Now decide what aspect of this historical turning point you want your students to learn about. Pick something that can be taught in one or two class sessions. For example: Historical Turning Point: The American Revolution Lesson Topic: The Boston Tea Party
Lesson Topic: The Battle of the Alamo
C. Indicate the NRS levels of the learners in your class Choose the levels of your students (or the level of the students you want to design this lesson for.)
The Battle of The Alamo unified the Texas residence to fight for their freedom and independence from Mexico.
What are the goals and outcomes for the students?
What do I want students to know or know how to do?
What language functions do I want students to be able to use?
Students will be able to: Learn vocabulary pertaining to the Battle of the Alamo. Briefly explain why the Alamo was important in rallying the citizens of Texas to fight for independence from Mexico. Re-tell the story of the Alamo and why we should “Remember the Alamo.”
Think of one or two ways that you can begin your lesson so that you capture your students’ interest and/or assess what they already know about the topic.
Materials for Engagement:
Pictures: The Alamo, William B. Travis, David Crockett, Santa Anna, and Jim Bowie
Outline for Engagement:
One at a time show the students pictures of : David Crockett, and Jim Bowie, The Alamo, and William B. Travis. Ask the students what they know about each picture? What do all of the pictures have in common? Discuss some of the background information of each. Have they ever been in the position were they had to overcome insurmountable odds, and how did they handle it?
The Presentation section of the lesson plan focuses on introducing new information, establishing meaning, and checking for understanding. Many ways to do this were discussed in the Lesson Planning Tutorial including:
Use pictures, illustrations, videos, actions, or objects to convey meaning
Introduce a new concept by linking it to something the students have already experienced
Teach relevant vocabulary and phrases
Materials for Presentation:
http://www.thealamo.org/history/the-1836-battle/index.html Pictures of the Alamo, William B. Travis, David Crockett, Jim Bowie
Outline for Presentation:
Background information about settlement of Texas. After reading Mexican Texas 1822-1835 discussion on why Texans fought for independence. Read Texas Revolution and Under the Republic have a discussion about why Travis and the defenders thought that it was important that they stay at the Alamo after they saw the “red flag” and why did Texans welcome the annexation by the United States? What context clues are in the reading that indicate the meanings of the vocabulary words?
Think about the new information you presented in the Presentation Step and come up with several practices to help your students master the new material. Practice activities should be ordered so that the more controlled, teacher-led activities come first and the less controlled, student-initiated activities come afterwards. In your steps, be sure to include how you will evaluate and provide feedback to students during their practice.
Materials for Practice:
Time lines, strips with events listed on them, pictures of Travis, Crockett, Bowie, Santa Anna, and Sam Houston, a description of each person and their role in the battle for the Alamo for a matching with the picture. Powerpoint of descriptions of key players in the Battle of the Alamo.
Outline for Practice:
The students will place events on the time line as a class we will discuss what came first and the progression to the annexation of Texas (May throw in other world events into the time line for perspective of other things that were happening these would have dates on them). The students will be given pictures of key players of the Battle for the Alamo. When a description of the person is shown in a powerpoint presentation the student will hold up the picture, this will lead to discussion on why a particular person was held up. Both oof these activites would be visual evaluations which would include discussion as feedback to the students.
Think about ways that your students can extend their learning by doing activities that involve more free expression, thought, and extension than in the Practice Section. Come up with several application activities including, if desired, a concluding element to your Lesson Plan.
The students will be placed into four groups. Group 1 will write a letter to Sam Houston requesting help from the settlements and present it to the class. Group 2 will write their version of Travis’ “Victory or Death” letter and present it to the class (this will be followed by the actual letter for comparison). Group 3 will use the virtual map of the Alamo to give the class a tour. Group 4 will conduct an theoretical interview of William B. Travis, one student from the group will act as Travis and the other students in the group will ask him questions (this group will come up with questions and answers as a group) as a presentation.