Alvarado Intermediate School
Teacher:
Hefner
Grade & Subject: 4th Week of: Dec 8-12
SS
Unit & Essential Questions: Unit 6.3
What 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:
STAAR Support (non-tested content areas):
4.3B
Summarize 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.
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
4.17D Identify the importance of historical figures and
influence on the future.
important individuals who modeled active participation in the
democratic process such as Sam Houston, Lorenzo de Zavala, 4.11A summarize the main idea and supporting details in text in ways
and other local individuals.
that maintain meaning.
4.21D Identify different points of view about an issue, topic,
historical event, or current event.
4.22A Use social Studies terminology correctly.
Writing:
4.18A create brief compositions that; establish a central idea in a topic
sentence, include supporting sentences with simple facts, details, and
4.22D Create written and visual material such as journal
entries, reports, graphic organizers, outlines, and
bibliographies.
explanations, contain a concluding statement.
Objectives:
We will identify significant individuals in the Texas Revolution.
We will identify important individuals that modeled active
participation in the democratic process.
Academic Vocabulary of Instruction:
hero
dictator
Customized Learning:
1.
Reduce assignments, extra time, oral response, oral test
2.
Emphasis on major points, repeated review, short instructions,
frequent feedback, minimal distractions
3.
Extra time for written response
4.
Extra time, opportunity to respond orally, frequent feedback,
minimal distractions, check for understanding, oral testing, emphasis
on major points, exempt from reading before peers, directions in a
variety of ways
5.
Reduce assignments, opportunity to respond orally, grading
based on participation, short instruction, visual aids, peer tutoring,
exempt from reading before peers, encouragement to verbalize steps
6.
Short instructions, no penalty for spelling errors, check for
understanding, oral exams, ESL materials
7.
Oral exams, reminders to stay on task, extra time
8.
Extra time, small groups testing
9.
Oral testing, peer tutoring, preferential seating, re-teach difficult
concepts, organizational strategies
10.
Oral testing, extended time, preferential seating, re-teach
difficult concepts, short instructions, organizational strategies
11.
Oral testing, extended time, short assignments, preferential
seating, re-teach difficult concepts, organizational strategies
12.
Oral testing, extended time, preferential seating, read aloud to
self, re-teach difficult concepts, overlay
13.
Oral testing, note taking assistance, extended time, preferential
seating, re-teach difficult concepts, chair wedge/ slant board, frequent
breaks
14.
Oral testing, copy of notes, extended time, peer tutoring, reteach difficult concepts, preferential seating, organizational strategies
15.
Oral testing, preferential seating
16.
Oral testing, extended time, peer tutoring, reduced paper/ pencil,
preferential seating, re-teach difficult concepts, organizational
strategies
17.
One on one testing, preferential seating, cool off period, stress
ball, daily behavior sheet, reinforce appropriate behavior, notes home
18.
Oral testing, preferential seating, extended time, yellow overlay
or strip
19.
Oral testing, preferential seating, extra time for written, redirect
attention
20.
Oral testing, preferential seating
21.
Oral testing, extended time, preferential seating on the left side
of the room, re-teach difficult concepts
A
MONDAY
Engage
Explain
Elaborate/Extend
Essential
Instruction and MiniQuestion(s) & Hook Lesson
Guided Practice:
Independent Practice
DBQ on Sam
Houston
Discuss what they
learned about Sam
Houston from the
essay.
Examine 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
Explore
Background essay: What
was Sam Houston’s most
heroic decision?
(I do, we do, you do)
Answer the background
essay questions.
Evaluate/Assess
considered a hero.
TUESDAY
Examine the DBQ
documents.
Discuss the
importance of each
document.
Document A:
Houston and the Alamo
Document B:
Houston and Native
Americans
Document C:
Houston and the KansasNebraska Act
Document D:
Houston and the Union
WEDNESDAY Display the painting
Surrender of Santa
Anna, by William H.
Huddle.
Display the list of significant
individuals in Texas history.
Texians:
1.William B. Travis
2.James Bowie
Facilitate a class
3.David Crockett
discussion of the
4.George Childress
painting. Use it to
5.Sidney Sherman
review the events of 6.Sam Houston
the Texas Revolution 7.Lorenzo de Zavala
and to introduce
some of the
Tejanos:
significant individuals. 8.Juan Antonio Padilla
Use questions such
9.Carlos Espalier
as those below:
10.Juan N. Seguín
•
What event
11.Plácido Benavides
does this painting
12.José Francisco Ruiz
depict?
Mexicans
•
Where on the 13.Antonio López de Santa
timeline of the Texas Anna
Revolution did this
14.Vicente Filisola
event take place?
non-combatants
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
Answer the questions that Discuss and have the
follow each document with students write their
a partner.
answer to the question,
What was Sam
Houston’s most heroic
decision?
•
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?
THURSDAY
15.Susanna Dickinson
16.Enrique Esparza
information on their
cards (Allow 5
minutes). They keep
Have each student choose track of heroes they
six individuals from the list. have learned about by
checking them on the
Distribute the Handout:
Handout: Hero
Heroes Notes for students to Checklist and add
use when they gather
information to their
information about the people Handout: Heroes
significant to the Texas
Notes.
Revolution.
Students move to
With students in groups of 3 another group, to learn
or 4, distribute at least one more about other
set of the Handout:
people, and again
Biography Cards to each
compare cards (allow 5
group.
minutes), adding notes
to the Handout: Heroes
Students use information
Notes. (Note: All
from the Handout:
students need to learn
Biography Cards and other about Santa Anna and
appropriate sources (such
Houston.)
as the textbook, other
classroom materials, and
Students mark on their
approved online sources) to Handout: Hero
note information about their Checklist the new
6 people on the Handout:
people they learned
Heroes Notes.
about.
Monitor students to Clarify
information and provide
additional information as
needed.
Students find others
whose trading cards
they have not yet
learned about. Make
sure to include Santa
Anna and Houston.
Review with students the
democratic process.
Students expand on
the topic sentence:
Display a picture of the
signers of the Texas
Declaration of
Independence.
Good citizens model
active participation in
the democratic process
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.
FRIDAY
Facilitate a discussion
where students use what
they have learned about
the Texas Revolution and
significant individuals to
Create an illustrated
booklet about several
heroes of the Texas
Revolution describing
who they were and their
answer the guiding
contribution(s) to the
questions.
revolution.
•
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?