Unit 1: Lesson 1: Geography: A Key to History/The First Americans (14 days) pages Overview

Transcription

1 Unit 1: Lesson 1: Geography: A Key to History/The First Americans (14 days) pages Overview The students will learn that the first people who settled North America lived in many different regions. These settlers used the resources in each place to create different ways of life. CONTENT Read maps to acquire, process, and report information Describe physical and human characteristics of the United States Recognize the location and characteristics of places and regions of the United States Recognize terms related to map reading Recognize terms related to geography Read and interpret charts Identify the Native Americans as the first people in the Americas Recognize how Native Americans used the resources of their region to develop their cultures Recognize the differences among Native Americans in the West and in the East Identify the following key concepts: resources, region, and culture Recognize words that signal compare-contrast relationships Practice comparing LOUISIANA STUDENT CONNECTORS FOR ENGLISH LEARNERS ELP C1 Construct meanings from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems ELP C6 Analyze and critique the arguments of others orally and in writing ELP C7 Adapt language choices to purpose, task, and audience when speaking and writing ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade appropriate speech and writing EP 1 Support analysis of range of grade level complex texts and evidence Updated 8/6/2017 7:54 PM 1

2 EP 4 Build and present knowledge through research by integrating comparing, and synthesizing ideas from text EP 5 Build upon the ideas of others and articulate their own clearly when working collaboratively EP 6 Use English structures to communicate context specific messages 2. Resources T E A C H I N G R E S O U R C E S Access American History Teacher s Edition American History Assessment Book Pull Down Maps A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL Brain Pop Updated 8/6/2017 7:54 PM 2

3 Unit 1: Lesson 1: Geography: A Key to History/The First Americans (10 days) pages Activities for Understanding SUGGESTIONS The students will able to focus on the English names for major areas of the world, such as oceans, continents, and countries of importance to students. Speak slowly and give students time to repeat after you and to each other. The student will be able to write these word endings on the board: -ans, -ians, -eans, -ese. The students will be told that the English names for the people of a place usually add one of these endings to the place name. Offer China/Chinese, and American/ Americans as examples. Using places students choose, help complete a chart. Invite volunteers to write the name of the people in the appropriate column. The students will be able to create questions. Students will be grouped in pairs to create two questions about a picture of Native Americans. The question should start with who, when, where, or what. Have students exchange and answer each other s question. The students will be able to point places on a map and identify them in a sentence. Suggest patterns such as This is Jorge comes from After working collaboratively on a region chart, the students will be able to explain their chart to the class. The students will be able to articulate and write all the states that border their assigned states. l Updated 8/6/2017 7:54 PM 3

4 Unit 1: Lesson 2: European Exploration (7 days) pages Overview The students will identify the causes that lead to European exploration of the Americas during the 1400s, and the lands that the Europeans claimed for their kings. CONTENT Use a map key Identify the causes that led to the European exploration of the Americas Recognize key events and people related to European exploration Explain interactions between Europeans explorers and Native Americans Identify the following Key Concepts: New World, exploration, and trade routes Recognize multiple- meaning words Practice identifying key ideas LOUISIANA STUDENT CONNECTORS FOR ENGLISH LEARNERS ELP C1 Construct meanings from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems ELP C6 Analyze and critique the arguments of others orally and in writing ELP C7 Adapt language choices to purpose, task, and audience when speaking and writing ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade appropriate speech and writing EP 1 Support analysis of range of grade level complex texts and evidence EP 4 Build and present knowledge through research by integrating comparing, and synthesizing ideas from text EP 5 Build upon the ideas of others and articulate their own clearly when working collaboratively EP 6 Use English structures to communicate context specific messages Updated 8/6/2017 7:54 PM 4

5 Unit 1: Lesson 2: European Exploration (7 days) pages Resources T E A C H I N G R E S O U R C E S Access American History Teacher s Edition American History Assessment Book Pull Down Maps A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL Brain Pop Updated 8/6/2017 7:54 PM 5

6 Unit 1 : Lesson 2: European Exploration (7 days) pages Activities for Understanding SUGGESTIONS After observing pictures the students will be able to generate words related to geography. Write the word exploration on 8 ½ x 11 sheet. The students will be asked to name words they think of when they look at a painting of Europeans arriving to the Americas. Try to generate words such as land, ocean, ship, and route. Have students write the words on index cards and tape them to the wall under exploration. The students will be able to create K-W-L Charts for European Explorations. Ask them to fill in the two left columns. The students will be asked to answer the following why questions using complete sentences and words such as because and as a result. Q: Why were the land routes to Asia dangerous? A: The land routes to Asia were dangerous because of thieves and war. After researching information on space exploration, the student will be able to record findings and share it with the class. Teacher will then record their findings on the board. Updated 8/6/2017 7:54 PM 6

7 Unit 1: Lesson 3: The Thirteen Colonies (7 days) pages Overview The students will understand the reasons why the English people and the African people came or were brought to America. CONTENT Read a timeline Identify the motives, hardships, and experiences of the English colonists Recognize the U.S. traditions of religious freedom, representative government, and self- government had their roots in the early English colonies Recognize the causes and effects of slavery in the English Colonies. Identify the following Key Concepts: persecution, religion, and religious freedom Recognize homophones Practice describing people, things and events LOUISIANA STUDENT CONNECTORS FOR ENGLISH LEARNERS ELP C1 Construct meanings from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems ELP C6 Analyze and critique the arguments of others orally and in writing ELP C7 Adapt language choices to purpose, task, and audience when speaking and writing ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade appropriate speech and writing EP 1 Support analysis of range of grade level complex texts and evidence EP 4 Build and present knowledge through research by integrating comparing, and synthesizing ideas from text EP 5 Build upon the ideas of others and articulate their own clearly when working collaboratively EP 6 Use English structures to communicate context specific messages Updated 8/6/2017 7:54 PM 7

8 Unit 1: Lesson 3: The Thirteen Colonies (7 days) pages Resources T E A C H I N G R E S O U R C E S Access American History Teacher s Edition American History Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL Brain Pop Updated 8/6/2017 7:54 PM 8

9 Unit 1: Lesson 3: The Thirteen Colonies (7 days) pages Activities for Understanding SUGGESTIONS The students will be able to engage in asking and answering questions: for two minutes, have students pairs role-play an interview with someone that has immigrated to the United States. The interviewer should ask questions such as: What do you like about the United States? How is it different from your homeland? What things were hard for you to get used to? Students will be able to generate questions and answers. Invite students to asked and talk about experiences with leaving a homeland and coming to the United States. Provide these discussion prompts: How did people travel? How did the people and their families feel? What were some reasons they had for leaving their homeland? The student will be able to write sentences using the lesson s vocabulary. The students will be grouped in pairs and they will write the vocabulary words on sticky notes to play Word Connection. The first player places a vocabulary word on the table and uses it in a sentence. The next player places a word beside the first and uses both words in a sentence. Play continues until a player cannot find a word to create a logical sentence using al the words previously played. Pairs can play several rounds. After researching information on space exploration, the student will be able to record findings and share it with the class. Teacher will then record their findings on the board. Updated 8/6/2017 7:54 PM 9

10 Unit 2: Lesson 4: Steps to the American Revolution (7 days) pages Overview The students will understand the reasons why the English people and the African people came or were brought to America. CONTENT Recognize causes and effects Identify steps that led to the American Revolution Recognize key events and people related to the American Revolution Recognize important ideas in the declaration of Independence Identify the following Key Concepts: power, control and independence Recognize words that signal cause-effect relationships Practice explaining an event LOUISIANA STUDENT CONNECTORS FOR ENGLISH LEARNERS ELP C1 Construct meanings from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems ELP C6 Analyze and critique the arguments of others orally and in writing ELP C7 Adapt language choices to purpose, task, and audience when speaking and writing ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade appropriate speech and writing EP 1 Support analysis of range of grade level complex texts and evidence EP 4 Build and present knowledge through research by integrating comparing, and synthesizing ideas from text EP 5 Build upon the ideas of others and articulate their own clearly when working collaboratively EP 6 Use English structures to communicate context specific messages Updated 8/6/2017 7:54 PM 10

11 Unit 2: Lesson 4: Steps to the American Revolution (7 days) pages Resources T E A C H I N G R E S O U R C E S Access American History Teacher s Edition American History Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL Brain Pop Updated 8/6/2017 7:54 PM 11

12 Unit 2: Lesson 4: Steps to the American Revolution (7 days) pages Activities for Understanding SUGGESTIONS After looking at a picture from the American Revolution the student will be able to generate words related to it. Write the word revolution on an 8 ½ x 11 sheet. The students will be asked to name words they think of when they look at the picture of the American Revolution. Try to generate words such as fighting, shooting, angry, and colonies. Has students write the words on index cards and tape them to the wall under revolution. The students will be able to answer and share questions about their own government. The students will consider how people would feel if soldiers of their own government attacked them. Have them respond in three to four sentences. Ask them to share their responses with a partner. The student will be able to verbalize their own experiences about revolution. The students will be asked to tell what they know about revolutions. Be sensitive to students who do not wish to relive personal horrors. Tell students that other countries have experienced revolution and many have had to fight for independence France (1789), Mexico (1821), Colombia (1810), Venezuela (1821), Ecuador (1822), and Panama (1821.) Updated 8/6/2017 7:54 PM 12

13 Unit 2: Lesson 5: The American Revolution (7 days) pages Overview In this lesson the students will identify the causes and effects of the American Revolution. CONTENT Recognize Chronological order Identify the causes and effects of the American Revolution Name major events of the American Revolution Give reasons for America s victory Identify the Key Concepts: forces, outnumbered, and surrender Recognize words that signal time order Practice interpreting events LOUISIANA STUDENT CONNECTORS FOR ENGLISH LEARNERS ELP C1 Construct meanings from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems ELP C6 Analyze and critique the arguments of others orally and in writing ELP C7 Adapt language choices to purpose, task, and audience when speaking and writing ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade appropriate speech and writing EP 1 Support analysis of range of grade level complex texts and evidence EP 4 Build and present knowledge through research by integrating comparing, and synthesizing ideas from text EP 5 Build upon the ideas of others and articulate their own clearly when working collaboratively EP 6 Use English structures to communicate context specific messages Updated 8/6/2017 7:54 PM 13

14 Unit 2: Lesson 5: The American Revolution (7 days) pages Resources T E A C H I N G R E S O U R C E S Access American History Teacher s Edition American History Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL Brain Pop Updated 8/6/2017 7:54 PM 14

15 Unit 2: Lesson 5: The American Revolution (7 days) pages Activities for Understanding SUGGESTIONS The students will be able to generate facts about the American Revolution. Have the students draw three-column K-W-L Charts for the American Revolution. Review information from lesson 4. Then ask volunteers to share additional prior knowledge of the war. Students should fill in the first column with the facts that they hear. Then they can write questions they have in the second column. When they have finished the lesson, they should fill in the last column with answers to their questions. After observing a picture of the American Revolution the student will be able to describe and predict events. The students will be grouped in pairs to write four sentences. Two sentences should describe the picture of the American Revolution and two sentences should predict what will happen in the American Revolution. Have students use picture clues in their predictions. After reading a paragraph the students will able to identify the main idea. Read one paragraph at a time, taking turns with their partners. Tell them to stop after each paragraph and identify the main idea. Updated 8/6/2017 7:54 PM 15

16 Unit 2: Lesson 6: Getting a Constitution (7 days) pages Overview In this lesson the students will identify the reasons why after the American Revolution, the new government was considered weak to a point that a meeting was called to plan a stronger government. A constitution was written and voted it into law. CONTENT Evaluate internet sources Recognize events that showed the weaknesses of the Articles of Confederation Describe the debate that led to the Great Compromise Explain the events that lead to the ratification of the Constitution Identify the following Key Words: delegate, debate, and compromise Recognize multiple-meaning words Practice Synthesizing details LOUISIANA STUDENT CONNECTORS FOR ENGLISH LEARNERS ELP C1 Construct meanings from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems ELP C6 Analyze and critique the arguments of others orally and in writing ELP C7 Adapt language choices to purpose, task, and audience when speaking and writing ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade appropriate speech and writing EP 1 Support analysis of range of grade level complex texts and evidence EP 4 Build and present knowledge through research by integrating comparing, and synthesizing ideas from text EP 5 Build upon the ideas of others and articulate their own clearly when working collaboratively EP 6 Use English structures to communicate context specific messages Updated 8/6/2017 7:54 PM 16

17 Unit 2: Lesson 6: Getting a Constitution (7 days) pages Resources T E A C H I N G R E S O U R C E S Access American History Teacher s Edition American History Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL Brain Pop Updated 8/6/2017 7:54 PM 17

18 Unit 2: Lesson 6: Getting a Constitution (7 days) pages Activities for Understanding SUGGESTIONS After listening to different scenarios the student will be able to role-play and defend their choices. The students will be told: You won a free trip to any place in the world. Write down where you want to go. Then tell them the second part of the scenario has one catch. You have a traveling partner. You both must agree to go to the same place. Try to find a compromise, or an agreement reached by each person giving up some demands. Call on volunteers with different destinations to role play the scenario. Have them defend their choices in a free debate and try to compromise. The students will be able to generate sentences about the Revolution. The students will be grouped in pairs to write a caption for the picture of the Revolution. Ask some pairs to share their captions with the class. Encourage students to write in complete sentences. The students will be able to make Sequence Notes using the events of the Constitutional Convention. They should start with the events that caused leaders to call for the meeting. Updated 8/6/2017 7:54 PM 18