Austin ISD



GT Differentiated Model LessonGrade Level: 4th Subject Area(s):__ Reading, Writing__ Mathematics__ ScienceX Social StudiesTEKS/Student Expectations:Students will explore the state of Texas. They will study the early settlement of Texas and show how customs, religion, and language influenced their state. They will also demonstrate how various racial, ethnic, and religious groups influenced Texas culture. Students will make a brochure to display their Texas pride.Decibe reasons for European exploration of Texas.Describe influences of religion, language, and customs on people’s culture.Draw conclusions describing contributions of groups of people in Texas.9 Weeks:1stEssential Question(s):What criteria did the Europeans use when deciding to explore Texas? How do religion, language, and customs have a strong influence on a person’s culture? What is the impact of various racial, ethnic, and religious groups in Texas?Assessment(s):__ Pre-Assessment X Formative X SummativeGT Scope and Sequence Skills:__ Creative ThinkingX Critical ThinkingX CommunicationX ResearchStudent Learning Styles:__ AuditoryX Visual/SpatialX Kinesthetic__ OtherElements of Depth and Complexity:X Language of the DisciplineX DetailsX Patterns__ Trends__ Rules__Ethical Considerations__ Unanswered QuestionsX Over TimeX Different Perspectives__ Big IdeasLessons and ActivitiesX Whole Class __Small Group X Independent ActivityPART ONE:Whole Class: Read a passage about what early settlers found in Texas. A class discussion about what attracted them to Texas can ensue. Ask students: What was an empresario? (An empresario was a land agent given land in Texas by Mexico and who sold it to settlers to move here and farm or raise cattle.)On Grade Level: Students brainstorm a list of ideas convincing early settlers to come to Texas. After lists are completed, students should write their best ideas on the second page of their brochure. On the opposite page, one of the ideas from the list should be illustrated and captioned.GT Level: Students describe land grants and cost of coming to Texas in the second page of their brochure. On the third page they create an advertisement to lure settlers to Texas using these facts.Whole Class: Ask students: Could you have been convinced to settle in Texas at that time? What were some things early settlers may have been disappointed about once they arrived?PART TWO:Whole Class: Students imagine they are an empresario in Texas in the 1800’s. What would empresarios have written in letters to family members describing life in Texas? What might they have shared about customs, religion, and language that influenced daily life?On Grade Level: On the fourth page of the brochure, students write a letter to a family member describing life in Texas in the 1800’s. They may also state some negative things about settling here, such as: weather, droughts, etc.GT Level: On the fourth page of the brochure, students write a letter persuading family members to come join them in Texas. They must have at least one negative about Texas, but counter it with a positive persuasive argument.Whole Class: Ask students: How do you think that Texas today is influenced by customs, religion, and language from Mexico? How do other people influence Texan culture today?PART THREE:Whole Class: Read a selected text to the students showing how various racial, ethnic, and religious contributions of the early settlers impacted Texas. What questions do you have based upon what was read? Encourage students to answer their peers’ questions.On Grade Level: On the last page of their brochure, students select a famous early settler in Texas and describe what contribution he/she made to Texas in the 1800’s. Students should keep in mind various racial, ethnic, and religious groups. Students complete the booklet by creating a cover that represents the contents and attracts attention.GT Level: On the last page of their brochure, students should select a famous person in Texas history, and describe how that person made a lasting contribution to the state of Texas that impacts citizens today. Students complete the booklet by creating a cover that represents the contents and attracts attention.Whole Class: Ask students: Who were some of the great contributors in Texas history? What contributions did they make? How can you, as a citizen of Texas, contribute to your state?Resources:Manila PaperColored pencilsProcess AssessmentTeacher observes the following:Process Observation - FrequencyStudent uses the language of the discipline.Seldom/NeverOccasionallyOftenConsistentlyProcess Observation – FrequencyStudent uses research texts and materials.Seldom/NeverOccasionallyOftenConsistentlyProcess Observation – Quality of Creative ThinkingStudent demonstrates creativity throughout the stages of the task.Typical of PeersFluent ThinkerFlexible ThinkerUnique/OriginalProcess Observation – Quality of Analytical ThinkingStudent analyzes information during the task.Typical of PeersFluent ThinkerFlexible ThinkerUnique/OriginalProduct AssessmentScoreOrganizationContentElements 3The brochure is clearly divided into beginning, middle, and end, and is unique in its overall content.All of the facts in the brochure are accurate and additional information is presented.All of the required elements of the brochure are included and are creatively written and illustrated. 2The brochure is clearly divided into beginning, middle, and end, and is unique in its appearance.All of the facts in the brochure are accurate and detailed.All of the required elements are included, and the brochure is persuasive. 1All sections in the brochure have a clear beginning, middle, and end.All of the facts in the brochure are accurate.All of the required elements of the brochure are included. ................
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