SMU

Lesson Plan Framework

Name:

Heather Wooten

Subject/Grade:

Date Turned
In:

Grade 7/Texas History

Unit/Lesson Topic/
Essential Question(s):

15 Nov 2016

16 Nov 2016

Teachers Initials & Date:

Chapter 10: Unit 4 CBA ReviewRevolution and Republic Era of Texas/

Texas Revolution

a) Content Objectives

Date
Taught:

Time Limit:

45 minutes

OBJECTIVES

Students will be able to identify in writing the significance of important individuals and issues related to the Revolution and Republic period of Texas.
b) Language Skills:
Students will be able to write in the correct words on the question and answer notes review of
chapter ten-unit four that covers the Revolution and Republic period of Texas.
STATE STANDARDS
TEKS 7.3 History. The student understands how individuals, events, and issues related to the
Texas Revolution shaped the history of Texas. The student is expected to:
(A) Trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Tern Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and
the arrest of Stephen F. Austin.
(B) Explain the roles played by significant individuals during the Texas Revolution, including
George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio Lpez de Santa
Anna, Juan N. Segun, and William B. Travis.
(C) Explain the issues surrounding significant events of the Texas Revolution, including the Battle
of Gonzales, William B. Travis's letter "To the People of Texas and All Americans in the
World," the siege of the Alamo and all the heroic defenders who gave their lives there, the
Constitutional Convention of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto.
(D) Explain how the establishment of the Republic of Texas brought civil, political, and religious
freedom to Texas.

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Lesson Plan Framework
Assessment
All students will complete a question and answer notes review of Unit 4-chapter ten that
covers the Revolution and Republic period of Texas by participating in a Row Race game
in order to review for the Unit 4 CBA.
ELL Authentic Assessment:

To accommodate ELLs I will use visual supports, clarify, and repeat information as
needed, and provide extra time for the student to respond to questions.

I will walk around the classroom while the students are working on their answers
during the Row Race activity in order to monitor their progress and to address
any issues that arise.
Materials

Overhead projector, whiteboard, pencils/pens, review questions handout, and jolly ranchers.

SMU
Lesson Plan Framework
Procedures
A. Introduction/Motivation
B. (5 min.) In order to hook the students and activate background knowledge, I will give the
class a bell ringer to complete. The bell ringer will ask the class to identify why Texans at
the Battle of San Jacinto use the battle cry, Remember the Alamo! Remember Goliad!
C. Lesson Activities Sequence and Procedures:
(35 min.) After activating background knowledge, I will finish the last page of Unit four
notes with the students and then I will explain the Row Race activity that they will play to
prepare them for the Unit 4 CBA . The class will review for the test by competing in a Row
Race. Each row will be given 10 questions to briefly answer in writing on a sheet of paper.
The first person in the row will answer any question on the paper and if they cannot answer any of the questions, then they will pass the paper to the person behind them for that
person to answer a question. Once the question is answered, the remainder of the questions are answered until all 10 are answered. The first row to correctly complete the questions is rewarded with jolly ranchers. If time permits, the class will play three rounds and
each row will be given three sets of questions. Some of the questions the students will be
asked include:

What Revolt did Haden Edwards start?

Why did he start this revolt?
Name one thing the Mier y Teran Report reported to the Mexican government.
What law was created because of the Mier y Teran Report?
Identify one of the terms of the April 6 Law of 1830.
What battle was the first battle of the Texas Revolution?
What was the Battle of Gonzalez fought over?
What is the nickname of the Battle of Gonzalez?
What is important about the year 1718 in Texas history?
What date was the Texas Declaration of Independence adopted?
Who was the President of Mexico during the Texas Revolution?
Give a fact about William Travis, Juan Sequin, Sam Houston, David Crockett, Jim Bowie,
and James Fannin.
Who authored the Texas Declaration Of Independence?
Name a grievance in the Texas Declaration of Independence.
Why is the year 1821 important?
Name a major battle of the Texas Revolution and one important fact this battle.
Identify a cause of the Battle Of San Jacinto.
Identify an effect of the Battle Of San Jacinto.
What is one reason the Alamo was difficult to defend?
What is another name for the Alamo?
What ended the Texas Revolution?
Who was the commander of the Battle of the Alamo?
Who was the commander of the battle of San Jacinto?
Who was the commander of the Battle of Goliad?
What was one achievement of the delegates at the Convention of 1836?
What document did William Travis author?
Why did William Travis write his Victory or Death letter?
What era in Texas history were the Texans defeated at the Battle of the Alamo?

Once each set of questions is completed, I will review the questions and answers and then
move to the next round of the game until two or three rounds are completed. The students
will be given an exit ticket.
D. Closure
(5 min.) After completing the activity and review the exit ticket, I will ask the class if they
have any questions, as well as remind them to study for the test they will complete on
Thursday.

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Lesson Plan Framework
Differentiation/Accommodations/Modifications
Special Ed Support: Some teaching ideas to prepare lessons that are designed for students with special needs are:

o
o
o

Provide a copy of the Unit 4 notes. Implement 504/IEP.

Allow the student extra time to finish the questions in the row race.
Repeat or clarify information when needed.

English Language Learners :

Beginner: To differentiate for Level 1 ELLs I will:
o
o
o

Provide a same language peer if available.

Provide a word wall of key vocabulary.
Allow the student extra time to finish the questions in the row race.

Intermediate: To differentiate for Level 2 ELLs I will:

o
o
o

Allow the student extra processing time.

Provide simple sentence stems.
Allow the student extra time to finish the questions in the row race.

Advanced: To differentiate for Level 3 ELLs I will:

o
o

Allow the student extra time to process visuals and verbal cues if the lesson topic is unfamiliar.
Provide the opportunity for the student to read the notes with peer support.

Advanced High: To differentiate for Level 4 ELLs I will:

o
o

Clarify or repeat information as needed.

Allow extra time for the student to respond to questions or comments.
Appendix to Lesson Plan

I.

Teacher instructional Strategies/Materials and Rationale for these strategies.

I will activate background knowledge by reviewing the Bell ringer and asking the students to tell me what is
significant about the Battle of San Jacinto. This will get the students ready to think about the lesson review.

Using an overhead projector for the Bell ringer will allow me to discuss and introduce the lesson.

Playing a game with the students allows the students to have fun while learning.

II. Organization of students.

Students will be seated individually during the class while completing the Unit 4 CBA review on The Revolution and Republic era.
ELL students will be paired with a native speaker, if available, in order to encourage the ELL to interact, engage, and to increase their learning.
SPED students will be seated in an arrangement that benefits them the most and allows them to be successful learners.

III. Management Strategies:

SMU
Lesson Plan Framework

Securing attention

To get the students attention before the lesson begins I will stand at the front of the classroom and say, Class, I
need your attention please.
Distributing/collecting materials, supplies, or completed work:

I will pass out the questions for the Row Race activity as well as collect them when the game is over. I will pass
out the post-its for the exit tickets.
Transitions:

To begin class, I will have the bell ringer posted. I will get the students attention by standing at the front of the classroom
and saying, Class, I need your attention please. I will not begin until I have everyones attention. I will begin the lesson
by going over the Bellringer. After activating background knowledge, I will finish the unit four notes with the students, then
turn off the overhead projector and explain to the class the Row Race activity. The class will review for the test by competing in a Row Race. Students will be seated in rows three rows of six students per row. Each row will be given 10
questions to answer in writing on a sheet of paper. The first person in the row will answer any question on the paper and if
they cannot answer any of the questions, then they will pass the paper to the person behind them for that person to answer a question. Once the question is answered, the remainder of the questions are answered until all 10 are answered.
The first row to complete the questions correctly is rewarded with jolly ranchers. If time permits, the class will play three
rounds and each row will be given three sets of questions. After each set of questions is completed, I will review the questions and answers and then move to the next round of the game until two or three rounds are completed. Once the game
is completed, I will instruct the students to complete the exit ticket. I will review and collect the exit tickets at the end of
class. I will ask the students if they have any questions and remind them to study their review for Thursdays exam. As far
as behavior issues during the lesson, if a student is being disruptive during the lesson, I will address the situation right
away and appropriately, (i.e., tell the student not to talk while I am talking or let the class know that it is getting too loud
and they will need to stop talking or lower their voices, etc. or their name will be written on the board and a phone call
home will be made if necessary).
Monitoring:

I will walk around the classroom to monitor the students while they participate in the unit review activity.
Anticipating possible need for redirection

Students can begin the first six questions of the Unit 4 CBA if they finish early.