Teacher: Berry
Grade: 4
Content Area: Social Studies
Week: September 21 - September 25, 2015
Unit: American Indians Before European
Exploration
Content TEKS Covered:
4.22A Use social studies terminology correctly.
4.22B Incorporate main and supporting ideas in verbal and written communication.
4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
4.1A Explain the possible origins of American Indian groups in Texas and North America.
4.1B Identify American Indian groups in Texas and North America before European exploration such as Lipan Apache, Kawakawa, Caddo, Jumano and Comanche.
4.1C Describe the regions in which American Indians lived and identify American Indian groups remain in Texas.
4.1D Compare the ways of life of American Indian groups in Texas and North American before
European exploration.
4.10A Explain the economic activities various early American Indian groups in Texas and North
America used to meet their needs and wants such as farming, trading, and hunting
Cross-Curricular STAAR TEKS Supported:
(non-tested content areas only)
Reading
4Fig.19B Ask literal, interpretive, and evaluative questions.
4.13B Explain factual information presented graphically
(e.g. charts, diagrams, graphs, illustrations)
Writing
4.20C Use complete sentences with correct subjectverb agreements.
4.21B Use correct capitalization.
4.21C Use correct punctuation.
4.22 Use correct spelling.
Science
4.2C Use maps using tools to evaluate data.
Math
4.2B Use a problem-solving model that incorporates analyzing information.

Essential /Guiding Question(s):
-What were the possible origins of American Indian groups in Texas and North America?
-What basic economic activities were used by early American Indian groups to meet their needs and wants?
-What was the economic, political and social way of life of American Indians groups in Texas?
Academic Vocabulary: origin, region, economic activity, trade, wants, needs, political system, moral code, nomadic, sedentary, social system

WICOR Components (highlight):
Writing Inquiry Collaboration Organization Reading
Engage Explore Explain Elaborate Evaluate Closing Task(s): Learning
Objective(s):
Monday
We will show our understanding of founding document of The
United States and Texas.
Tuesday
We will retest on the Texas
Regions.
Read aloud
Bearstone. Write a reflection in journal
Read aloud
Bearstone. Write a reflection in journal.
Using the Social
Studies book and research to explore the different tribes
Using the Social
Studies book and research to explore the different tribes
Continue group work on Native
American
Project.
Continue group work on Native
American
Project.
I will create a poster describing our group’s tribe.
I will create a poster describing our group’s tribe.

Wednesday
We will create a pictorial representation of a Texas Native
American tribe.
Each group will give an oral presentation of their tribe.
Posters will be on the tables and students will walk to each table and complete a graphic organizer on the different tribes.
I will present my
Native American
Tribe to the class.

Thursday
We will create a pictorial representation of a Texas Native
American tribe.
Friday
We will create a pictorial representation of a Texas Native
American tribe.
Individual Customized Learning
Review the
Native American assessment. Use the research to correct your answers.
Unit assessment on Native
American tribes.
I will show my understanding of
Native
Americans of
Texas.
I will review questions on the
Native American assessment.

Differentiated Academic Support:
Extra Time 1,3,4,8,12
Reduced Assignments 3,4
Short Instructions 1,3,4,
Encourage Participation 1,
Effort 1
Simplified Voc. 1,4,
Adapt Materials 1,4, 12
Frequent Feedback 2,3,
Assistive 64
Respond Orally 4
Spelling 4,7,12
Repeat and Explain 4
Open Testing 3
May Leave Class 4
Visual Aid 4
Extra Time Written/Oral 4
Multiple Choice (3) 4
Oral 6,7,8,9,10,11,12
Decoding 12
Bilingual/ESL Language Support:
4
13, 14, 15
16, 17, 18, 19
Behavioral Support:
Clearly Defined Limits 1,3,
Reminders of Rules 1,3,
Positive Reinforcement 1,3,
Seating te 1,8,10
Follow Plan 1,2,3
Transitions 2,3
Eye Contact/Proximity 3