Core Content Coaching
Social Studies Grade 7
1st 6 Weeks
Texas History Unit 2 Arc 2-Unit 5
(Texas Geography, Celebrate
Freedom Week, Culture: Hispanic
Heritage in Texas, Philanthropic
Actions)
Engagement
Austin Independent School District
What you may need:
•
•
•
•
•
•
•
•
•
School Calendar/Yearly Itinerary (YI)
Curriculum Road Map (CRM)
TEKS/ELPS/CCRS
Adopted Text Book
A resource for quality texts
A resource for higher order question stems
Lesson plan template
Planning for Rigor Document
…and most especially, EACH OTHER!
with getting an overview of
how much time you have…..
Start
1st 6 weeks
29 days
(14.5 Block days)
Assessment:
Culture
Unit 1:Texas Symbols
Estimated time frame: 3 days (1.5 block days)
TEKS: 7.9A, 7.19A
Location and Place
Unit 2: Texas Geography
Estimated time frame: 19 days (9.5 block days)
SCA 1
Dates: September 28- October
4, 2012
TEKS eligible for testing: 7.2A,
7.8A, 7.9A, 7.9B, 7.9C, 7.10A,
7.16A, 7.16B, 7.19A, 7.19C
YI
TEKS: 7.1A, 7.1B, 7.2A, 7.8A, 7.8B, 7.9A, 7.9B, 7.9C,
7.10A, 7.10B, 7.11B, 7.11C
Civic Engagement
Unit 3: Aspects of Freedom: Celebrate Freedom Week
Estimated time frame: 1-5 days at campus discretion
TEKS: 7.14A, 7.14B, 7.16A, 7.16B, 7.17A, 7.17B, 7.17C
Culture
Unit 4: Culture: Hispanic Heritage in Texas
Estimated time frame:
1 day (.5 block day)
TEKS: 7.19A, 7.19B, 7.19C
Philanthropy
Unit 5: Philanthropic Actions
Estimated time frame:
1 day (.5 block day)
TEKS: 7.16B
We are working on Unit 2,
Arc 2, Units 3, 4, & 5.
Yearly
Itinerary
information
should be used
along with school
event calendar
information to get
an accurate
picture of
available
instructional time.
In this module
we are focusing
on all elements
and including
studentengagement. As
we go through
the process,
keep in mind
how you will
engage your
students and
keep them
engaged so that
there is learning.
Review CRM for Concept, Transfer, Enduring
Understandings, Essential Questions, Units, Vocabulary, and
Arcs, Resources, Time Pacing for ARC…
Name: Location and Place
Pacing

19 days (9.5 Block Days)

August 30-September 25, 2012
DESIRED RESULTS
Making Meaning
Transfer: Students will be able to independently use the learning to explain how the physical and human geography of
Texas has impacted issues and events in the state, past and present.
Enduring Understandings:
Essential Questions:
Location and place determine where people settle and how they

How is a region’s environment affected by its
develop their culture.
geography and how does it influence
settlement?

What geographic factors influence where
people choose to settle?

How does environment influence the way of
life for different groups of people?

How do people in a specific location and place
adapt to their environment?
Unit 2: Texas Geography
Supporting vocabulary link
Essential Vocabulary: precipitation, sub-region, natural region,
border, plain, climate, aquifer, bay, vegetation, tributary, shaman,
tepee, adobe, artifact, nomad
Student pre-requisite knowledge
Students should be able to list the defining characteristics of culture and locate important natural landmarks on a map.
Resources Glencoe, Texas and Texans; Portal to Texas History
ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards
(ELPS) to support English Language Learners.
ARC 2: Indian Cultures of Texas
Arc Pacing: 10 Days (5 Block Days)
Targeted Vocabulary: tepee, adobe, artifact, nomad
Resources: Glencoe, Texas and Texans, Chapter 3, Portal to Texas History
Look at all
the
categories.
Student
engagement is a
huge part of
student learning. As
you look at the
categories marked
by arrows and the
TEKS on the next
two slides, think of
a question or
activity you can use
to get your students
to “buy-in” to the
learning.
Look at the TEKS verb, words,
phrases…
• Look at the TEKS being taught for the lesson,
what students will need to know and be
expected to do.....
•
•
•
•
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?
TEKS Knowledge & Skills
Readiness and Supporting Standards are not designated
for this level.
Acquisition
Students Will Know
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1A identify major eras in Texas history, describe

The location and cultural
their defining characteristics, and explain why
characteristics of Texas Indian groups.
historians divide the past into era, including Natural 
The sequence of events, individuals,
Texas and its People…
and time periods related to Natural
Texas and its People.
7.1B apply absolute and relative chronology
Make a list of words
phrases in the TEKS
that your students
might not
understand, be
familiar with….
Students Will Be Able To

Identify where Texas Indian groups
lived and list their defining
characteristics.

Create a timeline of Texas Indian
groups.

Create a map showing the regions
through the sequencing of significant individuals,
where Texas Indians lived.
events, and time periods
7.2 History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas.
7.2A compare cultures of American Indians in Texas

American Indian groups in Texas listed

Compose five interview questions for a
prior to European colonization such as Gulf, Plains,
in TEKS 7.2A have similarities and
Texas Indian related to how the group
Puebloan, and Southeastern
differences.
survived by adapting to their
environment. Conduct the interview
with a partner.

Examine primary and secondary
sources to determine how Indians in
Texas adapted to their environment.

Compare and contrast American Indian
groups listed in TEKS 7.2A.
When you review the TEKS with
your students, as they learn
more words and phrases, they
will become quicker in figuring
out what they mean. They will
be developing background
knowledge, plus academic
vocabulary, and developing
self-esteem because they are
able to “talk-the-talk”.
Look at the TEKS verb, words,
phrases…
• Look at the TEKS being taught for the lesson, what students
will need to know and be expected to do.....
•
•
•
•
•
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?
How am I going to engage my students to these TEKS?
TEKS Knowledge & Skills
Readiness and Supporting Standards are not designated
for this level.
Acquisition
Students Will Know
Students Will Be Able To
7.9 Geography. The student understands the location and characteristics of places and regions of Texas.
7.9B compare places and regions of

Places and regions in Texas

Write an essay to describe the
Texas in terms of physical and human
differ in terms of physical and
similarities and differences
characteristics
human characteristics.
among the American Indians
living in Texas and the
environment they inhabited.
7.10 Geography. The student understands the effects of the interaction between humans and the environment in Texas
during the 19th, 20th, and 21st centuries.
7.10A identify ways in which Texans have 
Indians of Texas adapted to the 
After reading selected primary
adapted to and modified the
environment.
and secondary sources, list the
environment and analyze the positive
ways in which Indians of Texas
and negative consequences of the
adapted to the environment
modifications
and explain the positive and
negative consequences of the
modifications made.
Continue with
your list of
unfamiliar
words,
phrases…
TEKS: Look at the TEKS verb,
words, phrases…List what you might need to teach.
• Do students understand what they
need to master?
• Do they understand what the TEKS expect them to
learn?
• Do the students understand the vocabulary and
phrases related to the TEKS?
• After reading and discussing each TEKS, the student
needs to be able to articulate what he/she needs to
learn/do to accomplish mastery of the TEKS.
If students cannont articulate what each TEKS means with meaning and understanding, you will need to teach what they don’t understand.
(Then you as the teacher know that the student understands the TEKS and is knowledgeable of the task.
When students believe they have mastered the learning that shows knowledge and comprehension of the
TEKS standard, they should be able to explain verbally/in writing/or demonstrate this knowledge to you
the teacher. Your student products should reflect/model a mastery of the TEKs being studied.)
•
When students show mastery, they have been engaged in the learning. As you teach, look and listen to your students,
when are they most engaged, not engaged, check what is going on in the classroom.
TEKS: Look at the TEKS verb,
words, phrases…
• Think about what the student may
now be wondering?
Yes, you are competing with all these thoughts, but you are the teacher, and you must bring
them back to the TEKS being studied, what you are preparing to teach and they need to learn.
Remember as you go through the vocabulary and phrases of the TEKS and what each
means, it is important that students know that this is an expectation and part of the
lesson. Explain to them that they are smart, and it is the expectation for your classroom
for all students to speak and write using explicit academic vocabulary and phrases
with understanding and meaning. (They will appreciate your efforts for their learning, even if they do not admit it.)
An activity for students…
(Your students would do this activity a different times during the lesson.)
1.
Rewrite the TEKS we are working on in your own words.
The student might want to write the actual TEKS, but if there are words/phrases he/she
has trouble understanding, then in () by the word phrase, he/she can put his/her own
words or small pictures to support understanding of what needs to be learned.
2.
List the assignments that we did for the TEKS.
After the lesson
3.
Courtesy of
Sean Piper
Gorzycki MS
Write the verbs from the TEKS you want to perform.
This task can be done the same day as writing the TEKS.
4.
Using the assignments, discuss where we performed the verbs
in a sentence or two. Explain what you learned based on the TEKS.
After the lesson
TEKS continued… What are we learning
and why is it important? (Engagement)
•
Why should this knowledge be important
to your students…academically and personally?
Students need to connect to/and believe the information is important for them. What you are going to teach must be of
interest to your students! Learning is often driven by curiosity. Your question(s) must be one(s) they want to answer!
A professional development presented by Wiggins and McTighe used a question to engage students in the math model
lesson and drive their learning. The question the teacher put on the board for students was…
“What is fair?”
Think about that question, would your students want to answer it?
Task:
Discuss with your group about what students need to know from the TEKS in Unit 2, Arc 2 (and the other Units and Arcs as you come to them). Go back and look at
the categories in the CRM and the TEKS, develop one question you can display to your students that they would want to answer.
First students reflect in their notebooks for 2 or 3 minutes on the answer to your question, then let them share as partners or in a small group. Last the groups share
whole class.
Considerations:
It is important for students to make meaning and connections with those that lived in the past coming to a realization that they will one day be considered
people of the past, so what do they want future generations to know and think about them, as a group and as individuals….how does learning about people in
the past help us as a people and as an individual? How are our lives similar and different from people in the past? Why did people settle in one area?
Why am I and my family settled in this area? Why am I here?
Our students need to want to learn, to be curious, and to acknowledge and be life-long learners.
The phrase scientia potentia est (sometimes written as scientia est potentia) is a Latin aphorism often claimed to mean "knowledge is power".
Students will Know…Students
Will Be Able to…
TEKS Knowledge & Skills
Readiness and Supporting Standards are not designated
for this level.
Acquisition
Students Will Know
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1A identify major eras in Texas history, describe

The location and cultural
their defining characteristics, and explain why
characteristics of Texas Indian groups.
historians divide the past into era, including Natural 
The sequence of events, individuals,
Texas and its People…
and time periods related to Natural
Texas and its People.
7.1B apply absolute and relative chronology
Students Will Be Able To

Identify where Texas Indian groups
lived and list their defining
characteristics.

Create a timeline of Texas Indian
groups.

Create a map showing the regions
through the sequencing of significant individuals,
where Texas Indians lived.
events, and time periods
7.2 History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas.
7.2A compare cultures of American Indians in Texas 
American Indian groups in Texas listed

Compose five interview questions for a
prior to European colonization such as Gulf, Plains,
in TEKS 7.2A have similarities and
Texas Indian related to how the group
Puebloan, and Southeastern
differences.
survived by adapting to their
environment. Conduct the interview
with a partner.

Examine primary and secondary
sources to determine how Indians in
Texas adapted to their environment.

Compare and contrast American Indian
groups listed in TEKS 7.2A.
Read the Students Will Know… and the Students Will Be Able to…
Do these sections reflect what is in the TEKS?
Discuss as a group,
How will your teaching reflect these sections?
share with each other.
o oral language strategies
How will I engage my
o written response strategies
students? How will I
o questioning strategies
keep my students
o multiple strategies
engaged?
As you follow this process, it will
become automatic in your
planning and go faster. You will
be prepared to teach the TEKS to
your students.
Students will Know…Students
Will Be Able to…
TEKS Knowledge & Skills
Readiness and Supporting Standards are not designated
for this level.
Acquisition
Students Will Know
Students Will Be Able To
7.9 Geography. The student understands the location and characteristics of places and regions of Texas.
7.9B compare places and regions of

Places and regions in Texas

Write an essay to describe the
Texas in terms of physical and human
differ in terms of physical and
similarities and differences
characteristics
human characteristics.
among the American Indians
living in Texas and the
environment they inhabited.
7.10 Geography. The student understands the effects of the interaction between humans and the environment in Texas
during the 19th, 20th, and 21st centuries.
7.10A identify ways in which Texans have 
Indians of Texas adapted to the 
After reading selected primary
adapted to and modified the
environment.
and secondary sources, list the
environment and analyze the positive
ways in which Indians of Texas
and negative consequences of the
adapted to the environment
modifications
and explain the positive and
negative consequences of the
modifications made.
Read the Students Will Know… and the Students Will
Be Able to…
Do these sections reflect what is in the TEKS?
Discuss as a
How will your teaching reflect these sections?
group, share
o
oral language strategies
with each
o
written response strategies
other.
o
questioning strategies
o
multiple strategies
As students become more
comfortable with the vocabulary
words and phrases in the TEKS and
begin using these words in the
classroom, they will feel more
competent and develop self-esteem.
All of us develop self-esteem from
achieving success from a challenge.
CRM Assessment Evidence:
What formative and summative assessments
will you use in your teaching to check for
understanding? Are they engaging?
Questions need
to hit all levels
when applicable
o
Knowledge
level
questions
o
Comprehe
nsion level
questions
o
Application
level
questions
o
Analysis
level
questions
o
Synthesis
level
questions
o
Evaluation
level
questions
ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz,
essay, student work samples, observations, etc.)



Student-created maps showing traditional territories
of Texas Indians that include climate, vegetation, and
elevation information.
Student-created interview questions for a Texas
Indian about her/his way of life (housing, agricultural
practices, hunting, enemies, adaptations to the
environment, etc.).
Students will participate in a write-share-pair to
research and describe the stone tools of Texas
Indians including how they were made and their
function.
Short Cycle Assessment

SCA Testing Window: September 28- October 4,
2012

SEs eligible for testing include, but are not limited to:
7.2A, 7.9B, 7.10A
Additional Suggestions for Assessment

Teacher observations

Interactive Student Notebook entries detailing
student interview questions and answers about
American Indian cultures of Texas

Graphic organizer comparing and contrasting
American Indian cultures in Texas
Discuss in partners or in a group the formative and summative
assessments listed. Are there any you might want to add?
What questions will you ask that engage the students and address the
challenges of the TEKS/SE? That extend the learning?
CRM: Models/Anchors of Support…., Instruction:… and Student Task…
Your classroom needs to reflect the TEKS and what is being studied.
Examples of Models or Examples of Support
The TEKS studied need to be written out for students to see
and connect to what is being studied.
The textbook, other books/resources, websites, other books,
newspapers, magazines, posters, word walls with academic
vocabulary and supporting vocabulary, student work…
Discovery Education Streaming, Teacher Read-Aloud…
What will your instruction include?
Interactive Student Notebooks, graphic organizers, collaboration: small
group and partner work, shared and independent reading, research,
technology…
Task
o
o
o
o
o
o
The student task is aligned to the TEKS/SE.
The task is aligned to students’ differentiations (SPED, ELL).
Students are compliant with tasks.
Students are on task and able to articulate learning.
Students are engaged, and learning is student directed.
Students are working as a class, small group, partner, individual.
Take a couple of
minutes to
discuss each
block as a small
group/partners
and share with
each other.
Does the
task
motivate,
engage
the
students?
CRM Planning Tools…
LESSON PLANNING TOOLS
In the course of lesson planning, it is the expectation that teachers will include whole child considerations when
planning such as differentiation, special education, English language learning, dual language, gifted and talented, social
emotional learning, physical activity, and wellness.
Model Lesson- Indian Cultures
Suggested Pacing: 2 days (1 block)
TEKS: 7.2A, 7.22D
Instructional Resource PENDING
Pacing:
TEKS:
An exemplar lesson will be linked for teachers to use. The lesson is in
a portfolio. Open the portfolio using Acrobat Pro 9. You must have
Acrobat Pro 9 on your computer. It is downloadable from the District
website. If the lesson is not there yet, then use the CRM and the
resources suggested to plan your lesson. The CRM has the elements
you need. Always keep in mind the engagement of your students
and select activities that will drive the learning for what your
students must master.
Evidence of Learning…
Students can explain the meaning of …and
give examples of … using academic
vocabulary and phrases.
Students can use the tools (maps…) to
document their knowledge.
Students have high expectations for
themselves to document their learning.
Students can explain and justify their
mastery of the TEKS to the teacher and their
peers verbally/writing/product.
When students know what they are suppose to comprehend, they will be able to articulate/demonstrate
when they have achieved mastery, what they have learned, and how (justification) they have
Accomplished this learning. Self-Esteem develops with achievement…their achievement,
not the teachers.
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.
The ELPS, CCRS, and 21st Century Learning are on the Exemplar Lesson.
Next Steps….
Continue the same steps for the next units and arcs….
After establishing the expectation of teaching the TEKS in your
classroom as part of the lesson, your students will get faster in
figuring out what they need to learn and articulating this learning to
you, using the academic vocabulary and phrases with meaning and
understanding. Many times TEKS are repeated in different units and
arcs, so you will only have to review the TEKS, but make sure that
any new students you have also know what is expected for them to
learn.
Make connections to previous learning of a repeated TEKS, making
note of any differences or similarities for the new learning.
7th Grade Unit 3 Arc 1
Making Meaning, Enduring Understandings,
Essential Questions, Units, Arc, Vocabulary…
• Repeat the process again with the next Units and Arcs. Review the parts of the CRM.
Name: Civic Engagement
Pacing (at campus discretion)

1-5 days (.5 - 4.5 Block Days)

To be observed the week of September
17
DESIRED RESULTS
Making Meaning
Transfer: Students will be able to independently use the learning to identify the role of the purpose and impact of the
Declaration of Independence and the U.S. Constitution on U.S. government and explain the role various historic documents
had on the ideas and events that formed our nation. What students should know at the end of the lesson.
Enduring Understandings:
Essential Questions:
The heart of a healthy democracy, illustrated by Celebrate

What are some of the important ideas
Freedom Week and Constitution Day (week of September 17), is
expressed in the Declaration of Independence
a citizenry actively engaged in civic life-taking responsibility for
and the Constitution?
building communities, solving community problems and

Why are the Declaration of Independence
participating in the electoral and political process.
and the Preamble to the Constitution
important to individual citizens?
The Big Idea
What students should be able to answer using
academic vocabulary.
Unit 3: Aspects of Freedom: Celebrate Freedom Week
Essential Vocabulary amendment, natural rights, absolute power, Supporting vocabulary link
government, liberty, legislative, executive, judicial, representative,
senator, president, vice president, Supreme Court, Chief Justice
Student pre-requisite knowledge
Students should know the purpose of the U.S. Constitution and the Declaration of Independence.
Resources: Bill of Rights, United States Constitution, Declaration of Independence
ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards
(ELPS) to support English Language Learners.
ARC 1: The Constitution and Bill of Rights
Arc Pacing: 1-5 Days (.5 - 4.5 Block Days)
Targeted Vocabulary: amendment, natural rights, absolute power, government, liberty, legislative, executive, judicial,
representative, senator, president, vice president, Supreme Court, Chief Justice
Resources: Bill of Rights, United States Constitution, Declaration of Independence
Don’t forget
the
engagement
piece. Look at
all the parts of
the CRM and
develop a
question/
activity that
will drive
student
motivation
and learning.
Unit 3 …Celebrate Freedom Week
Arc 1 The Constitution and the Bill of Rights
TEKS Knowledge & Skills
Acquisition
Readiness and Supporting Standards are not designated
for this level.
Students Will Know
Students Will Be Able To
Introduction 7 State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
Introduction 7A Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as
determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of
Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the
study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our
people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation
Proclamation and the women's suffrage movement.
Introduction 7B Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this
paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are
endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights,
Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
7.14 Government. The student understands the basic principles reflected in the Texas Constitution.
7.14A identify how the Texas Constitution

The Texas Constitution reflects the 
Create a poster describing how the Texas Constitution
reflects the principles of limited government,
principles of limited government,
reflects the principles of limited government,
republicanism, checks and balances,
republicanism, federalism, checks
republicanism, federalism, checks and balances,
federalism, separation of powers, popular
and balances, separation of
separation of powers, popular sovereignty, and
sovereignty, and individual rights
powers, popular sovereignty, and
individual rights.
individual rights.

Create a graphic organizer to compare the Texas and
7.14B compare the principles and concepts

The Texas and U.S. Constitutions
U.S. Constitutions and the Texas and U.S. Bill of
of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill
and the Texas and U.S. Bill of Rights
Rights.
of Rights
are similar and different from one
another.
7.16 Citizenship. The student understands the rights and responsibilities of Texas citizens in a democratic society.
7.16A identify rights of Texas citizens

Texas citizens have rights.

Create a brochure or public service announcement

Civic participation is important.
listing the rights of Texas citizens and describing the
7.16B explain and analyze civic
importance of civic participation.
responsibilities of Texas citizens and the
importance of civic participation
7.17 Citizenship. The student understands the importance of the expression of different points of view in a democratic society.
7.17A identify different points of view of
political parties and interest groups on
important Texas issues, past and present
7.17B describe the importance of free
speech and press in a democratic society.



Important Texas issues have
multiple perspectives.
Free speech and press is important.
How to express and defend an
opinion about an important issue in
Texas, past and present.


Read about a historical or contemporary issue in
Texas and identify the perspectives of groups
involved, and craft an oral or written argument to
support one point of view on the selected issue.
Create a political cartoon or comic strip about the
importance of free speech and press.
7.17C express and defend a point of view on
an issue of historical or contemporary
interest in Texas
We want our students to grow up to be responsible people, like/love/respect
this country they are living in, and recognize that they are a part of it. Teach
them what patriotism means and why we are patriotic.
Sept. 17th is
Constitution Day
and begins
Celebrate Freedom
Week.
Review the TEKS and
what Students Will
Know and Students Will
Be Able to…
Follow the same steps
as we did in the
previous Unit and Arc.
Unit 3 …Celebrate Freedom Week
Arc 1 The Constitution and the Bill of Rights
Review the Performance Tasks and the Assessment Evidence
Is there a task or assessment you want to add…
ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz,
essay, student work samples, observations, etc.)



Students will recite and interpret the section of the
Declaration of Independence required by House Bill
1776.
Student-created political cartoon or comic strip about
the importance of free speech and press.
Student-created poster describing how the Texas
Constitution reflects the principles of limited
government, republicanism, federalism, checks and
balances, separation of powers, popular sovereignty,
and individual rights.
Short Cycle Assessment

SCA Testing Window: September 28-October 4, 2012

SEs eligible for testing include, but are not limited to:
7.16A, 7.16B
Additional Suggestions for Assessment

Teacher observations

Interactive Student Notebook entries addressing
the question, “What are some of the important
ideas expressed in the Declaration of Independence
and the Constitution?”

Graphic organizer comparing and contrasting the U.S.
and Texas Constitutions and Bill of Rights
LESSON PLANNING TOOLS
In the course of lesson planning, it is the expectation that teachers will include whole child considerations when
planning such as differentiation, special education, English language learning, dual language, gifted and talented, social
emotional learning, physical activity, and wellness.
Model Lesson- Comparing the Texas and U.S. Bill of Rights
Suggested Pacing: 1 day(.5 Block Day)
TEKS: 7.14B, 7.22A
Instructional Resource: PENDING
Pacing:
TEKS:
Academic Vocabulary
7th Grade
• Academic Vocabulary …
Unit 3: Aspects of Freedom: Celebrate Freedom Week
Essential Vocabulary amendment, natural rights, absolute Supporting vocabulary link
power, government, liberty, legislative, executive, judicial,
representative, senator, president, vice president,
Supreme Court, Chief Justice
Student pre-requisite knowledge
Students should know the purpose of the U.S. Constitution and the Declaration of Independence.
Resources: Bill of Rights, United States Constitution, Declaration of Independence
ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards
(ELPS) to support English Language Learners.
ARC 1: The Constitution and Bill of Rights
Arc Pacing: 1-5 Days (.5 - 4.5 Block Days)
Targeted Vocabulary: amendment, natural rights, absolute power, government, liberty, legislative, executive, judicial,
representative, senator, president, vice president, Supreme Court, Chief Justice
Resources: Bill of Rights, United States Constitution, Declaration of Independence
What guiding questions and/or stems are being used to promote the use of
academic vocabulary?
o
Teacher provides questions to promote academic vocabulary
o
Teacher provided sentence stems
o
Teacher provide opportunities to use academic vocabulary
 Use words in reading and speaking context.
 Students draw pictures/use graphic organizers to support word meaning.
 Students speak and write in complete sentences using academic
vocabulary with meaning and understanding.
Elaboration
• The teacher uses a system to help the students to make connections between
the new vocabulary and their prior knowledge. Use different graphic organizers with each
lesson. Discuss with students which one they like the best, supports them the best.
Word:
In my own words:
_____________________
_________________
________________ is the
same.
________________ is
the opposite.
Picture:
Vocabulary Activity…
Vocabulary Strategy #3
Using a Word Splash
Objectives:





Assess prior knowledge
Provide motivation for reading
Set a clear purpose for reading
Decipher vocabulary
Allow for a variety of modes of learning
Steps
1.
2.
3.
4.
Select seven to ten social studies terms, people, or phrases from a unit of
study. Be sure to include not only similar words that will indicate the
subject of the selection but also some of the words and phrases that seem
contradictory to the others.
Give each student a little time to think about what the terms, people, or
phrases have in common.
Ask students to form small groups of three to five (or you can assign them
to groups). In their groups, they should decide what the main category or
topic is for the terms, people or phrases. They should also create a
narrative or an explanation that will include all of the words or phrases.
Ask each group to share their narrative or explanation. Ask student to list
the common elements they heard and list these elements on the board.
Assessment
1. Students, in small groups, are able to create a story using 90% of the words
presented.
2. Students are able to identify and list at least one common element from every
narrative presented.
Elaboration
Academic Vocabulary…other options…
• Use any of Dinah Zike’s books for her
foldables to teach vocabulary.
– One, two, three, four tab books is one example….
word
•
word
word
word
There are three more places: behind the word
card, next page front and back: picture,
definition, sentence, synonyms, antonyms, pages
where found, sentence from the book with the
word, meaning, and picture…your choice
You may want each student to do one or more words to share with the class depending
on how many words. This could be a center activity. They can use their vocabulary
words to write and illustrate a booklet that demonstrates their understanding of the
TEKS and the academic vocabulary. Each student can do a one word card including an
illustration, flow chart which explains the meaning or other graphic organizer to be
made into a class book which becomes the class word bank.
Elaboration
word: amendment
definition
synonyms
my definition
Discuss what you might write
in the flow chart as answers.
Teacher’s choice
illustration
Endearing Understanding and
Essential Questions
Name: Location and Place
Pacing

19 days (9.5 Block Days)

August 30-September 25, 2012
DESIRED RESULTS
Making Meaning
Transfer: Students will be able to independently use the learning to explain how the physical and human geography of
Texas has impacted issues and events in the state, past and present. What students should learn/be able to demonstrate.
Enduring Understandings:
Essential Questions:
Location and place determine where people settle and how they

How is a region’s environment affected by its
develop their culture.
geography and how does it influence
settlement?

What geographic factors influence where
people choose to settle?

How does environment influence the way of
life for different groups of people?

How do people in a specific location and place
adapt to their environment?
The Big Idea
Students will be able to
answer these questions after
this concept is taught.
Selecting just the right
resources…
• The Social Studies grade level textbook is a great place to start.
• The CRM has resources listed under the Unit and the Arc.
• Check out the Social Studies Website for more resources in your
grade level.
• The Library Services Media Center using IBISTRO: The
Encyclopedia Britanica and the World Book are online. Many
other District licensed internet resources are also there, along
with usernames and passwords, including Discovery Education
Streaming. (Go the AISD website, type in IBISTRO, click on Portal Knowledge.)
• The school library and if your school has one, the literacy library
• Search for the appropriate primary sources for students to use
and analyze to develop meaning and understanding on the
lesson being taught. Primary Sources can be very engaging. Please go
to the Social Studies website, (left side: Resources, then strategies) scroll
to the D (DBQs)section. There are strategies to use Primary Sources, plus
graphic organizers for analyzing primary sources.
Text Selection
• There is a whole world out there of
well-written, relevant, compelling juvenile
literature, historical fiction, and nonfiction that are
sources for critical thinking of depth and
complexity and are very engaging!
Don’t forget Texas historical fiction for teacher
Read-Alouds to share with students.
Use your school library and neighborhood library for historical fiction and non fiction chapter books
for Teacher Read-Alouds and independent reading for students on Texas. Make sure that the books
you use are appropriate for your students. Choose topics that fit the lessons you are studying. You
can also use picture books to read to your students.
Planning is the Key…
Planning Instruction:
• Read your CRM as a whole document to get the gist of what
students need to learn and you need to teach.
• Read each separate part for your background knowledge.
• Review the TEKS: Your lesson must be tied to the TEKS.
• How will you engage your students to the TEKS, to make the learning
relevant to them?
• How will your students demonstrate (assessment) that they have mastered
the learning? How will you know they have the Essential Understanding? Are
able to answer the Essential Questions?
• What strategies, best practices will engage and drive the learning for mastery
from each of your students?
• What differentiation accommodations will you need to add to your lesson so
that all students meet the standards?
Addressing 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.
Best Practices applied to
teaching and assessing
Because Teaching and Assessing have a reciprocal relationship
Plan your lessons with these questions…
Best Practices:
•
•
•
•
•
•
•
•
How will the teacher model/explain clear expectations for the students’ learning?
(Such as developing a criteria chart with the students)
What anchors of support can be used/created to engage and help students in their thinking?
Which 21st Century Skills can be targeted?
How will students be held accountable for their new learning, as well as make their thinking and
learning public?
How will accountable discussions and collaboration be encouraged in an atmosphere of mutual
respect to engage the students?
How will students be grouped to engage and challenge their thinking (problem solving)?
What role might technology play in making the learning more engaging, accessible, and at the
same time, challenging?
Assessment: Check for
Understanding…
Assessment
Formative-How will I know all students are understanding the new concept as it is
being taught?
Scaffolding- What adjustments/reteaching needs to happen as a result of
misunderstanding?
Summative-How will I know all students have mastered the new concept?
(Performance tasks)
How can the academic testing language be embedded into daily instruction and aligned
to the language of instruction?
How will the lesson build skills necessary for success on Performance Tasks and develop
background knowledge for the next lesson?
Review: Clear Expectations
• Knowledge and Skill Statement and Student
Expectations posted and referenced in the classroom.
• What 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?
• How will students be motivated and engaged?
Gradual Release
• I Do: Teacher begins with a question, problem to
solve, or hook: Engagement
– Read Aloud/Think Aloud/Questioning/Text Evidence
– Teacher models performance task
• We Do: Shared construction of task/task/facilitates class and
small group discussion
• Develop criteria/rubric for task
• You Do: Students read / complete task independently or
collaboratively
– Judge task based on criteria or rubric
Student Engagement/
Formative Assessment
•
•
•
•
•
•
•
•
•
Reading/Research
Teacher High-Level Questioning
Collaboration, whole and small group work
Expectation for Justification of
Thinking/Text/Research Evidence
Turn and Talk
Think-Pair-Share/Write-Pair-Share/ISN reflection
Randomization of Responses
Teacher Wait Time!
Exit Slips
Interactive Student Notebooks
Students might:
• Write reflections on the importance of Constitution Day.
• Summarize the various characteristics of American Indian
tribes in Texas.
• Explain the cause and effects in important events
• Analyze events, historical figures
• Interpret maps, data, graphs
Vary the
assignments.
• Use graphic organizers
• Illustrations on what was learned about how American
Indians in Texas adapted to the geography of Texas
regions.
Reminders: Repetition
• The teacher ensures that the new
vocabulary comes up many, many, many,
many times.
Partner Practice/Quizzes
Games
Class and small group discussions
Active Use
• The teacher finds ways to encourage the
students to actively use the new vocabulary.




Praise
Rewards
Mandate – use in
speaking and
writing
Word Walls/Banks



Correct the
Teacher
“Give” the word to
the student
Use vocabulary in
writing tasks
Encourage Writing
• Expository: Factual writing, cause and effect,
summaries, lists, outlines, note-taking for
research…
• Personal : Reflections on what was learned.
Connections made to learning
Encourage your students to write in complete
sentences unless sentences are inappropriate for
the task such as creating a list.
Next Steps
• This concludes your planning for Social Studies
Unit 2 Arc 2 and Unit 3 Arc 1. You will repeat the
process weekly for planning the TEKS/SEs for
Units 4 & 5 using your YI, CRM, and Model
Lessons.
• It is a lot to think about, but after you experience
going through these steps, your planning will go
much faster and become a unconscious habit.