Standard #: LAFS.4.RI.1.1 (Archived Standard)

African-Americans in Tallahassee boycotted the bus system for nearly seven months after the arrest of two Florida A&M University (FAMU) students for sitting beside a white woman. During the boycott, African-Americans in Tallahassee used car pools to get to and from work and for other necessary transportation. Twenty-one members of the Inter Civic Council were convicted on charges of operating an illegal transportation system for arranging the car pool without a franchise. In this lesson students analyze primary source images to write journal responses focused on what they learned about the Tallahassee Bus Boycott.

Henry Flagler was the founder of what became the Florida East Coast Railway. During the 1880s and 1890s, Henry Flagler expanded train lines through Jacksonville and down the East coast to Miami.

Henry Flagler began the Oversea Railway in 1906 to connect Miami to Key West. This ambitious and innovative project required money, earth-moving, man-hours, and miles of bridges. In this lesson students analyze a letter from Henry Flagler to learn about about Flagler and his contributions to Florida.

During World War II, shortages of a variety of civilian goods became commonplace. To ensure fair distribution, and that vital materials would be conserved for military use, the Federal government implemented a rationing policy on a wide variety of products. Gasoline, rubber, bicycles, shoes, sugar, fruits and vegetables, fats and oils, cheese, coffee, butter, meats, fish, certain canned goods, and even dried peas and beans were among the many products rationed for all or part of the war.

In this lesson students will use primary sources to learn how the rationing of goods effected the lives of adults and children during World War II.

Students will use photographs that depict different aspects of the Daytona Normal and Industrial School. Students will use prior knowledge to describe what they believe a day at the Daytona Normal and Industrial School would look like. Students write using evidence from the photographs.

In this lesson, students will examine documents and decide which are primary sources and which are secondary sources. This lesson is intended to give students an introduction to the concept of primary versus secondary sources and to prepare them for future study using more complex documents.

The documents referenced in this lesson plan are from the Daniel M. Williams Papers, held by the State Archives of Florida. Williams collected various documents and photographs in order to write a biography of Mary McLeod Bethune.

With the seemingly limitless supply of salt available to us today, it is hard to imagine the hardship imposed by its lack. The Confederate army's meat supply was preserved with salt. With the Union blockade in place, the Confederate states turned to local sources for this important mineral. Salt production became a crucial endeavor for citizens of Florida. In this lesson students will compare Confederate and Union perspectives of the salt works using an illustration, a letter and an excerpt from a memoir.

In this lesson, students will read an informational article about the destruction of the Amazon Rainforest. Students will identify and describe the cause/effect structure used throughout the article. Students will write an expository paragraph about events occurring in the Amazon Rainforest.

In this lesson, students will read an informational picture book about a community in Africa that plants mangrove trees to help the community. Students will use a variety of strategies to determine the meaning of selected academic words in context. Students will also identify and describe the central idea and relevant details used throughout the book in order to write a summary paragraph.

This is the second lesson of a two-part unit on theme. Students will identify a universal theme in the biographical texts A Picture Book of Anne Frank by David Adler and Sojourner Truth by Gwenyth Swain. Students will chart significant events in each text and work to understand how these events create a universal theme in a person's life. The teacher modeling phase uses the text "Honoring King" about Dr. Martin Luther King, Jr., and the text is provided with the lesson. The first lesson in this unit has been attached as a related resource.

This lesson will provide an in depth look at informational text that is heavy with graphic features and links science to reading. By the completion of the lesson, the students will have studied the text features and text structure of an informational text. They will use information provided to explain an author’s claim.

Students will take notes about the Everglades using a variety of resources. Students will identify appropriate text features that can be used to convey information. As a final product, students will practice their expository writing by creating an informational brochure about the Everglades that uses the description text structure and multiple text features.

Students will learn how to analyze primary documents and discover facets of Native American life by analyzing images of a variety of Native American villages. Students will compare and contrast Native American culture from different regions of the United States.

Students will read an informational text, will identify the central idea and relevant details, and record their findings on a graphic organizer. They will use the informational text and their graphic organizer to create a summary based on the text. The students will also answer questions based on the text. As a summative assessment for the lesson, the students will repeat this activity using a different informational text and will conduct the work alone, rather than in a group.

In this resource, students will identify facts that are used to support an opinion in an editorial. Students will review three different editorials throughout the teacher modeling, guided practice, and independent practice. The practice passages are provided with the resource. With each passage, students will identify the subject of the editorial, the author's opinion, and facts that support the author's opinion.

In this resource, students will identify and describe evidence in a text showing that it is a biography. In guided and independent practice activities students will use A Picture Book of Anne Frank by David A. Adler.

In this lesson, students will use a compare and contrast chart (graphic organizer) to compare and contrast the different properties of matter – color, hardness, texture, odor, and taste. Students will also demonstrate the science concepts learned from reading informational text passages on the properties of matter.

In this Model-Eliciting Activity (MEA), students will learn about recycling renewable and nonrenewable resources while completing a model eliciting activity in which they help Sunshine School District to decide which material to start their recycling program with.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Learn the difference between explicit and implicit information, make an inference based on the information you read, and refer to details from the text to explain your thinking. This interactive tutorial will also help you learn about the largest turtle on earth, the Leatherback sea turle.

Students can practice answering reading comprehension questions with a text about online learning. With an account, students can save their work and send it to their teacher when complete.

In this activity, students will use multiple reading strategies to answer questions and comprehend text.

In this activity, students will answer questions about the author's purpose.

This informational text resource is intended to support reading in the content area. This National Geographic Kids article explains how the invasion of non-native plants is threatening native food webs.

This informational text resource is intended to support reading in the content area. This article describes the complete and incomplete metamorphosis stages.

This informational text resource is intended to support reading in the content area. This article describes chemical, biological and mechanical weathering and includes causes and examples for each.

This informational text resource is intended to support reading in the content area. The article describes how energy passes through food chains. Examples of each link in the chain and a description of its role in the food chain are given.

Learn the difference between explicit and implicit information, make an inference based on the information you read, and refer to details from the text to explain your thinking. This interactive tutorial will also help you learn about the largest turtle on earth, the Leatherback sea turle.

Students can practice answering reading comprehension questions with a text about online learning. With an account, students can save their work and send it to their teacher when complete.