LESSON PLAN GUIDE

Name: Tecle Gebremicheal

TEKS: (C2) Objective: (C3)

Students will learn and understand Texas history from the Students will learn and understand Texas history from
beginning of Native Americans leading to the time when the beginning of Native Americans leading to the time
state joined the United States by treaty in 1845 when state joined the United States.

Specific __ Measureable __Attainable___ Relevant____Time ____

Grade: 8th Subject: Texas History

Task Analysis: (C4) What lang. must be taught: English Strategy to teach Language: (C4)

What skills must be taught: Vocabulary (words, phrases, and/or symbols

that are used within disciplines):
Procedural timeline, documentation, and understanding history. Native, settlement, statehood, history

Assessment: (C5) Assessment of your TEK: Texas History

Formative: Create visual presentation defining major events in Texas history. Summative:
Assess students in periodic scheduled like mid-term and/or end of year classroom assessments.
Assessment of your language demands: Reading, Writing, Speaking, and Listening.

Strategies for Success: (C6) Element of Technology: (C6)

Present class lessons according to the individual needs, Computers, laptops, Ipads, TV, and other technological
provide feedback on timely manner, and develope positive devices can be utilized available and will support the
communication line with parents about student progress. learning process in the classroom.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Technology/YouTube Texas history text book, techear lesson plan, and other
textual and visual materials approved/provided by the
Auditory – Audio recordings of Texas history school administration or district.

Kinesethic –
External presenters and guest speakers.

Higher Order Questions to ask: (C6)

1. How long did Native Americans lived in the current state of Texas?

2. What was Texas called before getting the name Texas?

3.
When does Texas become part of the United States and under what circumstances?

Hook: (C7) Pair students up and have them draw what
they think the typical Native Americans who fist
settled in Texas and what their village would
have looked like back then before the
Europeans arrived.
Closure: (C7) Pair Share: Have students look at the timeline
of Texas history from the beginning and have
them discuss what is missing and what
should not be there. Give opportunity to share
what they know about the history of Texas.
 1. Teacher Input / Direct Instruction / Modeling: (C6)

I DO – When introducing new concepts or lessons, the teacher model it first. Teacher shows to the class. Make sure that all
students understand the lesson.
WE DO – In this We Do phase, students will work on the three branches of government with the support of the teacher if
needed.
YOU DO – In this You Do phase, students will work on their own to answer the following questions from the lesson.
Students will answer the following questions:

2. Student Activities / Guided Practice: (C6)

When the lesson plan is delivered, students will be asked to work in small groups on certain
assignments from the classroom lesson plan. During this time, students can ask teacher for further
clarification or confirm for understanding of the subject. The assignment may include presenting in
classroom or turn-in a written document for assessment. Teacher may take this opportunity to know
how the students are mastering the lesson.

3. Independent Practice: (C6)

Students will be given an opportunity to work individually/independently answering questions

selected and provided by the classroom teacher.
The assignment may include timeline of Texas history, major events, first tribes settled in the state
of Texas, the process of becoming part of the union and state, and the differences of past and
present Texas.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R9)

Reduce the number of social studies
terms a learner must learn at any one
time.
Individualize a timeline for completing a
task; pace learning differently.
Adapt the extent to which a learner is
actively involved in the task.
Instead of answering questions in writing,
allow a verbal response.
Outlines: teacher prepared outlines that help students
take notes in an organized manner.
Vocabulary Self-Selection: Students self-select
vocabulary for understanding for the concept.
Opportunities for Interaction: Let students participate,
discuss ideas and
information

Notes:

Throughout the lesson, I will ask question to purposefully initiate civil discussion of the ongoing
subject. It will also help me understand where the students are regarding the learning lesson and
take notes on the students answering and not. Some students might not like talking in larger groups
and I may need to give students to work in small groups and observe students interactive among
each other.
I will take time to know students individually and develop lesson and delivering plan accordingly. And
build a positive communication line with parents/guardians to make sure that I can communicate in
timely manner when there's a need.
Name: Tecle Gebremicheal

DELIVERY PLAN (C8)

OBJECTIVE:
Students will learn and understand Texas history from the beginning of Native Americans
Rigor
leading to the time when state joined the United States.

OPENING:
Retrieval We all are part of a community whether through tribal ethnicity, religious affiliation, or other important
means in life and history help us identify these unique and amazing differentness. Texas is rich in
history and learning about the past will help us understand the present.

TEACHER INPUT:
Relevance Start by talking about the present day Texas. Population and land sizes, geographical existence, and
recent events in history shaped the present Texas.
MODEL:
Routing Outline the lesson plan of the day. Model it to the students and make sure academic
language is assessed, and necessary lesson support are provided as needed.

GUIDED PRACTICE:
Retaining / Rehearsing
Students will be given an opportunity to work on the lesson plan in small groups. Share
their ideas with fellow students and teacher.

INDEPENDENT PRACTICE:

Students will be given assignments to work in class independently, to answer questions from
the lesson. Students will also be allowed to finish assignment from home if more time is
needed.

CHECK FOR UNDERSTANDING :

Recognizing During the introduction and throughout the lesson, I will be pause and ask questions for
understanding. Give clarification when needed and answer any questions students may have.

ASSESSMENT:
Periodic classroom assessments will be taken to check students' mastering of the
subject and formal assessments will be take place such as mid-year and end of year.

RESOURCES / MATERIALS:
Texas history textbooks, lesson plan materials, and other textual and visual materials
provided and/or approved by the school administration and school district.

CLOSURE:
Re-exposure
Students will be asked to give key takeaways from the day and ask a question they need
to know more about. Teacher will also ask questions for understanding.