Alvarado Intermediate School
Teacher:
Hefner
Grade & Subject: 4th
SS
Week of: Dec 1-5 Unit & Essential Questions: Unit 6.2
What is the importance of active individual participation in the democratic
process?
Who are historical figures that modeled active participation during the Texas
Revolution?
TEKS/Learning Objectives:
4.3A Analyze the causes, major events, and effects
of the Texas Revolution, including the Battle of the
Alamo, the Texas Declaration of Independence, the
Runaway Scrape, and the Battle of San Jacinto.
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.
4.15A Identify the purposes and explain the
4.2B use the context of the sentence to determine the meaning of unfamiliar
importance of the Texas Declaration of Independence.
words or multiple meaning words.
4.16D Describe the origins and significance of state
celebrations such as Texas Independence Day.
4.22A Use social studies terminology correctly.
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.
Objectives:
We will analyze the importance of the Alamo on Texas’
independence.
Writing:
4.18A create brief compositions that; establish a central idea in a topic
sentence, include supporting sentences with simple facts, details, and
We will identify Sam Houston’s role in Texas’ battle for
explanations, contain a concluding statement.
independence.
Academic Vocabulary of Instruction:
•
•
•
patriotism
liberation
treaty
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 Question(s) Instruction and
& Hook
Mini-Lesson
Explain
Elaborate/Extend
Guided
Practice:
Independent Practice
Evaluate/Assess
(I do, we do,
you do)
MONDAY
Recall the learning
from the previous
lesson regarding the
events of the Texas
Revolution.
Read the
documents in the
DBQ.
Discuss the
importance of
these
documents.
Write a journal entry for each document
from the point of view of the person
chosen in the hook activity.
Class
discussion on
the documents
Write three more journal entries from the Share and discuss some
same point of view.
of the journal entries. Talk
about how the different
points of view made a
difference.
A: Santa Anna
Crosses the
Nueces
Identify the problem
(grievances against the
Mexican government
B: A letter to the
that impact Tejas
people of Texas
settlers’ lives) and
and all Americans
discuss the decision
processes that led to
the war.
Recall the hook and
background essay
from the DBQ.
TUESDAY
Document C:
Texas Declares
its Independence
Document D:
Sana Anna’s Plan
of Attack- map
Document E:
El Deguello: The
Battle Song
WEDNESDAY
Reading: A short
explanation of the
events of the
Texas revolution.
Law of 1830
Have students
share with their
table what they
learned in the
reading.
Victory at
Gonzales
Defeat the Alamo
Facilitate a discussion where students
Answer questions based
summarize their learning about the
on the reading
causes and major events of the Texas
Revolution. Include the Battle of the
Alamo, the Texas Declaration of
Independence, the Runaway Scrape, and
the Battle of San Jacinto. Also include
discussion of Lorenzo de Zavala.
Guide the discussion to help students
connect the importance of the opportunity
to participate in government as students
consider the causes and events of the
Texas Revolution.
Massacre at
Goliad
Runaway Scrape
Students answer the guiding questions
and provide supporting statements for the
Key Understanding, citing evidence from
information they have gathered.
•
Active participation in
government drives change.
—
What is the importance of active
individual participation in the democratic
process?
—
Who are historical figures that
modeled active participation during the
Texas Revolution?
Declaration of
Independence
Victory at San
Jacinto
.
THURSDAY
DBQ on Sam Houston Background
essay: What was
Examine the list of
Sam Houston’s
character traits. Write most heroic
the name of a person decision?
you view as a hero
Discuss what
they learned
about Sam
Houston from
the essay.
Answer the background essay questions.
with that trait beside
each one.
What traits did
he have that
made him a
hero?
Choose three traits
from the list you
believe a person must
have to be considered
a hero.
FRIDAY
Examine the DBQ Discuss the
documents.
importance of
each document.
Document A:
Houston and the
Alamo
Document B:
Houston and
Native Americans
Document C:
Houston and the
Kansas-Nebraska
Act
Document D:
Houston and the
Union
Answer the questions that follow each
document with a partner.
Begin to plan an essay that answers the
question, What was Sam Houston’s most
heroic decision?