1 st 6 Weeks 8 th Grade United States History CRM 1 Environment-Continued Unit 2: European...
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Core Content Coaching Social Studies Grade 8 1 st 6 Weeks 8 th Grade United States History CRM 1 Environment-Continued Unit 2: European Settlement of the United States Arc 3: Early Settlements- Jamestown and Plymouth Arc 4: The Development of Colonial Regions and the 13 English Colonies CRM 2: Celebrate Freedom Week, Arc 1: Celebrate Freedom Week (Sept. 16– 20, 2013) Austin Independent School District (Please allocate 45 – 50 minutes to view and discuss this planning module.) CRM TEKS Differentiati on Text Selection Best Practice and Assessment Components of Effective Planning
1 st 6 Weeks 8 th Grade United States History CRM 1 Environment-Continued Unit 2: European Settlement of the United States Arc 3: Early Settlements- Jamestown
1 st 6 Weeks 8 th Grade United States History CRM 1
Environment-Continued Unit 2: European Settlement of the United
States Arc 3: Early Settlements- Jamestown and Plymouth Arc 4: The
Development of Colonial Regions and the 13 English Colonies CRM 2:
Celebrate Freedom Week, Arc 1: Celebrate Freedom Week (Sept. 16 20,
2013) Austin Independent School District (Please allocate 45 50
minutes to view and discuss this planning module.)
Slide 2
School Calendar/Yearly Itinerary (YI) Curriculum Road Map (CRM)
TEKS/ELPS/CCRS STAAR Released Test Items- Now in Schoolnet Adopted
Textbook- Creating America A resource for quality texts A resource
for higher order question stems Lesson plan template Planning for
Rigor Document and most especially, EACH OTHER!
Slide 3
The observance of Celebrate Freedom Week and Constitution Day
is mandated by the Texas Legislature. During the week of Sept.
16-20, 2013 one or more class periods may be used for this
observance. The AISD Social Studies website has many resources to
help you choose the strategy best suited for your students.
Resources for Constitution Day and Celebrate Freedom week are
embedded in the CRM.
Slide 4
Yearly Itinerary information should be used along with school
event calendar information to get an accurate picture of available
instructional time. YI Gr ad in g Pe rio d As se ss m en t Pacing
GuidePacing Guide 1 st 6 we ek s 29 da ys (1 4. 5 Bl oc k da ys) As
se ss m en t: SC A 1 Da tes : Se pt e m be r 28 - Oc to be r 4, 20
12 TE KS eli gi bl e for tes tin g: 8. 1B, 8. 1C, 8. 2A, 8. 3B, 8.
3C, 8. 10 C, 8. 11 A, 8. 21 B, 8. 23 A Environment Unit 1: United
States Geography and Identity Estimated time frame: 5 days TEKS:
8.10A, 8.10B, 8.10C, 8.11A, 8.11B, 8.19FEnvironment Unit 1: United
States Geography and Identity Estimated time frame: 5 days TEKS:
8.10A, 8.10B, 8.10C, 8.11A, 8.11B, 8.19F Environment Unit 2:
European Settlement of the United States Estimated time frame: 20
days TEKS:8.1A, 8.1B, 8.1C, 8.2A, 8.2B, 8.3B, 8.3C, 8.10A, 8.10B,
8.10C, 8.11A, 8.12A, 8.15A, 8.23AEnvironment Unit 2: European
Settlement of the United States Estimated time frame: 20 days
TEKS:8.1A, 8.1B, 8.1C, 8.2A, 8.2B, 8.3B, 8.3C, 8.10A, 8.10B, 8.10C,
8.11A, 8.12A, 8.15A, 8.23A
Slide 5
Look at the TEKS being taught in the lesson, What students will
need to know and be expected to do. What TEKS are going to be
addressed during this lesson? What academic vocabulary do students
need to understand and use? What words, phrases in the TEKS may not
be understood by the students? What guiding questions(s) will
facilitate understanding and mastery?
Slide 6
Think about what the student may now be wondering?
Slide 7
Do students understand what they need to master? Do they
understand what the TEKS expect them to learn? Do the students
understand the vocabulary related to the TEKS? After reading and
discussing each TEKS, the student needs to be able to articulate
what he/she needs to learn/do to accomplish mastery of the TEKS.
(Then you as the teacher know that the student understands the TEKS
and is knowledgeable of the task.)
Slide 8
1.Rewrite the TEKS we are working on in your own words. 2.List
the assignments that we did for the TEKS. Courtesy of Sean Piper 3.
Write the verbs from the TEKS you want to perform. Gorzycki MS 4.
Using the assignments, discuss where we performed the verbs in a
sentence or two. Explain what you learned based on the TEKS.
Slide 9
Why do they need to acquire this knowledge? Why is it
important? Students need to connect to/and believe the information
is important to them. Let them come up with some answers. You will
need to have some ideas to support or supplement their answers in
order to make the learning relevant to them. The answer will depend
on the TEKS being studied. (Take a couple of minutes and talk to a
partner about some possible reasons why students need to know about
our colonial history.) Answers can be simple: Understanding the
patterns of settlement and reasons for settlement reinforces the
concept of adaptation and interaction with the physical
environment. Observance of Celebrate Freedom Week helps students
recognize the value of civic engagement.
Slide 10
Discuss as a group and share with each other Read the Students
Will Know and the Students Will be Able to Do these sections
reflect what is in the TEKS? How will your teaching reflect these
sections? Oral language strategies Written response strategies
Multiple strategies
Slide 11
What formative and summative assessments will you use in your
teaching to check for understanding? o Knowledge level questions o
Comprehension level questions o Application level questions o
Analysis level questions o Synthesis level questions o Evaluation
level Discuss in partners or in a group the formative and summative
assessments listed. Are there questions you might want to add? What
questions will you ask that addresses the challenge of the TEKS/SE
and that extend the learning?
Slide 12
Take a couple of minutes to discuss as a small group/ partners
and share with each other. Examples of Models or Examples of
Support The TEKS studied need to be written out for students to see
and connect to what is being studied. Anchors of support: textbook,
other books, resources, websites, newspapers, magazines, posters,
word walls, and academic vocabulary and supportive vocabulary,
student work, Discovery Education Streaming, Interactive Student
Notebook, foldables, etc. of Models or Ex What will your
instruction include? Interactive Student Notebook, foldables,
graphic organizers, collaboration: small group and partner work,
shared and independent, reading, research TASK The student task is
aligned to the TEKS/SE The task is differentiated for all learners.
Students are complaint with tasks Students are on task and able to
articulate learning Students are engaged and learning is student
directed.
Slide 13
An exemplar lesson will be linked for teachers to use. In this
case, there is a choice of two. The lessons are in portfolios in
Schoolnet. Open the portfolio using AcrobatPro 9.
Slide 14
Students can explain the meaning of and give examples of using
academic vocabulary. Students can use the tools (maps) to document
their knowledge. Students have high expectations for themselves to
document their learning. Students can explain and justify their
mastery of the TEKS to the teacher and their peers
verbally/writing/product. Essential Questions can be used
throughout the unit to measure student understanding. When students
know what they are suppose to comprehend, they will be able to
articulate when they have achieved mastery. Let them list the TEKS
in their Interactive Student Notebooks (ISN) and write what they
have learned that demonstrates this mastery. Students will have a
documented list of their accomplishments to review.
Slide 15
ELPS These standards are required by law and are not only
designed to make content comprehensible and develop academic
language for ELLs 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 21 st Century Learning Framework for 21 st 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.
Slide 16
Continue the same steps for the next unit and arc
Slide 17
Academic Vocabulary 8 th Grade
Slide 18
What formative and summative assessments will you use in your
teaching to check for understanding? o Knowledge level questions o
Comprehension level questions o Application level questions o
Analysis level questions o Synthesis level questions o Evaluation
level Discuss in partners or in a group the formative and summative
assessments listed. Are there questions you might want to add? What
questions will you ask that addresses the challenge of the TEKS/SE
and that extend the learning?
Slide 19
An exemplar lesson will be linked for teachers to use. In this
case, there is a choice of two. The lessons are in portfolios in
Schoolnet. Open the portfolio using AcrobatPro 9.
Slide 20
New EnglandMiddle Colonies Southern Colonies Backcountry (May
not have all the boxes filled.) 1.Names of colonies in region 2.
Settlers characteristics 3. Economics 4. Religion 5. Geography 6.
Cities 7. Government 8. Misc. (anything else worth mentioning.
Slide 21
Research to find video clips that will enhance these two arcs.
How can primary or secondary sources be used to extend or reinforce
the learning? Are there any other visuals such as paintings,
charts, graphs, etc. that will add to the knowledge and concepts
being taught in this unit? Look at the SCA items for the first six
weeks. What information do you need to cover with your
students?
Slide 22
REGULAR CLASS PERIODBLOCK SCHEDULE Warm Up: 5 10 minutes
Teacher introduces the colonial regions, students brainstorm the
climate, geography, and economy of each region. Instructional
Activity: 20 minutes Students jigsaw information about colonial
regions on a graphic organizer. See slide # 12. Closing Activity:
Student complete the sentence stem: The colonial regions are
similar in that ________. The colonial regions are different in
that ______________. Warm Up: 5 10 minutes Vocabulary quiz and/or
questions on Ch. 4, Section 1 Instructional Activity 1: 45 minutes
Graphic organizer on the features of the colonial regions: colonies
in colonial region, geography, cities, settlers characteristics
(country of origin, religion, occupations, etc.), government,
economics and misc. In groups of 3 4 students fill out the graphic
organizer on one of the 4 regions. Students report out their
information on their region and have the rest of the class record
the information presented on their charts. Instructional Activity
2: 30 minutes After the students finish the chart, students should
view Discovery Streaming videos on the 13 colonies and take the
quizzes associated with each video clip. Closing Activity: Students
write which colonial region they would most want to settle in and
why.
Slide 23
Creating America is a great place to start. The CRM has
resources listed under the Unit and the Arc. Check out the Social
Studies Website for more resources in your grade level. The Library
Services Media Center using IBISTRO: The Enclyclopedia 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, click on Portal Knowledge.) The campus
school library and if your school has one, the literacy
library
Slide 24
Planning Instruction: Read your CRM as a whole document to get
the gist of what students need to learn and you need to teach. Read
each separate part of your CRM for background knowledge. Review the
TEKS: Your lesson must be tied to the TEKS. How will your students
demonstrate (assessment) that they have mastered the learning? How
will you know they have the Essential Understanding? Are able to
answer the Essential Questions? What strategies, best practices
will you use to get the outcome of mastery from each of your
students? What differentiation accommodations will you need to add
to your lesson so that all students meet the standards?
Slide 25
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.
Slide 26
Because Instruction and Assessment 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 created to help students
in their thinking? Which 21 st Century Skills can be targeted? How
will students be held accountable for their new learning, as well
as make their thinking and learning public? How will accountable
discussions and collaboration be encouraged in an atmosphere of
mutual respect? How will students be grouped for challenging
thinking (problem solving)? What role might technology play in
making the learning more accessible and at the same time, more
challenging?
Slide 27
Assessment Formative-How will I know all students understand
the new concept as it is being taught? Scaffolding- What
adjustments/re-teaching needs to happen as a result of
misunderstanding? Summative-How will I know all students have
mastered the new concept? (Performance tasks) How can the academic
testing language be embedded into daily instruction? How will the
lesson build skills necessary for success on Performance
Tasks?
Slide 28
Knowledge and Skill Statement and Student Expectations posted
and referenced in the classroom. What 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 for challenging thinking and problem solving?
Slide 29
I Do: Teacher begins with a question, problem to solve, or
hook. Engagement -Read Aloud/Think Aloud/Questioning/Text Evidence
-Teacher models performance task We Do: Shared construction of
task/facilitates class and small group discussion Develop
criteria/rubric for task You Do: Students read/complete task
independently -Judge task based on criteria or rubric
Slide 30
Sentence stems(The purpose of the Declaration of Independence
is ) ISN reflection (What beliefs, ideas, and philosophies have
shaped and continue to shape America?) Exit Slip: Have students
connect two words they think might belong together and state the
reason for making the connections. ( I would connect _____ and
_______ because ____________________.
Slide 31
Students might: Write reflections ( Why did people want to
settle in the American colonies?) Quick write (What were the
greatest geographical, political, and social challenges the
colonists faced? How did settlers in Jamestown and Plymouth
respond/adapt to these challenges?)
Slide 32
The teacher ensures that the new vocabulary comes up many,
many, many, many times. Partner Practice/Quizzes Games (have
students create their own) Class and small group discussions
Slide 33
Praise Rewards Use in speaking and writing Word Walls/Banks
Correct the Teacher Give the word to the student Use vocabulary in
writing tasks The teacher finds ways to encourage the students to
actively use the new vocabulary.
Slide 34
Expository: Factual writing, cause and effect, summaries,
lists, outlines, note-taking for research Personal : Reflections on
what was learned. Connections made to learning. Encourage your
students to write in complete sentences unless sentences are
inappropriate for the task such as creating a list.
Slide 35
This concludes your planning for Social Studies Week 3 -6.