A Engage Explore Explain Elaborate/Extend Evaluate/Assess Essential Question(s) & Hook Instruction and Guided Practice: Independent Practice (I do, we do, you do) MONDAY DBQ on Sam Houston Examine the list of character traits. Write the name of a person you view as a hero with that trait beside each one. Choose three traits from the list you believe a person must have to be considered a hero. Background essay: What was Sam Houston’s most heroic decision? Discuss what they learned about Sam Houston from the essay. Answer the background essay questions. TUESDAY Examine the DBQ documents. Document A: Houston and the Alamo Document B: Houston and Native Americans Document C: Houston and the Act Document D: Houston and the Union Discuss the importance of each document. Answer the questions that follow each document with a partner. Discuss and have the students write their answer to the question, What was Sam Houston’s most heroic decision?
WEDNESDAY Display the painting Surrender of Santa Anna, by William H. Huddle. Facilitate a class discussion of the painting. Use it to review the events of the Texas Revolution and to introduce some of the significant individuals. Use questions such as those below: • What event does this painting depict? • Where on the timeline of the Texas Revolution did this event take place? • What made these men heroes? • How does this painting portray these men as heroes? • Were there women heroes of the Texas Revolution? What do you think they did for the Texas Revolution? Why are there few pictures of them? Display the list of significant individuals in Texas history. Texians: 1.William B. Travis 2.James Bowie 3.David Crockett 4.George Childress 5.Sidney Sherman 6.Sam Houston 7.Lorenzo de Zavala Tejanos: 8.Juan Antonio Padilla 9.Carlos Espalier 10.Juan N. Seguín 11.Plácido Benavides 12.José Francisco Ruiz Mexicans 13.Antonio López de Santa Anna 14.Vicente Filisola non-combatants 15.Susanna Dickinson 16.Enrique Esparza Have each student choose six individuals from the list. Distribute the Handout: Heroes Notes for students to use when they gather information about the people significant to the Texas Revolution. With students in groups of 3 or 4, distribute at least one set of the Handout: Biography Cards to each group. Distribute at least 6 unlined index cards to each student. Display the Teacher Resource: Hero Trading Card Template. Students follow the template to create a Hero Trading Card for each person they are investigating (the 6 numbers they chose, above). Distribute the Handout: Hero Checklist. In groups of four, students compare the information on their cards (Allow 5 minutes). They keep track of heroes they have learned about by checking them on the Handout: Hero Checklist and add information to their Handout: Heroes Notes. Students move to another group, to learn more about other people, and again compare cards
Independence and help students recall what they have learned about the Declaration of Independence. Compare the principles of government in the U.S. Declaration of Independence with those in the Texas Declaration of Independence. Display a simplified comparison by using a Venn diagram sketched on the board. Students read the similarities and write a statement based on their deductions. FRIDAY Facilitate a discussion where students use what they have learned about the Texas Revolution and significant individuals to answer the guiding questions. • The actions of individuals affect the course of history. — What were the contributions of individuals during the Texas Revolution? — How did their actions affect the course of history? — Which historical figures modeled active participation during the Create an illustrated booklet about several heroes of the Texas Revolution describing who they were and their contribution(s) to the revolution. Pick a historical figure and create a poster that includes the following: • A Title • A picture of the historical figure • A physical description of the figure
Texas Revolution? (outside) • A description of character traits (inside) • An even from our reading that supports one of the character traits that you have listed. Beginner Intermediate Advanced/Advanced High Visuals for classroom vocabulary and academic concepts 1,2 Visuals for classroom vocabulary and academic concepts 3,4,5,6,7,8,9,10,11, Visuals for classroom vocabulary and academic concepts 12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,,27,28,29,30 Native language and adapted grade-level texts Adapted grade-level texts Grade-level Texts 12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30 Short, simple sentence stems Sentence stems Complex sentence stems Pre-teaching social and academic vocabulary 1,2 Pre-teaching academic vocabulary 1,2 Pre-teaching low-frequency academic vocabulary 1,2 Peer interaction (same language peer, as needed) 1,2 Peer interaction 3,4,5,6,7,8,9,10,11, Peer interaction 12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30
Pronunciation of social/ academic language 1,2 pronunciation of academic terms 3,4,5,6,7,8,9,10,11, Pronunciation of academic terms 12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30 Slower, simplified speech Linguistic simplification text* Linguistic simplification of unfamiliar texts* Linguistic simplification of complex, unfamiliar academic text Oral translation of words and phrases 1,2 Oral translation of unfamiliar words 3,4,5,6,7,8,9,10,11, Bilingual dictionary/glossary* 1,2 Bilingual dictionary/glossary* 3,4,5,6,7,8,9,10,11 Side by side materials* Side by side materials*