|
|
|
|
|
|
|
|
Writing Mexican-Americans into Seventh Grade Texas History
(Howell Initiative)
|
Erasmo and Juan SeguinLesson Plan 2Name: Katie Daitoku TEKS Connection: 2C, 2F, 3A, 3B, 8A, 21B, 21D, 22B, 22C, 22D As a result of this lesson, the student will be able to: Identify Juan Seguin’s importance in the Texas Revolution The lesson content is about: Juan Seguin’s role in the Texas Revolution The student will process the content by: Examining the events that Seguin participated in during the Texas Revolution The student will complete the following product as part of this lesson: A written journal chronicling the events of Seguin’s life during the Texas Revolution Assessment of learningI will know how well the student has understood the content,
process, or product by: Prerequisite skills that students should have for this
lesson to be successful: ActualLessonIntroduction: Explain to students the role that Juan
Seguin played in the Texas Revolutions, particularly emphasizing his role at
the Alamo, San Jacinto, and the surrender of San Antonio. Provide students
with additional material about Seguin and the Texas Revolution. Learner-centered Strategies/Activities: Have students
write several journal entries from Juan Seguin’s point of view about the
Texas Revolution. Students should use their creativity in creating this
journal and may include maps, diagrams, and pictures to illustrate and
complement their entries. Closure: Have students share their journals with a small
group of students and explain which events they chose to write about and
why. The big R:How will this lesson be made relevant to the lives of the students? Students will be able to understand the Texas Revolution from the viewpoint of one man and will understand the influence that one individual can have on a course of events. Materials required: Paper, colored pencils, crayons Classroom setup: Areas for small group sharing at the completion of the lesson In order to differentiate the lesson to meet the needs of the learners I will do the following: (Please highlight those intelligences that have been addressed in this lesson)
Bodily Kinesthetic Musical Interpersonal Intrapersonal Please note other adjustments that you have made to differentiate the lesson: Students can be given material at different reading levels to supplement the information provided in the lesson. Some students may choose to complete their journals using computers or may have less writing and more diagrams/maps in their journals. The following levels of thinking skills are utilized in this lesson: Please highlight all of the levels above that apply.
|