Name: Brittany Davenport Grade/Subject: ELAR/SS 4 Date: 10/4/2023

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

(1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas
before European exploration. The student is expected to: (A) explain the possible origins of American Indian
groups in Texas;

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Understand origins of American Indian groups in Texas.

Explain orgins of American Indians in Texas.

3. SMART (1) History. The student understands the origins, similarities, and differences of
Objective(s): (C3) American Indian groups in Texas before European exploration. The student is expected
to:
Essential Question:
(A) explain the possible origins of American Indian groups in Texas;

By the end of this lesson, you will be able to explain the possible origins of American
Indian groups in Texas.

Why are some reasons that you think the Caddo Indians chose this area to reside?

(B) identify and compare the ways of life of American Indian groups in Texas before
European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano;

By the end of this lesson, you will be able to identify and compare American Indians
groups in Texas way of life before Europeans arrived.

What were the Lipan Apache like before Europeans arrived?

(C) describe the cultural regions in which American Indians lived such as Gulf,
Plains, Puebloan, and Southeastern; and

By the end of this lesson, you will be able to desribe the diffrent cultural regions that
American Indians lived.

What where the benefits of living in the Gulf Region?

(D) locate American Indian groups remaining in Texas such as the Ysleta Del Sur
Pueblo, Alabama-Coushatta, and Kickapoo.

4. Central Focus The students will be given a short video slide show about the possible American Indians in
(C4) Texas and where they were located. The student will be given a paper with the state of Texas on
How will this lesson link it, and they will place the location of the possible American Indians on there within the state of
with other lessons in the Texas.
unit?

Learning Targets By the end of this lesson, the I CAN identify the origins of the American Indians in Texas.
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function Explain and Understand

Academic language
represents the language
of the discipline that Vocabulary Origin, American Indian, Texas:
students need to learn
and use to engage in the
content area in
meaningful ways.
Discourse Talk with a class discussion and Slide. Writing will be filling in blanks on the state
There are 4 language of Texas of locatios of American Indians in Texas.
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Syntax A fill-in-the blank sheet of the state of Texas.

6. Targeted Language Language Function

Supports (C5)
The resources, Having a classroom discussion over a slide show of American Indians in Texas which
representations, and would build their understanding, and then having them explain on a Texas map where
strategies you will
these American Indians are/were located in Texas.
provide to help students
understand, use, and
practice the concepts and
language they need to
Vocabulary Strategies - (GO TO Page)
learn within the
1. Repetitive Exposure
discipline

Site the researcher’s

2. Learning Vocabulary words before reading text
name as you refer to the
strategy.

Discourse strategies - (GO TO Page)

-Write: Graphic Organizers from Marzano

-Talk: Tiered Instruction from Tomlinson

Syntax - (GO TO Page)

 1. From Bloom’s verbs – We can use remember by labeling where the American Indians are on
a Texas map together.

2. Then move on to Comprehension where the student locates where the Americans Indians are
on their own.

Making Content Comprehensible (R9)

Using graphic organizers to make the information readily available and easy to read.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be
aligned to the TEKS, Asking students to point on a map of Texas to locate American Indian tribes
and objectives.

Summative:

Giving students an assessment with a blank Texas map and a word blank to fill in the tribes
located in texas

Assessment of your language demands:

Formative:

Origins
American Indian
Texas

Summative:
Origins
American Indian
Texas

8. Hook (C7) Hook activity (make connections to prior learning)

I think a good one is to do the truth or false activity in reference to this TEK.

Closure (C7) Closure Activity: (make connections to prior learning)

I think the 3-2-1 on an activity card in another good activity with this TEK

Student Assets (C7) Personal assets: Asking the students if they are any of their family members have any Indian
ancestry.
Cultural assets: Bringing things that we use are or were influenced by American Indian culture
today.
Community assets: Possibly finding pottery or artwork from American Indians (doesn’t have
to be old) or even showing artwork they created.
9. Body of Lesson/
Teaching Strategies and I DO – I show and label a map of the American Indians in Texas.
Learning Task(s)
(C9)

Be sure to include:
How will students learn
and use academic WE DO – We as a class label a map of American Indians in Texas
language?

Three higher order

thinking questions.

YOU DO – Students individually label a map of the American Indians in Texas

Marzano Strategy

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: Providing information in their language

and a word bank

o Gifted / advanced learners: Having the word bank covered up by a post-it to be use only
as needed.

Technology: -(GO TO page)

Googe slides

Marzano Strategy - (GO TO page)

Graphic Organizers like a Venn-Diagram or Texas state map

Higher Order Thinking Questions (GO TO page)
1. Why are some reasons that you think the Caddo Indians chose this area to reside?

2. What makes the Jumano location different from the Caddo Indians location?
3. If you could pick one of the tribes to live in which one would you choose and why?

Grouping / Partnering Technique: (Hattie)

Discussing in groups the various areas and different needs of the American Indians.

Potential misconceptions and your plan to address it:

There could be language misconceptions which I would provide course work in both English
and their primary language.

10. Resources and

materials needed (C9) Paper, pencils, color items, projector, and slides.
 (E7) (How might you differentiate materials and resources for learners with various needs?)
For those needing additional help, I could make sure that closed captioning is on anything that
need it, and also read out the instructions to students who need things verbalized.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Voice level 0 when entering the classroom, and getting started on Bellringers.
Management Strategies Hands signals for things needed (even for myself to get students quiet).
(CBM5) Having roles for students in the classroom to hold accountability.
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. The use of technology
strategies and planned
supports, will you employ to 2. Extra time on tests
meet the needs of each
student that has identified
3. allowing break or time to move around
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Coloring sheets of the state of texas

2. cut and paste sheets

3. point and show me

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

1. Showing pictures and artwork beyond just text.

2. Provide work in students language

3. Address vocabulary first

4. Encourage interaction in the classroom

5. Practice their observation strategies