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Kindergarten Lesson: Texas Historical Men and WomenGrading Period/Unit (CRM): 4th 9 weeks/ (CRM 4)Estimated timeframe: 5 days

Lesson ComponentsLesson Objectives:Students will know How ordinary people make contributions to society Various contributions and accomplishments of Texas historical figures, men and women How to use electronic media resources and books to develop content knowledge on Texas historical figures

who helped shape the state How to use graphic organizers to document content knowledge learned about Texas historical figures who

helped to shape the state How to work together to create class products How to present their Texas student products to small groups and to the class How to place people and events in chronological order

Students will be able to Use electronic media resources and books to develop content knowledge through listening, discussion and

recording information through pictures and writing on those people listed in TEKS K2.A Use graphic organizers to document content knowledge learned about Texas historical figures who helped to

shape the state and nation Explain how ordinary people make contributions to society Identify Texas historical figures and their accomplishments and contributions to society Create a class-created book to be read by all students on Texas historical figures Create a timeline of Texas historical figures and their contributions, past and presentLanguage Objectives:Students will listen to stories, and videos, speak in small groups and whole groups about Texas historical figures, men and women. Student will write using sentences about Texas historical figures, men and women during whole group and independent/small group activities.Standards(Texas Essential Knowledge and Skills):K.2 History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. 2.A identify contributions of historical figures…who helped to shape the state and nationK.14 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.14.B obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifactsEssential Questions: How did a particular historical figure make a contribution to society? How does history, historical figures and heroes, customs, symbols and celebrations influence the holidays we

celebrate? What are some of the holiday customs and traditions that make a society unique and educate us about our

country’s history? How is our country’s history reflected in our holidays and monthly celebrations?Enduring Understandings: Historical figures/heroes help create the traditions that make a society unique and are marked by holidays

and monthly celebrations. Many holidays can be traced back in history and tell a country’s story. Customs, symbols, celebrations and historical figures/heroes help create the traditions that make a society

unique and are marked by holidays and monthly celebrations.Vocabulary

Essential: past, present, timeline, historical figures, Stephen F. Austin, Jose Antonio Navarro, Lady Bird Johnson, Barbra Jordan, pasado, presente, línea de tiempo, figura históricaSupporting: Moses Austin, Texas, United States, hero, First Lady, Senator, los Estados Unidos, héroe, primera dama, senador/a

Lesson PreparationGraphic organizer (Venn diagram or T-chart)Chart paperConcept web large paperLarge paper for timelinesWriting and drawing paper

Materials (provided below) Booklets about Stephen F. Austin and Jose Navarro (These booklets can be read from the screen or you

can make copies for the students to each have their own.) Character traits worksheets on Stephan F. Austin and Jose Navarro Pictures of Stephen F. Austin and Jose Navarro Pictures of Barbara Jordan and Lady Bird Johnson

Anchors of SupportFact chart about each historical figureBooklets about Austin and Navarro

Lesson CycleEngage

Project the pictures onto the screen. Allow the students to study the pictures then ask them what they see. Accept general observations to start with – two men, a gun, a dog, even the words they may see. On your chart paper, keep a list of their responses.

:Lesson StagesBooks:Stephen F. Austin: The Son Becomes Father Of Texas by Mary Dodson WadeBenito and the White Dove: a story of Jose Antonio Navarro by Marj AkersMiss Lady Bird’s Wildflowers: how a First Lady Changed America by Kathi AppeitBarbara Jordan: the Great Lady from Texas by Naurice Roberts

Day 1Now ask them to look at the first picture (Stephen F. Austin) and ask them what they see. You might want to guide them with questions but let them discover for themselves what they see and what it means.

Is the picture old? How do they know? Students should comment on their clothes, surroundings, what kind of picture it is (drawing or

photograph?). What is the man carrying with him? Tell them that his name is Stephen F. Austin. Ask them where they have heard the name Austin before.

Keep a list on your chart paper of what they observe about Austin.

Read together the booklet on Stephen F. Austin. After the first read-through, begin a chart list of “What we know about Austin.” Using the booklet, allow students to find information about Austin and put them on your list. Students should Think-Pair-Share about discoveries in their reading. Keep track of their findings on chart paper.

o Why did he come to Texas?o Did he come alone?o What did the colonists do?o What was his nickname?o Why do we remember him?

Day 2Move to the picture of Navarro. Repeat the process as above. In the end tell them his name is Jose Navarro. Have any of them heard of him? Keep track of their observations on the chart paper.

Repeat the above process with the booklet on Navarro. Keep track of their finding on the chart paper.o Where was he born?o When he was born, what country was Texas in?o Who was his friend?o What did they think about Texas being a part of Mexico?

Why was there a war, etc.

Day 3Read and discuss the book Miss Lady Bird’s Wildflowers: how a First Lady Changed America by Kathi Appeit. The class will create a concept web on the board about the life of Lady Bird Johnson, naming at least five facts about her life in the web. Students after listening to the short biographies of Texas historical figures will be charting the person on a class chart and a description of why we remember them.

Day 4Read and discuss the book Barbara Jordan: the Great Lady from Texas by Naurice Roberts. The class will create a concept web on the board about the life of Barbara Jordan, naming at least five facts about her life in the web. Students after listening to the short biographies of Texas historical figures will be charting the person on a class chart and a description of why we remember them.

Day 5Students will create a class timeline using historical figures with a picture of the person and name and when he/she lived. Students will choose a Texas historical figure and create a page for a class-created book on Texas historical figures. Students will draw a picture and write two or more facts they learned about the person. (Be sure someone chooses Stephen F. Austin and Jose Antonio Navarro). The class will vote on their favorite Texas Historical figure and that person will be the cover for the class book of Texas Historical Figures.

Differentiation StrategiesSpecial Education:Students will use premade pictures within a concept web and another sheet with fact sentences of each of the Texas historical figures lessons.Students will point to each sentence and read or have the sentence read to them.English Language Learners:Students will use flash cards with the picture and name and a few facts of the individual Texas historical figure. Students will use premade pictures with blank lines around a concept web and another sheet with fact sentences

of each of the Texas historical lessons.Students will point to each sentence and read or have the sentence read to them.Extension for Learning:Students will compare two Texas historical figures, using a t-chart or Venn Diagram or other graphic organizer. The student can decide whether the two Texas historical figures are from the same time period or two different periods. Students can do a presentation about their two Texas historical figures. Options include a poster, report, dramatization, poem, song, etc.

Closure ActivityPaired students, comparing the two historical figures, will draw and write one similarity on the Texas paper and present to class

Check for Understanding (Evaluation)Formative:Think-Pair-ShareObservationsChart listing facts about each man.Summative:Character trait sheets

College and Career ReadinessCollege and Career Readiness:I. Key Cognitive SkillsA. Intellectual curiosity1. Engage in scholarly inquiry and dialogue.E. Work Habits1. Work independently

21st Century Skills

Global Awareness

English Language Proficiency Standards2. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas.(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment;3. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas.J. Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.

(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and

distinguishing main ideas from details commensurate with content area needs;

All About

Jose Navarro

By: Erica Crowder

Jose Antonio Navarro was born

in San Antonio, Texas, on February 27, 1795. That was over 200 years ago!

1

Jose Navarro loved living in

Texas and was a good citizen. He

helped many families move to Texas. This was a longtime ago when Texas belonged to Mexico, not the United

States of America.

2

While living in Texas, he made a

new friend named Stephen F.

Austin.

3

Stephen F. Austin and Jose

Navarro wished that Texas was not a part of Mexico. Some peoplein Mexico were not good citizens and did not treat other

people with kindness.

4

When Jose Navarro was 40 years

old, Texas was in a war with

Mexico. Texas wanted to be it's own country and nothave to be part of Mexico anymore.

5

He was a big help for the Texas

army when Texas was fighting Mexico to becomeit's own country.

6

Texas won the war on March 2,

1836. Thismeant that Texas did not have to follow the rules of Mexico anymore.

7

After the war was over, Texas

became it's owncountry. Many people signed theTexas Declaration of Independence, including Jose Navarro.

8

Jose Navarro passed away on

January 13, 1871. He is remembered all

over Texas as a good citizen for helping Texas and the people who

live in Texas.

9

www.lsjunction.com

Stephen F. Austin was born o n

November 3, 1793.

Stephen F. Austin was born inV i r g i n i a .

His father, Moses Austin,received a grant of land from

the Spanish to start a colony inT e x a s .

Stephen F. Austin’s father died so Stephen carried out his father’s dream and brought

colonists to southeast Texas.

The colonists were farmers and ranchers.

“FATHER OF TEXAS”

Stephen F. Austin is called the

“Father of Texas” because hebrought more than 1,200 families to

T e x a s .

StephenF. Austin

.

Stephen F. Austin died on December 27,

1836, at the age of 43.

After Stephen F. Austin died,the city of Austin, the capital of

Texas, was named in honor of h i m .

© Austin ISD K Department, 2015/2016 of 46

Name: ________________ _______ Date: ____________Character TraitsNam

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What they did

What they did


Character Traits

Character Traits


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Friends EnemiesDescription

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What they did

Todo acerca de

José Navarro

por: Erica Crowder


José Navarro nació en San Antonio, Texas el 27 de febrero de 1795. ¡Su nacimiento fué hace más de

200 años!

1


José Navarro le gustó vivir en Texas y fué un ciudadano bueno. Él ayudó a muchas

familias a moverse a Texas. Esto fué hace mucho tiempo cuando Texas perteneció a

México, no a los Estados Unidos.

2


Cuando vivía en Texas, hizo un nuevo amigo llamado Stephen F. Austin.

3


Stephen F. Austin fué conocido como el padre de Texas.

Stephen F. Austin y José Navarro deseaban que Texas no fuera parte de México. Algunas

personas en México no eran buenos ciudadanos y no trataban a los demás con amabilidad.

4


Cuando José Navarro tenía 40 años, Texas estaba en guerra contra México. Texas quería ser su propio país y

ya no querían ser parte de México.

5


La guerra fué llamada la revolución de Texas.

Él fué de gran ayuda para el ejército de Texas cuando Texas estuvo peleando contra México para ser

su propio país.

6


Texas ganó la guerra el 2 de marzo de 1836. Esto significó que Texas ya no tenía seguir las reglas de

México.

7


Después de que se terminó la guerra, Texas se convirtió en su propio país. Mucha gente firmó la

declaración de independencia, incluyendo José Navarro.

8


José Navarro fué solamente uno de 3

hispanos que firmaron la declaración de Texas.

José Navarro murió el 13 de enero de 1871. Él está reconocido por todos lados de

Texas como un buen ciudadano porque ayudó a Texas y la gente que vivía allí.

9


Esta estatua de José Navarro se encuentra en el condado Navarro en Corsicana, TX.

www.lsjunction.com

Stephen F. Austin se nació el 3 de noviembre 1793.

Stephen F. Austin se nació en Virginia.


Su padre, Moses Austin, recibió una beca de

tierra de los españoles para empezar una colonia

en Texas.


El padre de Stephen F. Austin se murió. Por eso, Stephen continuó el sueño de su papá y trajeron colonos al sureste de Texas.


Los colonos eran granjeros y rancheros.

“FATHER OF TEXAS”

Stephen F. Austin le llaman el padre de Texas porque trajo más de

1,200 familias a Texas.


StephenF. Austin

.

Stephen F. Austin died on December 27,

1836, at the age of 43.

Cuando se murió Stephen F. Austin, la

ciudad de Austin, la capital de Texas,

fue nombrado en honor a él.



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Friends Enemies

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What they did

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amigos

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descripción

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Tejanos famosos

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