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SMU

Lesson Plan Framework


Name:

Subject/
Grade:

Heather Wooten

Date Turned
In:

Grade 7/ Texas History

Unit/Lesson Topic/
Essential
Question(s):

22 Sep 2016

Date
Taught:

23 Sep 2016

Teachers Initials &


Date:

Project Based Learning (PBL): The


Age of Contact

Time Limit:

45 minutes

OBJECTIVES
Content Objectives
Students will be able to identify and explain the significance of important individuals, events
related to European exploration of Texas and The Age of Contact.
Language Skills:
Students will be able to complete a chart about European explorers that includes identifying
and describing in writing the information they researched.
STATE STANDARDS
TEKS 7.1 History. The student understands traditional historical points of reference in Texas
history. The student is expected to:
(A) identify the major eras in Texas history, describe their defining characteristics, and explain
why historians divide the past into eras, including Natural Texas and its People; Age of Contact;
Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the
Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great
Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas;
(B) apply absolute and relative chronology through the sequencing of significant individuals,
events, and time periods; and
(C) explain the significance of the following dates: 1519, mapping of the Texas coast and first
mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain;
1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of
current state constitution; and 1901, discovery of oil at Spindle top.
TEKS 7.2 History. The student understands how individuals, events, and issues through the
Mexican National Era shaped the history of Texas. The student is expected to:
(A) compare the cultures of American Indians in Texas prior to European colonization such as
Gulf, Plains, Puebloan, and Southeastern;
(B) identify important individuals, events, and issues related to European exploration of Texas
such as Alonso lvarez de Pineda, lvar Nez Cabeza de Vaca and his writings, the search
for gold, and the conflicting territorial claims between France and Spain.

SMU
Lesson Plan Framework
Assessment
All students will complete an Age of Contact Era Explorers Chart worksheet that requires them
to fill in the correct information about six different Spanish and French explorers. Students will
also complete Progress Check #2 PBL: Age of Contact Quiz.
ELL Authentic Assessment:
To accommodate ELLs I will use visual supports, clarify, and repeat information
as needed, and provide extra time for the student to respond to questions.

I will walk around the classroom while the students are working on their
projects in order to monitor their progress and to immediately address any
issues that arise.
Materials

Overhead projector, whiteboard pencils/pens, Gold, God, and Glory/Rubric worksheets, Unit 2
Age of Contact Era Explorers Chart worksheets, and Progress Check #2 PBL: Age of Contact
Quiz worksheets.

SMU
Lesson Plan Framework
Procedures
A. Introduction/Motivation
In order to hook the students and activate background knowledge, I will stand at the front of the
classroom and ask students to tell me what The Age of Contact Era is about.
B. Lesson Activities Sequence and Procedures:
(10 min.) After activating background knowledge, I will model how to fill in the Age of Contact
Era Explorers Chart using the overhead projector. I will do this as a review of what the students
have been researching for the past week and a half. I will ask the students to help me complete
the chart by asking them questions such as:

Who is Christopher Columbus? Hernan Cortez? Alonso Alvarez de Pineda? Cabeza de


Vaca? Hernan de Soto? Francisco Vasquez de Coronado? Sieur de La Salle?
What country did they sail for?
Where did they explore?
How were these explorers significant to Texas and/or the world?

(10-12 min.) Once the chart is completed, students will clear off their desks and take a
Progress Check #2 PBL: Age of Contact Quiz. This quiz will cover the explorers and important
information that the students have researched for their PBL assignment. When the quizzes are
completed, students will hand them in to me and sit quietly until everyone has finished their
quiz.
(20 min.) Students will get into their assigned groups to put the final touches on their projects
that are due the same day and will be presented on Monday.
Closure
(3-5 min.) To close the lesson, I will ask the class if they have any questions about the lesson
or the assignment. I will have the class complete an exit ticket that asks them to answer the
question, How would modern technology have made life easier for the explorers? Students
will give the Post-it to Mr. Huynh or myself as they exit the classroom.
Differentiation/Accommodations/Modifications
Special Ed Support: Some teaching ideas to prepare lessons that are designed for students with
special needs are:
o
o
o

Provide a copy of the notes. Implement 504/IEP.


Allowing the student extra time to finish the assignment.
Repeat or clarify information when needed.

English Language Learners:


Beginner: To differentiate for Level 1 ELLs I will:
o
o

Provide a same language peer if available.


Provide a word wall of key vocabulary.

Intermediate: To differentiate for Level 2 ELLs I will:


o
o

Allow the student extra processing time.


Provide simple sentence stems.

SMU
Lesson Plan Framework
Advanced: To differentiate for Level 3 ELLs I will:
o
o

Allow the student extra time to process visuals and verbal cues if the lesson topic
is unfamiliar.
Provide the opportunity for the student to read the worksheets with peer support.

Advanced High: To differentiate for Level 4 ELLs I will:


o
o

Clarify or repeat information as needed.


Allow extra time for the student to respond to questions or comments.
Appendix to Lesson Plan

I.

Teacher instructional Strategies/Materials and Rationale for these strategies.

I will begin the lesson by instructing the students to get their binders and group
folders and take out their Age of Contact Era Explorers Chart worksheet. I will
activate background knowledge by asking the students to tell me what they know
about the explorers they researched over the course of the last week and a half,
since this will get students ready to think about the lesson.
Using an overhead projector will allow me to discuss the key points of the lesson and
it will allow the students to see what they are learning, as well as see the spelling of
key vocabulary terms.

II. Organization of students.

Students will be seated individually at the beginning of the class while reviewing the
Age of Contact Era Explorers Chart worksheet and quiz.
Students will be seated in pairs after the review and quiz in order to complete the
Project Based Learning (PBL) assignment.
ELL students will be paired with a native speaker, if available, in order to encourage
the ELL to interact, engage, and to increase their learning.
SPED students will be seated in an arrangement that benefits them the most and
allows them to be successful learners.
Securing attention

To get the students attention before the lesson begins I will stand at the front of the
classroom and say, Class, I need your attention please.
Distributing/collecting materials, supplies, or completed work:

I will pass out worksheets and the students will put them in their binders and folders
before leaving class.
Transitions:

To begin class, I will get the students attention by standing at the front of the classroom and say,
Class, I need your attention please. I will not begin until I have everyones attention. I will begin
the lesson by instructing the students to get their binders and group folders and take out their Age
of Contact Era Explorers Chart worksheet. I will activate background knowledge by asking the
students to tell me what they know about the explorers they researched over the course of the
last week and a half, since this will get students ready to think about the lesson. After activating
background knowledge, I will model how to fill in the Age of Contact Era Explorers Chart using the
overhead projector. I will do this as a review of what the students have been researching for the

SMU
Lesson Plan Framework
past week and a half. I will ask the students to help me complete the chart by asking them various
questions about the explorers they have studied. Once the chart is completed, students will clear
off their desks and they will take a Progress Check #2 PBL: Age of Contact Quiz. This quiz will
cover the explorers and important information that the students have researched for their PBL
assignment. When the quizzes are completed, students will hand them in to me and sit quietly
until everyone has finished their quiz. To close the lesson, I will ask the class if they have any
questions about the lesson or the assignment. I will have the class complete an exit ticket that
asks them to answer the question, How would modern technology have made life easier for the
explorers? Students will give the Post-it to Mr. Huynh or myself as they exit the classroom. As far
as behavior issues during the lesson, if a student is being disruptive during the lesson, I will
address the situation right away and appropriately, (i.e., tell the student not to talk while I am
talking or let the class know that it is getting too loud and they will need to stop talking or lower
their voices, etc.).
Monitoring:

I will walk around the classroom to monitor the students, answer questions, and help
keep them on task.
Anticipating possible need for redirection

I will review and/or quiz the students on Monday if students need additional time to
complete their PBL assignment.

Students can complete their projects over the weekend if they need more time to finish.