulary terms.

> o Beliefs > o Customs > o Traditions > o What the tribe ate > o Types of homes >
 * Performance Tasks: **
 * __ Chumash Indian Legend Pictographs: __ Students will work together collaboratively by reading a Chumash legend and then creating a pictograph depicting the main events of the assigned legend.
 * “To Hunt and Gather”
 * The students will pick one of the following Native American Indian tribes from t ** he northern coastal ** region, desert region, southern coastal region, ** central valley region or mountains region ** and re-read the pages about the tribe in their history book. In addition, the students will research the tribe online and once research is completed, the students will write a multi-paragraph first person narrative story. Within their story, the students will display their knowledge of the tribe by including at least two of the following ideas: o Describes the region of where the tribe is located


 * Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): **
 * Students will be called on by utilizing sticks with their names in order to ensure all are paying attention, this will be used as an informal assessment.
 * Observation of the students working together and individually will also be used as an informal assessment.
 * Student work throughout the unit, graphics organizers, double bubble map, narratives, pictographs, will be collected and graded utilizing a standard rubric.
 * Summative assessment of entire unit.


 * Student Self-Assessment: **
 * Students will utilize self-assessment in that their work after being graded by the instructor will be displayed around the room for parents and peers alike to observe.
 * In this way students will be encouraged to produce their best work so that when seen by parents and peers they can be proud of what they have produced and will not have to offer explanations and excuses as the sloppiness of their work to those who observe it.

=Performance Task Blueprint 1=


 * Task Title: ** Chumash Indian Pictographs
 * Approximate Time Frame: ** 45 minutes

4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
 * Social Studies: **

4.1.3 Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.

1.0 Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
 * ELA Writing: **

1.1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.

2.0 Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

2.0 Creative Expression Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
 * Visual Arts: **


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * Students will work together collaboratively in their groups to complete the assignment.
 * Students will understand that the early Chumash Indians did not use a writing system but used pictographs to document their dreams, beliefs, and legends.
 * Students will be responsible for reading their assigned legend and then portray it in a pictograph.
 * Students will become familiar with different Chumash Indian legends.
 * Students will be able to share their artistic abilities with the class.


 * Through what authentic performance task will students demonstrate understanding? **
 * // Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards): //**

The goal of this task is to provide students an opportunity to work together collaboratively while broadening their knowledge of different Chumash legends and to then apply that knowledge to create a pictograph depicting the main events of the assigned legend. The role of the students is to participate in their groups and contribute sentences using pictographs to illustrate the main events of a story. The groups will then put their pictographs together and present the legend to the class. The audience for this task assignment will be the class who will be actively listening to the group that is presenting. After each presentation, the audience will have an opportunity to ask the presenting group any questions and give the group any positive feedback. For this performance task, students will be grouped into heterogeneous groups of 5 to 6 students in each group. They will choose a Chumash legend of their choice from the given legends and then read together the legend with their group. The group will then summarize the main points of the legend and then rewrite the legend in their own words. Each group member will then take a small section of the summarized legend and then retell the legend using pictographs and then combine their pictographs to make one big pictograph. The purpose of this lesson is to give students an opportunity to learn about the Chumash Indians culture and customs through their legends. Through this lesson, the students will be exposed to the different Chumash Indian legends as well as giving the students an opportunity to create their own pictographs. This lesson focuses on the standards listed above. Many of the legends that will be provided, are based on the environment/region that the Chumash Indians lived in. It also provides students an opportunity to learn more about the Chumash Indians than what is presented in the textbook.


 * What student products/performances will provide evidence of desired understands? **
 * Each group’s rewrite of the assigned legend.
 * Each group’s pictograph of the legend.

[|Pictograph Rubric]
 * By what criteria will student products/performances be evaluated? **
 * Students will be assessed using the given rubric.**

=Performance Task Blueprint 2=


 * Title: ** To Hunt and Gather
 * Approximate time frame: ** 2 Days

4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
 * What desired understandings/content standards will be assessed through this task? **

4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **


 * The student will demonstrate their understanding of the physical and geographical demographics that are characteristic to the regions of California.
 * The student will be able to demonstrate an adequate understanding of the economics and social interactions amongst those who lived in California from the Native Americans and to the colonization periods.


 * // Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards): //**


 * Goal: **
 * The students will understand the different variations within their exterior home environment and be able to relate them to a singular Native American tribe whose geographical locale is similar to their own as is noted by their findings.


 * Role: **
 * Students will be acting as historians who are seeking to discover just exactly what type of tribes used to live in their geographical area.


 * Audience: **
 * The audience will be the remainder of peers who are currently not presenting their findings as well as the instructors.


 * Scenario: **
 * Students will be placed in groups of two to three students each.
 * The goal within this particular task is that the students will collect and compile a variation of particles from their backyard over the course of one week.
 * The students will then categorize their findings by category such as, nuts, rocks, leaves, twigs, etc.
 * They will then take out their graphic organizers that detail exactly what the different tribes of Indians looked for as the traveled and gathered different objects.
 * The groups will then present their findings to the class pertaining to what they found, what was the most popular item, and what tribe they therefore most identify with.


 * Purpose: **
 * To introduce students to the type of different environments which exist within their very own backyards.


 * Standards: **
 * 4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
 * 4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.


 * What student products/performances will provide evidence of desired understanding? **


 * Students will be expected to accurately classify all of their findings into proper categories.
 * Present their findings as a group to the class and state their conclusion, as a group, as to what Native American group they have determined would have lived in their area.
 * The groups should have samples of their findings pasted on a board and organized in clean fashion.
 * The presentation should be properly organized and presented without each student interrupting their fellow peers in their group.

Rubrics Utilized: https://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?encLegacyRubricId=u2cxcwc3cxcvcqcg&platform=LAT
 * By what criteria will student products/performances be evaluated? **
 * Organization
 * Accuracy
 * Presentation

=Performance Task Blueprint 3=


 * Task Title: ** Native American Indian Narrative
 * Approximate time frame: ** 3 days 45 minutes each


 * What desired understandings/content standards will be assessed through this task? **

The students will pick one of the following Native American Indian tribes from t**he northern coastal** region, desert region, southern coastal region, **central valley region or mountains region** and re-read the pages about the tribe in their history book. In addition, the students will research the tribe online and once research is completed, the students will write a multi-paragraph first person narrative story. Within their story, the students will display their knowledge of the tribe by including at least two of the following ideas:


 * Describes the region of where the tribe is located:
 * Beliefs
 * Customs
 * Traditions
 * What the tribe ate
 * Types of homes


 * History **

1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.
 * 4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. **

Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
 * 1.0 Writing Strategies **


 * Organization and Focus **

1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

1.2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention.

1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).


 * Evaluation and Revision **

1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **


 * Students are responsible for choosing a Native American Indian tribe from the unit.
 * Students are responsible for re-reading about the Native American Indian tribe from their history book and compiling research from the Internet.
 * Students are expected to work quietly and efficiently.


 * Through what authentic performance task will students demonstrate understanding? **
 * // Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards): //**


 * The Goal of the assignment is to: **

The goal of this lesson is to give the students an opportunity to review about what they have learned as well as expanding their knowledge of one of the Native American Indian tribes from California of their choosing. Students will then re-read the section of their history book as well as finding new information on the internet in the computer lab. Students will then write a multi-paragraph first person narrative that will have to include at least two of the following ideas: Describe the region of where the tribe is located, beliefs, customs, traditions, types of food the tribe eats, and their types of homes. This is a three day lesson in which the first day is compiling research, the second day to have the students write their rough draft, and the final day to peer edit and finalize their story.


 * The following are the focus standards: **


 * History: **


 * 4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. **

1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
 * 1.0 Writing Strategies **


 * Organization and Focus **

1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

1.2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention.

1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).


 * Evaluation and Revision **

1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.


 * What student products/performances will provide evidence of desired understands? **


 * Research the students compiled
 * First person narrative


 * By what criteria will student products/performances be evaluated? **


 * Students will be evaluated on a rubric for both writing and historical accuracy.
 * Students will be evaluated how well they used their time.
 * Writing Rubric: @https://rubric.taskstream.com/rubric/view.asp?rid=aucrc4c1cxcvcqcy&platform=LAT

=** Stage 3: Plan learning experiences & instruction. **=


 * What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Consider the W.H.E.R.E. elements, from the //student’s// perspective. **

>>>>
 * Read "Native Ways" to engage students in the new unit on California's Indians.
 * Use a KWL chart to activate students' prior knowledge of California Indians and to also give them an opportunity to discuss what they want to learn about the California Indians.
 * Students will color code the map of California Indian Groups based on the groups and regions that we will be studying in the unit.
 * Students will create a unit vocabulary booklet with the name of each vocabulary word, a drawing, and the definition of each word. Students will write the vocabulary for lesson 1 in their booklets.
 * Read and discuss lesson 1, The First Californians.
 * Review the lesson by completing lesson 1's graphic organizer.
 * Students will write the vocabulary words for lesson 1 and 2 in their vocabulary booklet.
 * Read and discuss lesson 2.
 * Use a double bubble thinking map to show the similarities and differences between the Yurok and Pomo Indians.
 * Students will work in their groups to complete the Chumash Indian Pictograph activity and then present their pictographs to the class.
 * Read and discuss lesson 3.
 * Review the lesson by completing lesson 3's graphic organizer.
 * ** Have the students pick one California Native American Indian tribe from the northern coastal region, desert region, southern coastal region, central valley region, or from the mountain region. **
 * ** Have the students re-read the lesson where the California Native American Indian tribe they chose is talked about within the text. Thus, the students will be reading one of the following lessons. **
 * ** Lesson 1: Northern Coastal Region **
 * ** Lesson 2: Southern Coastal Region **
 * ** Lesson 3: Central and Mountain Valley Region **
 * ** Lesson 4: Desert Region **
 * ** Have the students take down notes about the California Native American Indian tribe they choose from the text. **
 * ** Take the students to the computer lab and allow them to research their Native American Indian tribe on the Internet. **
 * ** Both notes from the text and Internet should be revolved around the following : **
 * The region of where the tribe is located
 * Beliefs
 * Customs
 * Tr aditions
 * Types of food the tribe eats
 * Types of homes
 * ** Once Students have completed their research, have the students start writing their personal narrative story rough draft. **
 * ** Have the students peer edit their stories and then complete the final draft. **


 * In what ways will technology be used that will equip students to develop and demonstrate the desired understandings? **

Technology shall be utilized to expand upon the knowledge of the students in that the students will be asked to:
 * Utilize internet tools in order to look up references information in order to complete research and writing.
 * Document cameras will be utilized within tasks in order to allow students to properly see the assignments as they are partially guided through each of them.
 * In order to utilize clip art within presentation students will be allowed to look up pictures inside the Microsoft Office and PowerPoint Presentation programs.
 * Parents and students will work together in order to ensure the avidity and integrity of websites necessary for them to locate the information they need in order to compile an acceptable amount of information to report on.


 * What parental/family involvement activities will equip students to develop and demonstrate the desired understandings? **
 * ** Since students have to research a California Native American tribe, I have decided to ask the parents to help their child compile research from either the library or the Internet. Parents can discuss with children, the importance of reading the details when searching on a search engine. This will allow also the children to learn how to distinguish, which website may be valid and which one may be invalid. **
 * ** In addition, parents are to check off the following key research elements of their Child's research on a task sheet: **
 * Describes the region of where the tribe is located
 * Beliefs
 * Customs
 * Traditions
 * What the tribe ate
 * Types of homes


 * Design a bulletin board (include a sketch) and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings? **

The bulletin board will be used to showcase the students' narratives and pictographs that they created throughout our California Indian Unit. The bulletin board will include the state of California and the different regions and tribes where they settled. The bulletin board will also include a picture dictionary where students and guests of the classroom can use the dictionary to read the students' pictographs.




 * Stage 3: Plan learning experiences & instruction. **
 * What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? **


 * **// Monday //** || **// Tuesday //** || **// Wednesday //** || **// Thursday //** || **// Friday //** ||
 * 1

Read "Native Ways" passage about California Indian children
 * Activate Prior knowledge using KWL Chart - California Indians
 * Color code map of California Indian groups we will study based on their region.

W.H. || // 2 //

Unit Vocabulary Booklet
 * Begin with lesson 1 vocabulary
 * Draw illustrations for each word.
 * Write definition of each word.

Begin reading lesson 1. -California Indians

W.E. || // 3 //

Continue to read lesson 1 - California Indians.
 * Hold Class discussion
 * Have students complete graphic organizer

Begin vocabulary booklet for lesson 2 and 3 vocabulary.

H.E. || // 4 //

FInish vocabulary booklet for lesson 2 and 3 vocabulary

Read Lesson 2 -The Northern Coastal Region
 * Double Bubble Map - Yurok and Pomo Indians

H.E. || // 5 //

Begin Chumash Indian Pictograph Activity
 * Groups choose Chumash legend
 * Students rewrite legend in their own words
 * Students use pictographs to retell their legend.
 * Groups present their pictographs to the class.

W.H.E.R. ||
 * 6

Finish any group presentations.

Read Lesson 3 -The Southern Coastal Region - Complete graphic organizer

H.E. || 7

Lesson 4 Central Valley and Mountains Region.
 * Acorn Song

R.E. || 8

Read Lesson 5 Desert Region

Vocab: Flash Cards for Unit.

W.H. || 9

Native American Graphic Organizer “To Hunt and Gather”
 * Handout and discuss
 * Practice: Hunt and Gather in school field.

E. || 10

To Hunt and Gather
 * Student Group Work Day
 * Sort findings and place onto poster board
 * Discuss.

R. ||
 * 11

To Hunt and Gather Group Presentations

E. || 12

Research

W.H. || 13

Rough Writing

E. || 14

Final Writing

R. || 15

Summative Assessment

E. ||