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Core Content Coaching Social Studies Grade 7

2nd 6 Weeks Texas History Unit 2 Arcs 1,2,3 Austin Independent School District. Core Content Coaching Social Studies Grade 7. The teacher who…. "Education's purpose is to replace an empty mind with an open one." - Malcolm Forbes . Bring to your Meeting….

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Core Content Coaching Social Studies Grade 7

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  1. 2nd 6 Weeks Texas History Unit 2 Arcs 1,2,3 Austin Independent School District Core Content CoachingSocial Studies Grade 7

  2. The teacher who… "Education's purpose is to replace an empty mind with an open one." - Malcolm Forbes

  3. Bring to your Meeting…. • 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, books from the library that relate to the TEKS being studied, books for teacher read-aloud • The Handbook of Texas online: Spanish Missions ,Anglo Colonization in Texas, and Spanish Texas for teacher background knowledge on content. Make copies to read or read online. • 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) continue reading this book if you have not finished. • 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.

  4. Yearly Itinerary…Look at the Content, Pacing, SCA for Unit 2 Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time.

  5. Review CRM for Concept, Transfer, Enduring Understandings, Essential Questions, Units, Vocabulary, and Arcs, Resources, Time Pacing for ARC… Concept Life in Spanish Missions Lessons

  6. Look at the TEKS being taught for the lesson, what students will need to know and be expected to do..... • Look at the verbs, words, phrases.... • What TEKS are going to be addressed during this lesson? • What academic vocabulary do students need to understand and use? • What words, phrases in the TEKS may not be understood by the students? • What probing question(s) will facilitate understanding and mastery? • (Use your question lists from slide 2 to formulate some questions you can use with your • students.) Make a list of words phrases in the TEKS that your students might not understand, be familiar with, etc. Do students know what an era in history is? Do students know what the word significance means? When TEKS are repeated, still review for comprehension. You will be confirming students’ understanding and vocabulary development.

  7. Look at the TEKS being taught for the lesson, what students will need to know and be expected to do..... • Look at the verbs, words, phrases…. • What TEKS are going to be addressed during this lesson? • What academic vocabulary do students need to understand and use? • What words, phrases in the TEKS may not be understood by the students? • What guiding question(s) will facilitate understanding and mastery? Continue the list of words phrases in the TEKS that your students might not understand, be familiar with, etc. Look at the verbs on this slide and the one before, how will you teach the lesson for student mastery? Discuss How will the verbs in the TEKS affect how you will teach the lesson? The student product? The questions you will ask?

  8. More TEKS What are some examples of Spanish influence around Austin and Texas? How do we know these examples are from Spanish influences? Students can work as partners to list geographic factors using the primary source quotation from Texas and Texans, p. 125. Read the paragraph under the quotation and then through questions, support the students to see how the geographic factors they listed affected the political, economic, and social development of Texas. From the National Archives: Primary Source Written Document Analysis Do geographic factors affect people/communities today? Can students explain what a geographic factor is? Why a geographic factor affects the political, economic, and social development of Texas? What does political, economic and social development of Texas mean?

  9. TEKS: Look at the TEKS verb, words, phrases… • Do you understand what students need to master? • Do you understand what the TEKS expect the students to learn? • How will you teach/review the students the vocabulary and phrases related to the TEKS? • How will you teach/review the TEKS with the students? • How will your lesson reflect the mastery of the TEKS being studied? • Do the studentsunderstand 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 more, and you know they know more from their responses. Do not neglect reviewing the TEKS. At the end of your lesson, your students should be able to connect the new learning to the TEKS being taught and see relationships to prior learning.

  10. Students will Know…Students Will Be Able to… • 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? • oral language strategies • written response strategies • questioning strategies • collaborative learning strategies • Suggested Anchors of Support: • Timeline: Texas & Texas, Chapter 5, pp. 118-135 • First Missions Are Built, pp. 118-123 • Use graphic organizer below • Primary Source Support: pp.682-700 • Primary source quotations throughout Ch.5 Graphic Analysis Discuss as a group and 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… Use the question: Why was it necessary that a well be located within the mission walls? Use the birds-eye view map, p. 121 Mission Concepción is one of the San Antonio missions which is a National Historic Landmark.

  11. Continue the same procedures… Students Will Know, Students Will be Able to … What Anchors of Support will I use? • Lesson on Life in the Missions from Portal to Texas History • Maps • Textbook • The Handbook of Texas online • Graphic organizers The Texas Portal lesson is an experience for students to learn about life in a mission. Students work in small groups. The directions for the teacher are explicit and a mission PPt is included. Some of these people will be a review. Include more rows on the graphic organizer and let the students choose significant people they want to add.

  12. Students will Know…Students will be able to … • Anchors of Support • Texas and Texans, Spanish Settlements,pp. 124-128 • Maps, p. 125 • Building Communities, • pp. 130-133 • Primary source quotations • throughout Ch.5 • Graphic Analysis • See pp. 134-135 for other graphic organizers, questions, and ideas. Students can work in groups to complete TEKS 7.19C using a graphic organizer with the categories listed in the TEKS. This activity could be an engagement/ closing activity to begin/end the lesson. Because you have discussed what geographic factors are, your students will only need a quick reminder, but some will need that reminder for the meaning and examples.

  13. Compare Maps Texas Mission Maps and More Maps Texas Explorers Maps at: Students discuss in groups using a primary source analysis organizer for maps. The graphic organizer works well even for maps that are not primary sources. Develop background knowledge on the Spanish in Texas (Easy reading) Students may be able to read this article independentlyor it can be used for homework as there are comprehension questions.

  14. Extend the Lesson with More Maps Student Tasks Texas Historical Maps What can we learn from this map? Compare this map to the previous two maps. Click on the link above for a larger version of this map.

  15. Mission San Saba: Lesson What happened to Mission San Saba? Mission San Saba: Use part of this lesson to engage students such as using the primary source picture, the questions for the picture, and the readings about the mission. This reading and the question activity can be used for homework. Readings on the destruction of the Mission San Saba Massacre or Victory San Saba Reading Questions for the painting and readings.

  16. Performance TASK and Model Lesson… The timeline will emphasize the chronological order of opening missions. Students can use the graphic organizer with person, role, and the name and date of the missions on slides 10 & 11 to help them create a timeline. The Lesson on Life in the Missions from The Texas Portal gives the students the background knowledge they will need to write an essay on life in a Spanish mission. Use the textbook p. 121, and also the Texas Portal Lesson for a birds-eye view of Missions.

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

  18. Ch. 5Project Rubric and Performance Task: Give students copies of each.

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

  20. 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.

  21. Take a Few Minutes before going to the next Arc to …. • 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 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… • 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 • colonization and the mission system as a task, how about assigning a different • timeline for homework! If students did not create a personal timeline in Unit 1, • then 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 to get • ideas for the events to put on the timeline. 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 make it the expectation! Next ARC

  22. ARC 2: European and Anglo Colonization Refer to previous slides as needed… • Follow the same process with ARC 2 as you did with ARC1. • Same Concept, Essential Understandings and Questions • Unit 2 European Exploration • Read and analyze your TEKS. Look at the verb. Does the Students Will Know and …Will Be Able to … align with the TEKS… • What terms do your students need to be reminded of the meaning? What is new? • What connections can you make to the previous Arc?

  23. Continued from the Previous Slide • What anchors of support • Will you use? • Images of Texas land • Identify pictures that show • human adaptations. • Maps • Texas and Texans • Texas magazines • Check with your school • Librarian for magazines • and picture books on • Texas geography. • Austin Past and Present • You will need to down • load to your computer. • Pictures of human adaptations • are on this program. Use the • link above to the social studies • website, scroll up and you will • Find directions to download APP to your Mac or PC. Discuss as a group & share with each other. What activities will be used to engage students and ensure mastery of these TEKS? • 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? • oral language strategies • written response strategies • questioning strategies • collaborative learning strategies Homework?

  24. TEKS continued… • What anchors of support • Will you use? • Texas and Texans, Ch. 7: • pp. 160-181 • Foldable Graphic Organizer • Circular booklet, p. 163; • Timeline, include the • importance of 1821 in Texas • history; Reading Strategy • graphic organizer, p. 164 • or use student notebook • Maps • Enchanted Learning Maps • of Texas Simple Book Report: List Write a paragraph on what you learned about immigration and migration in Texas during the ____ century. Ask your school librarian for books on Texas migration for the 19th, 20th, and 21st centuries for students to read in class and/or for homework, add a presentation for the class and compare the findings. Include historical fiction, so students can relate and connect through the character. Books can be picture books and below grade level if students are expected to read independently. European and Anglo immigration to Texas: Use maps to show migration of people, where they came from, and where they settled. What was it like to move from the familiar, to leave your family and move to someplace new and unsettled? Use questions to set purposes for reading.

  25. What Task Do You Need to ADD? Discuss in partners or in a group the formative and summative assessments listed. Look through your text, add other tasks as needed. Performance Assessment p. 15 Slides 27-28 Think About 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? You know your students are going to write this essay. Make sure they take notes on what you expect to be in the essay. You may want to use a graphic organizer they can use for their prewriting. “This is important…jot …down on your graphic organizer.” The art of teaching is the art of assisting discovery. Mark Van Doren

  26. Lesson Planning Tools There are lessons on the Social Studies Website, however, you may need to plan and extend the lessons in order to teach the TEKS listed in the CRM.

  27. Important: You are covering 3 chapters and you have 3 Performance Assessments.The first project you modeled and scaffolded the instruction. Next time introduce these assessments at the beginning and let students choose which one they want to do. You will still have to be explicit in your instruction, but after shadowing them for one project, they should be able to work somewhat more independently. Allow some time in class to set up what they need to do on their own time (homework). Remember: you will still have to shadow and give explicit instructions and a timeline of expectations. You do not have to do every project. Students should work as partners. Some may want to work alone. You might try one per six weeks. 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.

  28. Ch. 7 Performance Task and Rubric: Give students a copy of each.

  29. Next ARC 3: End of Spanish Rule in Texas • Follow the same process with ARC 3 as you did with ARCs 2 & 1. • Same Concept, Essential Understandings and Questions • Unit 2 European Exploration • Read and analyze your TEKS. Look at the verb. Does the Students Will Know and …Will Be Able to … align with the TEKS… • What terms do your students need to be reminded of the meaning? What is new? • What connections can you make to the previous Arc? The previous lessons have some of these same TEKS. How can you connect what the students have learned to what they will learn? If you have taken the time to go over and discuss the TEKS, your job will be easier now…as the students will comprehend the words and phrases in the TEKS and you can connect the TEKS to the End of Spanish Rule in Texas.

  30. Continue the same Process… • Follow the same process with ARC 3 as you did with ARCs 2 & 1. • Same Concept, Essential Understandings and Questions • Unit 2 European Exploration • Read and analyze your TEKS. Look at the verb. Does the Students Will Know and …Will Be Able to … align with the TEKS… • What terms do your students need to be reminded of the meaning? What is new? • What connections can you make to the previous Arc?

  31. TEKS connections… • Read and analyze your TEKS. Look at the verb. Does the Students Will Know and …Will Be Able to … align with the TEKS… • What terms do your students need to be reminded of? What is new? • What connections can you make to the previous Arc?

  32. TASK and Tools What background knowledge do your students need in order to perform these tasks? Note taking on content for the writing tasks that will develop background knowledge is essential to students’ success and achievement. There is a model lesson on the Social Studies Website titled End of Spanish Rule in Texas. Check it out on the 7th grade home page.

  33. This is the final Performance Assessment for this 6 weeks. These projects offer an opportunity for your students to be challenged and to grow in their content knowledge. The topics are interesting and engaging. Each project that is done enriches and educates your students. You have a choice, as to which one you will choose for your students to do. Remember the first project is modeled and done with the teacher and the students together, then you can give students a choice of the remaining two projects and let each group choose which one they want to do. The teacher will still need to set structured timelines for students to complete specified parts of the project. You are teaching content and organization skills. Be sure to discuss why following a timeline for completing parts of the project benefits students.

  34. Ch. 6 Performance Task and Rubric: Go over and give students a copy of each If doing this project.

  35. Next Steps… Think about… • 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? • “Ignorance is not bliss. …it is fear; it is cruelty; it is all the things that make for unhappiness. - WinidfredHoltby • 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. 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? Homework for students Don’t forget: assign homework. Make that an expectation!

  36. Education… Do all your learning while you’re young, for when you get older nobody can tell you anything. Anonymous

  37. 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: • Miguel Hildalgo y Castilla • Texas in the Spanish ERA: Antonio de Margil de Jesus • Moses Austin • Make copies of Two Viewpoints, p. 127 • from Texas and Texans. Students read and • answer the question on the page. • Make copies of articles in this Power Point for • students to read, answer questions, summarize, • find a cause and effect, sequence, find a main • idea… • Make a copy of “The Tarnished Halo” by Robert Carter from Texas and Texans p. 149 about Father Hidalgo, students respond to questions in Analyzing Literature or Reading to Discover. • Illustrate a TX history event, historical figure and write a short paragraph about the illustration • Activity pages from the textbook ancillary books. • Pose one question pertaining to the content being • studied for students to answer in a written paragraph. 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.

  38. 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 engageand 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?

  39. 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. Continue next slide…

  40. What does My Day Look Like… • You have 16 days or 8.5 Blocks for Unit 2, Arcs 1,2 & 3. Texas and Texanschapters 5, 7 & 6, Encyclopedia Britanica, The Handbook of Texas online • Some suggestions are listed below. Use the CRM, model lessons, this Power Point for student activities. • Daily Schedule 45 minutes and 90 minute block scheduling • Warm-up – 10 minutes (90 minute block-15 minutes) • Engagement/Warm-UP Suggestions (choose 1): • Vocabulary game: Have two sets of vocabulary words written in vertical lists on the white board, one list is covered, about 5 or 6 words per list. Students are in pairs. One faces the white board, the other faces toward the student. • The student facing the board gives clues about each word trying to get the student facing away from the board to guess the correct word. The person gives the description and keeps talking until all the words are guessed correctly. When they finish they switch and begin the second list. Those that finish early are to sit down, choose one or two words to put in their notebook and draw the meaning of the word without using words only illustrations (or have a vocabulary puzzle, crossword, cloze activity using context clues…). • Discuss the experience, the vocabulary and the meanings with the students. • Discovery Education Streaming video There is a 2 minute video you can show your students called American Geography Close Up: Southwestern States Vol. 1, skip down and there are 2 more short video clips on Spanish colonization and missions on the same video clip, so you will play, stop, discuss and skip down. • Read Aloud (book on content being studied) Suggested: Ask your school librarian for a fiction or non fiction chapter book on living in Texas during this time period or several picture books to read aloud. • Question posed for short discussion and brainstorm • What would your life be like if you lived in a Spanish mission in Texas? What would you see, do, eat, how would you find shelter? • What would your life be life if you were a colonist in Texas? How would you feel about leaving your home to move someplace new? • Why is the year 1821 so important to Anglo colonist wanting to move to Texas and why did people want to move to Texas?

  41. 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, know what the students need to retain to master the TEKS and have questions/resources ready for discussionand activities. • Teacher Notes: • Use a graphic organizer for note taking such as the foldable suggested 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 5, 7, & 6. Texas Handbook online: articles are hyperlinked as well has other resources in the Power Point. • Have your questions, activities, materials, maps ready and at your fingertips. Instruction will flow • AND • classroom management will run smoother. • Don’t give them time to be or get off-task!

  42. Instruction/Activity/Group/Individual Work: 25-30 minutes (90 minute block 60-70 minutes) Before Reading: Chapter 5- Have students create two graphic organizers ( slide 10), p. 120 to list missions using relative location and one for historical figures and the roles they played establishing missions (slide 11) p. 123. Use graphic organizers in the text for the other chapters or select one of your own for students to take notes as they read Chapters 7 & 6. 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 they need to know. The teacher can also use the guided reading guides in the Unit Resources ancillary materials for Chapters 5, 7, and 6. Note: Chapter 7 comes before Chapter 6. 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 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). Students read a paragraph independently (again follow up with questions to make sure everyone conprehendswhat they read). Be aware of what is in the chapter, is it necessary for students to read everything? *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, sketch of a mission floor plan, use timelines to list dates, people, events and their importance or graphic organizers, do a mapping activity, view a Discovery Education video, visual analysis of a painting … Moving from one activity to another smoothly and with no breaks keeps students engaged and “on their toes” and behaving!

  43. Some Suggested activities to do: • An activity for students keeps students engaged and holdsthem 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.*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 where people settled in missions and towns. Discuss why these locations were chosen. • What is an empressarioand who were empressarios? • Describe a dog-trot shelter. Explain what it was, how it was made, and why this type of architecture was used. Draw an illustration of one. • Discuss: Why did people want to come to Texas? What was the attraction? How were people persuaded to come? One step farther…:Would you have come? What do you think persuaded people to come? • List some of the Spanish influences left in Texas after Spain’s rule ended. What Spanish influences do we still • have today?

  44. Activities Keep Students Engaged • Primary Source Analysis Mission of San Saba (May be a Warm-Up or Homework, they must know how to analyze a painting before being able to do it for homework in other words if you have not analyzed a painting with them, you will want to use it as a warm up for one of your lessons. Do not send anything home for them to do that you have not done with them in class as they will have no background knowledge to be able to do the activity correctly.) • Use maps on slides 13 &14 to locate, give relative location, and name missions. • Chapter 5, 7, & 6 Guided Reading Resources in Resource Book • Use graphic organizers to take notes and record information. • 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. • Lesson Activities from the San Saba Lesson from the Texas Beyond History website. • . • Activity Book (Ch. 5, 7, & 6) vocabulary and comprehension skills pp. 9-14(May be Homework) • Chap. 5 Resources: Vocabulary, p. 53; Reteaching, p. 55; Making Comparisons, p. 5; Critical Thinking: Consequences of Decisions, p.59; Geography and History, p. 61; Map and Graph Skills, pp. 63-64; Past and Present, p. 65; Writing an Essay, pp.67-68; Enrichment: Finding the Tejas Mission p. 69.. Students can work in partners or small groups, use to vary the lesson when reading. (May be Homework). There are similar pages for Chapters 6 & 7. • Extra reading using one of the links in this PowerPoint. • Start a project using one from the three in this PowerPoint using the Performance Assessment, Activities and Rubrics Book (ancillary book for the textbook).

  45. Project Extension: After doing a project together step by step, Give students a choice from what is being studied the next 6 weeks. Let Pairs or Small groups of students choose which project they want to Do. • 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. • 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. • After students have done one or two projects, then present two or three and let them choose which one they would like to do. • 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. • Continued

  46. 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 ExitSlips 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 an essay. An essay cannot be done in 5-10 minutes or 15-20 minutes. Analyzing the time you have for a lesson is essential for students to accomplish and master the task. Whenever there is an essay as a final processing assignment, make sure you lay the groundwork during the lesson. You know the essay prompt. what the content of the essay is going to be about, you know what you will want in that essay. Make sure as you are reading and doing activities that students fill out a graphic organizer with the content information they will need to use in their essay during the lesson. “You may want to tell them: “At the end of this lesson you will write an essay on___________. We will be taking notes throughout the week on our graphic organizers on information you will need to include in the essay. I will stop and tell you that you might need this for your essay, add this to your graphic organizer, but I may not stop at some information you think is important and should be in your essay, so raise your hand and stop me so we can discuss if we need this information on our graphic organizer for our essay.” See the Performance Tasks for other Final Processing Activities. Consider having students do a Project later described in this PowerPoint. You will want to set up a graphic organizer with places for students to take notes on content they will need to write their essay. By using the graphic organizer during the lessons, you save time because students are doing the prewriting for the essay. When the time comes for them to write the essay, allow students 5-10 minutes if needed to add information they want to include in their essay on this graphic organizer. You are teaching students how to organize their time, the contentinformation, and maximize their understanding and comprehension.

  47. ScheduleReCap: Warm Up/Engagement:5-10 minutes (10-15 minutes Block) See Slide 40 Instruction: 30 minutes (60-70 minutes Block) Slides 42-45 Reading: 5-10 minutes Activity: 2-5 minutes Repeat Reading Activity… Closing: 5-10 minutes (15-20 minutes Block) Debrief on what was learned. Slide 46 Final Processing Activity: Slides 46, 17-18, 27-28, 33-34… Of course this time will vary. If you have analyzed the time you have for the lesson, what needs to be read, what quick activities students can do to stay engaged and support the learning, then you can plan for a longer activity which may be the closing activity such as writing an essay, a project, etc.

  48. Graphic Organizers: Dinah Zike’sBig Book of Texas History

  49. Graphic Organizers: Dinah Zike’sBig Book of Texas History

  50. 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? • How will students be motivated and engaged? • How will I vary/pace the activities so students stay engaged? What is my time schedule?

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