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2nd 6 Weeks Texas History Unit 1 Arcs 1 & 2 Austin Independent School District.

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Presentation on theme: "2nd 6 Weeks Texas History Unit 1 Arcs 1 & 2 Austin Independent School District."— Presentation transcript:

1 2nd 6 Weeks Texas History Unit 1 Arcs 1 & 2 Austin Independent School District

2 The teacher who…is indeed wise does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind. Kahlil Gibran

3 School Calendar/Yearly Itinerary (YI) Curriculum Road Map (CRM) TEKS/ELPS/CCRS Adopted Text Book, Texas and Texans A resource for quality texts, school library, literacy center, Amazon, Scholastic Teacher Read-Aloud Suggested: Cabeza de Vaca’s Adventure in the Unknown Interior of America by Alvar Nunez de Vaca Translated & Annotated by Cyclone Covey (there are several books, be sure to get a translated copy written by de Vaca) A resource for higher order question stems Lesson plan template 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. …and most especially, EACH OTHER!

4 2 nd 6 weeks 25 days (12.5 Block days) Assessment: SCA 1 Dates: November 2- 8, 2012 TEKS eligible for testing: 7.1A, 7.1B, 7.1C, 7.2B, 7.2C, 7.2D, 7.2F, 7.9A, 7.9C,7.10B, 7.17C, 7.19B Migration – Explorers and Settlers in Texas Unit 1: European Exploration Estimated time frame: 9 days (4.5 block days) TEKS: 7.1A, 7.1B, 7.1C, 7.2B, 7.2F, 7.8A, 7.8B, 7.9A, 7.9B, 7.9C, 7.10B, 7.19C Migration: Explorers and Settlers in Texas Unit 2: European Colonization in Texas Estimated time frame: 16 days (8 block days) TEKS: 7.1A, 7.1B, 7.1C, 7.2B, 7.2C, 7.2D, 7.2E, 7.2F, 7.10A, 7.10B, 7.11A, 7.11B, 7.17C 7.19A, 7.19B, 7.19C Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time.

5 © Austin Independent School District, 2012 Name of Course: Grade 7 Social Studies Austin ISD Curriculum Road Map (CRM) Grading Period: 2 nd 6 weeks Name: Migration- Explorers and Settlers in Texas Pacing  9 days (4.5 Block Days)  October 8-17, 2012 DESIRED RESULTS Making Meaning Transfer: Students will be able to independently use the learning to compare and contrast reasons for and consequences of exploration over time. Enduring Understandings: People migrate in response to political, social, and economic needs. Do students understand the term migrate? Migrate and emigrar are true cognates. Essential Questions:  What key elements stimulate migration? Do students know that using the Latin suffix tion turns the verb migrate into a noun. Migration can be defined as “the act of migrating (or moving from one place to another).  What are some benefits and risks involved with migration? Unit 1: European Exploration Essential Vocabulary expedition, explorer Supporting vocabulary link Student pre-requisite knowledge Students will need to know the physical and human geography of Texas. Resources: Glencoe, Texas and Texans, Chapter 4; Portal to Texas HistoryTexas 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 : Early Explorers Introduction: Race for the EmpireArc Pacing: 3 Days (1.5 Block Days) Targeted Vocabulary: expedition, explorer Resources: Portal to Texas History; : Glencoe, Texas and Texans, Chapter 4Portal to Texas HistoryGlencoe, Texas and Texans, Concept

6 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 eras, including… Age of Contact… 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: 1519, mapping the Texas coast…  The defining characteristics of the Age of Contact.  The sequence events and individuals related to the Age of Contact.  The importance of 1519 to Texas history.  Create a web showing the defining characteristics related to the Age of Contact.  Create a timeline to showing important individuals and events related to the exploration of Texas.  Write a paragraph explaining the significance of 1519 to Texas history. 7.8 Geography. The student uses geography tools to collect, analyze, and interpret data. 7.8A create and interpret thematic maps, charts, models, and databases representing various aspects of Texas during the 19 th, 20 th, and 21 st centuries 7.8B analyze and interpret geographic distributions and patterns in Texas in the 19 th century…  Texas explorers used various routes when traveling through Texas.  Geographic distributions and patterns impacted Texas during the Age of Contact.  Create maps detailing the routes explorers took as they traveled through Texas.  Explain the impact of geographic distributions and patterns in Texas during the Age of Contact.  Explain the reasons for exploration and the results of various European explorations in Texas to a partner using the sentence stem, “People explored Texas because…. The result of exploration was…” 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 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…. What is absolute and relative chronology?

7 TEKS Knowledge & Skills Acquisition Readiness and Supporting Standards are not designated at this level. Students Will KnowStudents Will Be Able To 7.9 Geography. The student understands the location and characteristics of places and regions of Texas. 7.9A locate… places of importance in Texas during the 19 th century… 7.9B compare places and regions of Texas in terms of physical and human characteristics 7.9C analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on, major events in Texas  The location of important cities and geographic features in Texas during the Age of Contact.  Places and regions of Texas differ in terms of physical and human characteristics.  Physical and human factors impacted European exploration in Texas  Create a graphic organizer showing the similarities and differences of the parts of Texas European explorers mapped.  Write a journal from the point of view of an explorer who traveled to Texas explaining how physical and human factors impacted your time in Texas Culture. The student understands the concept of diversity within unity in Texas. 7.19C identify examples of Spanish influence and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture, food, and the arts  Examples of Spanish influence on Texas such as place names, vocabulary, religion, architecture, food, and the arts resulting from the Age of Contact are numerous.  Create a museum exhibit describing the examples of Spanish influence brought by individuals during the Age of Contact. 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…. Look at the verbs on this slide and the one before, how will you teach the lesson for student mastery? How will the verbs in the TEKS affect how you will teach the lesson? The student product? The questions you will ask?

8 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? Do the students understand what they need to master? How will you know when the student has accomplished/demonstrated mastery of the TEKS being studied?

9 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 eras, including… Age of Contact… 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: 1519, mapping the Texas coast…  The defining characteristics of the Age of Contact.  The sequence events and individuals related to the Age of Contact.  The importance of 1519 to Texas history.  Create a web showing the defining characteristics related to the Age of Contact.  Create a timeline to showing important individuals and events related to the exploration of Texas.  Write a paragraph explaining the significance of 1519 to Texas history. 7.8 Geography. The student uses geography tools to collect, analyze, and interpret data. 7.8A create and interpret thematic maps, charts, models, and databases representing various aspects of Texas during the 19 th, 20 th, and 21 st centuries 7.8B analyze and interpret geographic distributions and patterns in Texas in the 19 th century…  Texas explorers used various routes when traveling through Texas.  Geographic distributions and patterns impacted Texas during the Age of Contact.  Create maps detailing the routes explorers took as they traveled through Texas.  Explain the impact of geographic distributions and patterns in Texas during the Age of Contact.  Explain the reasons for exploration and the results of various European explorations in Texas to a partner using the sentence stem, “People explored Texas because…. The result of exploration was…” 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 & share with each other. What activities will I use to engage my students and ensure mastery of these TEKS? Continue the discussion with the next slide… Suggested Anchors of Support: Timeline: Texas & Texas, pp ; 116 Foldables-study organizer, p. 101 Map of explorers routes, p. 104, see next two slides Primary Source Support: pp Primary source quotations throughout Ch. 3 Graphic AnalysisGraphic Analysis

10 historical/history_texas.html Texas Explorers Maps at: Texas 1836 at: ml The Handbook of Texas online, Spanish Mapping at: e/articles/uws01 Students discuss in groups using a primary source analysis organizer for maps.primary source analysis organizer for maps

11 Texas 1849 at: cal/badeker-tx-1849.jpg Texas 21 st century at: s-satellite-image.shtml How do these maps differ and why? Draw a map of Texas from memory. What happened to the Texas boundary in 1963? Read the Chamizal Dispute from the The Handbook of Texas online.Chamizal Dispute Student Tasks

12 Continue your discussion with your group on how you will ensure your students will understand and master the TEKS for this Unit. Use the Students Will Know, the Students Will Be Able To, and the TEKS as your guide. TEKS Knowledge & Skills Acquisition Readiness and Supporting Standards are not designated at this level. Students Will KnowStudents Will Be Able To 7.9 Geography. The student understands the location and characteristics of places and regions of Texas. 7.9A locate… places of importance in Texas during the 19 th century… 7.9B compare places and regions of Texas in terms of physical and human characteristics 7.9C analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on, major events in Texas  The location of important cities and geographic features in Texas during the Age of Contact.  Places and regions of Texas differ in terms of physical and human characteristics.  Physical and human factors impacted European exploration in Texas  Create a graphic organizer showing the similarities and differences of the parts of Texas European explorers mapped.  Write a journal from the point of view of an explorer who traveled to Texas explaining how physical and human factors impacted your time in Texas Culture. The student understands the concept of diversity within unity in Texas. 7.19C identify examples of Spanish influence and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture, food, and the arts  Examples of Spanish influence on Texas such as place names, vocabulary, religion, architecture, food, and the arts resulting from the Age of Contact are numerous.  Create a museum exhibit describing the examples of Spanish influence brought by individuals during the Age of Contact.

13 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 maps detailing the routes explorers took as they traveled through Texas.  Student-created timeline to showing important individuals and events related to the exploration of Texas.  Student-created journal from the point of view of an explorer who traveled to Texas explaining how physical and human factors impacted your time in Texas. Short Cycle Assessment  SCA Testing Window: November 2-8, 2012  SEs eligible for testing include, but are not limited to: 7.1B, 7.1C, 7.9A, 7.9C Additional Suggestions for Assessment  Teacher observations  Interactive Notebook entries addressing the questions, “What key elements stimulate migration? What are some benefits and risks involved with migration?”  Graphic organizers showing the similarities and differences of the parts of Texas European explorers mapped Discuss in partners or in a group the formative and summative assessments listed. Are there any you might want to add or change? Look at the second performance task. Will the timeline task show absolute and relative chronology sequencing individuals and events related to the exploration of Texas? What would that look like? Do the students know the terms absolute and relative chronology? Do you bump up the challenge when you state to the student that he/ she is to create her/his timeline, using absolute and relative chronology? If you have reviewed the words and phrases in the TEKS with your students and you use academic vocabulary and terms when speaking to your students, they will understand what you mean when you use the terms absolute and relative chronology or any other academic terms.

14 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, Teacher Read-Aloud… What will your instruction include? Interactive Student Notebooks, graphic organizers, collaboration: small group and partner work, models, shared and independent reading, research, technology… Task o The student task is aligned to the TEKS/SE. o The task is aligned to students’ differentiations (SPED, ELL). o Students are compliant with 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?

15 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- Race for the Empire Suggested Pacing: 2 days (1 block) TEKS:7.1A,B, C; 7.8A,B,, 7.9A,B, C,; 7.19C Instructional Resource PENDING **Go to the 7 th Grade Home page and select 2 nd 6 weeks to see if there is a portfolio for the Model Lesson: Race for the Empire. There is a lesson portfolio for you to use. If there is no lesson link, you will need to plan your lesson using all the components in the CRM and the resources you have and others that you find to teach the TEKS you have just reviewed for this Unit. If there is a lesson, you will want to look over it and make adjustments based on the students you have, the background knowledge they have, and the content/TEKS that are covered.Race for the Empire

16  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.

17 Discuss and plan with your team how you will teach this Unit and ARC Review the slides as needed… What might your students have difficulty in understanding? What words/phrases in the TEKSs will students have difficulty in understanding? What anchors of support do my students need? How will I reference/use the anchors of support in my lesson? Students are creating a timeline of significant historical people and events in Texas as task, how about homework! You might have students create a personal timeline or a family member’s timeline such as a parent or the oldest person in their family with four + significant people and events from their lives. Students interview the family member. Students may want to include pictures. Think about homework you will give your students to support their understanding and mastery of the TEKS. Do give homework and recognize those students who do their homework with extra credit or add points to any specific grade they choose. As the saying says… Homework: Because 7 hours at school isn't enough...

18 Follow the same process with ARC 2 as you did with ARC1. Same Concept, Essential Understandings and Questions Still Under Unit 1 European Expansion Read and analyze your TEKS. Look at the verb. Does the Students Will Know and …Will Be Able to … align with the TEKS… Will your students understand the terms, phrases in the TEKS? What connections can you make to the previous Arc? ARC 2 : Spanish and French Exploration in TexasArc Pacing: 6 Days (3 Block Days) Targeted Vocabulary: expedition, explorer Resources: Portal to Texas History; Glencoe, Texas and Texans, Chapter 4Portal to Texas HistoryGlencoe, Texas and Texans TEKS Knowledge & Skills Acquisition Readiness and Supporting Standards are not designated at this level. Students Will KnowStudents Will Be Able To 7.2 History. The student understands how individuals, events, and issues though the Mexican National Era shaped the history of Texas. 7.2B identify important individuals, events, and issues related to European exploration of Texas such as Alonso Alvarez de Pineda, Alvar Nunez Cabeza de Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain  The names of significant Spanish and French explorers in Texas, their reasons for exploration, and the importance of their voyages on Texas history as they relate to the Age of Contact.  Identify Spanish and French explorers listed in TEKS 7.2B and explain their significance of their expeditions by creating a human bar graph. Students should justify the positions of each explorer on the bar graph using the sentence stem, “____ had the greatest contribution because…” 7.9 Geography. The student understands the location and characteristics of places and regions of Texas. 7.9A locate places of importance in Texas during the 19 th century 7.9B compare places and regions of Texas in terms of physical and human characteristics 7.9C analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas  Spanish and French explorers made voyages to Texas and explored many areas throughout the state.  The regions the Spanish and French explored have many similarities and differences.  Physical and human factors listed in TEKS 7.9C impacted Spanish and French exploration in Texas.  Create maps showing the routes Spanish and French explorers took while in Texas.  Write an essay comparing and contrasting the areas of Texas explored by the Spanish and French in terms of physical and human characteristics.  After reading selected primary and secondary sources related to Spanish and French exploration in Texas, analyze the effects of physical and human factors on the successes and failures of Spanish and French expeditions. ARC 2: Spanish and French Exploration in Texas Refer to previous slides as needed…

19 7.10 The student understands the effects of the interaction between humans and the environment in Texas during the 19 th, 20 th, and 21 st centuries. 7.10A identify ways in which Texans have adapted to and modified the environment and analyze the positive and negative consequences of these modifications 7.10B explain ways in which geographic factors… have affected the political, economic, and social development of Texas  European explorers adapted to and modified the environment in Texas.  Geographic factors impacted the political, economic, and social development of Texas during the Age of Contact.  Write a letter from the point of view of a Spanish or French explorer explaining the challenges you faced while exploring Texas and how you met those challenges.  After reading selected primary and secondary sources, explain in an essay how geographic factors affected the political, economic, and social development of Texas following the Age of Contact, 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 & share with each other. What activities will be used to engage students and ensure mastery of these TEKS? TEKS Knowledge & Skills Acquisition Readiness and Supporting Standards are not designated at this level. Students Will KnowStudents Will Be Able To What anchors of support Will you use? Images of Texas physical features Images of Native Texan adaptations (Chp. 3) Maps of Spanish and Maps French exploration routes and Texas and Texans

20 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 identify Spanish and French explorers listed in TEKS 7.2B and explain the significance of their expeditions by creating a human bar graph. Students should justify the positions of each explorer on the bar graph using the sentence stem, “____ had the greatest contribution because…”  Students will write an essay comparing and contrasting the areas of Texas explored by the Spanish and French in terms of physical and human characteristics. Short Cycle Assessment  SCA Testing Window: November 2- November 8, 2012  SEs eligible for testing include, but are not limited to: 7.2B, 7.9C Additional Suggestions for Assessment  Teacher observations  Interactive Notebook entries addressing the questions, “What key elements stimulate migration? What are some benefits and risks involved with migration?” Discuss in partners or in a group the formative and summative assessments listed. Add other tasks as needed. A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann Do your students know what an essay is. How long is an essay? What are your expectations for this essay? How will you prepare them to write the essay?

21 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- Early Explorers in Texas Suggested Pacing: 2 days (1 block) TEKS:7.2B, 7.9C, 7.21B, 7.21C Instructional Resource PENDING There are lessons on the Social Studies Website, however, you will need to plan and extend the lessons in order to teach the TEKS listed in the CRM.Social Studies Website

22 Before planning your lesson, review, concept, pacing, unit, arc, TEKS, vocabulary, resources, Students Will Know, Students Will Be Able To, Performance Tasks, and Assessments. 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? 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? "Good teaching is more a giving of right questions than a giving of right answers." - Josef Albers o 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?  Can you use primary sources in this lesson?  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 some homework. Make that an expectation!

23 Education has for its object the formation of character.. Herbert Spencer

24 Why 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 Some Suggestions… Interviews with family members Read and highlight a short article from Texas Handbook online or other source linked in this portfolio. Describe a primary source-use part or all of the primary source graphic organizers Illustrate a TX history event, historical figure and write a short paragraph about the illustration Read a primary source from Cabeza de Vaca’s journal…from Cabeza de Vaca’s journal… (Great mini DBQ at the above website-give students a short journal piece and one question from the student activity page to answer.) Activity pages from the textbook ancillary books. Book Report on an explorer Will all students do their homework…no, but even if one does it, you have made a difference.

25 One day an old man was walking down the beach just before dawn. In the distance he saw a young man picking up stranded starfish and throwing them back into the sea. As the old man approached the young man, he asked, "Why do you spend so much energy doing what seems to be a waste of time?" The young man explained that the stranded starfish would die if left in the morning sun. The old man exclaimed, "But there must be thousands of starfish. How can your efforts make any difference?" The young man looked down at the starfish in his hand and as he threw it to safety in the sea, he said," It makes a difference to this one!" Author unknown

26 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 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?

27 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. Continue next slide…

28 You have 3 days for this Arc. Texas and Texans pp , Encyclopedia Britanica, The Handbook of Texas online Some suggestions are listed below. Use the CRM for student activities. Daily Schedule 45 minutes and 90 minute block scheduling Warm-up – 10 minutes (90 minute block-15 minutes) Suggestions (choose 1): Vocabulary game: Set up a hangman style game for all to see. Use 4-5 vocabulary words or other words (expedition, explorer, Cabeze de Vaca, quest for gold, Spain) pertaining to the content with blank lines for each letter and the hangmen icon. Tell the students: “When you figure out these words, you will know what we are going to be studying for the next three days.” Activity from Non Fiction Matters by Stephanie Harvey Discovery Education Streaming video if applicable (There is a video on Spanish Explorers, I found it to be somewhat boring-you could use it for a small group activity, but make sure students fill out a graphic organizer on what they saw. You will need to review the film first.) Read Aloud (book on content being studied) Suggested: Suggested: Cabeza de Vaca’s Adventure in the Unknown Interior of America by Alvar Nunez de Vaca Translated & Annotated by Cyclone Covey (there are several translated books to choose from). Check your school and community library. Question posed for short discussion and brainstorm What are reasons a person would leave his/her home to go someplace unknown and possibly dangerous? Continued next slide…

29 Teacher explain, guides, instructs: The Teacher needs to have read the chapter, know what the students need to retain, and have questions ready for discussion. Teacher Notes: Use a graphic organizer for note taking such as the foldable in the text book, 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 4. Texas Handbook online: articles are hyperlinked on Slide 32. Before Reading: Have students make a list of the explorers they will need to know (the list is on Slide 32 ) leaving space on the graphic organizer, timeline for them to write their notes. During Reading: The teacher will have to question and direct students on what is important to write on the graphic organizer or timeline you select for them to use. (You also have the option of using The Texas History Handbook online or the Encyclopedia articles linked on Slide 32. 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. *Vary the reading. Teacher reads a paragraph, 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). Students read a paragraph independently (again follow up with questions to make sure everyone knows what they read). Be aware of what is in the chapter, is it necessary for students to read everything? * Vary the activities. Read some, then do an activity, such as mapping, adding to the timeline, adding to the explorer graphic organizer (start preparing for a role-play later in the lesson), Think, Pair, share in small groups, use the question stems from the websites listed on the Slide 3 of this module.

30 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 doing. 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 shoulder partner share, a quick write on their their graphic organizer. *Graphic organizers are for notes, not paragraphs or essays, one to two minutes per item. Students take notes. Use the foldable study organizer, a timeline, or other graphic organizer shown in the text book to list Texas explorers, when they came, where they went, what they were looking for, what they did, how they died, were they successful, how there trip ended, or other TBD by the teacher. (Remember you will need to remind them to take notes…”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 timeline vertical or horizontal as they are learning about the explorers who came to Texas listing the date, explorer, and what they did. Use a map to trace the routes of the different explorers. After studying one explorer, students will need a map of the U.S. so they can trace where the explorer went in Texas and the U.S. as a cumulative process. Use different colored pencils to trace the routes for the explorers. Students draw in the map key designating the color for the explorer. This activity will be on going with each explorer.map of the U.S.

31 Texas cartoon activity (Maybe a Warm-Up or Homework) Use a satellite map to identify and list what explorers saw. Compare the land size of Texas then and in later centuries. Compare historical maps to maps in later centuries. Slide 39 Find on a map the places on Slide 39 and where the animals might live. Discuss/compare maps and routes the explorers traveled in Texas. Relate to what towns/cities that are present today the explorer passed through or was close to. Activity Book Early Explorers crossword puzzle (May be Homework) Unit 2 Resources: Vocabulary, p. 31; Reteaching, p.33; Analyzing a Topic, p. 35; Critical Thinking: Cause and Effect, p.37; Geography and History, p. 39; map and Graph Skills, p. 41; Assimilation: Past and Present, p. 43; Taking Notes, p.45; Enrichment: Coronado’s Expedition, p. 47. Students can work in partners or small groups, use to vary the lesson when reading. (May be Homework) Extra reading using one of the articles below may be homework. Students can read on the explorer they have chosen to research.

32 Divide students into small groups or partners (nor more than 3) giving each person the name of an explorer. (Make sure all explorers are chosen by at least one student.) Students research using an article from the Encyclopedia Britanica or the Handbook of Texas as an extra resource beside the text. They can create individual/group posters (2 or 3 explorers per poster or PowerPoint), a group/class PowerPoint, a newscast where students role-play their explorer and are interviewed by the teacher. Make sure when they present their poster, PowerPoint or other visual and report, they present as if they were the “explorer.” (Encourage them to dress as their explorer or have some props they can use to “play the part.” Allow 2 or 3 questions from other students to the “explorer.” During the 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.student accountability slip Ibistro Portal Knowledge Encyclopedia BritanicaHandbook of Texas onlineIbistro Portal Knowledge World Book Alvarez de PinedaAlvarez de Pineda Alvarez de Pineda Hérnan CortésAlvarez de PinedaHérnan Cortés Cabeza de Vaca Hérnan Cortés Fray Marcos de Niza and EstevanicoFray Marcos de Niza and Estevanico EstevanicoEstevanico Luis de Moscoso Pánfilo de Narváez Juan de Oñate Fray Marcos de Niza Francisco Vázques de Coronado René Robert Cavelier, Sieur de La Salle ** Extra reading: Spanish Mapping of TexasSpanish Mapping of Texas Continued

33 Closing/Debriefing/Summarizing 5-10 minutes (90 minute Block 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, make 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. Final Processing Activity Students write a page (an essay) in the Interactive Student Notebook from the point-of-view (persona) of an explorer about what traveling through Texas was like including… The name of the explorer and what country he represented, where the explorer went, and when he went, people he encountered, how people treated by the explorer and how he treated them, what he saw, heard, felt, climate, land description, what the explorer was looking for, what the explorer accomplished, how your trip ended. You will want to set up a graphic organizer with places for each of the categories listed above that you think are essential to the essay for your students to fill out before starting the essay.

34 Knowledge and Skill Statement and Student Expectations posted and referenced in the classroom. What 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? How will students be motivated and engaged? How will I vary/pace the activities so students stay engaged?

35 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?

36 The Social Studies grade level textbook is 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 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

37 Students are expected to use content language when they write the conquistador’s point of view on Texas. min/curric/sstudies/han dson.html Great website for Texas History graphic organizers… Add other information between the speech bubbles.

38 The Texas Historical Association Handbook online is a great resource for reading and research. Read about Exploration.Exploration Texas Cartoons on the Social Studies WebsiteTexas Cartoons 1. List as many things you see in the cartoon that would make Texas unsuitable for development. Region 13 has Texas websites you will want to check out.Texas websites Region 4 has Texas lessons and activities you might want to use.Texas lessons Use this cartoon first, then show pictures of Texas landscapes (next slide) with the questions…

39 Comanche Moon over West Texas (Photo by Todd Jagger, Ft. Davis, Texas)Todd Jagger Sunset at Brazos Bend State Park (Photo by Allen Matheson, Houston, Texas)Allen Matheson Floating Down the Guadalupe River (Photo courtesy Gregg Erlenbusch, Houston, Texas) Mariscal Canyon on the Rio Grande (Photo by Todd Jagger, Ft. Davis, Texas)Todd Jagger Cougar from Big Bend (Photo by Jeff Heinatz, Alpine, Texas)Jeff Heinatz Buffalo on the Run (Photo by Phyllis Staff, Waco, Texas) Diamondback Rattlesnake (Photo courtesy Gold Canyon Multimedia)Gold Canyon Multimedia Texas Horned Lizard (a/k/a Horny Toad) (Photo courtesy Robert Parmenter)Robert Parmenter Lighthouse Formation in Palo Duro Canyon Park south of present day Amarillo Texas.

40 Reading/Research: Texas and Texans, Chapter 4, The Texas Handbook articles on line. Review slide 32 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, cartoon discussion, almost any activity… Expectation for Justification of Thinking/Text/Research: In all class discussions, using different sources, Texas Handbook online Evidence: Require students to 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 Hangman activity, Cartoon or picture activity (slides 36 & 37) 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: Suggestions in What My Day Looks Like…

41 Personal Writing- Student Created essay in the persona of an explorer Write personal reflections/illustrations on content Interactive Student Notebook Factual Writing- Graphic organizers, Interactive Student Notebook 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, … don’t forget map activities.

42 Continue to plan your lessons looking at the CRM with the TEKS and all your resources. Review the slides… “The difference between school and life? In school, you're taught a lesson and then given a test. In life, you're given a test that teaches you a lesson.” Tom Bodett We learn by example and by direct experience because there are real limits to the adequacy of verbal instruction. Malcolm Gladwell, Blink: The Power of Thinking Without Thinking, 2005Malcolm Gladwell Plan ahead, know your content, organize your lesson, be enthusiastic with your students, have high expectations, and they will learn and you will learn from them.


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