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Core Content Coaching Social Studies Grade 7 3rd 6 Weeks Texas History Unit 1 Arcs 1 & 2, Unit 2 Arcs 1 & 2 Austin Independent School District.

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Presentation on theme: "Core Content Coaching Social Studies Grade 7 3rd 6 Weeks Texas History Unit 1 Arcs 1 & 2, Unit 2 Arcs 1 & 2 Austin Independent School District."— Presentation transcript:

1 Core Content Coaching Social Studies Grade 7 3rd 6 Weeks Texas History Unit 1 Arcs 1 & 2, Unit 2 Arcs 1 & 2 Austin Independent School District

2 The teacher … “The deepest principle in human nature is the craving to be appreciated." – William James

3 Bring to your Meeting…. School Calendar/Yearly Itinerary (YI) Curriculum Road Map (CRM) TEKS/ELPS/CCRS Adopted Text Book, Texas and Texans, The Texas Portal Lesson on causes and events leading to the Texas Revolution, Path to the Revolution, Lorenzo de Zavala, The Law of April 6, 1830The Texas Portal Lesson Path to the Revolution Lorenzo de ZavalaThe Law of April 6, 1830 A resource for quality texts, school library, literacy center, books from the library that relate to the TEKS being studied, books for teacher read- aloud The Handbook of Texas online for teacher background knowledge on content: Law of April 6, 1830, Lesson April 6, 1830, Convention of 1836Law of April 6, 1830Lesson April 6, 1830Convention of 1836 Teacher Read-Aloud Ask your school librarian for a suitable historical fiction or memoir to read to the students about life in Texas as a colonist. A resource for higher order question stems make a copy to have A resource for higher order question stems Lesson plan template A copy of Probing Questions make a copy to have A copy of Probing Questions When you click the link above, it does open, but you have to close the ppt. to get to the article. Then restart the ppt. from the this current slide. Make copies of each before going over the PowerPoint.

4 Yearly Itinerary…Look at the Content, Pacing, SCA for Unit 1 3 rd 6 weeks 25 days (12.5 Block days) Assessment: SCA 1 Dates: December 13 - 19, 2012 TEKS eligible for testing: 7.1A, 7.1C, 7.2D, 7.3A, 7.3B, 7.9C, 7.17A, Conflict and Change: The Texas Revolution Unit 1: Causes of the Texas Revolution Estimated time frame: 5 days (2.5 block days) TEKS: 7.1A, 7.1B, 7.1C, 7.2D, 7.2F, 7.3A, 7.3B, 7.13A, 7.17A 7.1: Traditional historical points of reference in Texas history. 7.1A: identify the major eras in Texas history, describe their defining characteristics, & explain why historians divide the past into eras, including...; Revolution & Republic;... 7.1B: apply absolute & relative chronology through the sequencing of significant individuals, events, & time periods 7.1C: explain the significance of the following dates:... 1836, Texas independence... 7.2: How individuals, events, & issues through the Mexican National Era shaped the history of Texas 7.2D: identify the individuals, issues, & events related to Mexico becoming an independent nation & its impact on Texas,... the Mexican federal Constitution of 1824, the merger of Texas & Coahuila as a state, the State Colonization Law of 1825, & slavery 7.2F: contrast Spanish, Mexican, &Anglo purposes for & methods of settlement in Texas 7.3: How individuals, events, & issues related to the Texas Revolution shaped the history of Texas 7.3A: trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, & the arrest of Stephen F. Austin 7.3B: explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, & William B. Travis 7.3C: explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B. Travis's letter "To the People of Texas & All Americans in the World," the siege of the Alamo & all the heroic defenders who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, & the Battle of San Jacinto 7.3D: explain how the establishment of the Republic of Texas brought civil, political, and religious freedom to Texas 7.8: Uses geographic tools to collect, analyze, & interpret data 7.8A: create & interpret thematic maps, graphs, charts, models, & databases representing various aspects of Texas during the 19 th... century 7.8B: analyze & interpret geographic distributions & patterns in Texas during the 19th... century 7.9: Understands the location & characteristics of places & regions of Texas 7.9A: locate... places of importance in Texas during the 19th... century such as major cities, rivers, natural & historic landmarks, political & cultural regions, & local points of interest 7.9C: understands the effects of the interaction between humans & the environment in Texas during the 19th... century 7.13: Interdependence of the Texas economy with the United States & the world 7.13A: a nalyze the impact of national & international markets & events on the production of goods & services in Texas such as agriculture... 7.17: Importance of the expression of different points of view in a democratic society 7.17A: identify different points of view of political parties and interest groups on important Texas issues, past and present 7.17C: express & defend a point of view on an issue of historical or contemporary interest in Texas 8.4: History. The student understands significant political and economic issues of the revolutionary era. 8.4C: explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris 1783 RC1 8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. 8.15: Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. 8.15C: identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights RC3 *Social Studies Skills should be taught in conjunction with the Content TEKS; therefore, they are embedded throughout the year. Unit 2: Texas Declaration of Independence Estimated time frame: 6 days (3 block days) TEKS: 7.1C, 7.3A, 7.3B, 8.4C, 8.15C Unit 3: The Texas Revolution Estimated time frame: 14 days (7 block days) TEKS: 7.1A, 7.1B, 7.1C, 7.3B, 7.3C, 7.3D, 7.8A, 7.8B, 7.9A, 7.9C, 7.17C Grading Period Assessment Pacing GuideTexas Essential Knowledge and Skills *Readiness and supporting standards are not designated for this grade level. Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time. You have a lot of TEKS for these two units. Review the SEs with students. Consider how you can “bundle” the SEs. Connect the TEKS to previous learning and to the new learning.

5 Review CRM for Concept, Transfer, Enduring Understandings, Essential Questions, Units, Vocabulary, and Arcs, Resources, Time Pacing for ARC… © Austin Independent School District, 2012 Course: Grade 7 Social Studies Austin ISD Curriculum Road Map (CRM) Grading Period: 3 rd 6 Weeks Name: Conflict and Change- The Texas Revolution Pacing  25 days (12.5 Block Days)  November 13- December 20, 2012 DESIRED RESULTS Making Meaning Transfer: Students will be able to independently use the learning to compare and contrast the reasons why nations seek independence. Enduring Understandings: Conflict between groups occurs when cultural values differ. Why do people fight? What is conflict? How and why does conflict happen? Why does conflict occur between cultural groups with different values? Does conflict always occur between cultural groups What does different values mean? What is considered “common ground” among people of different cultural groups/beliefs? Essential Questions:  How do political events contribute to cultural conflict?  How do people justify rebellion?  How do perceptions of historical conflicts change over time?  How do conflicts affect all aspects of a society? Unit 1: Causes of the Texas Revolution Essential Vocabulary decree, Centralist, Federalist, resolutions, imported, skirmish, dictator, repeal, banned, casualties, treaties, customs duties Supporting vocabulary link SS_7thgr_SupportingVocab_3rd_6weeks_1213 Student pre-requisite knowledge Students need to understand the conflicts between Anglo settlers and the Mexican government. Resources: Glencoe, Texas and Texans, Chapter 8; Portal to Texas HistoryGlencoe, Texas and TexansPortal to Texas History ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.English Language Proficiency Standards (ELPS) ARC 1: Political Events leading to the Texas RevolutionArc Pacing: 3 Days (1.5 Blocks) Targeted Vocabulary: decree, Centralist, Federalist, resolutions, imported, skirmish, dictator, repeal, banned Resources: Glencoe, Texas and Texans, Chapter 8; Portal to Texas History: Glencoe, Texas and TexansPortal to Texas History Create questions to spark interest, to get your students thinking, to help students make connections.

6 Look at the TEKS being taught for the lesson, what students will need to know and be expected to do..... Look at the verbs, words, phrases.... What TEKS are going to be addressed during this lesson? Which TEKS have been taught before? How can you connect these previously taught TEKS to the new learning? What academic vocabulary do students need to understand and use? What words, phrases in the TEKS may not be understood by the students? What probing question(s) will facilitate understanding and mastery? (Use your question lists from slide 2 to formulate some questions you can use with your students.) Make a list of words phrases in the TEKS that your students might not understand, be familiar with, etc. Students should know what a history era is and connect the era to time and events being studied. TEKS Knowledge & Skills Acquisition Readiness and Supporting Standards are not designated for this level. Students Will KnowStudents Will Be Able To 7.1 History. The student understands traditional historical points of reference in Texas history. 7.1A identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into era, including…Mexican National; Revolution and Republic… 7.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 7.1C explain the significance of the following dates: …1821, independence from Spain; 1836, Texas independence…  The Mexican National Era and Revolution and Republic eras have defining characteristics.  The sequence of major events leading up to the Texas Revolution.  The significance of 1821 and 1836 to Texas history  List the major events, ideas, and individuals of the Mexican National Era and Revolution and Republic  Create a timeline of major events leading up to the Texas Revolution.  Explain to a partner the significance of 1821 and 1836 to Texas history using the sentence stem, “1821/1836 was an important year in Texas history because….” Do students know what the word significance means? When TEKS are repeated, still review for comprehension. You will be confirming students’ understanding and vocabulary development. Students should be able to explain the meaning of the TEKS and make connections to the new learning.

7 Look at the TEKS being taught for the lesson, what students will need to know and be expected to do..... Look at the verbs, words, phrases…. What TEKS are going to be addressed during this lesson? What academic vocabulary do students need to understand and use? What words, phrases in the TEKS may not be understood by the students? What guiding question(s) will facilitate understanding and mastery? Continue the list of words phrases in the TEKS that your students might not understand, be familiar with, etc. Look at the verbs the phrases, and the content on this slide in TEKS. Discuss how you will teach the lesson for students’ mastery. How will the verbs in the TEKS affect how you will teach the lesson? The student product? The questions you will ask? 7.2 History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas 7.2D identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas, including… the Mexican Federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery 7.2F contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas The TEKS 7.2F has been taught, refer and review the comparison made with the students. Let students retell what has been learned and how it connects to the new learning and the TEKS. Make them accountable to recognize when they are mastering a standard. Students can record in their notebooks the TEKS and a short reflection that illustrates their understanding.  The role of individuals, issues and events related to Mexico gaining its independence from Spain.  Mexican Independence impacted Texas.  The results of the Mexican Federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery strained the relationship between Texas and Mexico.  The differences among purposes for and methods of settlement in Texas used by Spanish, Mexican and Anglo colonists contributed to rising tensions between Mexico and Texas.  Create a graphic organizer to explain how the documents and issues listed in TEKS 7.2D impacted Texas in the years following Mexico’s independence from Spain.  Write a newspaper editorial explaining how differences among Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas created tensions. TEKS Knowledge & Skills Acquisition Readiness and Supporting Standards are not designated at this level. Students Will KnowStudents Will Be Able To Keep all TEKs being studied posted for students to see. Make a list of what needs to be learned. As students come to the content they need, stop and let them take notes on a graphic organizer. Use the graphic organizers in the text, pp. 185 & 186.

8 More TEKS Can students analyze the impact of international markets and events on ….. What does analyze mean? As students develop background knowledge through reading and taking notes, make sure to tell them about the essay they will write and when and where they need to take notes on content for their essay. “You will need this information….” “Jot …. down, you will want to put it in your essay,” “Is this information about… important to put in your essay?” are some suggested remarks you will want to relate to students. Provide them with a graphic organizer that will support them with their note taking, developing content knowledge, and the writing of the essay. Stop and talk, share with partners or other activity after 5-10 minutes of reading. What does trace the development … mean? 7.3 History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. 7.3A trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Teran Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin  The Fredonian Rebellion, the Mier y Teran Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin led to the Texas Revolution.  Create a human bar graph to explain how the events listed in TEKS 7.3A contributed to the Texas Revolution. 7.13 Economics. The student understands the interdependence of the Texas economy with the United States and the world. 7.13A analyze the impact of national and international markets and events on the production of goods and services in Texas such as agriculture, oil and gas, and computer technology  National and international markets and events impact the production of goods and services in Texas.  Write an essay to analyze the ways in which events leading to the Texas Revolution influenced the production of goods and services in Texas.  Explain why slavery was important to agricultural production in Texas.

9 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/review the vocabulary and phrases related to the TEKS to the students ? How will you teach/review the TEKS with the students? How will your lesson reflect the mastery of the TEKS being studied? Do the students understand what they need to master? Can students identify the verbs in the TEKS? How will you connect previously taught TEKS to the new learning? How will you know when the student has accomplished/ demonstrated mastery of the TEKS being studied? How will the student know she/he has mastered the TEKS? PLEASE NOTE that at first these strategies may seem very labor intensive, but as your students develop their background knowledge and academic vocabulary, these procedures will go faster because you have laid the foundation and the result will be that the students know and understand the meanings of most of the words and phrases in the TEKS. Do not neglect reviewing the TEKS. At the end of your lesson, your students should be able to connect the new learning to the TEKS being taught and see relationships to prior learning.

10 Assessment Evidence & Model Lesson ASSESSMENT EVIDENCE Student Work Products/Assessment Evidence Performance Tasks Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.)  Students will read excerpts from the Law of April 6, 1830 (Texas and Texans, p. 189) the Mexican Constitution of 1824 (Texas and Texans, pp. 172-3, 192, 197, 198, 207, 212, 215), and the Turtle Bayou Resolutions (Texas and Texans, pp. 191-2), and explain how these events led to the Texas Revolution in an essay.  Students will write a letter to the governor of Coahuila y Tejas protesting the new laws. The letter must include specific references to three of the articles from the Law of April 6. 1830. The Handbook of Texas Online Background information: article on the Law of April 6, 1830; Mexican Colonization Laws; Turtle Bayou Resolutionsarticle on the Law of April 6, 1830 Mexican Colonization LawsTurtle Bayou Resolutions Short Cycle Assessment  SCA Testing Window: December 13 -19, 2012  SEs eligible for testing include, but are not limited to: 7.1A, 7.1C, 7.2D, 7.3A Additional Suggestions for Assessment  Teacher observations  Interactive Student Notebook entries addressing the questions, “How do political events contribute to cultural conflict? “How do people justify rebellion?”  Graphic organizer explaining how the documents and issues listed in TEKS 7.2D impacted Texas in the years following Mexico’s independence from Spain LESSON PLANNING TOOLS In the course of lesson planning, it is the expectation that teachers will include whole child considerations when planning such as differentiation, special education, English language learning, dual language, gifted and talented, social emotional learning, physical activity, and wellness. Model Lesson- The Road to RevolutionThe Road to Revolution Suggested Pacing: 3 days (1.5 Block Day) TEKS: 7.1A, 7.1B, 7.1C, 7.2D, 7.2F, 7.3A, 7.21B, 7.21C Instructional Resource: PENDING See Social Studies website for lessons. Go the Social Studies Website linked below and look at the lessons. Will you have to add to them for students to be prepared to complete the Performance Tasks? See The Texas Portal lessons for causes of the Texas Revolution.The Texas Portal lessons

11 ARC 2: Cultural Differences and the Texas Revolution Follow the same procedures with the TEKS, Students Will Know, Students Will Be Able to…as you did in ARC 1. Read the “Students Will Know… and the Students Will Be Able to…” Do these sections reflect what is in the TEKS? How will your teaching reflect these sections? o oral language strategies o written response strategies o questioning strategies o collaborative learning strategies Discuss as a group and share with each other. What activities will I use to engage my students and ensure mastery of these TEKS? Homework? Suggested Anchors of Support: Timeline: Texas & Texas, Chapter 8, pp. 184-201 Use graphic organizer (Two Column Chart) suggested in the text or determined by the teacher to support student learning TEKS 7.3B. Primary source Critical Thinking Skills: Identify Points of View from Unit 4 Resources, The Republic of Texas ancillary Glencoe materials, pp. 15-16 Graphic Analysis for written document. Graphic Analysis ARC 2: Cultural Differences and the Texas RevolutionArc Pacing: 3 Days (1.5 Block Days) Targeted Vocabulary: casualties, treaties, customs duties Resources: Glencoe, Texas and Texans, Chapter 8Glencoe, Texas and Texans TEKS Knowledge & Skills Acquisition Readiness and Supporting Standards are not designated at this level. Students Will KnowStudents Will Be Able To 7.1 History. The student understands traditional historical points of reference in Texas history. 7.1A identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into era, including… Revolution and Republic…  The Revolution and Republic era has defining characterisitics.  List the major events, ideas, and individuals of Revolution and Republic. 7.3 History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. 7.3B explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio Lopez de Santa Anna, Juan N. Seguin, and William B. Travis  The individuals listed in TEKS 7.3B played an important role in the Texas Revolution.  Create sensory figures to explain the roles of individuals listed in TEKS 7.3B in the Texas Revolution. 7.17 Citizenship. The student understands the importance of the expression of different points of view in a democratic society. 7.17A understands the importance of the expression of different points of view in a democratic society  There are numerous multiple perspectives of the Texans and Mexicans about the issues leading up to the Texas Revolution, such as: the Fredonian Rebellion, the Mier y Teran Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin.  Write and perform a dialog between a Mexican and a Texan about an issue leading up to the Texas Revolution.

12 Assessment Evidence and Model Lessons ASSESSMENT EVIDENCE Student Work Products/Assessment Evidence Performance Tasks Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.)  Students will participate in a debate exploring both the Mexican view and the Anglo view of the Texas Revolution. Students will use the sentence stems, “From my point of view, I agree/disagree with____ because….”.  Students assume the role of a historical figure in the Texas Revolution from a list provided by the teacher. Students write a journal entry from their character’s point of view, responding to four events in the Texas Revolution. Students can use the sentence stem, “After the _____, I felt____ because…” Short Cycle Assessment  SCA Testing Window: December 13-19, 2012  SEs eligible for testing include, but are not limited to: 7.3B, 7.17A Additional Suggestions for Assessment  Teacher observations  Interactive Student Notebook entries addressing the question, “How do perceptions of historical conflicts change over time?”  Graphic organizer explaining the roles of individuals listed in TEKS 7.3B in the Texas Revolution LESSON PLANNING TOOLS In the course of lesson planning, it is the expectation that teachers will include whole child considerations when planning such as differentiation, special education, English language learning, dual language, gifted and talented, social emotional learning, physical activity, and wellness. Model Lesson- Cultural Differences and the Texas RevolutionCultural Differences and the Texas Revolution Suggested Pacing: 2 days (1 Block Day) See Texas Portal Lessons Lesson: Mexican/Texan Talk It OutTexas Portal Lessons TEKS: 7.3A, 7.3B, 7.17A, 7.22D Instructional Resource: PENDING There are lessons at the Social Studies Website. Review these lessons. Point of View Mexican Anglo Historic Figures Role PersonRole George Childress Lorenzo de Zavala Sam Houston Suggested HomeWork: Reteach Ancillary Materials, Cultural Differences, Bias, Cause-and-Effect, Critical Thinking, Geography, History, Past and Present, Writing a Paragraph, Primary Sources, pp. 33-37 Activity Book Vocabulary and Recognizing Bias, pp. 15-16 Reading Essentials and Study Guide for each section, reading and writing, pp. 93-104

13 Can be used for a six- weeks project, differentiation, extra credit, group work for those that finish early…. Inserting some challenge If this is the first time your students are doing a project, the teacher will need to guide each step and set deadlines for each part. If this is not the first time, the teacher will still have to set up the groups and structure the time for the due dates for each part of the project. Important: Read with students the Background, Task, Audience, Purpose, Procedure and Assessment. Set up a timeline for each of the 5 steps in the Procedure. * What will be done in class and what will be done at home? Review the Assessment List & Scoring Rubric with them, pp. 17 & 18. Model paragraph writing for the writing portion. Give them plenty of examples to see from other publications on what a paragraph looks like. Dissect your model paragraph so they know what is expected. Explain how many paragraphs they will need to write. Space out the paragraph writing assignments so they don’t become overwhelmed, one per week or 2 or 3 days. Allow time for editing and corrections. You may need to do one on one conferences for the writing portion. Give them copies of the Performance Assessment Task Sheet, the Scoring Rubric, pp. 47-48. Project: Extension and Partner/Small Group Work

14 Ch. 8 Project Rubric and Performance Task: Give students copies of each and discuss each part, setting of the time line of due dates for each section.

15 Some Suggested Anchors of Support for Unit 1 Arcs 1 & 2 Homework: Slide 12… Glencoe, Texas and Texans, Chapter 8; Portal to Texas History Glencoe, Texas and TexansPortal to Texas History The Texas Portal Lesson on causes and events leading to the Texas Revolution, Path to the Revolution, Lorenzo de Zavala, The Law of April 6, 1830 The Texas Portal Lesson Path to the Revolution Lorenzo de ZavalaThe Law of April 6, 1830 A resource for quality texts, school library, literacy center, books from the library that relate to the TEKS being studied, books for teacher read-aloud The Handbook of Texas online for teacher background knowledge on content. Law of April 6, 1830, Lesson April 6, 1830, Convention of 1836Law of April 6, 1830 Lesson April 6, 1830Convention of 1836 Teacher Read-Aloud Ask your school librarian for a suitable historical fiction or memoir to read to the students about life in Texas as a colonist. A resource for higher order question stems make a copy to have A resource for higher order question stems A copy of Probing Questions make a copy to have A copy of Probing Questions The Handbook of Texas Online Background information: article on the Law of April 6, 1830; Mexican Colonization Laws; Turtle Bayou Resolutionsarticle on the Law of April 6, 1830Mexican Colonization LawsTurtle Bayou Resolutions See Social Studies website for lessons. Timeline: Texas & Texas, Chapter 8, pp. 184-201 Use graphic organizer (Two Column Chart) suggested in the text or determined by the teacher to support student learning TEKS 7.3B. Primary source Critical Thinking Skills: Identify Points of View from Unit 4 Resources, The Republic of Texas ancillary Glencoe materials, pp. 15-16 Graphic Analysis forGraphic Analysis written document. Always check all slides for other anchors of support and Homework suggestions. Slide 39

16 Continue the same procedures: Review the Unit Title, vocabulary, resources, Arc Title, Pacing, TEKS … Students Will Know, Students Will be Able to … TEKS Knowledge & Skills Acquisition Readiness and Supporting Standards are not designated for this level. Students Will KnowStudents Will Be Able To What Anchors of Support will I use? Texas and Texans The Handbook of Texas Online: Convention of 1836 Convention of 1836 Texas Revolution Graphic organizers Create a graphic organizer to take notes on the events that led to the Texas Revolution. Unit 2: Texas Declaration of Independence Essential Vocabulary right to petition, grievances, government, representation, dictator Supporting vocabulary link Student pre-requisite knowledge Students need to understand the causes of the Texas Revolution. Resources: Glencoe, Texas and Texans, Chapter 9.3, and pages 708-709; Portal to Texas HistoryGlencoe, Texas and TexansPortal to Texas History ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.English Language Proficiency Standards (ELPS) ARC 1: Understanding the United States Declaration of Independence Arc Pacing: 1 Day (.5 Block Day) Targeted Vocabulary: right to petition, grievances, government, representation, dictator Resources: Glencoe, Texas and Texans, Chapter 9.3, and pages 708-709Glencoe, Texas and Texans 7.1 History. The student understands traditional historical points of reference in Texas history. 7.1C explain the significance of the following dates… 1836, Texas independence… Review the date and its significance, your students should be able to explain/write in their ISN the meaning from your previous lessons using the sentence stem suggested.  The significance of 1836 to Texas history.  Students will write a paragraph to explain the significance of 1836 using the sentence stem, “1836 was an important year in Texas history because….” 7.3 History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. 7.3A trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Teran Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin  The events listed in TEKS 7.3A led to the Texas Revolution.  Identify reasons why the Texans wanted to be free from Mexican rule on a graphic organizer. Use the Reading Essentials And Study Guide, pp. 113-116 or the Guided Reading Activity in Unit 3 Resources Mexican Texas, p. 73

17 Students will Know…Students will be able to … TEKS Knowledge & Skills Acquisition Readiness and Supporting Standards are not designated for this level. Students Will KnowStudents Will Be Able To Students take notes on similarities of the U.S. & Texas Declarations of Independence The teacher will need to remind them when to take these notes. Use a graphic organizer, such as a two column chart one side for the U.S., the other for the Texas Declaration Anchors of Support Texas and Texans, The Convention of 1836, pp. 214-219; Texas Constitution, pp. 708-709 ) Text copy of U.S. Declaration of IndependenceU.S. Declaration of Independence Graphic Analysis See p. 214 for graphic organizer on Grievances Students can work in groups to compare the two Declarations… however, the teacher needs to guide this activity. Read short sections of both documents at a time, then discuss. This is a supported activity, not an independent activity. http://education.texashistory.unt.edu/lesso ns/notebook/Causes/ 8.4 History. The student understands significant political and economic issues of the revolutionary era. 8.4C explain the issues surrounding important events of the American Revolution, including declaring independence…  Issues and events led to the drafting of the declaration of independence.  Explain to a partner why the American colonists wanted to declare independence from Great Britain. 8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. 8.15C identify colonial grievances listed in the Declaration of Independence… Use the Grievances graphic organizer on p. 210.  Colonial grievances against British rule are listed in the Declaration of Independence, and are similar to the grievances Texans listed against the Mexican government.  Read the Declaration of Independence and identify the grievances colonists had about British rule.  Compare and contrast the reasons for the Texans declaring independence from Mexico with the American colonists declaring independence from Great Britain.

18 Performance TASK and Model Lesson… Students can use their two column chart to take notes and then write a compare and contrast piece. Lesson on the Mexican/Texan Talk It Out from The Texas Portal ASSESSMENT EVIDENCE Student Work Products/Assessment Evidence Performance Tasks Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.)  Students will compare and contrast the Texas Declaration of Independence with the U.S. Declaration of Independence. Students will use the sentence stem, “The Texas Declaration of Independence and the U.S. Declaration of Independence are similar/different because…” as they discuss the documents in their small groups.  Students assume the point of view of a Mexican official and compose a response to the Texas Declaration of Independence. Short Cycle Assessment  SCA Testing Window: December 13-19, 2012  SEs eligible for testing include, but are not limited to: 7.1C, 7.3A Additional Suggestions for Assessment  Teacher observations  Interactive Student Notebook entries addressing the question, “How do perceptions of historical conflicts change over time?”  Graphic organizer listing the reasons why the American colonists wanted to be free from Great Britain LESSON PLANNING TOOLS In the course of lesson planning, it is the expectation that teachers will include whole child considerations when planning such as differentiation, special education, English language learning, dual language, gifted and talented, social emotional learning, physical activity, and wellness. Model Lesson- Understanding the Declaration of IndependenceUnderstanding the Declaration of Independence Suggested Pacing: 2 days (1 Block Day) New Lesson on Social Studies Curriculum Website TEKS: 8.15C, 7.21B, 7.21C Instructional Resource: PENDING

19 CRM: Models/Anchors of Support… Instruction… and Student Task… Plan your Lesson Your classroom needs to reflect the TEKS and what is being studied. Your anchors of support enhance and support your instruction. Examples of Anchors for Support The TEKS studied need to be written out for students to see and connect to what is being studied. Have available in your classroom: the textbook, maps, other books/resources, websites, historical fiction, non fiction for students to read, newspapers, magazines, posters, word walls with academic vocabulary and supporting vocabulary, student work… Discovery Education Streaming, Austin Past and Present (you will need to download to your computer), Teacher Read-Aloud…Austin Past and Present What will your instruction include? Primary Sources, Student Notebooks, graphic organizers, maps, collaboration: small group and partner work, models, read alouds, shared and independent reading, research, projects, technology… Task o The student task is aligned to the TEKS/SE. o The task is aligned to students’ differentiations (SPED, ELL, GT). o Students are engaged in tasks. o Students are on task and able to articulate learning. o Students are engaged, and learning is student-centered. o Students are working as a class, small group, partner, individual. Does your lesson engage/motivate the students?

20 Continue the same procedures: Review the Unit Title, vocabulary, resources, Arc Title, Pacing, TEKS … Students Will Know, Students Will be Able to … ARC 2: Analyzing the Texas Declaration of IndependenceArc Pacing: 2 Days (1 Block Day) Targeted Vocabulary: dictator Resources: Glencoe, Texas and Texans, Chapter 9.3, and pages 708-709; Portal to Texas HistoryGlencoe, Texas and TexansPortal to Texas History TEKS Knowledge & Skills Acquisition Readiness and Supporting Standards are not designated for this level. Students Will KnowStudents Will Be Able To 7.1 History. The student understands traditional historical points of reference in Texas history. 7.1C explain the significance of the following dates… 1836, Texas independence…  The significance of 1836 to Texas history.  Students will write a paragraph to explain the significance of 1836 using the sentence stem, “1836 was an important year in Texas history because….” 7.3 History. The student understands how individuals, events, and issues related to the Texas revolution shaped the history of Texas. 7.3A trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Teran Report, the Law of April 6,. 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin 7.3B explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio Lopez de Santa Anna, Juan N. Seguin, and William B. Travis  The events that led to the Texas Revolution were expressed as grievances in the Texas Declaration of Independence.  The names of the individuals who played an important role in writing the Texas Declaration of Independence.  Read the Texas Declaration of Independence and list the events associated with the Texans’ grievances.  Explain the roles of the individuals listed in TEKS 7.3B in the drafting of the Texas Declaration of Independence. If you have gone over these TEKS, review with your students and connect to the new learning. What type of graphic organizer will your students use? What notes do your need in order to write the paragraph?

21 Performance TASK and Model Lesson… Before students can create a political cartoon, they need to know what a cartoon looks like and what its purpose is. They need to practice analyzing political cartoons. See the political cartoon on the next slide and the web address for more cartoons and an analysis chart. ASSESSMENT EVIDENCE Student Work Products/Assessment Evidence Performance Tasks Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.)  Student-created political cartoon illustrating the Mexican government’s reaction to the Texas Declaration of Independence.  Students will read the Texas Declaration of Independence and list the events associated with the Texans’ grievances. TX DOI is in the textbook, pp. 708-709 Short Cycle Assessment  SCA Testing Window: December 13-19, 2012  SEs eligible for testing include, but are not limited to: 7.1C, 7.3A, 7.3B Additional Suggestions for Assessment  Teacher observations  Interactive Student Notebook entries addressing the question, “How do people justify rebellion?”  Graphic organizer listing the reasons why the Texans wanted to declare independence from Mexico LESSON PLANNING TOOLS In the course of lesson planning, it is the expectation that teachers will include whole child considerations when planning such as differentiation, special education, English language learning, dual language, gifted and talented, social emotional learning, physical activity, and wellness. Model Lesson- Analyzing the Texas Declaration of IndependenceAnalyzing the Texas Declaration of Independence Suggested Pacing: 2 days (1 Block Day) TEKS: 7.2D, 7.3B, 7.3C, 7.21B, Instructional Resource: PENDING Teacher- guided first, then gradually release for them to work with a partner.

22 Use Political Cartoons as Warm Ups or during a lesson Political Graphic Organizer Analysis document Use a graphic organizer to analyze a political cartoon. Students need to use their social studies vocabulary words when discussing political cartoons. Roger Moore’s website with more Texas Political Cartoons

23 Don’t Forget: ELPS, CCRS, and 21 st Century Framework….  ELPS ELPS These standards are required by law and are not only designed to make content comprehensible and develop academic language for ELL’s but support quality instruction for all learners in listening, speaking, reading, and writing.  CCRS CCRS These standards were approved in 2008 to ensure that Texas students are graduating from high school with all the skills necessary to be successful in college. These focus not only on content but the intellectual skills and underlying understandings of the structure of knowledge necessary to be highly equipped for post-secondary education.  Framework for 21 st Century Learning Framework for 21 st Century Learning This framework is designed to outline the skills, knowledge, and expertise students need to be successful in life, work, and globally. They focus on aptitudes such as, creativity, technology, collaboration, critical thinking, problem solving, and communication.

24 Take a Few Minutes… Discuss and plan with your team how you will teach each Unit and ARC Review the slides as needed… What content might your students have difficulty in understanding? What words/phrases in the TEKS will students have difficulty in understanding? What anchors of support do my students need? Download as much of the online material and have copies ready for students to read. Do you need one copy for each student? It depends, if you are a Focus l or Focus ll campus, then definitely. Students can write on their copy, highlight, underline…. If it is a partner assignment, then perhaps one copy for each pair of students. How will I reference/use the anchors of support in my lesson? What primary sources am I using in the lesson? What primary sources does the textbook have, other web sources? What graphic organizers for primary sources are we going to use? What are my performance tasks? How will my lesson (instruction) support students to complete the performance task? Think about homework you will give your students to support their understanding and mastery of the TEKS. Do give homework and make it the expectation! Use your textbook ancillary books, such as the Reading Essentials and Study Guide, the Activity Workbook and others…

25 Challenge… Students work with a partner, or in groups of 3. These projects provide challenge for your students. Let them present to the class. Always use the Student Accountability slip for the listeners.Student Accountability slip Important: Introduce the Performance Assessment Go over each part. You will have to be explicit in your instruction. Discuss what is expected of each group and what each person is expected to do. You will need to set up what they do in class and what they do for homework. If they have done a project, then allow the groups to discuss and set up what they need to do on their own time (homework). The teacher needs to approve their schedule. Remember: you will still have to shadow and give explicit instructions and a timeline of expectations. Discuss the Rubric and Assessment list in order for students to understand the expectations for this work. You do not have to do every project. You might want to do one per six weeks or every other six weeks. Students should work as partners. Some may want to work alone.

26 Ch. 9 Performance Task and Rubric: Give students a copy of each.

27 Some Suggested Anchors of Support for Unit 2 Arcs 1 & 2 Homework: Slide 31 Glencoe, Texas and Texans, Chapter 9.3, and pages 708-709; Portal to Texas History Glencoe, Texas and TexansPortal to Texas History TX DOI is in the textbook, pp. 708-709 A resource for quality texts, school library, literacy center, books from the library that relate to the TEKS being studied, books for teacher read-aloud Texas and Texans, The Convention of 1836, pp. 214-219; Texas Constitution, pp. 708-709 ) Text copy of U.S. Declaration of Independence Graphic AnalysisU.S. Declaration of IndependenceGraphic Analysis See p. 214 for graphic organizer on Grievances Model Lesson Portfolios The Texas Portal Lesson on the Mexican/Texan Talk It Out from The Texas PortalLesson on the Mexican/Texan Talk It Out from The Texas Portal Teacher Read-Aloud Ask your school librarian for a suitable historical fiction or memoir to read to the students about life in Texas as a colonist. A resource for higher order question stems make a copy to have A resource for higher order question stems A copy of Probing Questions make a copy to have A copy of Probing Questions Handbook of Texas Online: Convention of 1836 Texas RevolutionConvention of 1836 Texas Revolution Graphic organizers Political Graphic Organizer Analysis Political Graphic Organizer Analysis documentPolitical Graphic Organizer Analysis document Texas Political Cartoons Roger Moore’s website with more Texas Political CartoonsRoger Moore’s website with more Texas Political Cartoons Always check all slides for other anchors of support and Homework suggestions. (Slide 39)

28 When You Do A Project… Divide students into small groups or partners (nor more than 3). The first Assessment Project students do, the teacher will have to provide very structured instruction, modeling, and one on one coaching especially when they write paragraphs. Accept only their best work. When students work in groups, they will not have to write more than one or two of the paragraphs. Will they grumble about doing a project, probably, but they are in school to learn and you are at your school to teach. Don’t be dismayed. Take small steps, be positive, and stay after them to challenge themselves. The first project is the hardest. When students complete a challenging task, they may gripe like we do, but when they finish, they develop self-esteem and are proud of themselves. Be positive, when they complain, acknowledge their feelings, but just keep moving forward. Have each group of students present their project. The second project will be easier and by the third project, they will still need guidance, but will be able to work more independently. There is never enough time, try one project per 6 weeks or a minimum of two in the semester. Examine the TEKS covered through a project. These projects are already designed and the steps are laid out and easy to follow. The teacher will have to add information she/he thinks the students will need. During the project presentation, the other students are taking notes on each explorer to fill in his/her timeline, map, graphic organizer, or student accountability slip on the social studies website. MAKE STUDENTS ACCOUNTABLE! Remember: We have to always be one (or more if possible) step ahead of them (or at least make them think we are).student accountability slip

29 Next Steps… Think about… Before planning your lessons, review, concept, pacing, unit, arc, TEKS, vocabulary, resources, Students Will Know, Students Will Be Able To, Performance Tasks, Assessments, and model lessons in the portfolios. Look at the TEKS and the academic vocabulary they contain. What can you use in the CRM, what can you add to the lesson to enhance engagement and mastery for your students? Look at the model lesson for support. What can you use from this PowerPoint? What guiding questions and/or stems are you going to use to promote the use of academic vocabulary, to engage the students, and support comprehension of what is being learned? What questions are being used to pique the students’ curiosity that they cannot resist wanting to answer? “Teaching consists of equal parts perspiration, inspiration, and resignation.” - Susan Ohanian How will you provide opportunities for students to use academic vocabulary to demonstrate their learning and mastery?  How are you going to encourage the use of academic vocabulary? How are you going to set the expectation that students use academic vocabulary in the classroom?  What primary sources can you use in these lessons?  Are you communicating to students that in your classroom it is the expectation that the students speak and write in complete sentences using academic vocabulary with meaning and understanding. Don’t forget: assign homework. Make that an expectation!

30 Education… “Everyone who remembers his own educational experience remembers teachers, not methods and techniques. The teacher is the kingpin of the educational situation. ” Sidney Hook

31 Homework What are the benefits? Homework usually falls into one of three categories: practice, preparation, or extension. The purpose usually varies by grade. Individualized assignments that tap into students' existing skills or interests can be motivating. At the elementary school level, homework can help students develop study skills and habits and can keep families informed about their child's learning. At the secondary school level, student homework is associated with greater academic achievement. (Review of Educational Research, 2006) Make It Interesting and Make It Positive Suggestions… Book reports and presentations Assessment Projects from the Chapters included in this Power Point. Read and highlight a short article from Texas Handbook online or other source linked in this portfolio: Make copies of George C. Childress, p. 219 from Texas and Texans, The Handbook of Texas online for George C. Childress,George C. Childress Juan Nepomuceno Sequín, and/orJuan Nepomuceno Sequín Lorenzo de Zavala. Students read andLorenzo de Zavala summarize each man’s life and contributions to Texas or create a time line of each man’s life and events. Keep these men on a chart along with their contributions to Texas in the classroom and post the summaries/timelines of their lives Illustrate a TX history event, historical figure and write a short paragraph about the illustration. Activity pages from the textbook ancillary books, chapter 8, pp. 15-16 and chapter 9, pp. 17-18 Reading Essentials and Study Guide, chapter 8, pp. 93-104 and chapter 9.3, pp. 113-116 Pose one question pertaining to the content being studied for students to answer in a written paragraph. Will all students do their homework…no, but even if one does it, you have made a difference.

32 Planning continued… Planning Instruction: After reviewing the CRM- How will you engage your students so that the learning is relevant to them? What questions will you use to support and guide students to mastery of the TEKS being studied and beyond? How will your students demonstrate that they have mastered the learning (assessment)? How will you know they have the Essential Understandings? Are able to answer the Essential Questions? What strategies, best practices will engage and drive the learning for mastery from each of your students? What primary sources will you use to support the learning? What are your anchors of support for this lesson? What differentiation accommodations will you need to add to your lesson so that all students meet the standards?

33 As you plan…Address the needs of diverse learners…. The first part of differentiating instruction involves: finding out where your students are starting in their knowledge base and anticipating areas where clarification may be necessary. There are formal and informal ways to acquire this information. What background knowledge, prior learning, and habits do students need in order to be successful with the new concept? What misconceptions need to be clarified before new learning takes place? How will instruction be differentiated to address the needs of all learners? At what level of proficiency (in English/prerequisite skills) are my students? What supports/scaffolds would support the student understanding? Who can I ask for help? The school SPED teacher, the District SPED office, ESL teachers at the school, the District Bilingual Dept. and of course the Social Studies Dept. Homework is for all.

34 What does My Day Look Like… You have 9 days or 4.5 Blocks for Unit 1, Arcs 1 & 2; Unit 2, Arcs 1 & 2. Texas and Texans, Chapters 8 & 9.3, The Handbook of Texas online, Portal to Texas History Some suggestions are listed below. Use the CRM, model lessons, this Power Point for student activities. Daily Schedule 45 minutes and 90 minute block scheduling Warm-up – 10 minutes (90 minute block-15 minutes) Engagement/Warm-up Suggestions (choose 1 for each day): Vocabulary game: Divide students into small groups of 2 or 3. Each student takes a word and discusses the meaning with the group. They may use context clues from the book, the glossary, the dictionary, the internet and develop a good definition of the word for each of the words in their group. Students discuss and use the word in a several sentences. Students discuss what picture would represent the word. They discuss and chart the words, definitions, and sentences on a large piece of chart paper, and a sketch of the picture that represents the word. Each student takes a graphic organizer from Marzano (next slide) and writes a definition, uses the word in a sentence, and draws a picture filling in the graphic organize Discuss the experience, the vocabulary and the meanings with the students. Remember: there are other vocabulary games that have been in these modules that you can use in place of the one above. Read Aloud (book on content being studied) Suggested: Ask your school librarian for a fiction or non fiction chapter book on living in Texas during this time period or several picture books to read aloud. Question posed for short discussion and brainstorm o What would your life be life if you were a colonist in Texas from 1821-1836? What would you think about living with one set of laws or regulations and then having them changed o What did the law of April 6, 1830 mean to the colonists in Texas? o How are people from the past like people today? o What would life for an individual be like living under a dictator’s rule?

35 Vocabulary A graphic organizer for vocabulary practice from Building Academic Vocabulary by Robert J. Marzano and Debra J. Pickering Use different graphic organizers and activities for vocabulary retention with each chapter. You can come back to a favorite such as the Hangman activity, but vary so students develop a variety of learning skills. Keep after them to use the language of historians. If you don’t make that expectation, who will?!

36 Instruction/Activity/Group/Individual Work: 25-30 minutes (90 minute block 60-70 minutes) Teacher explains, guides, instructs: The Teacher needs to have read the chapter, articles and know what the students need to retain to master the TEKS and have questions/resources ready for discussion and activities. Teacher Notes: Use a graphic organizer for note taking such as the foldable suggested in the textbook, use a timeline, or other graphic organizer of your choice. When reading the text: remember, it is at the instructional level and students will need help in reading and comprehending what is being read. Texas and Texans, Chapter 8 & 9.3 The Texas Handbook online: articles are hyperlinked as well has other resources in the Power Point. Have your questions, activities, materials, maps ready and at your fingertips. Instruction will flow AND classroom management will run smoother. Don’t give them time to be or get off-task!

37 Instruction/Activity/Group/Individual Work: 25-30 minutes (90 minute block 60-70 minutes) Before Reading: Chapter 8 & 9.3- Have students create two graphic organizers for Chapter 8 and 9.3. You may use the one listed at the beginning of each section or one of your choice. Students will also need a graphic organizer for taking notes on their readings. Have each ready for the students. See p. 204 or p. 213 to list historical figures, the roles they played and important events during this time period in Texas history as an example. During Reading: (No more than 5-10 minutes at a time, stop, do an activity, See below *Vary the activities. The teacher will use questions that direct students to what is important to write on the graphic organizer or timeline they are using. Call attention to and connect the TEKS when you read, discuss the information that is read that they need to know. The teacher can also use the guided reading guides in the Unit Resources ancillary materials for Chapters 8 and 9.3. Do not assign the whole chapter for students to read alone or in small groups. They may be able to read small portions, but the teacher will need to follow up with questions to check comprehension. Read a Texas Handbook online article and compare to the text. *Vary the reading and activities: Teacher reads a paragraph, students do shared reading, students read a paragraph in partners (follow up with questions and answers especially if what has been read needs to be written on the graphic organizer/timeline). Think about discussing/summarizing each paragraph. “What was said here that we need to remember? Does this and how does this…connect to the TEK(s) we are studying?” Students read a paragraph independently (again follow up with questions to make sure everyone comprehends what they read). Be aware of what is in the chapter, is it necessary for students to read everything? Look at the Project activity (chapter 8 slides: 13 & 14; chapter 9.3 slides: 24 & 25 ). Could the project be used to teach the TEKS and the readings as a resource? * Vary the activities. Read, then do an activity, such as mapping, adding to the timeline, adding to graphic organizers, Think, Pair, Share in small groups, use the question stems from the websites listed on the Slide 3 of this module. Illustrations in the student notebooks of a vocabulary word, quick research of something unknown and needed to understand the meaning, mini biography cards, political cartoons (slide 22), photograph analysis (slide 40),… Moving from one activity to another smoothly and with no breaks keeps students engaged and “on their toes”and behaving!

38 Some Suggested Activities To Do: An activity for students keeps students engaged and holds them accountable for their learning during your instruction and during peer presentation. An activity varies the instruction. Read for no more than 10 minutes, then choose an activity to fit what you are learning and need to learn. Pose questions to the students from each section of the reading. When you know your question is answered in the reading then stop and ask your question again. Have a 2-3 minute discussion or have them talk with each other to answer the question. It may be a turn and talk, a quick map activity, a shoulder partner share, a quick write on their their graphic organizer, a quick sketch to show their understanding, a one word hangman vocabulary word, guess the word I am describing…. *Graphic organizers are for notes, not paragraphs or essays, one to two minutes per item. A timeline can be used to list historical figures, important events, and dates. Students take notes. Use the foldable study organizer, a timeline, or other graphic organizer shown in the text book to record notes. (Remember you will need to remind them to take notes… “This information is directly related to the TEK we are studying…This may be something you want to jot down…this is important for you to remember…this looks like it belongs on your timeline, foldable or other graphic organizer…” Create a vertical or horizontal timeline as students are learning about historical figures and events. Use a map to find people and events during the time period being studied. Who is …. (one of the people in the TEKS being studied or another important person. Take notes for a later project on creating mini bio cards… Use the lessons in the CRM and the activities. Use primary sources that connect to the lesson. Use the ancillary resources, Activities Work Book, Performance Assessment Projects, Reading Essentials and Study Guide, Step into Texas History, and the Unit Resources for Guided Reading. Discuss: Why were some colonists satisfied/not satisfied under Mexican rule? How is the Texas Declaration of Independence similar/different to the U.S. Declaration of Independence? Why are they alike or not alike?

39 Activities Keep Students Engaged Use the Glencoe Texas and Texans website for a web activity where students read about the Fredonian Revolt from The Texas Handbook on line and then answer questions (already developed).Fredonian Revolt Note: The website given to click on takes you to The Texas Handbook online, but you will have to write in a search for the Fredonian Revolt. Use maps to locate, give relative location of Fredonia and other Texas colonies being studied. Use graphic organizers to take notes and record information. Read articles about Hayden Edwards and/or Benjamin Edwards from The Texas Handbook Online.Hayden Edwards Benjamin Edwards Use a time line to record historical figures, their roles, important dates and events. Use Austin Past and Present to peruse primary source pictures to find human adaptations and record what they are, where they are, and when they took place. Use the picture of Haden Edwards and his wife (next slide) as a primary source to describe people in this time period. The link takes you to a other primary sources and other information about Haden Edwards.Haden Edwards and his wife Read about the Turtle Bayou Resolutions and discuss. Compare the text version with the article linked.Turtle Bayou Resolutions Lesson Activities from the Texans Glencoe website There are many to choose from.Texans Glencoe website Activity Book (Ch. 8 & 9.3) vocabulary and comprehension skills pp. 15-16 & pp.17-19 (May be Homework) Chap. 8 Resources: Reading Essentials and Study Guide pp. 93-104; Chap. 9.3, pp. 113-116 Extra reading using one of the links in this PowerPoint. Start a project using the Performance Assessment, Activities and Rubrics Book in this Power Point (ancillary book for the textbook).

40 What can you learn from this picture? Haden Edwards and his wife, Texas and Texans, p. 187 Use the Document Analysis Worksheet from the National Archives for photographs to analyze this picture. It has all the questions you need.Document Analysis Worksheet from the National Archives

41 Closing and Final Processing Closing/Debriefing/Summarizing 5-10 minutes (90 minute Block 15-20 minutes) When writing, emphasize: complete sentences and correct punctuation and grammar. Always debrief what was studied-Hold a 5 minute discussion and then have students write one or two sentences about what they viewed was important, interesting, something new they learned, what they connected to or other TBD by the teacher. The teacher may give out Exit Slips with a sentence starter. Stress to students: Sentence is written with correct grammar and punctuation. When speaking, they are to speak in complete sentences. (Always expect student’s best work. It will not happen in a day, but by the end of the 6 weeks you will see a change in your students. Students will struggle, but they will rise to your expectation. Set your expectations HIGH! Final Processing Activity: Allow time for them to write a letter, prepare for a debate, assume the role of a historical figure, write a compare and contrast paper... Know what that end product is and prepare them for it during the lesson. See the Performance Tasks for other Final Processing Activities. Consider having students do a Project described in this PowerPoint Slides 13 & 14 for Chapter 8 and 24 & 25 for Chapter 9.3. You will want to set up a graphic organizer with places for students to take notes on content they will need to complete their final assignments/projects. By using the graphic organizer during the lessons, you save time because students are preparing for their performance tasks. When the time comes for them to complete a performance task, they are not starting at the beginning, but have the foundation for their work done and can now craft it into the project/assignment required. You are teaching students how to organize their time, the content information, and maximize their understanding and comprehension.

42 Schedule ReCap : Warm Up/Engagement: 5-10 minutes (10-15 minutes Block) See Slide 40 Instruction: 30 minutes (60-70 minutes Block) Reading: 5-10 minutes (textbook, other article…) Activity: 2-5 minutes (take notes, map, primary source…) Repeat Reading Activity… Closing: 5-10 minutes (15-20 minutes Block) Debrief on what was learned. Final Processing Activity: … Of course this time will vary. If you have analyzed the time you have for the lesson, what needs to be read, what activities students can do to stay engaged and support the learning, time for note taking, then you can plan for a longer performance task which may be the closing activity such as writing a letter, preparing for a debate, assuming a role, a project, etc.

43 Graphic Organizers: Dinah Zike’s Big Book of Texas History

44

45 Review: Clear Expectations Knowledge and Skill Statement and Student Expectations posted and referenced in the classroom. What resources, models or anchors of support will we use? How will students be held accountable for their learning and make their thinking public? How will discussion and collaboration be encouraged and expected? How will students be grouped to extend and challenge their thinking and problem solving abilities? What activities will I use? What primary sources can I use? How will students be motivated and engaged? How will I vary/pace the activities so students stay engaged? What is my time schedule?

46 Best Practices… Because Teaching and Assessing have a reciprocal relationship Plan your lessons with these questions… Best Practices: How will the teacher model/explain clear expectations for the students’ learning? (Such as developing a criteria chart with the students) What anchors of support can be used/created to help students in their thinking? Which 21 st Century Skills can be targeted? How will students be held accountable for their new learning (and homework), as well as make their thinking and learning public? How will accountable discussions and collaboration be encouraged in an atmosphere of mutual respect to the students? How will students be grouped to challenge their thinking (problem solving)? What role might technology play in making the learning more accessible and at the same time, challenging?

47 Selecting the right resources… The Social Studies grade level textbook and ancillary materials are a great place to start. The Texas Handbook Online is a solid resource for topics on Texas. Students have an alternate to the textbook with more detailed information.Texas Handbook Online The CRM has resources listed under the Unit and the Arc. Check out the Social Studies Website for more resources in your grade level.Social Studies Website Texas Portal lessons The Library Services Media Center using IBISTRO: The Encyclopedia Britanica and the World Book are online. Many other District licensed internet resources are also there, along with usernames and passwords, including Discovery Education Streaming. (Go the AISD website, type in IBISTRO in the web address, click on Portal Knowledge.)IBISTRO: The school library and if your school has one, the literacy library for books on the content being studied that your students can read in addition to the textbook. Search for the appropriate primary sources for students to use and analyze to develop meaning and understanding on the lesson being taught. Use the Analysis graphic organizers for the appropriate primary source you are using.Analysis graphic organizers

48 Don’t Forget…Student Engagement/ Formative Assessment Reading/Research: Texas and Texans, Chapter 8 & 9.3, The Texas Handbook articles on line. Review slides in the series “What Your Day Looks Like…” Teacher High-Level Questioning Slide 3, two live links on questions Collaboration, whole and small group work: Map comparison, any activity Expectation for Justification of Thinking/Text/Research: Use in all class discussions, using different sources, Texas Handbook online… Evidence: Students point out in the text their evidence for their answers. Turn and Talk : Use for questions during Read-Aloud or reading text. Student comment on what was stated in the text, “What happened? Why it is important?” Think-Pair-Share/Write-Pair-Share/ISN reflection can be done at the end of class as a part of the debriefing, processing or as quick activities during the lesson. Randomization of Responses: Engagement vocabulary activity, analyze primary resources, mapping comparisons… Teacher Wait Time! Let them think before answering, expect complete sentences. Exit Slips: Use before they leave class, one statement on what they learned. Homework: Slide 29 Suggestions

49 Don’t Forget…Writing Personal Writing- essay, letter, paragraph, reflection… Write personal reflections/illustrations on content Student Notebook Factual Writing- Graphic organizers, Interactive Student Notebook, Student -Created Essay, letter, compare contrast,… Summarize what was learned Explain the cause and effects in important events Analyze events, historical figures Interpret maps, data, graphs Use graphic organizers Illustrations on what was learned During reading and research, use timelines or other graphic organizers for note taking to support final piece.

50 Stay together as a Team Continue to plan your lessons looking at the CRM with the TEKS and all your resources. Review the slides… “The aim of education should be to teach us rather how to think, than what to think-rather to improve our minds, as to enable us to think for ourselves,….” James Beattie “Education is all a matter of building bridges.” Ralph Ellison Plan ahead, know your content, organize your lesson, have your materials ready and at your fingertips, be enthusiastic with your students, have high expectations, make every word and minute count.


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