Teacher: Dr. Stephanie L. Perry |
Unit/Session: Mexico’s Independence Mexico's Independence LP |
Date of Instruction: 9/14-15 |
Standard/s: MLI.CU1A Demonstrate knowledge of cultural contributions. MLI.CU1B Identify commonly held cultural viewpoints. MLI.CU1C Describe cultural customs and traditions. MLI.CCC1A Demonstrate basic geographical knowledge. |
Learning Target/ Teaching Point: Students will develop a knowledge and understanding of how Mexico gained its independence. |
Success Criteria: When students can identify similarities and differences in cultures, they will be successful. |
Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10
| INTRODUCTION/CONNECTION: Who knows when the U.S. declared its independence from England? (July 4, 1776). Today we are going to learn about Mexico’s independence from Spain (Sept. 16, 1810).
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DIRECT INSTRUCTION: I will present a Slideshow explaining the events of Mexico’s independence from Spain. I will read, discuss, and ask questions. Students will translate and answer questions about the slides. SLIDES: Mexico's Independence Slides
VIDEO (16 min.): Mexico's Independence Video |
Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10
| GUIDED PRACTICE: I will stop and ask individual students and the class as a whole questions about the events of Mexico’s independence. |
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will be counted out (1-4) and draw a picture of events in order of occurrence during Mexico’s fight for independence. They will present their portion in chronological order. Mexico's Independence Assessment
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Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding . TKES : 1,2,3, 4,5,6,7,8
| SUMMARIZE/CHECK FOR UNDERSTANDING: Students will write at least 3 events in chronological order as a ticket out the door.
Formative Assessment: All throughout I will check on their comprehension by asking yes/no, either/or, or question-word questions. |
Homework | Students will relate to their parents at least two interesting facts they learned about Mexico’s fight for independence. |
