Transcript CRM - Office of Curriculum

Core Content Coaching
Social Studies Grade 8
1st 6 Weeks
8th 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.)
What you may need:
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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!
Plan for CRM 2: Celebrate Freedom Week
(Week of Sept. 17) Then Return to CRM 1
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.
Start with getting an overview
of how much time you have…..
YI
Yearly
Itinerary information should
be used along with school
event calendar information to
get an accurate picture of
available instructional time.
Look at the TEKS verb, words, phrases…
Look at the TEKS being taught in the lesson,
What students will need to know and be expected to do….
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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?
TEKS: Look at the TEKS verb,
words, phrases…
• Think about what the student may now
be wondering?
TEKS: Look at the TEKS verb,
words, phrases
• 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.)
An activity for students…
(Your students will do this activity several different times during the lesson.)
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.
4. Using the assignments, discuss where we performed the verbs in
a sentence or two. Explain what you learned based on the TEKS.
Gorzycki MS
TEKS continued…Why are we learning
about Jamestown and Plymouth?
• 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.
Students will Know…Students Will
Be Able To…
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
CRM Assessment Evidence:
What formative and summative assessments will you use in your teaching to check for
understanding?
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Knowledge
level questions
Comprehension
level questions
Application level
questions
Analysis level
questions
Synthesis level
questions
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?
CRM: Models/Anchors of Support…, Instruction…, and Student
Task…. Your classroom needs to reflect the TEKS and what is
being studied.
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 Modelsinclude?
or Ex
What will your instruction
Interactive Student Notebook, foldables, graphic organizers,
collaboration: small group and partner work, shared and independent,
reading, research
TASK
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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.
Take a couple of
minutes to discuss
as a small group/
partners and share
with each other.
CRM Planning Tools…
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.
Evidence of Learning…
 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.
Don’t forget ELPS, CCRS, and
21st Century Framework….
• ELPS
These standards are required by law and are not only designed to make content
comprehensible and develop academic language for ELL’s 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 21st 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.
Next Steps…
Continue the same steps for the next unit and arc…
Academic Vocabulary
Academic Vocabulary …
8th Grade
CRM Assessment Evidence:
What formative and summative assessments will you use in your teaching to check for
understanding?
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Knowledge
level questions
Comprehension
level questions
Application level
questions
Analysis level
questions
Synthesis level
questions
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?
CRM Planning Tools…
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.
13 Colonies Graphic Organizer
(Anchors of Support) As you fill in the chart use pp. 66 – 87 in Creating America or
pp. 35 – 47 in History Alive
New England
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Names of colonies in
region
2. Settlers’ characteristics
3. Economics
4. Religion
5. Geography
6. Cities
7. Government
8. Misc. (anything else
worth mentioning.
Middle
Colonies
Southern
Colonies
Backcountry
(May not have all the boxes
filled.)
Next steps…
• 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?
Pacing a Lesson
REGULAR CLASS PERIOD
BLOCK 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.
Selecting just the right
resources…
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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
Planning is the KEY…
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?
Addressing the needs of diverse
learners…
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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.
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What background knowledge, prior learning, and habits do students need in order to be
successful with the new concept?
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What misconceptions need to be clarified before new learning takes place?
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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?
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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.
Best Practices applied to
teaching and assessing
Because Instruction and Assessment have a reciprocal
relationship plan your lessons with these questions…
Best Practices:
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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 21st 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?
Assessment: Checking for
Understanding
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)
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How can the academic testing language be embedded into daily instruction?
How will the lesson build skills necessary for success on Performance Tasks?
Review : Clear Expectations
• 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?
Gradual Release
• 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
Student Engagement/
Formative Assessment
• 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 ____________________.”
Interactive Student Notebooks
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?)
Reminders: Repetition
• 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
Active Use of Vocabulary
The teacher finds ways to encourage the students
to actively use the new vocabulary.
Praise
Rewards
Use in speaking and
writing
Word Walls/Banks
Correct the Teacher
“Give” the word to the
student
Use vocabulary in writing
tasks
Encourage Writing
• 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.
Next Steps…
• This concludes your planning for
Social Studies Week 3 -6.