Name: GABRIEL JAUREGUI Grade/Subject: Date: 9/21/23

1. Texas Essential Knowledge and Skills (TEKS): (C2)

113.C (7) B) explain the impact of the Columbian Exchange;

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
TEK: 113.C (7) B)
Verb: EXPLAIN
Content: IMPACT OF THE COLUMBIAN EXCHANGE
Context: (in terms of) CAUSES AND IMPACTS OF INCREASED GLOBAL INTERACTION FROM 1450 TO 1750
Ways to test: KNOWLEDGE OF SPECIFIC CAUSES AND IMPACTS (EXAMPLES) OF COLUMBIAN EXCHANGE ON WORLD

Language and concepts:

-Impact- (what has occurred and changed due to this historical event?)
-Columbian Exchange- refers to the “exchange of diseases, ideas, food. crops, and populations between the New World and the Old
World following the voyage to the Americas by Christopher Columbus in 1492”
-Small group PowerPoint- 3 or 4 students collaboratively utilizing app to create slideshow

Skills:
-collaboration/creating a plan and implementing design for a slideshow presentation
-planning images and description of images with fellow students
-electronic skills within PowerPoint
-language usage skills in historical context
-knowledge and research of Columbian Exchange

3. SMART
Objective(s): (C3) Objective- 1. In a small group setting, three to four students will explain and identify the impact
of the Columbian Exchange by creating a group PowerPoint given one week in class.

Essential Question: Essential Question- How did the Columbian Exchange alter the world?

Task Analysis:
1. Make sure students have access to resources (textbook, internet) to find information on
Columbian Exchange
2. Explain rubric for PowerPoint presentation, explain what is expected in project
3. Organize students into small groups
4. Give examples of what can be included in presentation
5. Ensure students can navigate PowerPoint while teacher answers any questions

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
The purpose of this lesson is to build upon the student’s understanding of the Columbian
Exchange (global interaction from 1450 to 1750). The students will explain and identify the
impact of the Columbian Exchange on the global stage during this time period. This lesson will
also serve as a building block for future lessons involving globalization and trade. Students will
be able to filter and use historical information to compose a collaborative presentation, which
occurs in a variety of environments that students will encounter.
-I CAN explain the impact of the Columbian Exchange (1450-1750)
-I CAN identify changes with trade and globalization during the Columbian Exchange
-I CAN use information on Columbian Exchange to design a presentation
-“Impact”- (what has occurred and changed due to this historical event?)
-“Columbian Exchange”- refers to the “exchange of diseases, ideas, food. crops, and populations between
the New World and the Old World following the voyage to the Americas by Christopher Columbus in

Academic language
represents the language
of the discipline that
students need to learn
and use to engage in the
content area in
meaningful ways.
There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
6. Targeted Language
Supports (C5)
The resources,
representations, and
strategies you will
provide to help students
understand, use, and
practice the concepts and
language they need to
learn within the
discipline
Site the researcher’s
name as you refer to the
1492”
-“Small group PowerPoint”- 3 or 4 students collaboratively utilizing app to create slideshow presentation
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
EXPLAIN
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
-Impact- (what has occurred and changed due to this historical event?)
-Columbian Exchange- refers to the “exchange of diseases, ideas, food. crops, and populations between
the New World and the Old World following the voyage to the Americas by Christopher Columbus in
1492”
-Small group PowerPoint- 3 or 4 students collaboratively utilizing app to create slideshow
-Goods- merchandise or possessions
-Exchange- an act of giving one thing and receiving another (especially of the same type or value) in
return
Columbia- Columbus’ discovery of Latin countries (the New World)
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
-Students will utilize online research to create slideshow PowerPoint. Students will present as a
group in front of the class. Students will orally describe what they learned and what was
important from their research. Students will add pictures and short descriptions in their slides to
stimulate learning.
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
-Students will organize research information in PowerPoint app. They will have multiple slides
to organize the areas of their found research. Each slide will hold different information and this
will allow students to organize their content (opener, food, culture, slavery, gold, for example)
Language Function (How will you help them demonstrate the DO verb?)
EXPLAIN- make (an idea, situation, or problem) clear to someone by describing it in
more detail or revealing relevant facts or ideas
-Students will EXPLAIN to me (in a slideshow) what the Columbian Exchange was and
how it altered the world.
-I will provide examples for organization of slides, ideas on topics to share
-Students will be provided websites and content sites so that they may EXPLAIN what
occurred in Columbian Exchage
Vocabulary Strategies - (GO TO Page)
1. Frayer Model (Hattie)
for a new word, uses a four-square graphic organizer for students to write out the definition, examples,
strategy. and characteristics.

2. Word Wall (Hattie)

a word wall serves as a valuable tool in the classroom when you are working with vocabulary. A word
wall is a designated location in the classroom.

Discourse strategies - (GO TO Page)

-Write: “1-minute paper” (Marzano) (Cues and Questions)
Students "brain dump" ideas, skills, processes, etc., writing for 1 minute.
Students then draw 1 conclusion about what they learned

-Talk: “I’ve Got This” (Marzano) (Cooperative Grouping)

Place students in groups of at least six. They become experts at assigned info.

Syntax - (GO TO Page)

1. Venn Diagram (Marzano) (Advanced Organizer)
Teachers can use a Venn diagram to connect new material to prior knowledge.

2. Anchor Chart (Marzano) (Graphic Organizer)

Place a chart on the classroom wall with the overarching concept unit listed.

Making Content Comprehensible (R9)

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Short-form Test (Paper and Pencil Test)
Assessment(s) must be
aligned to the TEKS,
and objectives.
Summative: Group Work (Extended or Unit Project)

Assessment of your language demands:

Formative: On the short-form Test, the matching, multiple choice, and maybe a blank Venn
Diagram will show me whether students understand what occurred in the Columbian Exchange
and can EXPLAIN the items exchanged (goods transported, people transported, monetary
transport)

Summative: In the group work project, students will synthesize what they have learned, and
they will use vocabulary and research to design a slideshow project. They will EXPLAIN what
occurred in the Columbian Exchange through visual design and small written descriptions.

8. Hook (C7) Hook activity (make connections to prior learning) Analogy - Using an interesting analogy that
connects to students' lives. “The Columbian Exchange is like realizing you can trade new food
and cards with your new neighbor”
Closure (C7)
 Closure Activity: (make connections to prior learning) Commercial- students write a 1-2 minute
commercial for class content “Columbian Exchange TV ad”
Student Assets (C7)

Personal assets: refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family
backgrounds, and so on, that a teacher can draw upon to support learning.

Cultural assets: refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages, worldviews, literature, art, and so on, that a
teacher can draw upon to support learning.

Community assets: refers to common backgrounds and experiences that students bring from the
community where they live, such as resources, local landmarks, community events and
practices, and so on, that a teacher can draw upon to support learning.
9. Body of Lesson/
Teaching Strategies and I DO – I will give direct instruction and model the activity. I will show a few sample
Learning Task(s) PowerPoint slides modeling slides for the project.
(C9)

Be sure to include:
How will students learn
and use academic
language? WE DO – I will guide instruction and work with students on the activity. I will make sure they
are on track and contributing toward progress on their project, while clarifying any questions.

Three higher order

thinking questions.

Marzano Strategy
YOU DO – I will allow students to have independent practice and create ideas in their groups
on their own. They may discuss and plan their project as a team on their own.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: I will use Tiered Instruction (Tomlinson)
to lower the difficulty of the project for language learners if needed.

o Gifted / advanced learners: I will use Anchoring Activities (Tomlinson) so that gifted
learners can receive an enrichment activity if they finish their project early.

Technology: -(GO TO page)

Students will use OneNote to list topics and notes that they want to use in their project. This is
the ‘Remember” aspect of (Bloom’s) verbs and the verb is “list”.
 Marzano Strategy - (GO TO page)
Using a “1-Minute paper” activity (Marzano) (Cues and Questions) the students will brain dump their
knowledge on the Columbian Exchange onto a sheet of paper. This will get their brain churning and they
will mentally organize what they know and what they can learn with research.

Higher Order Thinking Questions (GO TO page)

1. Level 5 (Evaluate) What are the consequences of the Columbian Exchange?
2. Level 6 (Create) What do you imagine would be the outcome if the Columbian Exchange
suddenly ended early?
3. Level 6 (Create) Can you invent a new CE trade market where new countries are involved?

Grouping / Partnering Technique: (Hattie)

Four Corners (Hattie) students choose a corner based on a random question (favorite soda), then
partner up and brainstorm ideas for the project.

Potential misconceptions and your plan to address it:

“The project should include 20 slides with a lot of writing.” INCORRECT- 6 to 10 slides is a
good range, and written descriptions should be the short, important info about the topic.

“I don’t know if PowerPoint is good for me.” -YouTube guides will be provided and are very
short and easy to learn, PowerPoint is also simple to master and tends to work well with a new
learner.

“I don’t know what should be included in the project.” -The main idea here is that you should
explain the big details as if you were pitching the Columbian Exchange at a 5-minute business
meeting. You give the big ideas and give some key facts and end it shortly after.

“My partners are doing nothing.” -This is a part that sadly occurs in group projects sometimes. I
would monitor groups very closely and ensure that students are not punished if their groupmate
puts in zero effort. I would give enough time for work to be done as well.

10. Resources and Paper and pencil for notes, Chromebooks and class textbooks for research and PowerPoint,
materials needed (C9) PowerPoint tutorial provided, OneNote tutorial provided.

(E7)
(How might you differentiate materials and resources for learners with various needs?)
Language learners may require translation of project rubric, special learners may require a
simplified project that they don’t have to present, some learners may require page numbers and
websites so that research is easily provided.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1.
strategies and planned
supports, will you employ to 2.
meet the needs of each
student that has identified
3.
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1.

2.

3.

(E11)
Strategies for ELLs (strategies that support language acquisition)

1.

2.

3.

4.

5.