Name: Shane Baker Grade/Subject: Date: 21 November 2023

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

History. The student understands that historical events influence contemporary events. The student is expected to:
(A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as
colonization, immigration, and trade;

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
-Trace characteristics of various contemporary societies in regions that resulted from historical events
Verb Content Context Ways to test
Trace characteristics of various in regions that resulted from Answer questions about the
contemporary societies historical events or factors impact of history on
such as colonization, contemporary societies
immigration, and trade

3. SMART During the class students will collaborate in groups of three to explain the similarities and differences
Objective(s): (C3) between former British colonies today using the textbook and the internet.

What was the impact of British colonization on former colonies?

Essential Question:

4. Central Focus The purpose of this lesson is to build on the knowledge of European colonization and its impact
(C4) on modern societies.
How will this lesson link
with other lessons in the
unit?

Learning Targets I can describe the influences of British colonization on several of its former colonies today.
I CAN statements that
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 Students will trace characteristics of various contemporary societies in regions that resulted from
represents the language historical events or factors such as colonization, immigration, and trade
of the discipline that Vocabulary (words, phrases, and/or symbols that are used within disciplines):
students need to learn Conflict, immigration, trade, colonization, society
and use to engage in the
content area in Discourse (Structures of written and oral language, how will they talk, write, and participate in
meaningful ways. knowledge construction: discussions, reports, essays, multi-media presentations, performance):

There are 4 language Students demonstrate understanding through question and answer during large and small group
demands to consider as discussion and will write a description of the shared characteristics of former British colonies.
you require students to
read, write, speak, listen,
demonstrate and perform. 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):

Students will complete a graphic organizer in small groups to record the details of their in-class
research.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) I will use lecture and PPT to help the students identify characteristics of former British colonies.
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Use Frayer Model to define vocabulary
understand, use, and
practice the concepts and
language they need to 2. Preview the text with the students
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: Students will write a description of the characteristics shared by former British
strategy. colonies.

-Talk: Students will discuss their research with one another in small groups. -Hattie

Syntax - (GO TO Page)

1. Use a Venn diagram to compare and contrast two former British colonies’ societies.

2. Create a timeline showing when British colonies became independent.

Making Content Comprehensible (R9) Have students summarize their learning using Cornell
Notes.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: multiple choice test
Assessment(s) must be
aligned to the TEKS,
and objectives.
Summative: Students will work in groups to prepare a report on the effects of colonialism on a
particular country.

Assessment of your language demands:

Formative: Individual oral report using a Venn Diagram to compare and contrast two former
colonies

Summative: Create a portfolio that exhibits the characteristics of societal distinctions that are a
result of colonization.
8. Hook (C7) Hook activity (make connections to prior learning)
Conversation starters: Place tea bags, calendar, letter blocks, play by Shakespeare, copy of the
Magna Carta, and other artifacts on the group tables and ask students to brainstorm about what
Closure (C7) the lesson might be. Have a student from each group act as the spokesperson.

Closure Activity: (make connections to prior learning)

Using their notes, students must create a 1-2 minute ad that they will share with their parents
Student Assets (C7) that night, answering the question, "what did you study in social studies?".

Personal assets: interests, knowledge, everyday experiences

Cultural assets: language, literature, worldview, art
Community assets: Briscoe art museum, coffee culture and coffee shops, city government
(cultural events, local events, landmarks, resources)
9. Body of Lesson/
Teaching Strategies and I DO – I will lead students in conducting research and filling out a Venn Diagram using the
Learning Task(s) countries of Barbados and the Bahamas.
(C9)

Be sure to include:
How will students learn
and use academic
language? WE DO – In small groups, students will pick two former British colonies from a bank of
choices that I will provide and conduct research on them to fill out their Venn Diagrams.
They will discuss the higher level questions below and report back to the rest of the class.
Three higher order
thinking questions.
YOU DO – Students will work write a paragraph on one of the countries that they studied
in their group. Some students can present orally to check learning.
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: When we break into smaller groups, I
will ensure that second language learners and those from immigrant families are grouped
with others who are not (Tomlinson's Strategies for Differentiation).

o Gifted / advanced learners: Advanced learners will have the opportunity to present their
findings back to the class, if they finish early, as an intro the following day. I will give
them time during class to prepare.

Technology: -(GO TO page)

We will use the internet to conduct research and a projector to demonstrate the process.

Marzano Strategy - (GO TO page)

Students will compare and contrast the effects of British colonization on two modern societies
using a Venn Diagram.
 Higher Order Thinking Questions (GO TO page)
1. Analyze (Bloom) - What are the cultural artifacts common to British colonization?
2. Analyze (Bloom) - What are some of the cultural artifacts you would expect if the US
colonized a society today?
3. Evalulate (Bloom) - Is colonization evil?

Grouping / Partnering Technique: (Hattie)

When we break into smaller groups, I will ensure that second language learners and those from
immigrant families are grouped with others who are not (Tomlinson's Strategies for
Differentiation).

Potential misconceptions and your plan to address it:

Students might misassociate influences from Mexico (Spain) and other countries on our society and may
not be able directly attribute British influence. This can be remedied by clearly defining those influences
which are British and give some examples of those which are not.

10. Resources and

materials needed (C9)

(E7) (How might you differentiate materials and resources for learners with various needs?)
Allow some students to access research through videos and have some queued. Allow some
students to use screen magnifiers.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom I will use the T signal for time out to get their attention.
Management Strategies
(CBM5) I will reinforce how they are to enter the classroom ready to roll up their sleeves and get to
What procedures will you work.
employ to manage
transitions, behavior, I will have the “do now” instructions for the artifacts on the board, so they can get started right
passing out materials, away.
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Quantity – allow certain students to omit writing a summary paragraph
strategies and planned
supports, will you employ to 2. Time – Allow students more time to work on Venn Diagrams while the others are writing
meet the needs of each summary paragraphs
student that has identified
special learning needs?
3. Output – Allow students to present orally vs writing a summary paragraph

Modification(s)- (A change in what is being taught or what is expected from the student):
1. Input – Pre-teach the vocabulary to those students who struggle

2. Difficulty – Allow students to use known societies as one of their comparative societies vs
researching unknown societies

3. Participation - Ask disabled student to lead the group when we work in small groups to guide rather
(E11) than research

Strategies for ELLs (strategies that support language acquisition)

1. Lsn prep: Use graphic organizers and outlines

2. Build background: Concept definition map of colonization terms and creation of personal
dictionary

3. Comprehensible input: Use leveled study guides, work in pairs, use multimedia tech

4. Strategies: Summarizing strat (3 min: pick out important concepts, write 10 words on board,
write summary statements in pairs, post on board.

5. Interaction: jigsaw reading, four corners, step interview (good way to practice
language)