Alvarado Intermediate School
Teacher:
Hefner
Grade & Subject: 4th Week of:
SS
Nov 17-21
Unit & Essential Questions: Unit 6
What are the causes of the Texas Revolution?
What were the major events of the Texas Revolution?
TEKS/Learning Objectives:
STAAR Support (non-tested content areas):
4.3A Analyze the causes, major events of the Texas
Revolution, including the Battle of the Alamo, the
Texas Declaration of Independence, the Runaway
Scrape, and the Battle of San Jacinto.
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
4.6A Apply geographic tools, including grid systems,
words or multiple meaning words.
legends, symbols, scales, and compass roses, to
construct and interpret maps.
4.6A sequence and summarize the plot’s main events and explain their
influence on the future.
4.15A Identify the purposes and explain the
importance of the Texas Declaration of Independence. 4.11A summarize the main idea and supporting details in text in ways that
maintain meaning.
4.16D Describe the origins and significance of state
celebrations such as Texas Independence Day.
Writing:
4.22A use social studies terminology correctly
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.
Science:
Objectives:
We will analyze the causes and major events of the
Texas revolution.
4.2C construct simple tables, charts, bar graphs, and maps using tools and
current technology to organize, examine, and evaluate data.
We will identify the purpose and explain the importance
of the Texas Declaration of Independence.
Academic Vocabulary of Instruction:
•
•
•
grievance
independence
revolution
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, reteach difficult concepts, organizational strategies
12.
Oral testing, extended time, preferential seating, read aloud to self, reteach 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, re-teach
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
Engage
Explore
Essential
Instruction and
Question(s) & Hook Mini-Lesson
Explain
Elaborate/Extend Evaluate/Assess
Guided
Practice:
Independent
Practice
(I do, we do,
you do)
MONDAY
"Indians Standing
Strong...You Are Not
Alone"
2014-2015
TUESDAY
Write the word
grievance on the
board. Students
write a list of things
that they associate
with the word
grievance.
Facilitate a
discussion based on
student responses
and clarify the
definition for
grievance in a
historical context.
Display the Texas
Declaration of
Independence and
skim through it,
noting grievances.
(Students have
studied the U.S.
Declaration of
Independence during
Celebrate Freedom
Week. The
connection can be
made between the
grievances in the
U.S. Declaration and
the grievances in the
Texas Declaration.)
Organize students
into groups of 3 or 4.
Distribute to each
group the Handout:
Grievances.
Write the definition
of the word
“grievance” on the
board
•
Grievance –
A Complaint
Introduce the
historical context of
the time leading to
the Texas Revolution
by stating:
•
Early Texas
colonists had
grievances or
complaints against
the Mexican
government.
•
Many
citizens did not want
to break away from
Mexico at this time,
but they wanted
changes to occur.
Student groups
discuss and rank the
grievances on the
handout, with 1 being
what they think was
the most important
grievance against a
government.
When reporting to
the class and
discussing their
answers, students
explain their
reasoning for the
grievance they
ranked number one.
WEDNESDAY
Organize students
into pairs.
Facilitate a
discussion
where the
Distribute unlined
paper to each
student so that they
can create a
storyboard.
class
members
contribute to a
narrative that
tells the story
of the Texas
Students fold their
Revolution.
paper in half
Scribe the
(horizontal) and then story students
fold it into three
are writing
sections (vertical) to (record on
form six sections.
chart paper,
or project on
When the paper is
the wall. The
opened there should narrative
be six sections...
should include
the major
1
2
3
events.
4
5
6
Students draw lines
over the creases and
title each section as
follows:
1)
Title: The
Causes and Events
of the Texas
Revolution
2)
Battle of
Gonzales
3)
Declaration
of Independence
4)
Battle of the
Alamo
5)
Runaway
Scrape
6)
Battle of the
San Jacinto
Students use their
textbook, other
classroom materials,
and approved online
sources to gather
information about the
causes and events of
the Texas Revolution
by providing the
following information
about each cause:
•
Cause
(Background
information leading
to the event)
•
Date
•
Location
•
Description
of the event
•
Graphic
THURSDAY
Continue the
discussion by using
the guiding
questions.
•
Revolution
can result from
citizens not having a
say in government.
—
What are
the causes of the
Texas Revolution?
—
What are
the major events of
the Texas
Revolution?
•
Create illustrated timeline of the events
and battles that led to the independence of
Texas. Write about the causes, effects, and
implications of what you think is the most
important issue leading to the revolution.
1.
Students use their completed
storyboard: Causes of the Texas Revolution to
create an illustrated timeline of the Causes and
Events of the Texas Revolution.
2.
Review with students the guidelines for
creating this timeline.
•
Title
•
Information is on a straight or curvy line
•
Date
•
Event
•
Graphic
•
Below the timeline complete the
following sentence:
I think the most important event of the
Revolution was ____________
because_____________________________.
FRIDAY
Continue timeline
1.
Students use their completed
storyboard: Causes of the Texas Revolution to
create an illustrated timeline of the Causes and
Events of the Texas Revolution.
2.
Review with students the guidelines for
creating this timeline.
•
Title
•
Information is on a straight or curvy line
•
Date
•
Event
•
Graphic
•
Below the timeline complete the
following sentence:
I think the most important event of the
Revolution was ____________
because_____________________________.