INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
UNIT OVERVIEW This unit bundles student expectations that relate to the newly independent Mexican government’s policy of establishing an empresario system in its efforts to control territory in Texas. Early in the nineteenth century, events in Europe affected the Spanish colonies in the New World. In the course of these events, colonists in Mexico fought and gained independence from Spanish rule. Mexican officials made the control of Texas a priority and instituted a system to bring permanent settlers to the region. During the early nineteenth century Texas became the home to many settlers from the United States, who brought with them a different culture than that of the Mexicans. Eventually these cultural differences gave rise to growing tensions between colonists and Mexican officials. An examination of the empresario system in Texas is important for understanding Anglo migration to the region. Prior to this unit, students studied about Spanish and French exploration of Texas and about the efforts of the Spanish government to colonize Texas with the building of missions and presidios. In Grade 4 students learned about Mexico gaining independence from Spain, the empresario system, and the cultural changes that resulted in Texas from the migration of settlers to the region. During this unit, students study about challenges Spanish officials had in managing East Texas, about Mexico’s efforts to gain independence from Spain, about the empresario system instituted by the Mexican government, and about how society in Texas was changed by the Anglo migration to the region. In the next unit, students learn about the issues, events, and leaders of the Texas Revolution.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Politically unifying a variety of cultural groups is challenging. What does it mean to be multicultural?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836 Historical Processes Texas History Unit 04 PA 01 Click on the PA title to view related rubric. Create a sensory figure for a Spanish official in Texas during the early 1800s and a sensory figure for a filibuster in Texas during the same time period. Each sensory figure should include descriptions of what the individual is thinking, feeling, and experiencing. Standard(s): 7.1A , 7.2D , 7.21B ELPS.c.5B , ELPS.c.5E
Power Conflict/Cooperation Political Patterns Revolution
Political Patterns Texas History Unit 04 PA 02 Click on the PA title to view related rubric. Write an editorial from a supporter of Mexico’s independence from Spain. The editorial should include reasons why Mexico should fight for independence and details about the political and social changes that would happen with Mexican independence. Standard(s): 7.1A , 7.2D , 7.21D , 7.21E ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
SUGGESTED DURATION : 12 days A lack of Spanish presence in East Texas resulted in conflicting claims to the land. How did Spanish officials respond to filibusters making claims to land in East Texas? Why were Spanish officials worried about the United States claiming territory in Texas? What was significant about the Adams-Onís Treaty?
Political unrest in Europe and inequities in New Spain caused leaders in Mexico to pursue independence from Spain.
Independence Movements Civic Engagement Laws, Rules, and Political Processes
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
How did class divisions among the Spanish contribute to social unrest and calls for independence? What caused leaders in Mexico to fight for independence from Spain? What issues were most important to leaders in Mexico after gaining independence from Spain? How did the Constitution of 1824 affect settlement of Texas?
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836 PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Spatial Patterns
Texas History Unit 04 PA 03 Click on the PA title to view related rubric. Sketch a diagram of the office of an empresario. Include in the diagram at least six items that would be of importance in the settlement of Texas and reflective of the lives of Texas settlers. Include with the diagram a one page explanation of the items included in the diagram. Standard(s): 7.2E , 7.2F , 7.21B , 7.22D ELPS.c.5B , ELPS.c.5E
Region/Borders Migration Historical Processes Growth/Decay
Historical Processes Texas History Unit 04 PA 04 Click on the PA title to view related rubric. Write a letter from a Texas settler to a family member not living in Texas. The letter should be at least one page and include details about your life in Texas and adapting to the environment of Texas. Standard(s): 7.1A , 7.2F , 7.10A , 7.19B , 7.21B ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
Diffusion Spatial Patterns Population Distribution
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SUGGESTED DURATION : 12 days UNIT UNDERSTANDINGS Mexican officials instituted a land grant policy which resulted in many Anglos from the United States colonizing Texas. Why did the Mexican government pass colonization laws for Texas? What responsibilities did empresarios and immigrants have? What was life in the Austin colony like? Why should Stephen F. Austin be considered the “Father of Texas”?
Settlement of Texas brought cultural and social changes to the region. Where were most of the empresarios in Texas from? What was characteristic of settlement patterns in Texas during the 1820s-1830s? How did the settlers in Texas change the culture of Texas? How did differing views about government and slavery led to tensions in Texas?
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Many students do not realize that Spain controlled Mexico, and, therefore, Texas, for more than 300 years. Most students do not realize the conditions Americans had to follow to be able to receive land in New Spain (Texas).
UNIT VOCABULARY filibuster – an adventurer who engages in private rebellious activity in a foreign country empresario – an agent who makes all the arrangements to bring settlers to a colony immigration – the movement of people from one place to settle in another place Tejano – the unique cultural blending of Spanish and American traditions in Texas Related Vocabulary land grant constitution
annexation revolution
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colonization
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Grade 7 Texas History Backward Design Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree Vertical Vocabulary for Social Studies K-12
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
are taught in previous or future unit 7
History.
7.1
History. The student understands traditional historical points of reference in Texas history. The student is expected to:
7.1A
Identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas.
Identify MAJOR ERAS IN TEXAS HISTORY Describe DEFINING CHARACTERISTICS OF MAJOR ERAS IN TEXAS HISTORY Including, but not limited to: Mexican National Period Mexican Constitution of 1824 Old Three Hundred Moses Austin Stephen F. Austin Erasmo Seguin Sr. Martin DeLeon Empresarios Agriculture San Felipe de Austin Battle of Medina
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Explain WHY HISTORIANS DIVIDE THE PAST INTO ERAS Including, but not limited to: Historians divide the past into eras in order to examine how political, economic, geographic and social patterns change over time. 7.1B
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
Apply ABSOLUTE AND RELATIVE CHRONOLOGY THROUGH SEQUENCING SIGNIFICANT INDIVIDUALS, EVENTS, AND TIME PERIODS Including, but not limited to: Examples of dates during the Mexican National Period that can be used 1820 – Moses Austin gets permission from Spanish authorities to colonize Texas with Americans but dies before he completes his plans 1821 – Mexico is independent from Spain 1821 – Stephen F. Austin continues his father’s dream by settling 300 families from the United States. They are known as the “Old Three Hundred.” There were three requirements for settlement (must convert to Catholicism; must become a Spanish/Mexican citizen; must be of good, moral character 1823-1825 National Colonization Laws 1824 – Mexican Constitution of 1824 1825 – 1830 30 Empresario Contracts
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
7.1C
Explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop.
7.2
History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to:
7.2D
Identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas, including Texas involvement in the fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery.
Explain SIGNIFICANCE OF DATES Including, but not limited to: 1821 – Mexico independence from Spain
Identify INDIVIDUALS, ISSUES, EVENTS RELATED TO MEXICO BECOMING AN INDEPENDENT NATION AND IMPACT ON TEXAS Including, but not limited to:
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Texas involvement in the fight for Mexico’s independence from Spain Philip Nolan – a filibuster from the United States that was sent to Texas with Spanish approval, but Spain was suspicious of the U.S. taking control of Texas Gutierrez-Magee Expedition – José Bernardo Gutiérrez (follower of Father Hidalgo) and Augustus Magee (former U.S. soldier) organized the Republic of the north and proclaimed Texas independent of Spain, but were defeated. It encouraged others to free Texas and Mexico from Spanish rule. Galveston Pirates – Jean Lafitte and other pirates attacked Spanish ships Long Expedition – Dr. James Long led a group from Mississippi to Nacogdoches where Page 8 of 20
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
he declared Texas independent from Spain. While looking for military support, he was captured, taken to Mexico City, and shot. José Gutiérrez de Lara Leader of the Mexican Republican Army of the North and opposed Spanish Rule Joined Agustus Magee and his men, which became known as the Guiterrez-Magee Expedition Supported several filibuster expeditions First Governor of Mexican Texas Battle of Medina Fought August 18, 1813, along the Medina River south of San Antonio between the republican forces of the Gutiérrez-Magee expedition and the Spanish royalist army The Republican army lost miserably, but it encouraged others to participate in the revolution. Mexican Federal Constitution of 1824 The constitution written after Mexico’s independence from Spain The republic took the name of United Mexican States, and was defined as a representative federal republic with Catholicism as the official religion. Created the state of Coahuila y Tejas, merging the two provinces Merger of Texas and Coahuila as a state Merger stated in the Mexican Federal Constitution of 1824 Texas was not organized as a separate state because of its small population. State Colonization Law of 1825 Law that set up guidelines for the colonization of Coahuila y Texas Allowed Stephen F. Austin and other empresarios to receive land grants in Texas Slavery 1821 – colonists could bring enslaved people to Texas and buy land depending on the number of enslaved people brought. Mexico offered full citizenship to free African Americans, including land ownership and other privileges.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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1823 – the sale or purchase of enslaved people was forbidden in Texas, and required that the children of enslaved people be freed when they reached age fourteen. 1827 – the legislature of Coahuila y Tejas outlawed the introduction of additional enslaved people and granted freedom at birth to all children born to enslaved people. 1829 – Mexico abolished slavery, but it granted an exception to Texas. 1830 – importation of enslaved people was illegal in Texas. 7.2E
Identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De León, and Green DeWitt, during the Mexican settlement of Texas.
Identify CONTRIBUTIONS OF SIGNIFICANT INDIVIDUALS DURING THE MEXICAN SETTLEMENT OF TEXAS Including, but not limited to: Moses Austin (1820) – first American to work with the Spanish government to settle Americans in Texas Stephen F. Austin (1821) – first American to recruit and settle Americans in Texas/Mexico. He settled 300 families and was known as an empresario. This led to the colonization by other American settlers in Texas/Mexico. Erasmo Seguin – Tejano rancher who represented Texas at the Mexican Constitutional convention; located land for the Austin Colony and supported Texas independence Martin De Leon – a Mexican empresario who settled 200 Mexican families in South Texas (between the Lavaca and Guadalupe River). He and his wife founded the town of Victoria in 1824. Green DeWitt (1831) – an important American empresario who settled 166 families in the area near present-day Gonzales
7.2F
Contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas.
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
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Contrast PURPOSES FOR AND METHODS OF SETTLEMENT IN TEXAS Including, but not limited to: Spanish Purpose - To lay claim to Texas for Spain; acquire gold, silver, and resources Method - Missions, presidios, and civil settlements Mexican Purpose - Economic opportunities of large ranches and small businesses; increase the population of Northern Mexico Methods - Civil settlements and empresario grants Anglo Purpose - Economic opportunities of large farms to grow cash crops and small businesses; increase the population of Texas; new start; escape debt Method - Empresario grants 7
Geography.
7.8
Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
7.8A
Create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries.
Create, Interpret THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES REPRESENTING VARIOUS ASPECTS OF TEXAS DURING THE 19th, 20th, AND 21st CENTURIES Including, but not limited to:
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Map Empresario Grants Settlements in Texas by 1821 7.8B
Analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.
Analyze, Interpret GEOGRAPHIC DISTRIBUTION AND PATTERNS IN TEXAS DURING THE 19th, 20th, AND 21st CENTURIES Including, but not limited to: During the 1800’s the population of Texas grew significantly as the Mexican government promoted colonization of the region by giving land grants to Anglo and Mexican settlers. The vast majority of the new settlement in Texas during the 1800’s was by immigrants coming from the United States, some bringing enslaved Africans with them to Texas. Most land grants were located in South and East Texas where physical geography was more favorable to settlement.
7.10
Geography. The student understands the effects of the interaction between humans and the environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to:
7.10A
Identify ways in which Texans have adapted to and modified the environment and analyze the positive and negative consequences of the modifications.
Identify WAYS TEXANS HAVE ADAPTED TO AND MODIFIED THE ENVIRONMENT
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
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Analyze POSITIVE AND NEGATIVE CONSEQUENCES OF THE MODIFICATIONS Including, but not limited to: Colonial Texas Early settlers adapted to the environment by using local materials, such as timber and rock for construction of buildings, homes, and furnishings. In order to adapt to the climate of the region homes were built with a breezeway for shade and to catch the breeze, and came to be known as Dog Run homes. Buckskin clothing was made from deer hides. Wells were used to gain access to underground water. In order to adapt to the arid climate of the western regions of Texas, cattle ranching became more prominent as an economic activity as opposed to farming. 7
Culture.
7.19
Culture. The student understands the concept of diversity within unity in Texas. The student is expected to:
7.19B
Describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture.
Describe HOW PEOPLE FROM RACIAL, ETHNIC, AND RELIGIOUS GROUPS ATTEMPT TO MAINTAIN CULTURAL HERITAGE WHILE ADAPTING TO THE LARGER TEXAS CULTURE Including, but not limited to:
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Maintained food, music, traditions, language, and religion over many generations Celebrations practiced in new world 7
Social studies skills.
7.21
Social studies skills. The student applies criticalthinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
7.21B
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
Analyze INFORMATION Including, but not limited to: By using skills of: Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Summarizing Making generalizations and predictions Drawing inferences and conclusions
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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7.21D
7.21E
Identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants.
Identify
Support a point of view on a social studies issue or event.
Support
POINTS OF VIEW FROM THE HISTORICAL CONTEXT SURROUNDING AN EVENT AND THE FRAME OF REFERENCE THAT INFLUENCED THE PARTICIPANTS
A POINT OF VIEW ON A SOCIAL STUDIES ISSUE OR EVENT 7.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
7.22D
Create written, oral, and visual presentations of social studies information.
Create PRESENTATIONS OF SOCIAL STUDIES INFORMATION Including, but not limited to: Written Oral Visual
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
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. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
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
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
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. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.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. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
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
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 04: Mexican Colonization and the Empresario System – 1821-1836 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 06/13/2017
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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