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Odali Alvarez Medrano

TEKS: Geography 2.5 (b) create maps to show places and routes within the home, school and community.

Objective: Students will create a map to help other students navigate their territory.

Introduction to the lesson: students will watch short video on using map skills to find and locate places @ https://www.brainpop.com/socialstudies/geography/mapskills/

The teacher will show a map that she created of the teachers’ lounge so the students can see where things are in a place they have never entered. She will review with the class the vocabulary, legend and other skills to read maps.

Green Team (Struggling): Students will create a map of their favorite room in their house and label the map accordingly.

Blue (on level): Students will create a map of their whole house or the classroom and will include doorways and paths.

Red (advanced): Students will create a map of the whole school or their neighborhood and include common paths for bikes, cars, hallways, parking space, etc.

Evaluation: The student will pair in partners and switch maps and they will navigate each other’s maps. They will successfully explain their way (written for level and advanced & arrows or lines for struggling) to their goal point using cardinal points and other map skills

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TEKS: 6.15 (E) analyze the similarities and differences among various world societies and;

Students will
know how to identify the geography, economy, government, history, and culture of places in North and Central America.

Students will be grouped based on their readiness levels and will complete an activity challenging them appropriately.

Green Team (Struggling Learners)
In this group, The students will sort pictures of different culture traits under the correct heading. (language, food, clothing, arts, music, religion) The pictures will be used as a visual aid.

Blue Team (Average Learners)
In this group, the students will compare the cultural traits of two Latin American culture groups.(Mayans, Olmec, or Aztecs) Students will complete a Venn diagram and peer share the similarities and differences with two classmates.

Red Team (Accelerated Learners)
In this group, students will compare the cultural traits of all three Latin American cultural groups. Then students will create a PowerPoint presentation displaying the similarities and differences. Each trait will be on a different slide. The students will share presentations with the class.

Assessment:
As the students are working the teacher will monitor each group and ask higher order thinking questions. As an exit ticket, students will have to write one similarity and one difference related to one of the cultural groups on a sticky note provided by teacher.

Reflection:
Students will be able to connect the lesson personally, and  recognize different culture traits throughout their community, school, and even their classroom.

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Tyler Tate

TEKS K.6B explain the difference between needs and wants

Before the lesson, the book titled "Something Good" written by Robert Munsch will be read to the students.

Students will determine everyday needs and wants that are familiar to them and that they can relate to. Students will be grouped based on their skill levels.

(Green) Struggling Learners: This group of students will sort out pictures based on whether they are needs or wants. The pictures will help aid them and make is easier for them to determine what each thing is.

(Blue) On-Level Learners: In this group, students will come up with their own samples of wants and needs. The students will be instructed to think of things that they use in their daily lives and determine whether these things are needs or wants. The students will then explain why each item is a need or want.

(Red) Advanced Learners: These learners will pick one want and one need. They will draw a picture of both of these and then explain why each is a want or need. The learners will then compare the two items.

Assessment: As the students are working, the teacher will informally assess them. The teacher will monitor the activities and ask high order thinking questions in order to promote learning as well as to assess the students progress.

Reflection: Students will be able to connect with this lesson because they all have needs and wants. It is important to remind students that wants and needs are totally different, and although they may sometimes feel as if they need something that it is actually a want.

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Susana Martinez

EED 3311

Instructor: Amboree

April 13, 2017

Tiered Activity

Step 1.

TEKS K. 9 (A) Identify authority figures in the home, school, and community

Objective or learning targets: students will be able to identify authority figures in the school and discuss why authority is important.

Step 2.

Book, David Goes to School by David Sahannon

Step 3.

The students will work in flexible groups, based on student’s readiness, abilities, strengths, or needs; each group will consist of four members. There will be a total of five groups. There will be two groups of struggling learners, who will be identify as Green team, two groups of on-level learners who will as identify by Blue Team, and one group of advance learners who will be identify as Red Team.

Step 4.

Blue Team-on level learners

Pick one of the school’s authorities and draw a picture of him or her doing their job. Be sure to label everything on the picture. Be ready to share your work with the group.

Step 5.

Green Team-struggling learners

Draw a picture of the teacher when she is doing her job. Be ready to share your work with the group.

Step 6.

Red Team-advance learners

Formulate five questions, to interview one of the school’s authorities. Be ready to share your work with the group

Step 7.

The students will receive a work card with his/her team color. They will discuss their activities and make decisions on how they will begin, and who will perform each task. The teacher will be moving from team to team to answer questions, provide direction, and ensure that all students are successfully engaged and contributing.

Step 8.

If a student request to work with another team, they will be allowed to do it so.

Step 9.

Each team will be encouraged to share their work and they will give feedback to each other, giving suggestions.

Step 10.

The teams will have time to reflect on their experiences and performance. They will discuss and share what they learned, and what worked well, and what they might improve. Each student will be encouraged to think on what they might do differently to improve their performance during their next team experience.

Reference

Chick, K. A., & Hong, B. S. (2012, Winter). Differentiated Instruction in Elementary Social

Studies: Where Do Teachers Begin? . 7(2), 112- 121. doi: www.socstrip.org

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TEKS: 2.9 (B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.

Students will identify and describe ways money can be earned, spent, and saved

Students will be grouped based on their readiness levels and will complete an activity with an appropriate level of challenge.

Green Team (Struggling Learners)
In this group, students will sort pictures under Earn, Spend, and Save headings. They will also add one example of their own for each column.

Blue Team (Average Learners)
In this group, students will be required to list 3 ways a person can earn money (for example: jobs, gifts, allowance), spend money (ex: buy toys, go to the movies, buy candy), and save money (put coins in piggy bank, put money in the bank, save allowance). They will then share and compare their lists with their elbow buddies.

Red Team (Accelerated Learners)
Students in this group will write 3 paragraph paper on the importance of earning and saving money. They will connect their own personal experiences with earning, saving, and spending money into their writing.

Assessment:
The teacher will be checking for understanding throughout the whole lesson by listening to student discussion. At the end of the lesson, the teacher will collect the worksheets/papers and will use this to evaluate understanding and learning.

Reflection:
People make decisions on how to use their money every day. Students make these decisions, too. They may choose to save their money for a toy or video game they really want or they may choose to spend it right away. To be able to have money to spend or save, people need to earn money. Students can earn money by walking their neighbor’s dog or selling their old toys in a garage sale.

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Social Studies, Grade 1,

2)  History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to(A)  identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., and ROSA PARKS who have influenced the community, state, and nation;

2-day lesson – Students grouped accordingly

Vocabulary words: Rosa Parks, African American, Montgomery Alabama, bus, boycott, history, Civil Rights Movement, script, role playing

Students will learn the story of Rosa Parks by watching a video. https://youtu.be/lc4anJHZX1Q and

We will then read the book “A Picture Book of Rosa Parks (Picture Book Biography) by David Adler.
Students will learn how there where rules for black people and rules for white people on the buses in Montgomery, Alabama in the year 1955.

As a whole, we will go over the bus rules in 1955 for blacks and whites. Students will take turns reading a rule

Middle Rung Learners (Blue Team) – Students will draw a bus as it tells in the story/video. Students will label the bus and put not only Rosa Parks on the bus but themselves. Where would you be seated? What impact did Rosa Parks have on civil rights that help us today?

Advanced learners – (Red Team) - Students will draw a bus and label the bus seats according to the Montgomery Alabama bus rules in 1955. Students will write a paragraph with a drawing of Rosa Parks. Students in this group will answer in writing the questions “Where would you be seated?” and “How does this make you feel?” “What positive impact did Rosa Parks have on civil rights that help us today?” With this group, it would be a good idea to have them role-play the bus scene.

Struggling Learners – (Green Team) Students will be given an illustration of a bus with the rules. They are to label the bus by color coding. Students will have to draw Rosa Parks on the bus and themselves as well. Even if it is stick people. They will verbalize how this made them feel and they will verbalize in their own words the impact that Rosa Parks has on civil rights that help us today.

DIRECTIONS: Study the drawing of a bus like the one Rosa rode on. Then follow the directions below.

1. Color the driver’s place with a blue crayon.

2. Use a green crayon to color the box people put their coins in.

3. Color with a red crayon the bus seats that were for white people.

4. Use a black crayon to color the seats that were for black people.

5. Write the words "Front Door” by the front door of the bus.

6. Write the words "Back Door” by the back door of the bus.

7. Write the words "Standing only” in the part of the bus where black people would stand if there were no more seats.  http://www.educationworld.com/a_lesson/TM/WS_lp297-02.shtml

Assessment: Question and Answers. Reading the answers to the questions and if the students wish to role-play the bus scene it would be a great way to access.
Reflection: Though Rosa Parks had a great impact with the Civil Rights Movement by standing up for what she believed in, which was herself, there are other historical figures who impacted our community, state and nation.

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TEKS: 4.9.d. Compare the ways of life of American Indian groups in Texas and North America before European exploration

Students will be identifying the different customs and traditions of various Indian Americans.

The students will be grouped in three different groups based on their academic performance.

Green group(struggling)- the student's will be working on an article that has the different Indian groups in America.They will be given a sheet of paper that has all the things they have to look for. For example, living, food, and clothes. They will go through the article and highlight all of the things they find.

Blue(on-level) The students will be creating a foldable in which they will have to draw, describe and identify the different Indian groups in America.

Red(advanced) The student's will be doing a map in which they will label and identify the different locations that the Indian groups lived in. They will be drawing the Indian groups including the agriculture, clothing, and places to live.

Assessment: The students will all be placed in different teams and participate in a game of "who am I?" In which they will be given questions that describe an Indian group in some way. They will have to answer the correct Indian group.

Reflection: The students will share with two different people two things they learned about the Indian groups. Then a couple of students will share what they learned to the whole class.

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Teks: 1.2(A) Identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation.

Students will be learning about Martin Luther King Jr, and how he influenced the community, state and nation. The students will listen to the teacher read aloud : A Picture Book of Martin Luther King Jr. By: David A. Miller

Group 1: (struggling learners): Students would create a flipbook about  Martin Luther King Jr. Each section will include the following: His life, How he influenced the world, and what the student learned about MLK.

Group 2: (On grade level learners) Students will create a 3 section booklet and on top of the booklet they would create the face of MLK and in the middle of the booklet they will write 10 facts about Martin Luther King Jr. Including his life on the left section of the booklet and what they learned on MLK on the right section.

Group 3: ( Accelerated Learners) Students will write a I have a dream speech in the 3 section booklet. The speech will include what they want and how they will influence the community.

Students will be free to join any group they like.

Assessment: Students will have rubrics so they can know the teacher's expectations. They will share their finished product to the class.

Reflection: Remind students that Martin Luther King Jr. Helped shape the nation by influencing many people and end segregation in the civil rights movement.

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TEK: 2.12 (B) compare roles of public officials, including the mayor, governor, and president

Students will be groups based on their learning style.

Group 1: Instruct the students to use the textbook to create a Venn diagram comparing and constrasting the roles of the mayor to the roles of the governor. Include a sketch that would represent a role of the mayor and the role of the governor with the governor.

Group 2: Instruct students to use at least two resources to compare and contrast the roles of the mayor to the roles of the governor. Students will construct a poster to show what they have learned.

Group 3: Students with choose another country in the world and research about the roles of the mayor and the roles of the governor. Ask students to construct a skit that shows similarities and differences between our country and the one they have chosen.

Group 4: Instruct the students to use what they have learned about the roles of the mayor and the roles of the governor in the United States and create their own state. They must include the roles of the mayor and the roles of the governor, as well as some facts about their state.

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TEKS : 2.1 (a) explain the significance of various community, state, and national celebrations such as Veteran’s Day, Memorial Day, Independence Day, and Thanksgiving

Students will be studying the significance of Memorial Day as we approach the holiday.

Students will be placed in groups based on their learning level.

Group 1 Rising Stars (struggling):

Read a short article on the Military; they will then write important facts about the military and soldiers like:  what the military is, what is a soldier, what does he(she) do four our country, what age can you get into the military, how many years does an average soldier stay in the military. What types of recognitions can they get when they become veterans. How does Memorial Day honor the military members

Group 2 Stars (on-level):

Chose one military branch. Create a timeline of a soldier in that military branch. The different levels a soldier reaches. State the highest rank available. Explain in one sentence or two the duties of each rank. Create a picture of that soldier and the different parts of the uniform. Explain how Memorial Day honor military members

Group 3 Shooting Stars (Advanced): Research and name each branch in the military. Explain in 5 sentences what each branch of the military does. Research Memorial Day what day it is celebrated and why. How does it honor each branch of the military.

Assessment: Students will present each of their information to the whole class. Explain why the military is important to our country.

Reflection: Remind students that Memorial Day is done to be able to remember those who have sacrificed their lives for our country. We celebrate and have this holiday because those people played an important role in our country.

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TEK: 5.5(A) Students is expected  to analyze various issues and events of the 20th century such as... the Great Depression...

Students will be placed on three groups to demonstrate knowledge of the social and economical changes of the 21th century by identifying the causes of the Great Depression.

(Struggling)Group 1: Create a timeline of the Great Depression era. Include the most significant 10 events happened during this period with accompanying visuals and written descriptions.

(On level) Group 2: Create a scrapbook depicting the life of a child affected by the Great Depression. Include information about where the child lives, his/her family's economic and social situation, recreation, education, and prospects for the future.

(Advanced) Group 3: In the role of political candidate, create a persuasive speech proposing actions to address the concerns of the farmers during the Great Depression period. Incorporate information about farmers economic, social, and political problems, and propose how the government can and cannot assist them. Support your evidence.

Assessment:  A rubric will be placed to the students to see if they cover the lesson expectations.

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TEKS:
K.4 (A) Use terms including over, under, near, far, left, and right to describe relative location.

To engage students the teacher will read aloud the book "Going On A Bear Hunt" by Michael Rosen. The teacher will then discuss the terms over, under, and through used in the book to describe relative location.

The students will then be placed in their three groups based on an appropriate level of challenge.

Group 1 (Struggling Learners): Create a map/maze of your own adventure. Give simple instructions on how to get there using the terms over, under, near, far, left, and right.

Group 2 (On level Learners): Draw a new page to the book where the family comes across another hurdle on their way to catch the bear. Include them going under, over left or right.

Group 3 (Accelerated Learners): Think of other terms that can describe relative location. Write 3 sentences which include some of these terms and draw a picture to illustrate your sentences.

Students may move to other groups based on teacher knowledge or by student request.

Teacher will monitor for understanding. The students will share their work with their classmates and teacher will informally asses based on student participation and performance.

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TEK: 1.5(A) identify the physical characteristics of place such as landforms, bodies of water, natural resources, and weather; and

The students will identify and describe different types of landforms and present to the class.

Students will choose one activity to complete their assignment on. Each group choose the following.

Green team (Struggling learners):
Instruct student to choose one type of landform. The student will draw a picture of a landform. The student will orally describe their landform.

Blue team (On grade level learners):
The student will draw on construction paper one type of landform and label it. Then the student will write a written description of their landform on the back.

Red Team (Advanced):
The student will design a map using as many landforms they can think of and identify them in the map key. Then they will write a written comparison of two landforms.

Assessment: : Question and answer type of scenario and partner discussion. The teacher will show the class a picture of a landform and ask for the name.

Reflection: The student will present and describe their landform to the class

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4.4 (A) describe the impact of the Civil War and Reconstruction on Texas;

Students will choose one activity to complete their assignment on. Each group chose the following:

Struggling learners:

·         Create an acrostic poem using “CIVIL WAR”. Students will then have to create a poem using each letter describing the impact the civil war had on Texas.

On-level students:

·         Students will draw a picture of what they believe Texas looked like before and after the Civil War. They must then describe the changes/impacts they chose to display.

Advanced:

·         Students will create the cover of a newspaper. They will highlight the social, economic, and political impacts the war had on Texas and their plans for reconstruction.

Assessment: Rubrics and checklists will be provided for the students as they are completing their projects.

Reflection: The students will present their final products to the class.