Lesson+Plan

Texas TEKS for fourth grade (History, Social Studies and technology) (3) History. The student understands the causes and effects of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to: (A) analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto; (B) describe the successes and problems of the Republic of Texas; (C) explain the events that led to the annexation of Texas to the United States; (D) explain the impact of the Mexican War on Texas; and (E) identify leaders important to the founding of Texas as a republic and state, including Sam Houston, Mirabeau Lamar, and Anson Jones.
 * Required Lesson Plan Template for Collaborative Lesson Plan Assignment: **** Adapted from the Essential Elements of Instruction (EEI) attributed to Madeline Hunter ([|http://www.humboldt.edu/~tha1/hunter-eei.html#direct]) **
 * Educators' Names: Kendra Duckworth and Kyla Zasowski **
 * Grade Level: ** 4th grade
 * Content Areas: **Social Studies-Texas History/Research
 * Overview: **Students will research the 13 days of the Alamo Siege and research the people in the Alamo during the siege.
 * Purpose: **The purpose of the lesson is for students to learn about Texas History and the significance of the battle of the Alamo.
 * Outcomes: ** Students will be able to identify key events leading up to the battle, give details on the siege and identify key figures at the battle.
 * Content-area and S4L Standards: List them by state, grade, number, and a complete description. **

(23) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation.

(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) use communication tools to participate in group projects; (B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and

**4.4.6** Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.
Remember the Alamo!! Beginning with this statement, written on the board, the (CT) asks students: What is the Alamo? Why is it important to Texas? (TL) Show students YouTube video clip with Alamo song by Brian Burns under resource tab.
 * Resources: **The Boy in the Alamo, webquest about Alamo heroes, Brian Burns song, website: Timeline of Texas, Travis' Letter, and Susanna of the Alamo.
 * Materials: **computers to access the webquest, charts to identify the four main defenders at the Alamo, markers, pencils and paper.
 * Process: ** (CT) Begin with a question, What is the Alamo? to get students thinking about the Alamo and why it is important to Texas. Have an open discussion with students about the Alamo. Then show students YouTube video clip of Brian Burns song, Alamo. (TL) Read out loud to the class __Susanna of the Alamo__ and have a short discussion on the impact of the men fighting at the Alamo. Next, divide the students into two groups: a webquest group and a chart group. Monitor the groups and at the end of the lesson remind them that they have an upcoming project of their choice which will focus on what they have learned about the Alamo.
 * 1. Introduction (also known as the Anticipatory or Introductory Set)**

*The students will be able to identify key figures at the battle of the Alamo.
 * 2. Student-friendly Objectives**
 * The students will be able to identify key events leading up to the battle of the Alamo.
 * The students will be able to give details about the battle.
 * The students will be able to distinguish between Travis, Bowie, Crockett, Fannin and their roles in defending the Alamo from Santa Anna in the pursuit of Texas' freedom from Mexico.

After reading __Susanna of the Alamo__ by John Jakes, the (TL) will discuss the impact of the men fighting in the Alamo.The teachers wil discuss and show (in form of a timeline) what has lead up to the siege of the Alamo. Clarifying that students will be researching the 4 main defenders of the Alamo and working on the webquest to further their information and understanding of the battles leading up to the Alamo and after. Students will be divided into two groups. Group A: Will work with (TL) at the computers going through the WebQuest listed under the resources. The students will work through parts of the webquest to begin their research for a project listed on the webquest. Group B: Will work with (CT) to fill out charts about each of the 4 main defenders at the Alamo: Where they came from, why they chose to fight, how they died. Students will find a picture of each person. This information will go into a student presentation at the end of the unit. Having a lower student-to-teacher ratio by allowing students to work in 2 groups will allow each student to have more individualized instruction and let them explore resources at their own pace.
 * 3. Presentation (Input and Modeling)**

To check for understanding during the lesson both educators will ask students questions up to that point in the lesson. For example, "Can someone name two important figures from the battle of the Alamo?" or can ask more general questions, "Does anyone have any questions about the assignment or what we have covered up to this point?" Then review with students the steps needed to complete the assignment. Make sure rubric for projects is discussed so students understan expectations for projects. Have directions written on board and timeline of when projects should be completed.
 * 4. Student Practice Procedures**
 * if needed students can review the story __Susanna of the Alamo__
 * complete charts about 4 defenders at the Alamo
 * Access webquest to begin research


 * 5. Guided Practice**

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Students will practice accessing the webquest and researching the four main defenders of the Alamo. Students’ work will be monitored by (CT) walking around the classroom answering questions and helping with research. The (TL) will remain at the computers with the students accessing the webquest to answer any questions and assist with any technical problems. Both the CT and TL will be watching to make sure that the students are working, not playing or acting silly. They will also make sure that the students are following directions (for example: making sure that the students using the webquest are accessing all pages of the webquest and not skipping pages or quitting before reading all material).======

To review the lesson both educators will initiate a group discussion on what the students know about the battle at the Alamo and the heroes who defended it. At this point in the lesson, the students should be able to have a more in depth discussion about the topic then when they started the lesson. To assess the learning objectives in addition to the two projects, the students will be given a short quiz on the battle at the Alamo and events leading up to the siege. To give the lesson closure the (CT) explains to students that the battle at the Alamo is a major event in Texas History and will be discussed throughout the semester as the class moves on to other topics including the Battle of San Jacinto and Independence of Texas from Mexico. The (TL) encourages students to continue to read and research the Alamo and important events in Texas History. Students will be graded on the completion of the 2 projects: 1. from the heroes of the Alamo, and 2. from the list of projects on the webpage based on rubric given at beginning of project. Quiz on book __Susanna of the Alamo__ When students are finished, the educators can guide students to read __The Boy in the Alamo__ to further thier interest in their studies, read about the Battle of SanJacinto to further their interest in Texas History and how Texas gained its' independence. This will be accomplished through books, research websites, pictures of the San Jacinto Monument. Modifications: Students can listen to books on tape, have research on 3 defenders instead of 4 (depending on IEP of the student) or fill in a partially filled out chart. WebQuest modifications: work with a partner (if part of IEP) to complete the project.
 * 6. Closure**
 * Assessment**
 * Extensions/Modifications**

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