Name: Cody Harris Grade/Subject: 8th Social Studies Date: 06/15/22

1. Texas Essential Knowledge and Skills (TEKS): (C2)

8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S.
Constitution, and other important historic documents.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Students will be able to understand American beliefs and principles as reflected in 1. The Declaration of Independence, 2. US
Constitution, and 3. other important historic documents.

3. SMART
Objective(s): (C3) At the end of the lesson, students will identify one main theme of the Declaration of
Independence.

Essential Question:
What is the general theme reflected in all of the documents?

4. Central Focus Student understands the values and purpose of government processes in the United States.
(C4)
How will this lesson link
with other lessons in the
unit?

Learning Targets I CAN explain two American beliefs reflected in the Declaration of Independence, the US
I CAN statements that Constitution, and other important historic documents.
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Understand
represents the language
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in Declaration of Independence, US Constitution, beliefs, documents
meaningful ways.

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen, Class discussion, think-pair-share, exit ticket of two to three sentences explaining values
demonstrate and perform. expressed in the documents.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
Sentences that specify which document is being discussed as well as the values reflected in that
document
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, Through in-class discussion, I’ll explain to students the different value expressed in each
representations, and document, while answering any questions that may pop up along as we go in order to help them
strategies you will understand the concept.
provide to help students
understand, use, and Vocabulary Strategies - (GO TO Page)
practice the concepts and 1. Frayer Model
language they need to
learn within the
discipline 2. Word Games - Password

Site the researcher’s

name as you refer to the
strategy. Discourse strategies - (GO TO Page)
-Write: The Simple Summary Method

-Talk: Think-Pair-Share

Syntax - (GO TO Page)

1. Sentences that identify the topic (each document)

2. Sentences that explain the topic (the values of each document)

Making Content Comprehensible (R9)

Mnemonics to memorize characteristics of documents, word wall for content so students can
familiarize themselves with content whenever they need to

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Paper and pencil tests
Assessment(s) must be
aligned to the TEKS,
and objectives.
Summative: Checklist

Assessment of your language demands:

Formative: Interviews

Summative: Extended or Unit Projects

8. Hook (C7) Hook activity (make connections to prior learning)

True or False game with a partner over the history of the American Revolution to provide
 context for why Founders wrote the Declaration and the Constitution
Closure (C7)
Closure Activity: (make connections to prior learning)
Exit pass explaining what they learned about the values expressed in each document discussed

Student Assets (C7)

Personal assets: specific background info that students have (interests, experiences, knowledge)
Cultural assets: Cultural backgrounds & practices of students (traditions, language, art,
literature)
Community assets: common backgrounds and experiences students bring from the community
where they live (resources, local landmarks, community events and practices)
9. Body of Lesson/
Teaching Strategies and I DO – Direct instruction; model the activity for students to observe
Learning Task(s)
(C9)

Be sure to include:
How will students learn
and use academic WE DO – Guided instruction; work with students on the activity so they can develop an
language? understanding

Three higher order

thinking questions.

YOU DO – Independent practice; students work on their own to demonstrate understanding

Marzano Strategy

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Allow small group work of students from
different backgrounds

o Gifted / advanced learners: Anchoring activities like journal entries or summaries for
students who finish before their classmates

Technology: -(GO TO page)

Quizlet and Kahoot for group quizzes (formative assessment)

Marzano Strategy- (GO TO page)

Think-Pair Share after group work to discuss what students have gathered from groupwork

Higher Order Thinking Questions (GO TO page)

1. Compare and contrast the different beliefs shown between the Declaration of Independence
and the Constitution
2. Explain how the American Revolution influenced the writing of the Declaration of
Independence and the Constitution
3. Predict how the US government would be ran if these values had not influenced these
documents.

Grouping / Partnering Technique: (Hattie)

 Hattie’s findings show that cooperative grouping can have a strong influence on student achievement, so
I’ll use groups made of students from differing backgrounds and levels of achievement and use the Think-
Pair Share activity to practice cooperative grouping.

Potential misconceptions and your plan to address it:

I think students may get the documents mixed up since there are multiple we’d be covering. To
address potential confusion, I’ll use an exit ticket to have each student write about the different
documents, allowing me to address any confusion I see among the class.

10. Resources and

materials needed (C9) For the group work, if the students used Quizlet to quiz each other, I’d need enough iPads or laptops for
each group. For the exit tickets, we would need slips of paper and pens/pencils.
(E7)
(How might you differentiate materials and resources for learners with various needs?)
1. During the Kahoot quiz, I could read the questions and answer choices out loud
2. I can allow students to type the exit ticket using a word processing aid like spell check
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
11. Classroom 1. I will have an attention signal procedure that the students must know on day one. I’ll use
Management Strategies the T for timeout hand sign and the students will respond with their own T to recenter their
(CBM5) focus on me.
What procedures will you 2. I will employ warm-ups at the beginning of class to establish a sense of routine for my
employ to manage students and to help them draw on previous material and get them in the right mindset for
transitions, behavior, the lesson.
passing out materials, 3. I will define and practice the right way to have discussions with each other by modeling for
engagement, etc.?
them the correct way to Turn and Talk with each other and affirming positive behaviors
Add 3 procedures
when discussing with each other.

12. Academic Supports

for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Allowing more time to complete worksheet
strategies and planned
supports, will you employ to 2. Assigning groups based on student performance (high performance with low performance)
meet the needs of each
student that has identified
3. Using visual aids and videos during lecture for different learners
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Reducing number of terms students must know regarding each document

2. Allow certain students to write less in their graphic organizers

3. Not requiring an exit ticket for certain students

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. During groupwork, pair an ELL beginner with an ELL advanced or high advanced

2. Use images and pictures in my lecture to help convey what I’m discussing

3. Teach vocabulary required so students aren’t starting at a disadvantage

4. Allow ELL students more time to work on their assignment

5. Allow ELL students to use technology when writing exit tickets (use sparingly so
students don’t become dependent)