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Core Content Coaching Module Social Studies Grade 8

This module provides guidance on planning lessons for teaching the Revolutionary War and Articles of Confederation in a Grade 8 Social Studies curriculum. It includes helpful strategies for teaching TEKS, assessing student mastery, and connecting prior knowledge to new learning.

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Core Content Coaching Module Social Studies Grade 8

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  1. Core Content Coaching ModuleSocial Studies Grade 8 (Please allocate 45 – 50 minutes to view and discuss this module.) 3rd 6 weeks United States History Unit 1, Arc 2 The Revolutionary War and Arc 3 The Articles of Confederation

  2. Planning needs… • School calendar/Yearly Itinerary (YI) • Curriculum Road Map (CRM) • TEKS/ELPS/CCRS • Textbooks, Creating America, History Alive! • A resource for quality texts • A resource for higher order question stems • Lesson plan template • … and most important each other

  3. Yearly Itinerary, Pacing, SCA, Eligible TEKS Unit 1, Arc 1 The Revolutionary War Arc 2 The Articles of Confederation Yearly Itinerary information should be used along with school events calendar information. Have an accurate picture of available instructional time.

  4. Review CRM for Transfer Statement, Concept, Enduring Understandings, Essential Questions, Resources, Pacing

  5. CRM, Arc 2-Pacing, Vocabulary, TEKS When TEKS are repeated, still review them for comprehension. You will be able to confirm student’s understanding and vocabulary development. Make a list of words or phrases in the TEKS that your students might not understand or be familiar with and plan a strategy to teach these to the students.

  6. CRM, TEKS, Verbs, Word, Phrases Look at the verbs, phrases, and the content on this slide. Discuss how you will teach the lesson to ensure students’ mastery.Discuss: How will the verbs in the TEKS affect how you will teach the lesson? The student product? The questions you will ask?Discuss: What types of formative assessment will you use to gauge mastery?

  7. Look at the TEKS verb, words, phrases… How many parts are in the student expectation? • 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 TEKS with the students? • How will your lesson reflect the mastery of the TEKS being studies? • 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? Note: When introducing new strategies to the students, they may seem very labor intensive. As the students practice the strategies and develop their background knowledge and academic vocabulary, these strategies will be implemented faster. Once you have laid the foundation, the results will be that students will know and understand 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 relationship to prior learning.

  8. CRM: Assessment Evidence and Model Lesson Discuss in a partners or in a group the formative and summative assessments listed.

  9. Pacing a lesson, Arc 2: The Revolutionary War

  10. LRE Biography Cards on Social Studies Website: http://www.austinschools.org/curriuclum/soc_stud?resources/document/web_res.html#Bio

  11. Additional Warm Up: • Post the following statements on the board: Have students write if they strongly agree, agree, disagree, or strongly disagree and explain why. 1. A “revolution” takes place when the people of a nation rise and use violence to bring about sweeping changes in government. 2. Most people in the colonies wanted to break away from Great Britain and become independent. 3. Taxation was the main issue that separated the Colonists from Great Britain. 4. Great Britain has always been a democracy and close friend of the Colonies. • Place a large Strongly Agree, Agree, Strongly Disagree, and Disagree in each corner of the room. • Review the students’ answers orally by having students move around the room to reflect where they stand on each statement. Why did they choose this position on the statement?

  12. Additional Instructional Activities: • Review the lessons on the Social Studies Website for other ideas: www.austinschools.org/curriculum >social studies>curriculum>8th Grade>3rd 6 weeks • Illustrated time line using events and personalities associated with the Revolutionary events. Place the event on the top of the timeline and on the bottom of the timeline the persons involved from TEKS 8.4B • Newspaper Articles (See slide 14 for instructions) • History Alive!, Chapter 7 and activities • LRE activities for using LRE Biography Cards (See slide # 15) • Classroom debate about accepting foreign aid to fight the American Revolution • BrainPop episodes • Discovery Learning video segments • School House Rock • Review games: http://www.neok12.com/American- Revolution.htm Ridden out of town on a rail.

  13. Newspaper Articles Have students choose a topic for a newspaper article about the American Revolution. They could choose to write it from the point of view as a patriot or loyalist or both points of view. With the students, develop a rubric or have them revise a writing rubric to fit this activity. Encourage them to add visuals to enhance the information provided in the article.

  14. Unit 3: Articles of Confederation: Review CRM for pacing, vocabulary, resources, TEKS

  15. CRM: Assessment Evidence and Model Lessons

  16. Read the excerpts from the Articles of Confederation and with a partner answer the four questions below. Using the political cartoon on the Articles of Confedertaion /The Critical Period, analyze the cartoon first with the whole class and have the students answer the five questions after the analysis discussion.

  17. Suggestions/Activities for Arc 3: Articles of Confederation • Review the activities on the Social Studies website:www.austinschools.org/curriculum >social studies>curriculum>8th Grade>3rd 6 weeks • See slide# 18 for a primary source activity sheet and a political cartoon activity • PowerPoints on the Articles of Confederation: http://government.mr.donn.rg/powerpoints/articles.html • Articles of Confederation song: • http://www.youtube.com/watch?v=o3wdJghPudk

  18. Unit 1, Arc 3: The Articles of Confederation Search the internet to find other resources and visuals. Don’t forget to vary the activities to help students stay engaged. This concludes the CCC on Unit 1, Arc 2 and 3 in the 3rd 6 weeks.

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