Core Content Coaching Module Grade 7 Social Studies 4th 6 Weeks Texas History CRM 4 Austin Independent School District Core Content Coaching Module Grade 7 Social Studies

Bring to your Meeting…. School Calendar/Yearly Itinerary (YI) Curriculum Road Map (CRM) TEKS/ELPS/CCRS Adopted Text Book, Glencoe, Texas and Texans The Texas Portal Lesson U.S. and Mexican War from the Textbook Chap. 14 web lesson Resources for quality texts: school library, literacy center, books from the library that relate to the TEKS being studied and for teacher read- aloud The Handbook of Texas Online: 1845 Sam Houston, Mirabeau Lamar, Anson Jones, The Cordova Rebellion, Texas Navy, Texas Rangers, Jack Coffee Hays, Edwin W. Moore, Chief Bowles, Mary Maverick, José Antonio Navarro, Council House Fight, Santa Fe Expedition, The Mexican War Units 5 and 6 are on the corresponding slides. Social Studies Website Lessons for this 4th Sixth Weeks Readings on the U.S. and the Mexican War from PBS Student Accountability Slip on Social Studies Website under Resources Strategies Teacher Read-Aloud Ask your school librarian for a historical fiction or non fiction about this time period. A resource for higher order question stems make a copy to have Lesson plan template A copy of Probing Questions make a copy to have When you click the link above, it does open, but you have to close the ppt. to get to the article. Then restart the ppt. from the this current slide. Make copies of each before going over the PowerPoint.

Excellent short article to up the rigor in your classroom Copy each page onto a word document to enlarge the article and print. Slides 4-7 Read and Discuss: How can we support our students to give high level answers to high level questions?

Some thoughts… Is the expectation in your classroom for your students to speak in complete sentences? Is the expectation in your classroom for your students to respond to high level questions with high level answers?

Do you plan your questions in advance? Do you require your students to justify their answers? Do your students know how to justify their answers?

Discuss with your group: What are the important points to this article? How can I anticipate my students responses? What can I say to my students when they don’t respond correctly or at the higher level required?

Yearly Itinerary…Look at the Content, Pacing, SCA for Unit s 3 & 4 Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time.

Social Studies Process Skills Social Studies Process Skills TEKS 7.21: Applies critical-thinking skills to organize & use information acquired through established research methodologies from a variety of valid sources, including electronic technology 7.21A: differentiate between, locate, & use valid primary & secondary sources such as computer software, databases, media & news services, biographies, interviews, & artifacts to acquire information about Texas 7.21B: analyze information by sequencing, categorizing, identifying cause-&-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations & predictions, & drawing inferences & conclusions 7.21C: organize & interpret information from outlines, reports, databases, & visuals, including graphs, charts, timelines, & maps 7.21D: identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants 7.21E: support a point of view on a social studies issue or event 7.21F: identify bias in written, oral, and visual material 7.21G: evaluate the validity of a source based on language, corroboration with other sources, and information about the author 7.21H: use appropriate mathematical skills to interpret social studies information such as maps and graphs 7.22: Communicates in written, oral, & visual forms 7.22A: use social studies terminology correctly 7.22B: use standard grammar, spelling, sentence structure, punctuation, & proper citation of sources 7.22C: transfer information from one medium to another, including written to visual & statistical to written or visual, using computer software as appropriate 7.22D: create written, oral, & visual presentations of social studies information 7.23: Uses problem-solving & decision-making skills, working independently & with others, in a variety of settings 7.23A: use a problem-solving process to identify a problem, gather information, list & consider options, consider advantages & disadvantages, choose & implement a solution, & evaluate the effectiveness of the solution 7.23B: use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, & take action to implement a decision Use one or more in every lesson!

Review CRM for Concept, Transfer, Enduring Understandings, Essential Questions, Units, Vocabulary, and Arcs, Resources, Time Pacing … Create questions to spark interest, conversations to get your students thinking, to help students make connections. You have the Essential Questions which students should be able to answer in depth at the end of the lesson. You also have questions to spark conversation that lead student thinking to the answers to the Essential Questions. Time

Look at the verbs, words, phrases.... Look at the TEKS being taught for the lesson, what students will need to know and be expected to do..... Look at the verbs, words, phrases.... What TEKS are going to be addressed during this lesson? Which TEKS have been taught before? How can you connect these previously taught TEKS to the new learning? What academic vocabulary do students need to understand and use? What words, phrases in the TEKS may not be understood by the students? What probing question(s) will facilitate understanding and mastery? (Use your question lists from slide 2 to formulate some questions you can use with your students.) Make a list of words phrases in the TEKS that your students might not understand, be familiar with, etc. Make sure students take notes on what you want them to include in their essay on challenges Texas faced after annexation, the timeline of events in the U.S. Mexican War, and the year 1845. Texas History has a lot of events in 1836. Use The Handbook of Texas Online and for 1845. When TEKS are repeated, still review for comprehension. You will be confirming students’ understanding and vocabulary development. Students should be able to explain the meaning of the TEKS and make connections to the new learning.

Deconstructing the TEKS & Verbs…Follow the Directions

Deconstructing the TEKS… Look at the verbs.

Look at the verbs, words, phrases…. Look at the TEKS being taught for the lesson, what students will need to know and be expected to do..... Look at the verbs, words, phrases…. What TEKS are going to be addressed during this lesson? How can I use the TEKS to develop high level questions for the lesson? What questions should I ask to get them to mastery and at a high level of understanding? What student response will show mastery of the TEKS? Continue to use the words phrases in the TEKS that your students might not understand or be familiar with in your classroom talk. Keep all TEKS being studied posted for students to see. Make a list of what needs to be learned. As students come to the content they need, stop and let them take notes on a graphic organizer. Use the graphic organizers in the textbook for chapter 14. Look at the verbs, the phrases, and the content on this slide in the TEKS. Discuss what you need to review, what you need to teach, and how you will teach the lesson for students’ mastery. Process Skills (Slide 9): 7.21 A,B,C, 7.22 A,B,C,D

Assessment Evidence & Exemplar Lessons

Unit 1, Arc 2

Assessment and Exemplar Lesson

TEKS: Look at the TEKS verb, words, phrases… Do you understand what students need to master? Do you understand what the TEKS expect the students to learn? How will you teach/review the vocabulary and phrases related to the TEKS to the students ? How will you teach/review the TEKS with the students? How will your lesson reflect the mastery of the TEKS being studied? Do the students understand what they need to master? Can students identify the verbs in the TEKS? How will you connect previously taught TEKS to the new learning? How will you know when the student has accomplished/ demonstrated mastery of the TEKS being studied? How will the student know she/he has mastered the TEKS? PLEASE NOTE that at first these strategies may seem very labor intensive, but as your students develop their background knowledge and academic vocabulary, these procedures will go faster because you have laid the foundation and the result will be that the students know and understand the meanings of most of the words and phrases in the TEKS. Do not neglect reviewing the TEKS. At the end of your lesson, your students should be able to connect the new learning to the TEKS being taught and see relationships to prior learning. Students should be able to explain their mastery of the TEKS using content knowledge for justification.

Unit 2: The Mexican War

Unit 2 Assessment Evidence and Exemplar Lesson

Unit 3: The Civil War

Assessment and Exemplar Lesson

Unit 3, Arc 2

Assessment and Exemplar Lessos

Unit 4: Reconstruction

Assessment and Exemplar Lesson

When You Do A Project… Divide students into small groups or partners (nor more than 3). The first Assessment Project students do, the teacher will have to provide very structured instruction, modeling, and one on one coaching especially when they write paragraphs. Accept only their best work. When students work in groups, they will not have to write more than one or two of the paragraphs. Will they grumble about doing a project, probably, but they are in school to learn and you are at your school to teach. Don’t be dismayed. Take small steps, be positive, and stay after them to challenge themselves. The first project is the hardest. When students complete a challenging task, they may gripe like we do, but when they finish, they develop self-esteem and are proud of themselves. Be positive, when they complain, acknowledge their feelings, but just keep moving forward. Do the project in parts. Have each group of students present their project. The second project will be easier and by the third project, they will still need guidance, but will be able to work more independently. There is never enough time, try one project per 6 weeks or a minimum of one in the semester. Examine the TEKS covered in a project. These projects are already designed and the steps are laid out and easy to follow. The teacher will have to add information she/he thinks the students will need. During the project presentation, the other students are taking notes, filling in in his/her timeline, map, graphic organizer, or student accountability slip on the social studies website. MAKE STUDENTS ACCOUNTABLE!

Chapter 14 Project Can students work on this project independently in their group for classwork, homework, extra credit, differentiation…? Do students Know what aggressor means? You can click on the page, copy, and paste on a word document to print.

Ch. 14 Project Rubric and Performance Task: Give students copies of each and discuss each part, setting of the time line of due dates for each section.

Use Texas outline map for mapping activities in lesson portfolios on the social studies website. Find locations of importance during the 19th century and label on the map.

Some Suggested Anchors of Support for CRM 4 Glencoe, Texas and Texans, Chapters 14,15, and 16 Primary Source Adventures, Texas History Bio Cards: The Portal of Texas History; Readings on the Mexican and U.S. War: interactive timeline of the Mexican War; Read about the history of Juneteenth The TEKS for the lessons and the Social Studies Skills TEKS. Lesson Plans for Chapter 14, 15, and 16 Texas and Texans; Web Lessons Textbook Chap. 14 web lesson on the U.S. and Mexican War: The Young State; Chapter 15 Texas and Texans, The Civil War: The Texas Blockade Runners ; Chapter 16 Reconstruction: The Freedmen’s Bureau . May be used as extra research, extra credit, a center/station… A resource for quality texts, school library, literacy center, books from the library that relate to the TEKS being studied, books for teacher read-aloud The Handbook of Texas Online for teacher background knowledge on content: Texas History Handbook Online: Please check for other articles linked on several slides not included here. 1836 1845 The Mexican and U.S. War Secession Texas and the Civil War See slides for Units 5 & 6 for other resources. Teacher Read-Aloud Ask your school librarian for a suitable historical fiction or memoir to read to the students about life in Texas during these time periods or use some of the primary sources as read alouds. (Who Moved My Cheese by Spencer Johnson and Kenneth Blanchard for Unit 1) A resource for higher order question stems make a copy to have A copy of Probing Questions make a copy to have Scaffolding questions to bring students to a higher level of response See Social Studies website for lessons. See all slides for linked resources. Maps from Enchanted Learning.com and in the textbook Primary sources and secondary sources from Texas and Texans chapters 14 and 15 and listed on the slides. Letters from the Civil War: Civil War Letters Love Letters Excellent letter National Archives for written documents Beautiful graphic organizer on the Civil War for students to take notes: notes page for this lesson. Always check all slides for other anchors of support and Homework suggestions.

CRM: Models/Anchors of Support… Instruction… and Student Task… Plan your Lesson Your classroom needs to reflect the TEKS and what is being studied. Your anchors of support enhance and support your instruction. Examples of Anchors for Support The TEKS studied need to be written out for students to see and connect to what is being studied. Social Studies Skills TEKS can be posted with examples of activities. These charts can be kept out. Students identify when they are using a Social Studies Skill, which one and how they are using it. Have available in your classroom: the textbook, The DBQ Project, maps, other books/resources, websites, historical fiction, non fiction for students to read, newspapers, magazines, posters, word walls with academic vocabulary and supporting vocabulary, charts with information being studied, student work… Check all slides for links to anchors for support. Discovery Education Streaming, Austin Past and Present (you will need to download to your computer), Teacher Read-Aloud… What will your instruction include? Primary Sources, Student Notebooks, graphic organizers, maps, collaboration: small group and partner work, models, read alouds, shared and independent reading, research, projects, technology… Task The student task is aligned to the TEKS/SE. The task is aligned to students’ differentiations (SPED, ELL, GT). Students are engaged in tasks. Students are on task and able to articulate learning. Students are engaged, and learning is student-centered. Students are working as a class, small group, partner, individual. Does your lesson engage/motivate the students?

Don’t Forget: ELPS, CCRS, and 21st Century Framework…. 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.

Take a Few Minutes… Discuss and plan with your team how you will teach each Unit and ARC. Review the slides as needed… What content might your students have difficulty in understanding? What words/phrases in the TEKS will students have difficulty in understanding? What anchors of support do my students need? Download as much of the online material and have copies ready for students to read. Do you need one copy for each student? It depends, if you are a Focus l or Focus ll campus, then definitely. Students can write on their copy, highlight, underline…. If it is a partner assignment, then perhaps one copy for each pair of students. How will I reference/use the anchors of support in my lesson? What primary sources am I using in the lesson? What primary sources does the textbook have, other web sources? What graphic organizers for primary sources are we going to use? What are my performance tasks? How will my lesson (instruction) support students to complete the performance task? Think about homework you will give your students to support their understanding and mastery of the TEKS. Do give homework and make it the expectation! Use your textbook ancillary books, such as the Reading Essentials and Study Guide, the Activity Workbook and others…

Important: Introduce the Performance Assessment. Go over each part. You will have to be explicit in your instruction. Discuss what is expected of each group and what each person is expected to do. You will need to set up what they do in class and what they do for homework. If they have done a project, then allow the groups to discuss and set up what they need to do on their own time (homework). The teacher needs to approve their schedule. Remember: you will still have to shadow and give explicit instructions and a timeline of expectations. Discuss the Rubric and Assessment list in order for students to understand the expectations for this work. You do not have to do every project. You might want to do one per six weeks or every other six weeks. Students should work as partners. Some may want to work alone. Chapter 15 Projects Challenge… Students work with a partner, or in groups of 3. These projects provide challenge for your students. Let them present to the class. Always use the Student Accountability slip or other to keep students engaged.

Ch. 15 Performance Task and Rubric: Give students a copy of each.

Project for Chapter 16 Follow the same directions for the set up of this project as for the previous chapters.

Take a Few Minutes… Discuss and plan with your team how you will teach each Unit and ARC Review the slides as needed… What content might your students have difficulty in understanding? What words/phrases in the TEKS will students have difficulty in understanding? What anchors of support do my students need? Download as much of the online material and have copies ready for students to read. Do you need one copy for each student? It depends, if you are a Focus l or Focus ll campus, then definitely. Students can write on their copy, highlight, underline…. If it is a partner assignment, then perhaps one copy for each pair of students. How will I reference/use the anchors of support in my lesson? What primary sources am I using in the lesson? What primary sources does the textbook have, other web sources? What graphic organizers for primary sources are we going to use? What are my performance tasks? How will my lesson (instruction) support students to complete the performance task? Think about homework you will give your students to support their understanding and mastery of the TEKS. Do give homework and make it the expectation! Use your textbook ancillary books, such as the Reading Essentials and Study Guide, the Activity Workbook and others…

Next Steps… Think about… What guiding questions and/or stems are you going to use to promote the use of academic vocabulary, to engage the students, and support comprehension of what is being learned? What questions are being used to pique the students’ curiosity that they cannot resist wanting to answer? “A child does not thrive on what he is prevented from doing, but on what he actually does.” - Marcelene Cox How will you provide opportunities for students to use academic vocabulary to demonstrate their learning and mastery? How are you going to encourage the use of academic vocabulary? How are you going to set the expectation that students use academic vocabulary in the classroom? What primary sources can you use in these lessons? Are you communicating to students that in your classroom it is the expectation that the students speak and write in complete sentences using academic vocabulary with meaning and understanding? Before planning your lessons, review, concept, pacing, unit, arc, TEKS, vocabulary, resources, Students Will Know, Students Will Be Able To, Performance Tasks, Assessments, and model lessons in the portfolios. Look at the TEKS and the academic vocabulary they contain. What can you use in the CRM, what can you add to the lesson to enhance engagement and mastery for your students? Look at the model lesson for support. What can you use from this PowerPoint? Look at The DBQ Project resources. Homework for students Don’t forget: assign homework. Make that an expectation!

Education… “At the desk where I sit, I have learned one great truth. The answer for all our national problems-the answer for all the problems of the world-comes down to a single word. That word is “education.” Lyndon B. Johnson

Homework Make It Interesting and Make It Positive Suggestions… Book reports and presentations Assessment Projects from the Chapters included in this Power Point. Read and analyze short articles in the textbook. From Texas and Texans, make copies of Viewpoints. Students read and answer the questions. The Handbook of Texas online for these articles and others. Check the slides for other sources. See slides for Units 5 and 6 for more resources. Sam Houston, Mirabeau Lamar, Anson Jones, The Cordova Rebellion , Texas Navy, Texas Rangers, Jack Coffee Hays, Edwin W. Moore, Chief Bowles, Mary Maverick, José Antonio Navarro, Council House Fight, Santa Fe Expedition, 1845 , The Mexican War Students read and summarize each person’s life/event and contributions to Texas, create a time line of each person’s life and events, and/or create a bio card/event card to trade. Keep these men along with their contributions to Texas and historical events on a chart in the classroom and post summaries/timelines of their lives and the events and what happened and how it impacted Texas history. Illustrate a TX history event, historical figure and write a short paragraph about the illustration. Activity pages from the textbook ancillary books, pp. 27-32 Reading Essentials and Study Guide, chapters 14-16, pp. 172-208 Pose one question pertaining to the content being studied for students to answer in a written paragraph. Reflections on artwork in the chapters. What are the benefits?  Homework usually falls into one of three categories: practice, preparation, or extension. The purpose usually varies by grade. Individualized assignments that tap into students' existing skills or interests can be motivating. At the elementary school level, homework can help students develop study skills and habits and can keep families informed about their child's learning. At the secondary school level, student homework is associated with greater academic achievement. (Review of Educational Research, 2006) Will all students do their homework…no, but even if one does it, you have made a difference.

Planning continued… Planning Instruction: After reviewing the CRM- How will you engage your students so that the learning is relevant to them? What questions will you use to support and guide students to mastery of the TEKS being studied and beyond? How will your students demonstrate that they have mastered the learning (assessment)? How will you know they have the Essential Understandings? Are able to answer the Essential Questions? How will the teacher model her/his thinking? How will students identify their thinking? What strategies, best practices will engage and drive the learning for mastery from each of your students? What primary sources will you use to support the learning? What are your anchors of support for this lesson? What differentiation accommodations will you need to add to your lesson so that all students meet the standards?

As you plan…Address 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. Homework is for all.

What does My Day Look Like… You have 13 days or 6.5 Blocks for Unit 3 Arc 1 and Unit 4, Arcs 1, 2 & 3; 5 days or 2.5 Blocks for Unit 5 Arc 1 and 2 days or 1 block for Unit 6 Arc 1. Resources include Texas and Texans, Chapters 14,15, and 16; The Handbook of Texas online, Portal to Texas History and other links listed on the slides. Some suggestions are listed below. Use the CRM, model lessons, this Power Point for suggested student resources and activities.   Daily Schedule 45 minutes and 90 minute block scheduling  Warm-up – 10 minutes (90 minute block-15 minutes) Engagement/Warm-up Suggestions : Vocabulary Activity: Post the words on a graphic organizer (next slide). Discuss as a pre-reading activity. Students may wait to fill out the graphic organizer until they come to the word in context. By the teacher planning her/his questions in advance, scaffold the definition for the students to figure out. This activity can be done to break-up the readings and to add discussion between pairs and the class. Students sketch write a definition agreed upon by the class in their own words, sketch a visual representation, and the end of the lesson or for homework, make a personal association. Remember: there are other vocabulary games that have been in these modules that you can use in place of the one above and for Unit 2 words. Read Aloud (book on content being studied) Check with the school librarian for historical fiction and non fiction chapter books on this content. There are also articles online linked in this PowerPoint you might want to use. Try to find information on the Essential understandings and questions. There are many eye-witness accounts and personal letters listed on the slides. Depending on where you are in the CRM, check the slides for the resources. Question posed for short discussion and brainstorm Look in Texas and Texans, Chapter 14, pp. 338-339 for questions to pose to the students before reading. There are also some group activities for students to do during and after the lesson; Chapter 15, pp. 360-361 for questions before and during the lesson and activities during and after the lesson. Chapter 16, pp. 380-381 for questions before and during the lesson and activities during and after the lesson.

Vocabulary Development Verbal and Visual Word Association   Vocabulary Term Visual Representation Definition Personal Association Or Characteristic  

classroom management will run smoother. Instruction/Activity/Group/Individual Work: 25-30 minutes (90 minute block 60-70 minutes) Teacher explains, guides, instructs: The Teacher needs to have read the chapter, articles and know what the students need to retain to master the TEKS and have questions/resources ready for discussion and activities. Teacher Notes: Use a graphic organizer for note taking such as the foldable suggested in the textbook, use a timeline, or other graphic organizer of your choice. When reading the text: remember, it is at the instructional level and students will need help in reading and comprehending what is being read. Texas and Texans, Chapters 14-16, The Texas Handbook Online: articles are hyperlinked as well has other resources in the Power Point. Have your questions, activities, materials, maps ready and at your fingertips. Instruction will flow AND classroom management will run smoother. Don’t give them time to be or get off-task!

Instruction/Activity/Group/Individual Work: 25-30 minutes (90 minute block 60-70 minutes) Before Reading: Chapter 14-16 Have students create graphic organizers for the chapter you are reading or hand them out to the students. You may use the one listed at the beginning of each section or one of your choice. Students will need a graphic organizer for taking notes on their readings. Students will need a graphic organizer for analyzing primary sources, visual activities, vocabulary or other activity TBD by the teacher. If the assessment is a writing piece such as a newspaper article, letter writing, essay…make sure students take the notes they will need for these activities and the graphic organizer should support the assignment. During Reading: (No more than 5-10 minutes at a time, stop, do an activity, See below *Vary the activities and the next slide. The teacher will use questions that direct students to what is important to write on the graphic organizer or timeline they are using. Call attention to and connect the TEKS when you read, discuss the information that is read that they need to know. The teacher can also use the guided reading guides in the Unit Resources ancillary materials for Chapters 14 and 15. Use the Texas History Handbook articles or other articles linked on the slides for students to read for more information. Their reading can be done in class or for homework. Make sure there is a writing component, a reflection on what was learned, a graphic organizer, or other. It does not have to be long, but a written task makes all students accountable. Do not assign the whole chapter for students to read alone or in small groups. They may be able to read small portions, but the teacher will need to follow up with questions to check comprehension. Read a Texas Handbook online article and compare to the text. *Vary the reading and activities: Teacher reads a paragraph, students do shared reading, students read a paragraph in partners (follow up with questions and answers especially if what has been read needs to be written on the graphic organizer/timeline). Think about discussing/summarizing each paragraph. “What was said here that we need to remember? Does this and how does this…connect to the TEK(s) we are studying?” Students read a paragraph independently (again follow up with questions to make sure everyone comprehends what they read). Be aware of what is in the chapter, is it necessary for students to read everything? Look at the Project activity or other lesson source for each chapter. Could the project be used to teach the TEKS and the readings as a resource?   *Vary the activities. Read, then do an activity, such as mapping, adding to the timeline, adding to graphic organizers, Think, Pair, Share in small groups, use the question stems from the websites listed on the Slide 3 of this module. Illustrations in the student notebooks of a vocabulary word, quick research of something unknown and needed to understand the meaning, mini biography cards. Moving from one activity to another smoothly and with no breaks keeps students engaged and “on their toes” and behaving!

Suggested Activities To Do: An activity for students keeps students engaged and holds them accountable for their learning during your instruction and during peer presentation. An activity varies the instruction. Read for no more than 10 minutes, then choose an activity to fit what you are learning and need to learn. Pose questions to the students from each section of the reading. When you know your question is answered in the reading then stop and ask your question again. Have a 2-3 minute discussion or have them talk with each other to answer the question. It may be a turn and talk, a vocabulary activity, a quick map activity, a shoulder partner share, a quick write on their their graphic organizer, a quick sketch to show their understanding, a one word hangman vocabulary word, guess the word I am describing…., visual image analysis from one of the many art sources in Texas and Texans.*Graphic organizers are for notes, not paragraphs or essays, one to two minutes per item. A timeline can be used to list historical figures, important events, and dates. Jigsaw Sharing: Each student gets a short article to read on a person or event in Texas history (Make sure you use people and events from the TEKS and use those linked to the Texas History Online or other source). Students list person/event, when lived/what happened, why he/she/event is important and memorable, and something they found interesting. Then allow students to circulate (to music, when you stop the music (preferably a Texas song) they select a partner and take notes on other’s person/event. Each student shares his/her information with the other (5 minutes). Repeat the procedure, try for 2 times, but may go to 4 times. They will need extra graphic organizers to write their new information. (This is reading and the activity combined. Discuss after each person has gotten 2-4 new people/events. If time, they may add an illustration when back to whole group. Keep in Interactive Notebooks. Share at the end whole group something they learned. Students take notes. Use the foldable study organizer, a timeline, or other graphic organizer shown in the text book to record notes. (Remember you will need to remind them to take notes… “This information is directly related to the TEKS we are studying…This may be something you want to jot down…this is important for you to remember…this looks like it belongs on your timeline, foldable or other graphic organizer…” Create a vertical or horizontal timeline as students are learning about historical figures and events. Use a map to find people and events during the time period being studied. Who is …. (one of the people in the TEKS being studied or another important person. Take notes for a later project on creating mini bio cards… Use the lessons in the CRM and the activities. Use primary sources that connect to the lesson. Use the ancillary resources, Activities Work Book, Performance Assessment Projects, Reading Essentials and Study Guide, Step into Texas History, and the Unit Resources for Guided Reading. Use questions to connect the content to the students from the textbook to use with the other reading sources.

Activities Keep Students Engaged Use the Glencoe Texas and Texans website for a web activities and lessons. Use maps to locate historic events being studied. Use graphic organizers to take notes and record information. Read articles suggested on the slides from the Texas History Handbook Online. Use a time line to record historical figures, their roles, important dates and events. Use Austin Past and Present to peruse primary source pictures to find human adaptations and record what they are, where they are, and when they took place. Activity Book (Chapters 14-16) vocabulary and comprehension skills (May be Homework) Chap. 14-16 Resources: Reading Essentials and Study Guide Start a project using the Performance Assessment, Activities and Rubrics Book in this PowerPoint (ancillary book for the textbook). Letters from the Civil War: Civil War Letters Love Letters Excellent letter National Archives for written documents Beautiful graphic organizer on the Civil War for students to take notes: notes page for this lesson. Graphic Analysis 1 for ART Graphic Analysis 2 for ART Graphic Analysis for photograph

Closing and Final Processing Closing/Debriefing/Summarizing 5-10 minutes (90 minute Block 15-20 minutes) When writing, emphasize: complete sentences and correct punctuation and grammar. Always debrief what was studied-Hold a 5 minute discussion and then have students write one or two sentences about what they viewed was important, interesting, something new they learned, what they connected to or other TBD by the teacher. The teacher may give out Exit Slips with a sentence starter. Stress to students: Sentence is written with correct grammar and punctuation. When speaking, they are to speak in complete sentences. (Always expect student’s best work. It will not happen in a day, but by the end of the 6 weeks you will see a change in your students. Students will struggle, but they will rise to your expectation. Set your expectations HIGH! Final Processing Activity: Look at the Performance Task on the CRM. Allow time for them to write a letter, prepare for a debate, assume the role of a historical figure, write a newspaper article... Know what that end product is and prepare them for it during the lesson. See the Performance Tasks for other Final Processing Activities. Consider having students do a Project described in this PowerPoint Slides You will want to set up a graphic organizer with places for students to take notes on content they will need to complete their final assignments/projects. By using the graphic organizer during the lessons, you save time because students are preparing for their performance tasks. When the time comes for them to complete a performance task, they are not starting at the beginning, but have the foundation for their work done and can now craft it into the project/assignment required. You are teaching students how to organize their time, the content information, and maximize their understanding and comprehension. Remember, even though they are in 7th grade, many still don’t grasp what they are to do/write You are there to support until they can be independent. What that means is that you guide them in each step they are to take. Your lessons are structured and explicit so they know exactly what is expected and it is in increments that they can accomplish successfully.

Schedule ReCap: Warm Up/Engagement: 5-10 minutes (10-15 minutes Block) See Slide 40 Instruction: 30 minutes (60-70 minutes Block) Reading: 5-10 minutes (textbook, other article…) Activity: 2-5 minutes (take notes, map, primary source…) Repeat Reading Activity… Closing: 5-10 minutes (15-20 minutes Block) Debrief on what was learned. May be oral or written. Final Processing Activity: … Of course this time will vary. If you have analyzed the time you have for the lesson, what needs to be read, what activities students can do to stay engaged and support the learning, time for note taking, then you can plan for a longer performance task which may be the closing activity such as writing a letter, preparing for a debate, assuming a role, a project, etc.

Review: Clear Expectations Knowledge and Skill Statement and Student Expectations posted and referenced in the classroom. What resources, 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? What activities will I use? What primary sources can I use? How will students be motivated and engaged? How will I vary/pace the activities so students stay engaged? What is my time schedule?

Best Practices… 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 help students in their thinking? Which 21st Century Skills can be targeted? How will students be held accountable for their new learning (and homework), as well as make their thinking and learning public? How will accountable discussions and collaboration be encouraged in an atmosphere of mutual respect to the students? How will students be grouped to challenge their thinking (problem solving)? What role might technology play in making the learning more accessible and at the same time, challenging?

Selecting the right resources… The Social Studies grade level textbook and ancillary materials are a great place to start. The Texas Handbook Online is a solid resource for topics on Texas. Students have an alternate to the textbook with more detailed information. The CRM has resources listed under the Unit and the Arc. Check out the Social Studies Website for more resources in your grade level. Texas Portal lessons 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 in the web address, click on Portal Knowledge.) The school library and if your school has one, the literacy library for books on the content being studied that your students can read in addition to the textbook. Select the appropriate primary sources for students to use and analyze to develop meaning and understanding on the lesson being taught. Use the Analysis graphic organizers for the appropriate primary source you are using.

Don’t Forget…Student Engagement/Formative Assessment Reading/Research: Texas and Texans, Chapters 14-16, The Texas Handbook articles on line. Review slides in the series “What Your Day Looks Like…” Teacher High-Level Questioning Slide 3, two live links on questions Collaboration, whole and small group work: Map comparison, any activity Expectation for Justification of Thinking/Text/Research: Use in all class discussions, using different sources, Texas Handbook online… Evidence and Model Thinking: Students point out in the text their evidence for their answers. Turn and Talk : Use for questions during Read-Aloud or reading text. Student comment on what was stated in the text, “What happened? Why it is important?” Think-Pair-Share/Write-Pair-Share/ISN reflection can be done at the end of class as a part of the debriefing, processing or as quick activities during the lesson. Randomization of Responses: Engagement vocabulary activity, analyze primary resources, mapping comparisons… Teacher Wait Time! Let them think before answering, expect complete sentences. Exit Slips: Use before they leave class, one statement on what they learned. Homework Suggestions: Slide 38 and on other slides

Don’t Forget…Writing Personal Writing- essay, letter, debate script, newspaper article, paragraph, reflection… Write personal reflections/illustrations on content in the Student Notebook. Factual Writing- Graphic organizers, Interactive Student Notebook, Student -Created newspaper article, letter,… Summarize what was learned Explain the cause and effects in important events Analyze events, historical figures Interpret maps, data, graphs Use graphic organizers Illustrations on what was learned During reading and research, use timelines or other graphic organizers for note taking to support final assessment.

Stay together as a Team Continue to plan your lessons looking at the CRM with the TEKS and all your resources. Review the slides… “The aim of education should be to teach us rather how to think, than what to think-rather to improve our minds, as to enable us to think for ourselves,….” James Beattie “Education is all a matter of building bridges.” Ralph Ellison Plan ahead, know your content, organize your lesson, have your materials ready and at your fingertips, be enthusiastic with your students, have high expectations, make every word and minute count.