3rd 6 Weeks Texas History Unit 3 Arcs 1 &2 Austin Independent School District Core Content Coaching Social Studies Grade 7 The teacher … “A child miseducated is a child lost." – John F. Kennedy Bring to your Meeting…. • School Calendar/Yearly Itinerary (YI) • Curriculum Road Map (CRM) • TEKS/ELPS/CCRS Adopted Text Book, Glencoe, Texas and Texans, The Texas Portal Lesson on causes and events leading to the Texas Revolution, Path to the Revolution, Lorenzo de Zavala • A resource for quality texts, school library, literacy center, books from the library that relate to the TEKS being studied and for teacher readaloud • The Handbook of Texas online: Convention of 1836, Texas Events in 1836, George C. Childress, Juan Nepomuceno Sequín, James Fannin, Sam Houston, Antonio Lopez de Santa Anna, William B. Travis, Lorenze de Zavala • Teacher Read-Aloud Ask your school librarian for a suitable historical fiction or memoir to read to the students about Texas life during the Revolutionary period. • A resource for higher order question stems make a copy to have • Lesson plan template • A copy of Probing Questions make a copy to have 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. Yearly Itinerary…Look at the Content, Pacing, SCA for Unit 1 Grading Period Assessment 3rd 6 weeks 25 days (12.5 Block days) Pacing Guide Conflict and Change: The Texas Revolution Unit 1: Causes of the Texas Revolution Assessment: SCA 1 Dates: December 13 19, 2012 Texas Essential Knowledge and Skills *Readiness and supporting standards are not designated for this grade level. 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 Unit 2: Texas Declaration of Independence TEKS eligible for testing: 7.1A, 7.1C, 7.2D, 7.3A, Estimated time frame: 6 days 7.3B, 7.9C, 7.17A, (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 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: analyze 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. Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time. Check Unit 3 for the TEKS you will be teaching. Review CRM for Concept, Transfer, Enduring Understandings, Essential Questions, Units, Vocabulary, and Arcs, Resources, Time Pacing … © Austin Independent School District, 2012 Create questions to spark interest, conversations to get your students thinking, to help students make connections. 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 Essential Questions: cultural values differ. How do political events contribute to cultural When do different cultural values among people cause conflict? conflict? When do different cultural values among people not cause How do people justify rebellion? conflict? How do perceptions of historical conflicts When in Texas history do we see different cultural values that change over time? caused conflict? How do conflicts affect all aspects of a society? Do different cultural values always cause conflict? Unit 3: The Texas Revolution Supporting vocabulary link Essential Vocabulary siege, republic, turning point, bombardment, garrison, rebellion, justify, annex, treason, decree, massacre, skirmish, impact, civilian Student pre-requisite knowledge Students need to understand the causes of the Texas Revolution. Resources: Glencoe, Texas and Texans, Chapters 9-11; Portal 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. ARC 1: Military Events of the Texas Revolution Arc Pacing: 12 Days (6 Block Days) Targeted Vocabulary: siege, republic, turning point, bombardment, garrison, rebellion, justify, annex, treason, decree, massacre, skirmish Resources: Glencoe, Texas and Texans, Chapters 9-11; Portal to Texas History You have the Essential Questions which students should be able to answer in depth at the end of the lesson. You also have questions to spark conversation that lead student thinking to the answers to the Essential Questions. • • 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.) Texas History has a lot of events in 1836. Use The Handbook of Texas Online. TEKS Knowledge & Skills Readiness and Supporting Standards are not designated at this level. Acquisition Students Will Know Students Will Be Able To Make a list of words phrases in the TEKS that your students might not understand, be familiar with, etc. 7.1 History. The student understands traditional historical points of reference in Texas history. 7.1C explain the significance of the The significance of 1836 to Students will write a following dates… 1836, Texas Texas history. paragraph to explain the independence… significance of 1836 using the Students should be able to explain the meaning of the TEKS and make connections to the new learning. sentence stem, “1836 was an important year in Texas history because….” When TEKS are repeated, still review for comprehension. You will be confirming students’ understanding and vocabulary development. Make sure students take notes on what you want them to include in their paragraph about the significance of 1836 during the lesson. • • 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? TEKS Knowledge & Skills Acquisition Students Will Know Readiness and Supporting Standards are not designated at this level. Students Will Be Able To 7.3 History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas 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 textbook for chapters 9, 10, & 11. 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 Significant individuals listed in TEKS 7.3B played a role in the Texas Revolution. Events and issues listed in TEKS 7.3C were important to the Texas Revolution. Identify major battles and events of the Texas Revolution on a graphic organizer. Explain the roles of important figures in the Texas Revolution by creating a memorial for one of the individuals listed in TEKS 7.3B. 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 and All Americans in the World,” the siege of the Alamo and all the heroic defender who gave their lives there, the Constitutional Convention of 1836, Fannin’s surrender at Goliad, and the Battle of San Jacinto 7.8 Geography. The student uses geographic tools to collect, analyze, and interpret data. 7.8A create and interpret thematic maps, There are various ways to graphs, charts, models, and databases create and interpret maps, representing various aspects of Texas graphs, models, and databases during the 19th… century about the Texas Revolution. Interpret and explain the 7.8B analyze and interpret geographic significance of geographic distributions and patterns in Texas during th distributions and patterns in the 19 …century Texas during the Texas Revolution. Create and interpret thematic maps showing major battles of the Texas Revolution. After analyzing models, charts, and databases related the Texas Revolution, explain the significance of geographic distributions and patterns in Texas during the Texas Revolution. 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 the TEKS. Discuss how you will teach the lesson for students’ mastery. More TEKS TEKS Knowledge & Skills Acquisition Students Will Know Readiness and Supporting Standards are not designated at this level. Students Will Be Able To 7.9 Geography. The student understands the location and characteristics of places and regions of Texas. 7.9A locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of importance in Texas during the 19th …century such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest The absolute and relative location of places and regions of importance during the Texas Revolution. Physical and human factors impacted events during the Texas Revolution. Identify places and regions of importance during the Texas Revolution on a map. In a small group, discuss the impact of physical and human factors on events during the Texas Revolution. 7.9C analyze effects of physical and human factors such as climate, weather, landforms, irrigation, transportation and communication on major events in Texas 7.17 Citizenship. The student understands the importance of the expression of different points of view in a democratic society. 7.17C express and defend a point of view There are many ways to Write an editorial expressing on an issue of historical or contemporary express and defend their point and defending a point of view importance of view on a event or issue of about an issue or event of the the Texas Revolution. Texas Revolution. What maps will you be using? Suggested Homework/Activities: Chapter 9 Activity Workbook: pp. 17-18 Reading Essentials and Study Guide: pp. 105-116 Review absolute and relative location with students. What does physical and human factors in TEKS 7.9C mean? Remember: have your students take notes on content they will need to write a newspaper article on a battle or event in the Texas Revolution. (See Performance Tasks.) 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.) Dawn At the Alamo readings Write a newspaper article about one of the major battles or events of the Texas Revolution listed in TEKS 7.3C and explain how physical and human factors impacted the issue/event selected. Analyze primary and secondary sources related to the painting, Dawn at the Alamo and identify bias toward the Texians and against the Mexicans. History Through Art, Texas and Texans, Dawn at the Alamo, p. 233. Picture and reading Other pictures of the battle Do you see bias? Justify your answer. Short Cycle Assessment SCA Testing Window: December 13-19, 2012 SEs eligible for testing include, but are not limited to: 7.3B, 7.3C, 7.9C Additional Suggestions for Assessment Teacher observations Graphic organizer listing events of the Texas Revolution, a description of the event, and its impact 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? 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 Alamo- What were they thinking? You can use The DBQ Project: Suggested Pacing: 3 days (1.5 Block Day) Remembering the Alamo: A TEKS: 7.1C, 7.3B, 7.3C, 7.17C, 7.21A, 7.21B Instructional Resource: PENDING See Social Studies website for lessons. Personal Journal Includes reading, writing, analysis of primary sources. Some interesting readings on the Alamo: •Handbook of Texas Online: Alamo, Battle of •Handbook of Texas Online: Alamo •Handbook of Texas Online: Alamo Noncombatants Can you use some of these readings for homework? Read like a historian. What is important to know? Become an expert! See The Texas Portal lessons for Remember the Alamo. It also has a PowerPoint. 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. ARC 2: The Social Impact of 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 Suggested Anchors of Support: • Timeline: Texas & Texas, Chapter 11, pp. 244-263 • Use graphic organizers suggested in the text or p.245,246, 252, 259, 260 or determined by the teacher to support student learning. • Primary source Critical Thinking Skills: Use the pictures in the textbook, Picturing History to tell a story, pp. 247, 249, 252, 255, 256 • Graphic Analysis 1 for ART • Graphic Analysis 2 for ART • Graphic Analysis for photograph ARC 2: The Social Impact of the Texas Revolution Targeted Vocabulary: impact, civilian Resources: Glencoe, Texas and Texans, Chapter 11 TEKS Knowledge & Skills Readiness and Supporting Standards are not designated for this level. Arc Pacing: 2 Days (1 Block Day) Acquisition Students Will Know Students 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 The significance of 1836 to Students will write a history, describe their defining Texas history paragraph to explain the civil, characteristics, and explain why The sequence of events related political, and religious historians divide the past into eras to the Texas Revolution and significance of 1836. including…Revolution and Republic the effects of these events on Texas history. 7.1B apply absolute and relative 1836 has religious, social and chronology through the sequencing of significant individuals, events, and time civil importance to Texas periods history. 7.1C explain the significance of the following dates… 1836, Texas independence… Discuss as a group and share with each other. What activities will I use to engage my students and ensure mastery of these TEKS? What can be assigned for homework? Lesson Plan for Chapter 11 Texas and Texans Think about using the Lesson on Sam Houston in The DBQ Project: What Was Sam Houston’s Most Heroic Decision? TEKS Continued Check the Students Will Know and Students Will Be Able to…. TEKS Knowledge & Skills Readiness and Supporting Standards are not designated for this level. Acquisition Students Will Know Students Will Be Able To 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 The individuals listed in TEKS Write an essay explaining the significant individuals during the Texas 7.3B brought social change to social effects of the Texas Revolution, including George Childress, Texas. Revolution. Lorenzo de Zavala, James Fannnin, Sam The issues and events listed in Create a graphic organizer to Houston, Antonio Lopez de Santa Anna, TEKS 7.3C on had social impact explain the social impact of Juan N. Seguin, and William B. Travis on Texas. issues, individuals, and events The Texas Revolution brought listed in TEKS 7.3B and 7.3C on 7.3C explain the issues surrounding significant events of the Texas civil, political, and religious Texas. Revolution, including the Battle of freedom to Texas. Describe the impact of the fall Gonzales, William B. Travis’s letter “To Stress to the students that they live of the Alamo on the civilian the People of Texas and All Americans in in Texas and need to know its rich population. the World,” the siege of the Alamo and and interesting history. Talk to them Explain to a partner how the all the heroic defender who gave their fall of the Alamo led to the lives there, the Constitutional Convention about how Texas is the best state. of 1836, Fannin’s surrender at Goliad, Help students to develop pride in Runaway Scrape. and the Battle of San Jacinto where they live, to love their state and their country. Stress to them Emphasize that the settlers and the 7.3D explain how the establishment of that these people they are learning were not against the Mexican the Republic of Texas brought civil, about did not stand on the sidelines. people, but against the loss of political, and religious freedom to Texas Each took an active part in the freedom under Santa Anna and the development of Texas even if it cost Constitution of 1824. them their lives. Essay writing requires students to take notes during the lesson that they will need to write the essay. The teacher will need to guide them on what notes they need. Keep a chart of the historical figures in 7.3B. As the students learn about them, ask students why this person is important and what do we need to remember about him? Record on the chart, they do the same on a graphic organizer for their notebook. TEKS Continued TEKS Knowledge & Skills Use the maps in your textbook and/or the wall maps in your classroom. See maps next slide. Readiness and Supporting Standards are not designated for this level. Acquisition Students Will Know Students Will Be Able To 7.9 Geography. The student understands the location and characteristics of places and regions of Texas. 7.9A locate the Mountains and Basins, Major landmarks and regions Create a historical marker to Great Plains, North Central Plains, and during the Texas Revolution show the impact of an event in Coastal Plains regions and places of can be found on a map using the Texas Revolution on Texas importance in Texas during the 19th absolute and relative location. history. …century such as major cities, rivers, Read selections of primary and natural and historic landmarks, political • Physical and human factors secondary sources to analyze and cultural regions, and local points of impacted events during the how physical features helped interest Texas Revolution. or hindered the Runaway 7.9C analyze effects of physical and Scrape. human factors such as climate, weather, landforms, irrigation, transportation and communication on major events in Texas Suggested homework and or Daily Work Activities: Reading Essentials and Study Guide: Chapter 11, pp. 130-140 Activity Book: Chapter 11, pp. 21-22 When you know the TEKS, you will know what to stress to the students, what to point out to them, what they need to take notes on. Always refer back to the TEKS to make the connections to what they are learning is required by the state. Justify what they are learning by making them explain what they know and how their knowledge fulfills the TEKS requirement. Use this map from Enchanted Learning.com for students to draw the locations listed in TEKS 7.9A Use Texas outline map for mapping activities in lesson portfolios social studies website. Do students know what barrier islands are and why they are called barrier islands? Do other states have barrier islands? Assessment Evidence and Lesson Planning Tools Read and discuss the primary source account of Noah Smithwick about the Runaway Scrape in Texas and Texans, p. 248. Secondary source: The Texas Handbook Online, The Runaway Scrape 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 and analyze primary and secondary sources related to the Runaway Scrape in order to write a journal entry detailing their experiences during the Runaway Scrape. Research and write a letter from Tejano supporters of the Texas Revolution. Student-created political cartoon about the impact of the fall of the Alamo and the massacre at Goliad. (See Slide 19 on political cartoons) Encourage students to read from various sources about The Runaway Scrape. Take notes and compare to the textbook. Short Cycle Assessment SCA Testing Window: December 13-19, 2012 SEs eligible for testing include, but are not limited to: 7.3D, 7.9C Additional Suggestions for Assessment Teacher observations Interactive Student Notebook entries addressing the question, “How do conflicts affect all aspects of a society?” Graphic organizer listing the civil, political, and religious impacts of 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- Social Impact of the Texas Revolution Suggested Pacing: 1 day (.5 Block Day) TEKS: 7.1A, 7.1B, 7.1C, 7.2D, 7.22A, 7.22B, 7.22C Instructional Resource: PENDING There are many lessons on the social studies website for this part of the CRM. Some Suggested Anchors of Support for Unit 3 Arcs 1 & 2 • • Glencoe, Texas and Texans, Chapters 9-11, Primary Source Adventures, Texas History Bio Cards: The Portal of 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, Battle of San Jacinto • 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 1836, Texas Revolution • True Veterans’ Account of the Battle of San Jacinto from The Portal of Texas History • 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 copy of Probing Questions • The Handbook of Texas Online Background information: article on the Law of April 6, 1830; Mexican Colonization Laws; Turtle Bayou Resolutions ;The Runaway Scrape • See Social Studies website for lessons. • Roger Moore’s website with more Texas Political Cartoons • Use graphic organizer (Two Column Chart) suggested in the text or determined by the teacher to support student learning TEKS 7.3B. • The DBQ Project Unit 3 Remembering the Alamo: a Personal Journal and Unit 4 What was the Sam Houston’s Most heroic Decision? • Primary sources and secondary sources from Texas and Texans, p. 248 account of Noah Smithwick about the Runaway Scrape, p. 248. make a copy to have Always check all slides for other anchors of support and Homework suggestions. 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, The DBQ Project, 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… Check all slides for links to anchors for support. Discovery Education Streaming, Austin Past and Present (you will need to download to your computer), Teacher Read-Aloud… o 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… o o o o Does your lesson engage/motivate the students? o Task The student task is aligned to the TEKS/SE. The task is aligned to students’ differentiations (SPED, ELL, GT). Students are engaged in tasks. Students are on task and able to articulate learning. Students are engaged, and learning is student-centered. Students are working as a class, small group, partner, individual. Use Political Cartoons as Warm Ups or during a lesson Use a graphic organizer to analyze a political cartoon. Political Graphic Organizer Analysis document Students need to use their social studies vocabulary words when discussing political cartoons. Roger Moore’s website with more Texas Political Cartoons Don’t Forget: ELPS, CCRS, and 21st Century Framework…. 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 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 21st 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. 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… 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. Chapter 9 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. Ch. 9 Performance Task and Rubric: Give students a copy of each. 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). Chapter 10 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. You are covering Chapters 9, 10, & 11. Choose one project or let students choose the project they would like to do. 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. Chapter 10 Project… Give students a copy of each Chapter 11 Give students a copy. Could parts of the projects be used for homework, daily activity, part of the lesson, instruction…. Chapter 11 continued…Students need a copy of each 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? Look at The DBQ Project resources. Don’t forget: assign homework. Make that an expectation! • 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? Education… “At the desk where I sit, I have learned one great truth. The answer for all our national problemsthe answer for all the problems of the worldcomes down to a single Homework 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: • From Texas and Texans, make copies of biographies for Juan Neponmuceno Sequín, p. 206, George C. Childress , p. 219, and James Fannin, p. 226, The Handbook of Texas online for George C. Childress, Juan Nepomuceno Sequín, Sam Houston, Santa Anna , and/or William B. Travis. Students read and summarize each man’s life and contributions to Texas, create a time line of each man’s life and events, and/or create a bio card to trade. Keep these men on a chart along with their contributions to Texas in the classroom and post 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 9-11, pp. 17-22 • Reading Essentials and Study Guide, chapters 9-11, pp. 105-140 • Pose one question pertaining to the content being studied for students to answer in a written paragraph. • Analyze the Newspaper advertisement, Texas and Texas, p. 207. Use questions in textbook, Points of View p. 234 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) Will all students do their homework…no, but even if one does it, you have made a difference. 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? 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. What does My Day Look Like… You have 14 days or 7 Blocks for Unit 3, Arcs 1 & 2 Texas and Texans, Chapters 9-11, The Handbook of Texas online, Portal to Texas History Some suggestions are listed below. Use the CRM, model lessons, this Power Point for suggested student resources and activities. Daily Schedule 45 minutes and 90 minute block scheduling Warm-up – 10 minutes (90 minute block-15 minutes) Engagement/Warm-up Suggestions : Vocabulary game: Kick-Me Activity You may want to name it something else, such as “Can You Figure It Out?” (Teachers: Please see the short video clip.) There is a short video clip to watch students in action. I have included an analogy activity sheet using all the vocabulary words for Unit 3. You might want to do this as a pretest to see how many words students get right, take up the papers and do it as a closing activity at the end of the unit. At the above website on the right side are a list of materials you will want to review. The last one labeled Kick Me Analogies Class Worksheets is actually a PowerPoint on how to write analogies. It is short and a quick review for the teacher. I am including the analogy and historical figures worksheets for this unit. The relationship part they will answer for each analogy are listed at the top of the worksheet. Please feel free to create your own. The vocabulary answer words to write on post-its are on Slide 5 under Unit 3. EMPHASIZE: NO KICKING OR THEY WILL WORK INDEPENDENTLY AND THERE IS 0 TOLERANCE. If anyone does kick, immediately tell them to sit down, they are out of the game. Don’t argue with them. If too many of your class have to sit down, then they can work in pairs. If you have to sit the class down, explain to them that they don’t appear to be ready for this type of activity, however, in a few weeks we can try it again. 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, look for a primary source memoir, some are linked on the slides. Spend 10 minutes each day looking at one of the paintings and use the Art Graphic Organizers linked on the slides. • 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 were some notable events for Texas during the year 1836? o Looking at the different images in Chapter__ (as you study each chapter), what can we learn about the people in Texas? o What were some of the events that occurred and how did these events affect the people living in Texas? Mexican and Anglo? Analogies: Using the ____ between words in order to ____________ them. Relationship- specific: general; antonyms; synonyms Analogy- book: reading: math: calculating How to read it- book is to reading as math is to calculating AND Historical Figures: Who Am I? relationship analogy Use both pages together. Put postits on the backs of students with either a vocabulary word or historic figure. Historic Figures: Who Am I? Person blockade: isolation ::_________________: surround laws: constitution:: _______________: government battle: combat:: _______________________: shift bullet: shooting:: cannonball: _______________ soldier: brigade:: _________________: placement soldier: war:: rebel:_________________ lying: dishonesty:: _______________:find evidence join: separate:: __________________:to take apart loyalty: faithful:: betrayal: ___________________ lawful: legal:: an order (edict): ____________ dying: death:: slaughtering: ________________ charging: retreat:: ________________:avoidance recoil: avoidance:: ________________: collision ranch: town:: _____________:soldier Make your own analogy __________: __________:: ___________: _________ Characteristics Participated in the Battle of Gonzalez Led Texas Forces at Battle of Concepcíon Delayed following General Houston’s orders Put to Death at Goliad Did not fight at Gonzales Became a Lt. Col. In the Texas Army Commanded troops at the Alamo Died at the Alamo Survived the Battle of the Alamo Fought in the Texas Revolution Fought the Battle of at San Jacinto Born and raised in San Antonio Practiced law and edited a newspaper Volunteered for the Texas army Born in Nashville, Tennessee Recognized as the primary author of the Texas Declaration of Independence Began his military career at age 16 Refused to accept the Mexican Constitution of 1824 Led the Mexican attack at the Alamo Fought against Sam Houston at the Battle of San Jacinto Elected as the first Vice-President of the Texas Republic A strong supporter in democratic ideals and Texas independence Participated in the drafting of the Constitution of the Republic of Texas Traveled to Mexico with Santa Anna to persuade the Mexican government to recognize Texas independence 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, Chapters 9-11, The Texas History Handbook online: articles are hyperlinked as well has other resources in the Power Point. You will need to read the article on Lorenzo de Zavala from the Texas Handbook as the textbook is lacking on information for this significant historic figure. 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! Instruction/Activity/Group/Individual Work: 25-30 minutes (90 minute block 60-70 minutes) Before Reading: Chapter 8 & 9.3Have students create two graphic organizers Chapters 9-11. You may use the one listed at the beginning of each section or one of your choice. Students will need a graphic organizer for taking notes on their readings. Students will need the 2nd graphic organizer for analyzing primary sources, visual activities, vocabulary or other activity TBD by the teacher. If the assessment is a writing piece such as a newspaper article , letter writing …make sure students take the notes they will need for these activities or other activities TBD by the teacher. 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 9-11 . 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 for each chapter. 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. Moving from one activity to another smoothly and with no breaks keeps students engaged and“on their toes” and behaving! 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…., visual image analysis Texas and Texans, pp. 205, 207, 216-217, 223, 224, 227, 230, 231, 240, 245, 248 ( I found this picture to most intriguing.), 255, 256,259 *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 TEKS 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? Use questions to connect the content to the students. Always emphasize: The Texans were not at war with the Mexican People, but the Mexican government and the restrictions on their freedoms. Activities Keep Students Engaged • Use the Glencoe Texas and Texans website for a web activities and lessons. • Use maps to locate historic events being studied. • The DBQ project has many primary source activities for the lessons that can be used for this Unit 3. • Use graphic organizers to take notes and record information. • Read articles suggested on the slides from the Texas History Handbook Online. • 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. • Activity Book (Chapters 9-11) vocabulary and comprehension skills (May be Homework) • Chap. 9-11 Resources: Reading Essentials and Study Guide • Start a project using the Performance Assessment, Activities and Rubrics Book in this PowerPoint (ancillary book for the textbook). • Read and analyze Eye Witness Reports primary source recollections of the Runaway Scrape • Other Accounts from the Celtic Cowboy • Battle of San Jacinto painting by Henry McArdle See next slide • Graphic Analysis 1 for ART • Graphic Analysis 2 for ART • Graphic Analysis for photograph Dawn at the Alamo By Henry McArdle • Graphic Analysis 1 for ART • Graphic Analysis 2 for ART Use the Document Analysis Worksheet from the National Archives for photographs to analyze this picture. It has all the questions you need. • Graphic Analysis 1 for ART • Graphic Analysis 2 for ART The Battle of San Jacinto By Henry McArdle 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 newspaper article... 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 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. Remember, even though they are in 7th grade, many still don’t grasp what they are to do/write You are there to support until they can be independent. What that means is that you guide them in each step they are to take. Your lessons are structured and explicit so they know exactly what is expected and it is in increments that they can accomplish successfully. 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. Graphic Organizers: Dinah Zike’s Big Book of Texas History Graphic Organizers: Dinah Zike’s Big Book of Texas History 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? 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 21st 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? 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. The CRM has resources listed under the Unit and the Arc. • • Check out the Social Studies Website for more resources in your grade level. 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.) • 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. • Select 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. Don’t Forget…Student Engagement/ Formative Assessment • Reading/Research: Texas and Texans, Chapters 9-11, 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 Suggestions: Slide 32 and on other slides Don’t Forget…Writing Personal Writing- essay, letter, newspaper article, paragraph, reflection… Write personal reflections/illustrations on content Student Notebook Factual Writing- Graphic organizers, Interactive Student Notebook, Student -Created newspaper article, letter,… • • • • • • 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. 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.