Texas A & M University-San Antonio
Cross- Curricular Project
EDRG: 3355
April 18,2012
Name: Terri Shaw
Date: 4/18/2012
Subject/Grade: Social Studies/6 th
Duration: 5-45 minutes class periods
Section I
TEKS and Objectives:
History 6.13 (A) describe roles and responsibilities of citizens in various contemporary societies, including the United States;
TSW research and develop a presentation on what it would have been like living during the civil rights movement. TSWBAT develop an understanding of different issues and topics.
Section II
Preparation: Materials
The teacher will need to provide Internet access or library time for research
Notebooks for notes
Writing utensils
Section III
Delivery System: (PAR Framework)
On Monday, a guest speaker will be in to tell his/her story about what it was like to live in the 1950’s as an African America. The students will listen and take notes. On
Tuesday and Wednesday, the students will divide into groups and as a class, will go to the library for 30 minutes and research their given topics on segregation policies, in which people were treated differently and permitted different rights based on their skin color Some examples are Rosa Parks, Martin Luther King Jr, Jim Crows
Law, NAACP, and Little Rock’s Central High School to name a few. For 15 minutes on these days we will gather and do a Snowball discussion where students can anonymously respond to a posed question. This strategy can add a bit of fun to the content and provide the teacher with some insight into the learnings or feelings of the group. Thursday the students will be allotted full class time to develop their

presentation ideas such as a skit, role playing, debate or collage with their groups.
On Friday, the groups will present their findings to the class and fill out an Exit Slip.
Section IV
Assessment:
TSW be authentically assessed based on their oral presentations to the class with 90
% accuracy on facts researched.
Section V
Special Circumstances:
Modifications will be given to students based on their IEP’s. For those visually impaired, larger print will be provided. If the student has a learning disability more time can be allotted or the specifications can be changed. If the student is ELL the instructions can be given on a tape recorder.
Section VI
Reflection:
What part of this lesson did the student enjoy and benefit from the most?
What would I change about this lesson to make it more effective or challenging?
What activities will I use to reinforce this concept for the ones who had difficulty?
Based on the assessment, what should my next instructional plan include?
What did I learn about my students or myself?

Texas A & M University-San Antonio
Cross- Curricular Project
EDRG: 3355
April 18,2012
Name: Terri Shaw
Date: 4/18/2012
Subject/Grade: Math/6 th
Duration: 1-45 minutes class periods
Section I
TEKS and Objectives:
Math-Probability and Statistics 6.10(A) select and use an appropriate representation for presenting and displaying different graphical representations of the same data including line plot, line graph, bar graph, and stem and leaf plot;
6.10(D) solve problems by collecting, organizing, displaying, and interpreting data.
6.28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity.
Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
TSWBAT discover who has or had more buying power between now and the 1950’s.
TSW create a chart comparing other details such as population and unemployment rates of those two decades.
Section II
Preparation: Materials
Poster-boards, markers, rulers, almanacs, and or Internet access
Section III
Delivery System: (PAR Framework)
A think-along in math will be used before the lesson begins. The teacher reads a few questions and pauses enough time to be able to “think aloud” which helps model the thinking process. This activity shouldn’t take more than 5 minutes. During the reading the class can split up and have a fish bowl discussion where students can further their understanding and pose their own questions on the topic about what

things might have cost in the 1950’s and who might have more buying power. Allow
15 minutes for this activity. For the remaining class time give the students their handouts/almanacs, divide them into groups and have them make their comparison charts.
Section IV
Assessment:
Students will be assessed based on their class discussions and teacher checklists.
Section V
Special Circumstances:
Modifications will be given to students based on their IEP’s. For those visually impaired, larger print will be provided. If the student has a learning disability more time can be allotted or the specifications can be changed. If the student is ELL the instructions can be given on a tape recorder.
Section VI
Reflection:
What part of this lesson did the student enjoy and benefit from the most?
What would I change about this lesson to make it more effective or challenging?
What activities will I use to reinforce this concept for the ones who had difficulty?
Based on the assessment, what should my next instructional plan include?
What did I learn about my students or myself?

Texas A & M University-San Antonio
Cross- Curricular Project
EDRG: 3355
April 18,2012
Name: Terri Shaw
Date: 4/18/2012
Subject/Grade: English/6 th
Duration: 2-45 minutes class periods
Section I
TEKS and Objectives:
6.17(B) write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions;
6.19(C) use complete simple and compound sentences with correct subject-verb agreement.
TSW be divided up into pairs and create an advice column for a newspaper in response to the given topics.
Section II
Preparation: Materials
Blank paper, writing utensil and list of topics
Section III
Delivery System: (PAR Framework)
An anticipation guide will be given before the section of today’s reading will begin.
Give the students 10 minutes to answer a few questions about what they predict will happen in this section of the story. This will bring about a sense of purpose among the students to read and find out if their predictions were correct. During the reading students should be annotating (taking notes) about the reading in order to help them think about their understanding of the material and enable them to get their reflections down in writing. This will further assist the student in preparing for their advice column. Day two of this lesson the students will divide into pairs and pick 2 of the topics and pretend to be one of the characters and write a letter to the newspaper. Then they will switch and right a response as the advice columnist.

Section IV
Assessment:
The students will be assessed by teacher observations making sure the students stay on task and by a rubric that is completed with 90 % accuracy.
Section V
Special Circumstances:
Modifications will be given to students based on their IEP’s. For those visually impaired, larger print will be provided. If the student has a learning disability more time can be allotted or the specifications can be changed. If the student is ELL the instructions can be given on a tape recorder.
Section VI
Reflection:
What part of this lesson did the student enjoy and benefit from the most?
What would I change about this lesson to make it more effective or challenging?
What activities will I use to reinforce this concept for the ones who had difficulty?
Based on the assessment, what should my next instructional plan include?
What did I learn about my students or myself?

Texas A & M University-San Antonio
Cross- Curricular Project
EDRG: 3355
April 18,2012
Name: Terri Shaw
Date: 4/18/2012
Subject/Grade: Science/6 th
Duration: 1-45 minutes class periods
Section I
TEKS and Objectives:
Science 6.2(B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
TSW realize and see that hurricanes are made possible by currents of rising and falling air with a mixture of moisture and lower pressure through the following activity.
Section II
Preparation: Materials
Bottle with a long, narrow neck (such as an apple cider jug), peeled hard-boiled egg and matches
Section III
Delivery System: (PAR Framework)
Before the lesson begins students will be fact storming, which is a lot like brainstorming. The class will be given a question or two in order to gain what their prior knowledge is on hurricanes. As they come up with answers, the discussion can begin and continue as long as you’d like. This shouldn’t take any longer than 10 minutes. Students will then be given a cause and effect pattern study guide while this lesson is going on. This will be helpful for students to see a casual relationship and provide an excellent way to teach patterns of organization. After these 20 minutes, the remainder of the class can be devoted to the experiment where the students can see if the facts they found and organized are accurate.

Section IV
Assessment:
The students will be authentically assessed and observed based on how well they followed the instructions of the experiment and the accuracy of their knowledge on how hurricanes in the form of a questioned generated discussions.
Section V
Special Circumstances:
Modifications will be given to students based on their IEP’s. For those visually impaired, larger print will be provided. If the student has a learning disability more time can be allotted or the specifications can be changed. If the student is ELL the instructions can be given on a tape recorder.
Section VI
Reflection:
What part of this lesson did the student enjoy and benefit from the most?
What would I change about this lesson to make it more effective or challenging?
What activities will I use to reinforce this concept for the ones who had difficulty?
Based on the assessment, what should my next instructional plan include?
What did I learn about my students or myself?