The IPG

Interns Name: Taylor, Michael

Date: March 5, 2015

Subject: Social Studies

Grade Level: 7

1. TEKS: 7.3B
The student understands how individuals, events,
and issues related to the Texas Revolution shaped
the history of Texas.

2. Big Understandings:
It is important for students to focus on key
individuals, events, and issues from the Texas
Revolutionary Era and how each of these categories
shaped the history of Texas. Knowledge gained from
this lesson will aid young people as they develop the
ability to make sound, informed decisions for the
good of the community, as citizens of a culturally
diverse, democratic society in an interdependent
world.

Objective: We will discuss important characters, key

events, and crucial issues during the Texas
Revolution Era; then the students will conduct
research and create a presentation over one of the
above topics.
3. Assessment Evidence:
Summative Assessment: **Students will complete reading the Texas Declaration of Independence and the United
States Declaration of Independence on their own. They will track their thoughts, inferences, and questions by
tracking next to the words and phrases. **Students will write a paragraph explaining what similarities, if any, they
found between these two documents. They will tell why (what they read/saw) in the declarations that helped them
reach their conclusion.

Formative Assessment (CFU): **Teacher will conduct observation of students as they work and track information
on their copy of the two declarations as well as notes regarding important characters in the Texas Revolution.
**Teacher will continue questioning of students as they work through the topic and determining their level of
understanding.
4. Opening Hook: I want to ask you some questions.
1. If you could make a documentary film about some time, place, or historical event to which you had an important
personal connection, what would it be?
2. How did the events and individuals of the Texas Revolution lead to the formation of the Republic of Texas?
3. Ask students to use their textbooks and read the Texas Declaration of Independence.
4. With a partner or members of your group, state some of reasons why the Texians wanted independence.
5. What similarities, if any, are made in the Texas Declaration when compared to the United States Declaration of
Independence?
5. Instructional Strategies / Student Activities
Teacher Input/Modeling
1 Hook
2 Objective
3 Vocabulary:
**inferring;
**background knowledge/experiences:
**structure
**text
**tracking
4 Big Understanding
5 T models using the topic Trouble with the Texas Government
6 Introduction of and brief discussion of James Fannin and Sam Houston
7 Watch a short video regarding the Texas Revolution:
http://www.glo.texas.gov/what-we-do/history-and-archives/education-outreach/index.html
Guided Practice:
1 Together we will begin reading the text and use inferences to determine answers to questions
2 Tcontinuously questions and has students elaborate that they have made their inferences based on their
prior experiences/knowledge. (CFU)
3 Tquestions students concerning key events and observations in relation to the text (CFU)
4 T--reads from text, questions students, and MODELS tracking strategy
5 S--use tracking strategy as T observes
6 T--observes students as they track, asks questions, and leads discussion with students

Michael Taylor

CFU (Checking for Understanding):

Teacher will question students, listen to student responses, and observe student progress as they perform the task of
tracking during the reading and discussion.
Independent Practice:
1 **Students will complete reading of the topic Trouble with the Texas Government using the same process
2 **Students will write a paragraph explaining as to what they think the topic Trouble with the Texas
Government is referring. They will tell why (what they read/saw) in the text that helped them reach their
conclusion.

6. Materials / Resources:
Text: Texas & Texans Ch: 10 & 11
7. Grouping Patterns:
Whole group, partners
8. Ending, Summary / Reflection:
As we read and had our discussion today, what were we practicing? Why? What skill did we practice? Lets read our
objective together. Did we gain a better understanding of the Texas Revolution? How did we do that? So, did we
accomplish our goal?
9. Technology:
Elmo, overhead

Michael Taylor