Core Content Coaching Module
Social Studies Grade 8
2nd 6 weeks
8th Grade
United States History
Unit1: The Thirteen
Colonies
You will need for planning…
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School Calendar/Yearly Itinerary (YI)
Curriculum Road Map (CRM)
TEKS/ELPS/CCRS
Textbook: Creating America
A resource for quality texts
A resource for higher order question stems
Lesson plan template
…and most especially, EACH OTHER
Yearly Itinerary: start with getting an overview of how much time you have to
cover the Units, SCA dates and the TEKS eligible for testing
Unit 1: Thirteen Colonies
Yearly Itinerary information should be used
along with school event calendar information
to get an accurate picture of available
Instructional time.
Review CRM for Concept, Transfer Statement, Enduring
Understandings, Essential Questions, Units, Vocabulary, Arcs,
Resources, and Pacing
Look at the TEKS being taught for this lesson, What
Students Will Know and Students Will Be Able To Do…
Look at the verbs, words, and phrases…
• What TEKS are addressed during this lesson?
• What academic vocabulary do students need to
understand and use?
• What words or phrases in the TEKS may not be
understood by the students.
• What guiding question(s) will facilitate understanding
and mastery?
Unit 1 – Arc 1 Colonial Regions
What materials will I need to
teach these TEKS?
What will the students know
at the end of the lesson?
What will the students be able
to do at the end of the lesson?
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 the students the vocabulary and phrases
related to the TEKS?
How will you teach the TEKS to the students?
How will your lesson reflect the mastery of the TEKS being
studied?
How will you know when the student has
accomplished/demonstrated mastery of the TEKS being studied?
Students Will Know … Students Will Be Able To …
Read 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
Discuss in your group and share with each other:
What activities will I use to engage my students
and ensure mastery of these TEKS?
How will I differentiate the activities for the
students?
CRM Assessment Evidence…
Discuss in partners or in a group
the formative and summative
assessments listed.
When you review the words and phrases in the TEKS with your students
and you use academic vocabulary and terms while speaking to your
students, they will understand what you mean when you use the terms:
smuggling, diversity, overseer, triangular trade, fall line, piedmont.
CRM Lesson Plan Tools
On SchoolNet look at the portfolio for
the Model Lesson: “Colonial Investors”.
Review the lesson and make adjustments
based on the student needs and their
prior knowledge.
Pacing a Lesson
REGULAR CLASS PERIOD
BLOCK SCHEDULE
Warm Up: 5 – 10 minutes
Teacher introduces the colonial regions, students
brainstorm the climate, geography, and economy of
each region.
Instructional Activity: 20 minutes
Students jigsaw information about colonial regions on
a graphic organizer. See slide # 12.
Closing Activity: Student complete the sentence
stem:
The colonial regions are similar in that ________.
The colonial regions are different in that
______________.
Warm Up: 5 – 10 minutes
Vocabulary quiz and/or questions on Ch. 4, Section 1
Instructional Activity 1: 45 minutes Graphic
organizer on the features of the colonial regions:
colonies in colonial region, geography, cities, settlers’
characteristics (country of origin, religion,
occupations, etc.), government, economics and misc.
In groups of 3 – 4 students fill out the graphic
organizer on one of the 4 regions. Students report
out their information on their region and have the rest
of the class record the information presented on their
charts.
Instructional Activity 2: 30 minutes After the
students finish the chart, students should view
Discovery Streaming videos on the 13 colonies and
take the quizzes associated with each video clip.
Closing Activity: Students write which colonial
region they would most want to settle in and why.
13 Colonies Graphic Organizer
(Anchors of Support) As you fill in the chart use pp. 66 – 87 in Creating
America or pp. 35 – 47 in History Alive
New England
1. Names of colonies in
region
2. Settlers’ characteristics
3. Economics
4. Religion
5. Geography
6. Cities
7. Government
8. Misc. (anything else
worth mentioning.
Middle
Colonies
Southern
Colonies
Backcountry
(May not have all the boxes
filled.)
Unit 1, Arc 2: Foundations of American Government
Review CRM for Vocabulary, Resources, Pacing…
Review each
category as you
plan
Magna Carta
Students Will Know… Students
Will Be Able To…
Read the Students Will Be
Able To…
Do these sections reflect what
is in the TEKS?
How will your teaching reflect
these sections?
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•
•
•
Oral language strategies
Written response strategies
Questioning strategies
Collaborative learning strategies
Lesson Planning Tools
Lesson Planning Tools
CRM Assessment Evidence
Pacing a Lesson…
Regular Class Period
Block Class Period
Warm Up: 5 – 10 minutes: vocabulary or questions from
Ch. 5 Formal Assessment Booklet
Lesson Activity: 30 minutes: Students will make their
own set of biography cards as an anchor of support.
They will need access to Creating America or History
Alive! textbook or LRE Biography cards or the internet for
research purposes.
The template is on slides #19 – 22. After the students
finish the biography cards, call on random students to
share their biography card information with the rest of the
class to check for understanding. This would be a great
opportunity for students to utilize the document
reader/ELMO as a learning technology tool as student
place their cards on the screen and read their
information.
Closing: 5 minutes: Students are given an index card
with the following question to answer before they leave:
The man who had the most impact on American
government was ________ because ….
Warm Up: 5 – 10 minutes: vocabulary or questions from Ch. 5
Formal Assessment Booklet
Lesson Activity 1: 45 minutes: Students will make their own
set of biography cards as an anchor of support. They will need
access to Creating America or History Alive! textbooks or LRE
Biography cards, or the internet for research purposes.
The template is on slides #19 – 22. After the students
finish the biography cards, call on random students to share
their biography card information with the rest of the class to
check for understanding. This would be a great opportunity for
students to utilize the document reader/ELMO as a learning
technology tool as students place their cards on the screen and
read their information.
Lesson Activity 2: 30 minutes: In their ISN (Interactive
Student Notebook) students write a letter to a friend comparing
the difference between colonial government and British
government. Students should reverence the ideas of the
individuals studied in the lesson in their letter.
Closing: 5 minutes: Students are given an index card with the
following question to answer before they move to the next
activity: The man who had the most impact on American
government was ______ because ….
Next steps…
• Research to find video clips that will enhance these two arcs.
• How can primary or secondary sources be used to extend or
reinforce the learning?
• Are there any other visuals such as paintings, charts, graphs,
etc. that will add to the knowledge and concepts being taught
in this unit?
• Look at the SCA items for the second six weeks. What
information do you need to cover with your students?