1 st 6 Weeks 8 th Grade United States History Unit 1: United States Geography and Identity, Arc 1:...
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1 st 6 Weeks 8 th Grade United States History Unit 1: United States Geography and Identity, Arc 1: Setting the Stage: Our National Identity and the Reasons
1 st 6 Weeks 8 th Grade United States History Unit 1: United
States Geography and Identity, Arc 1: Setting the Stage: Our
National Identity and the Reasons for Learning About History, Arc
2: Physical and Political Geography of the United States Austin
Independent School District
Slide 2
School Calendar/Yearly Itinerary (YI) Curriculum Road Map (CRM)
TEKS/ELPS/CCRS STAAR Released Sample Items Adopted Text Book 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
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, 8.1Environment 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,
8.1 We are working on Unit 1, Arcs 1 and 2
Slide 4
CRM Name and discuss each part.
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
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 7
Think about what the student may now be wondering? Yes, you are
competing with all these thoughts, but you must bring them back to
your classroom. Direct them back to the TEKS being studies, and
what you are preparing to teach, and they need to learn.
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 National Identity.) Answers can be simple: Understanding our
national identity and our national history helps students
internalize the importance of their heritage and civic
responsibility.
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 any you might want to add?
What questions will you ask that addresses the rigor of the TEKS/SE
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, or research TASK The student task
is aligned to the TEKS/SE The task is aligned to students
differentiations (SpEd, ELL) 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. The
lesson is in a portfolio. 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 Use words in reading and
speaking context. Students draw pictures/use graphic organizers to
support word meaning. Students speak in complete sentences with
meaning and understanding. What guiding questions and/or stems are
being used to promote the use of academic vocabulary? Teacher
provides questions to promote academic vocabulary Teacher provided
sentence stems Teacher did not provide opportunities to use
academic vocabulary
Slide 18
The word region is an area or part of a country or the world
having definable characteristics but not always fixed boundaries.
This word makes me think of : Of our team winning the regionals in
basketball last year. Next month the World Series will be held
between the two regional winners. Use in a sentence: Each map drawn
in this class will include a compass rose. Synonyms: District
Locale Neighborhood Antonyms: None
Slide 19
Example: precinct domain district area Region neighborhood
locale
Slide 20
Students will be able to answer these questions after this
concept is taught.
Slide 21
Slide 22
8.1 History. The student understands traditional points of
reference in U.S. history through 1877. Review the TEKS, pick out
words or phrases students many not understand. Review the Students
Will Know and the Students will be able to to plan your
lesson.
Slide 23
8 th Grade What guiding questions and/or stems are being used
to promote the use of academic vocabulary? o Teacher provides
questions to promote academic vocabulary o Teacher provided
sentence stems o Teacher did not provide opportunities to use
academic vocabulary Use words in reading and speaking context.
Students draw pictures/use graphic organizers to support word
meaning. Students speak in complete sentences with meaning and
understanding.
Slide 24
The teacher uses a system to help the students to make
connections between the new vocabulary and their prior knowledge.
KIM K Key Idea I Information M Memory Clue Religious
persecutionPunishment or bad treatment for religious beliefs
charterA written contract Representative government Standing in for
someone or acting for another in a government body Congress The
Puritans escaped from England because of religious persecution. The
charter issued by the joint trading was not valid after the
colonists landed in the wrong location. The voters in the U.S. will
be voting for their representative government on November 6, 2012
Sentences
Slide 25
Students will be able to answer these questions after this
concept is taught. The Big Idea
Slide 26
The Social Studies grade level textbook 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 and Constitution Day (week of Sept. 17) activities The
Library Services Media Center has IBISTRO: The Encyclopedia
Britanica and the World Book are online. Many other District
licensed internet resources are also there, along with user names
and passwords, including Discovery Education Streaming. ( Go to the
AISD website, type in IBISTRO, click on Portal Knowledge.) The
school library and if your school has one, the Literacy
Library.
Slide 27
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 for your 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? Who
will you know they have learned the Essential Understandings? Are
they 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 28
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 29
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 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 30
Assessment Formative-How will I know all students are
understanding the new concept as it is being taught? Scaffolding-
What adjustments/reteaching 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 31
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 rigorous thinking and problem solving?
Slide 32
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/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 33
Small groups (Students brainstorm a list of reasons for leaving
their mother/home country. Then they share their reasons with the
rest of the class.) ISN reflection (Write a letter to your cousins
telling them why you have left the homeland.) Reading/Research
(Students read a packet of primary source material on the topic of
immigration. They create a T-chart using the headings of PUSH/PULL
to categorize their packets reasons for migration.)
Slide 34
Students might: Write reflections ( Students write reflection
on the items they would bring to a new home and why those items
were chosen.) Postcard: Students are given a postcard template and
one side they describe their new home: plants, animals, geography,
and people. On the reverse side the students draw a picture of
their new home.
Slide 35
The teacher ensures that the new vocabulary comes up many,
many, many, many times. Partner Practice/Quizzes Games Class and
small group discussions
Slide 36
Praise Rewards Use in speaking and writing Word Walls/Word
Banks Cloze Method with key vocabulary words left out. 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 37
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 38
This concludes your planning for Social Studies Week 1 &
2.