B.+Unit+Calendar

Unit Calendar

**Assmnt:** Oral quiz over the vocabulary words
 * < ** Day 1 ** **SS:** Introduction to the unit. Students will listen to a read aloud about the missions and Father Junipero Serra. Students will create a graphic organizer of the vocabulary words for the unit.

**Other:** Math lesson plan* ||< ** Day 2 ** **SS:** Students will learn about what motivated the Spaniards to found the missions in California T.E. page 92

**Assmnt:** Students will create a mind map of the reasons using mindmeister.com ||< ** Day 3 ** **SS:** Students will learn about the factors that influenced the location of the founding of the California missions.* **Assmnt:** Mission Pages ||< ** Day 4 ** **SS:** Students will learn about the features of a mission and the basic layouts for the missions.

**Assmnt:** Students will complete a graphic organizer ||< ** Day 5 ** **SS:** Students will learn about El Camino Real and the role it played in the development of California. They will learn about how it opened up travel and communication in California T.E. pages 112-114

Students will work in groups of three to prepare and act our five-minute skits showing a trip along El Camino Real. Skits should revealing the who, what, when, where, and why of their trip ||
 * Assmnt: **
 * < ** Day 6 SS:** Mapping missions, students will learn about the founding dates of the missions, their location, and plot them on a map of California


 * Assmnt:** Mapping missions worksheet ||< ** Day 7 SS:** Students will learn about the native populations in California who came to reside on the missions.


 * Assmnt:** In groups of three or four, students will make a poster or mural of the natives who lived in California showing who they were, how they lived, what they ate, how they dressed, and what they lived in ||< ** Day 8 SS:** Students will learn about the missionaries who came to found the missions

T.E. pages 104-107
 * Assmnt:** Students will complete a character analysis by drawing a missionary depicting the who, what, where, when, and why as applied to missionaries ||< ** Day 9 SS:** Students will learn about daily life on mission. They will learn about the food that was grown, the diet the roles of natives and missionaries, and how the mission was ran*


 * Assment:** Student debate over pros and cons of mission life, a drawing of one type of job performed at the missions ||< ** Day 10 ** **SS:** Students will learn about the role of religion and Catholicism in the missions and how the natives were converted

**Assmnt:** Students compare and contrast the beliefs of the natives with those of the missionaries using a Venn Diagram ||
 * < ** Day 11 SS:** Students will read some letters written by Juan Crespi and Junipero Serra. They will learn about narratives and write a journal entry*

T.E. p. 94

**Assmnt:** Journal Entry Other: Language Arts Lesson* ||< ** Day 12 ** **SS:** Students will learn about the influence the Spaniards had on California's culture through the missions

**Assmnt:** In their journals, students will summarize the impact of Spanish missions on California ||< ** Day 13 ** **SS:** Students will learn how the missions changed California's economy

**Assmnt:** The teacher will set up an in-class economy. Half of the students will act as they hunter and gatherer economy and the other half will act as the economy of the mission. Then they will switch so each students experiences both economies. ||< ** Day 14 ** **SS:** Students will learn about native revolts

**Assmnt:** Students will write about the reasons why the natives revolted. They will write a paragraph where they decide whether or not they would have revolted as the natives did. ||< ** Day 15 ** **SS:** Students will learn about the missions lasting effect, and how the are used today T.E. pages 102-103

**Assmnt:** Culminating Synthesis Project ||