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Alvarado Intermediate SchoolTeacher: MedinaGrade & Subject: 4th SSWeek of: Dec 8-12Unit & Essential Questions: Unit 6.3What were contributions of individuals during the Texas Revolution?How did their actions affect the course of history?Who are historical figures that modeled active participation during the Texas Revolution?TEKS/Learning Objectives: 4.3BSummarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza.4.17DIdentify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Lorenzo de Zavala, and other local individuals.4.21DIdentify different points of view about an issue, topic, historical event, or current event.4.22A Use social Studies terminology correctly. 4.22DCreate written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.Objectives:We will identify significant individuals in the Texas Revolution.We will identify important individuals that modeled active participation in the democratic process. STAAR Support (non-tested content areas):Reading:4.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. 4.2B use the context of the sentence to determine the meaning of unfamiliar words or multiple meaning words.4.6A sequence and summarize the plot’s main events and explain their influence on the future.4.11A summarize the main idea and supporting details in text in ways that maintain meaning.Writing:4.18A create brief compositions that; establish a central idea in a topic sentence, include supporting sentences with simple facts, details, and explanations, contain a concluding statement.Academic Vocabulary of Instruction:herodictatorCustomized Learning:Customized Learning:Reduced Assignments:1Extra time for completing assignments: 1Extra time for oral response: 1Extra time for written response: 1Note-taking assistance: 1Preferential seating/ sit near teacher:1Short instructions:1Peer tutoring/paired working arrangement: 1small group testing:1, Re-teach concepts: 1Organizational strategies:1Remind to stay on task:1AEngageExploreExplainElaborate/ExtendEvaluate/AssessEssential Question(s) & HookInstruction and Mini-LessonGuided Practice: Independent Practice(I do, we do, you do)MONDAYDBQ on Sam HoustonExamine the list of character traits. Write the name of a person you view as a hero with that trait beside each one. Choose three traits from the list you believe a person must have to be considered a hero. Background essay: What was Sam Houston’s most heroic decision?Discuss what they learned about Sam Houston from the essay.Answer the background essay questions.TUESDAYExamine the DBQ documents.Document A: Houston and the AlamoDocument B:Houston and Native AmericansDocument C:Houston and the Kansas-Nebraska ActDocument D:Houston and the UnionDiscuss the importance of each document.Answer the questions that follow each document with a partner.Discuss and have the students write their answer to the question, What was Sam Houston’s most heroic decision?WEDNESDAYDisplay the painting Surrender of Santa Anna, by William H. Huddle.Facilitate a class discussion of the painting. Use it to review the events of the Texas Revolution and to introduce some of the significant individuals. Use questions such as those below:?What event does this painting depict? ?Where on the timeline of the Texas Revolution did this event take place??What made these men heroes??How does this painting portray these men as heroes??Were there women heroes of the Texas Revolution? What do you think they did for the Texas Revolution? Why are there few pictures of them?Display the list of significant individuals in Texas history. Texians:1.William B. Travis2.James Bowie3.David Crockett4.George Childress5.Sidney Sherman6.Sam Houston7.Lorenzo de ZavalaTejanos:8.Juan Antonio Padilla9.Carlos Espalier10.Juan N. Seguín11.Plácido Benavides12.José Francisco RuizMexicans13.Antonio López de Santa Anna14.Vicente Filisolanon-combatants15.Susanna Dickinson16.Enrique EsparzaHave each student choose six individuals from the list.Distribute the Handout: Heroes Notes for students to use when they gather information about the people significant to the Texas Revolution. With students in groups of 3 or 4, distribute at least one set of the Handout: Biography Cards to each group. Students use information from the Handout: Biography Cards and other appropriate sources (such as the textbook, other classroom materials, and approved online sources) to note information about their 6 people on the Handout: Heroes Notes.Monitor students to Clarify information and provide additional information as needed.Distribute at least 6 unlined index cards to each student.Display the Teacher Resource: Hero Trading Card Template.Students follow the template to create a Hero Trading Card for each person they are investigating (the 6 numbers they chose, above).Distribute the Handout: Hero Checklist.In groups of four, students compare the information on their cards (Allow 5 minutes). They keep track of heroes they have learned about by checking them on the Handout: Hero Checklist and add information to their Handout: Heroes Notes.Students move to another group, to learn more about other people, and again compare cards (allow 5 minutes), adding notes to the Handout: Heroes Notes. (Note: All students need to learn about Santa Anna and Houston.)Students mark on their Handout: Hero Checklist the new people they learned about.Students find others whose trading cards they have not yet learned about. Make sure to include Santa Anna and Houston.THURSDAYReview with students the democratic process. Display a picture of the signers of the Texas Declaration of Independence.Display the Texas Declaration of Independence.?What were the signers expecting when they signed the Texas Declaration of Independence? Display the U.S. Declaration of Independence and help students recall what they have learned about the Declaration of Independence. Compare the principles of government in the U.S. Declaration of Independence with those in the Texas Declaration of Independence. Display a simplified comparison by using a Venn diagram sketched on the board. Students read the similarities and write a statement based on their deductions.Students expand on the topic sentence:Good citizens model active participation in the democratic processFRIDAYFacilitate a discussion where students use what they have learned about the Texas Revolution and significant individuals to answer the guiding questions.?The actions of individuals affect the course of history.—What were the contributions of individuals during the Texas Revolution?—How did their actions affect the course of history?—Which historical figures modeled active participation during the Texas Revolution?Create an illustrated booklet about several heroes of the Texas Revolution describing who they were and their contribution(s) to the revolution. Pick a historical figure and create a poster that includes the following:?A Title?A picture of the historical figure?A physical description of the figure (outside)?A description of character traits (inside)?An even from our reading that supports one of the character traits that you have listed.BeginnerIntermediateAdvanced/Advanced HighVisuals for classroom vocabulary and academic concepts 1,2Visuals for classroom vocabulary and academic concepts3,4,5,6,7,8,9,10,11,Visuals for classroom vocabulary and academic concepts12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,,27,28,29,30Native language and adapted grade-level textsAdapted grade-level textsGrade-level Texts 12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30Short, simple sentence stemsSentence stemsComplex sentence stemsPre-teaching social and academic vocabulary1,2Pre-teaching academic vocabulary 1,2Pre-teaching low-frequency academic vocabulary1,2Peer interaction (same language peer, as needed)1,2Peer interaction 3,4,5,6,7,8,9,10,11,Peer interaction 12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30Adapted writing tasks with drawing and scaffoldingAdapted writing tasks with scaffoldingGrade-level writing tasksGestures (basic and academic concepts)1,2Gestures for memorization of academic concepts ??3,4,5,6,7,8,9,10,11,Gestures for memorization of academic concepts 12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30Extensive modeling1,2Modeling3,4,5,6,7,8,9,10,11,Modeling 12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30Graphic organizers1,2Graphic organizers 3,4,5,6,7,8,9,10,11,Graphic organizers 12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30Manipulatives 1,2Manipulatives 3,4,5,6,7,8,9,10,11,ManipulativesUse of cognats1,2Use of cognats 3,4,5,6,7,8,9,10,11,Use of cognats12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30Pronunciation of social/ academic language 1,2pronunciation of academic terms 3,4,5,6,7,8,9,10,11,Pronunciation of academic terms12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30Slower, simplified speechLinguistic simplification text*Linguistic simplification of unfamiliar texts*Linguistic simplification of complex, unfamiliar academic textOral translation of words and phrases 1,2Oral translation of unfamiliar words 3,4,5,6,7,8,9,10,11,Bilingual dictionary/glossary* 1,2Bilingual dictionary/glossary* 3,4,5,6,7,8,9,10,11Side by side materials*Side by side materials* ................
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