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Subject: High school Art Level 1
TEKS: FA.A.HS.L1.1C Identify and understand principles of design including [] repetition/pattern

Materials: 10 selected art works from various cultures
Computer with internet
Pencil

Students will be handed a card as they enter the room with a number 1-10 to get their assigned group of 3. Students with a card of one form a group of three, students with card number 2 form another group of 3 etc.

Warm-up (10 mins): Introduce principles of design and define patterns and the teacher will model different patterns found in various works of art.

Students will then be told to find their group members and each group will be handed a selected work of art and one chrome book per group.

Each of the art works used for the project will have a personal background or meaning on the artist’s identity, culture, or origin.

Teacher will explain that each group of three is a reader, writer, speaker triad where one student will be responsible for using the computer to conduct online research about their work of art, another student will be recording information that is found to fill out a worksheet with questions about their art piece that will be turned in for the group at the end of class and the third student will be the one to present their groups findings to the class.

(20 mins)
Students will learn about their art piece, such as the artist, background information, its true meaning and identify the patterns/repetitions they see in that piece of art.
Teacher does a walk around during class to check in with what the students are finding.

(15 mins)
The speaker from each triad will then present their groups findings to the class as well as how the artist used patterns/ repetitions in their particular art piece.

Closing (5 mins) Students will be asked if any of the other art works presented were similar to their piece. How the works were different? What was their favorite work of art from the collection and why?

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Brandon Gonzales, Khris Ladner, Manny Duarte

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Brandon Gonzales, Khris Ladner, Manny Duarte

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TEKS: US.2B - Identify the major eras in US history from 1877 to the present and describe their defining characteristics.
US.26B - discuss the Americanization movement to assimilate immigrants and American Indian into American culture.
US.29A - Use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions.
US.29B- Analyze information by sequencing , categorizing, identifying, cause-and-effect relationship, finding the main idea, comparing and contrasting, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions.

Concept: Students will be able to explain and understand the impact of native american boarding schools.

Materials needed: Pen, paper, warm up handout, video, vocabulary/connection worksheet

Topic: Native American boarding schools

Warm Up: Students will watch short historical video (https://www.youtube.com/watch?v=jCK_3NDEodg) and write on warm up handout two main ideas or connections they made or found interesting. Class will come together at the end to share students perspectives. (10 minutes) (student centered)

The teacher will define and present vocabulary words while students write definitions in historical notebooks. (10 minutes) (Teacher led)

Americanization

Assimilation

Norms

Native American

Culture

Students will then pair up to make personal connections with each vocabulary word. Teacher will go around class to different pairs to help steer conversation and offer direction.(5 minutes) (student centered)

Class will come together to discuss connections made to further cement vocabulary definition and understanding. (5 minutes) (student centered)

Students will either work in pairs or individually on a “Day in the life of” diary entry from the perspective from a native american child who is currently in a native american boarding school. Students are required to use at least two vocabulary terms (they can do more). The diary entry will be collected at the end of class. (20 minutes)

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Grade: High School

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https://www.tmea.org/assets/pdf/educator_toolkit/TEKS/E-Grade4.pdf
TEKS:
- Music Literacy A, B, D
- Creative Expression A, C
- Historical & Cultural Relevance C, D
- Critical Evaluation and Response B, C, D,

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Tyler Cosentino, Kevin Dickson, Angelica Aguilar

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Tyler Cosentino, Kevin Dickson, Angelica Aguilar

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High School US History
4(C) The student understands the emergence of the United States as a world power between 1898-1920: identify causes of World War 1 and reasons for U.S. entry.
1) Brief discussion on resources and how it relates to: imperialism, colonialism, and treaties.
2)The class will use Kahoot that will display certain images that relate to these topics and the vocabulary that needs to be understood, this game will reinforce a term with an image. Which will enable ESL students to understand on the same level as english proficient learners.
3)Group Work(15min) have each group discuss i)why did war start ii)who were the sides of war iii)what made this war so different compared to previous wars iv)outcome/treaties, was it necessary for US to enter war, alternatives for no war from start.
4)FOR SCHEMA: Show a relatable piece of a film that shows a war scene(ex. Captain America, Wonder Woman, War Horse, Titanic(sinking of the RMS Lusitania ship by Germans), to give background image that they can relate to World War I
5)

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Aaron Williamson, Makana Plunkett, Jessica Lopez

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Aaron Williamson, Makana Plunkett, Jessica Lopez

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High School U.S History
6(A).  Students will be able to analyze cause and effect of events and social issues during the prohibition of the 1920's.

1. Warm up(15 min)-  Prohibition discussion as well as a short video on prohibition(1920 anti alcohol commercial or The Great Gatsby). Prohibition Image projected on to the screen to give them a visual. (Word bank)
- Prohibition, bootlegger, speak easies, flappers, double standard, fundamentalism, Al Capone, 1920-1933, temperance movement, 18th amendment,
2. Group work (15 min). Teacher splits class in half, and into intermediate groups that consist of 2-3 students.  One half of the class does cause and the other half does effect. Where students will create a poster presenting either the cause and effect of the prohibition.  During this activity the teacher will walk around presenting information, giving directions, summarizing responses and working with the small groups.

3. Student Gallery (10 min)-  Students walk around taking notes on the cause and effect on each others posters.
4. Exit ticket (5 min)-  What did you understand from the lesson today?