SoE Lesson Plan Template St. Edward’s University

ObjectivesWhat the learner will be able to do at the end of the lesson.

• The learner will be able to identify attributes of Texas Missions like the Alamo• The learner will be able to construct three dimensional models of a mission

TEKSBe selective in choosing standards and include the whole text of the standard.Social Studies: (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto;Art: (C)  invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.

Purpose How does the work of the day fit into the larger curriculum and discipline conversations the students are engaging in?

• This lesson is a key part in learning about Texas history (which is the focus of 4th grade Social Studies as a whole), in addition to learning about the Mexican Catholic culture that still has heavy influence in Texas today. This hopefully will encourage students to investigate why a mission had the features that it had, and why buildings are built certain ways. This three dimensional representation will also help student to understand the Battle of the Alamo in more depth.

MaterialsList all materials that are necessary, even those that may seem repetitive.For the students For the teacherCardboardTapeGreen Army MenVarious craft materials

Books on the AlamoVideo on Spanish Missions

Procedures/Activities Introduction/Anticipatory Set/Engagement and Exploration:

• Read a book about the Battle of the Alamo as a class

Model: • Show a previously made model of a mission like the Alamo• Retell the battle, pointing out locations where things took place

Check for Understanding/Explanation/Reteach:

• Have the students in groups and have them plan out what their own mission might look like if they were going into battle.

Guided Practice/Exploration: (< 5 min)

Show a video about Spanish Missions, then inform the students that they will actually get to build their own mission in preparation for the “Battle of Round Rock”

Check for Understanding/Explanation:• Groups of students will get to take turns picking materials, and will continue to

assemble their plans. I will be going around and asking them about their plans and challenging their thinking.

Independent Practice/Elaboration: • Student groups will build their missions, and then share them at the end of class

(perhaps multiple classes).

Re-teaching:• To really get students thinking about the missions, I may have them read more books

on the Alamo individually, and write a reflective writing about what they would do if they were in the battle of the Alamo.

Closure/Evaluation: (< 10 min)• Each group will present their mission and it’s features.

Planned Modifications and Differentiation: All students learn differently, and special education students require specific accommodations.

• I could pre-cut the cardboard, provide more semi-completed materials• If necessary, pre-build the basic mission and have them just add on their specific

features they want to include, position their men

Assessment of Student Learning: Lesson planning grows out of assessment, formative assessment occurs during a lesson, and lessons often conclude with some form of assessment.

• My verbal checking with them during their exploration will allow me to assess their learning and also their ability to talk about their thinking.

• The end of class group share will also serve as a form of assessment

Resource: Ms. Amaya’s 4th grade class, Wayside Elementary, Austin TX