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Core Content Coaching Module Social Studies Grade 8 2nd 6 weeks 8th Grade United States History Unit1: The Thirteen Colonies.

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Presentation on theme: "Core Content Coaching Module Social Studies Grade 8 2nd 6 weeks 8th Grade United States History Unit1: The Thirteen Colonies."— Presentation transcript:

1 Core Content Coaching Module Social Studies Grade 8 2nd 6 weeks 8th Grade United States History Unit1: The Thirteen Colonies

2 You will need for planning… School Calendar/Yearly Itinerary (YI) Curriculum Road Map (CRM) TEKS/ELPS/CCRS Textbook: Creating America A resource for quality texts A resource for higher order question stems Lesson plan template …and most especially, EACH OTHER

3 Yearly Itinerary : start with getting an overview of how much time you have to cover the Units, SCA dates and the TEKS eligible for testing Unit 1: Thirteen Colonies Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available Instructional time.

4 Review CRM for Concept, Transfer Statement, Enduring Understandings, Essential Questions, Units, Vocabulary, Arcs, Resources, and Pacing

5 Look at the TEKS being taught for this lesson, What Students Will Know and Students Will Be Able To Do… Look at the verbs, words, and phrases… What TEKS are addressed during this lesson? What academic vocabulary do students need to understand and use? What words or phrases in the TEKS may not be understood by the students. What guiding question(s) will facilitate understanding and mastery?

6 Unit 1 – Arc 1 Colonial Regions What materials will I need to teach these TEKS? What will the students know at the end of the lesson? What will the students be able to do at the end of the lesson?

7 TEKS: Look at the TEKS Verb, Words, Phrases… Do you understand what students need to master? Do you understand what the TEKS expect the students to learn? How will you teach the students the vocabulary and phrases related to the TEKS? How will you teach the TEKS to the students? How will your lesson reflect the mastery of the TEKS being studied? How will you know when the student has accomplished/demonstrated mastery of the TEKS being studied?

8 Students Will Know … Students Will Be Able To … Read the Students Will Be Able To… Do these sections reflect what is in the TEKS? How will your teaching reflect these sections? Oral language strategies Written response strategies Questioning strategies Collaborative learning strategies Discuss in your group and share with each other: What activities will I use to engage my students and ensure mastery of these TEKS? How will I differentiate the activities for the students?

9 CRM Assessment Evidence… Discuss in partners or in a group the formative and summative assessments listed. When you review the words and phrases in the TEKS with your students and you use academic vocabulary and terms while speaking to your students, they will understand what you mean when you use the terms: smuggling, diversity, overseer, triangular trade, fall line, piedmont.

10 CRM Lesson Plan Tools On SchoolNet look at the portfolio for the Model Lesson: “Colonial Investors”. Review the lesson and make adjustments based on the student needs and their prior knowledge.

11 Pacing a Lesson REGULAR CLASS PERIODBLOCK SCHEDULE Warm Up: 5 – 10 minutes Teacher introduces the colonial regions, students brainstorm the climate, geography, and economy of each region. Instructional Activity: 20 minutes Students jigsaw information about colonial regions on a graphic organizer. See slide # 12. Closing Activity: Student complete the sentence stem: The colonial regions are similar in that ________. The colonial regions are different in that ______________. Warm Up: 5 – 10 minutes Vocabulary quiz and/or questions on Ch. 4, Section 1 Instructional Activity 1: 45 minutes Graphic organizer on the features of the colonial regions: colonies in colonial region, geography, cities, settlers’ characteristics (country of origin, religion, occupations, etc.), government, economics and misc. In groups of 3 – 4 students fill out the graphic organizer on one of the 4 regions. Students report out their information on their region and have the rest of the class record the information presented on their charts. Instructional Activity 2: 30 minutes After the students finish the chart, students should view Discovery Streaming videos on the 13 colonies and take the quizzes associated with each video clip. Closing Activity: Students write which colonial region they would most want to settle in and why.

12 13 Colonies Graphic Organizer (Anchors of Support) As you fill in the chart use pp. 66 – 87 in Creating America or pp. 35 – 47 in History Alive New EnglandMiddle Colonies Southern Colonies Backcountry (May not have all the boxes filled.) 1.Names of colonies in region 2. Settlers’ characteristics 3. Economics 4. Religion 5. Geography 6. Cities 7. Government 8. Misc. (anything else worth mentioning.

13 Unit 1, Arc 2: Foundations of American Government Review CRM for Vocabulary, Resources, Pacing… Review each category as you plan Magna Carta

14 Students Will Know… Students Will Be Able To… Read the Students Will Be Able To… Do these sections reflect what is in the TEKS? How will your teaching reflect these sections? Oral language strategies Written response strategies Questioning strategies Collaborative learning strategies

15 Lesson Planning Tools

16 CRM Assessment Evidence

17 Pacing a Lesson… Regular Class Period Block Class Period Warm Up: 5 – 10 minutes: vocabulary or questions from Ch. 5 Formal Assessment Booklet Lesson Activity: 30 minutes: Students will make their own set of biography cards as an anchor of support. They will need access to Creating America or History Alive! textbook or LRE Biography cards or the internet for research purposes. The template is on slides #19 – 22. After the students finish the biography cards, call on random students to share their biography card information with the rest of the class to check for understanding. This would be a great opportunity for students to utilize the document reader/ELMO as a learning technology tool as student place their cards on the screen and read their information. Closing: 5 minutes: Students are given an index card with the following question to answer before they leave: The man who had the most impact on American government was ________ because …. Warm Up: 5 – 10 minutes: vocabulary or questions from Ch. 5 Formal Assessment Booklet Lesson Activity 1: 45 minutes: Students will make their own set of biography cards as an anchor of support. They will need access to Creating America or History Alive! textbooks or LRE Biography cards, or the internet for research purposes. The template is on slides #19 – 22. After the students finish the biography cards, call on random students to share their biography card information with the rest of the class to check for understanding. This would be a great opportunity for students to utilize the document reader/ELMO as a learning technology tool as students place their cards on the screen and read their information. Lesson Activity 2: 30 minutes: In their ISN (Interactive Student Notebook) students write a letter to a friend comparing the difference between colonial government and British government. Students should reverence the ideas of the individuals studied in the lesson in their letter. Closing: 5 minutes: Students are given an index card with the following question to answer before they move to the next activity: The man who had the most impact on American government was ______ because ….

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22 Next steps… Research to find video clips that will enhance these two arcs. How can primary or secondary sources be used to extend or reinforce the learning? Are there any other visuals such as paintings, charts, graphs, etc. that will add to the knowledge and concepts being taught in this unit? Look at the SCA items for the second six weeks. What information do you need to cover with your students?


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