REVISED 5/4/14 Mrs. Sullivan’s 6th Grade History lesson plans for the Week of: May 5-­9 1. Common Core Learning Standards Addressed: CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social
studies. CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively,
causally).
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., Cornell Notes) with other information in print and
digital texts.
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual
displays in presentations to clarify information.
REVISED 5/4/14 2. Learning Targets: (What will students know & be able to do as a result of this lesson?) -­‐Students will be able to explain how Rome became a republic. -­‐Students will be able to describe how Rome gained control over the Mediterranean region. -­‐Students will be to explain how the failure of the republic led to the creation of a Roman Empire. -­‐Students will be able to relate how military and political reforms made Rome rich and prosperous. -­‐Students will present their research to their peers. -­‐Students will know how to behave during a presentation. -­‐JJIP skill of inferring to help them figure out unfamiliar words or situations. Essential Questions: (What will students know & be able to do as a result of this lesson?) -­‐What is the main idea in each chapter, section, or paragraph? -­‐Who were the different Greek gods and goddesses and why were they important? -­‐Why is it important to have multiple media sources and to cite our sources? -­‐Why is it important to know how to research a specific topic? 2a. I can statements: -­‐I can find the main idea in my readings. -­‐I can explain how Rome became a republic. -­‐I can explain how Rome gained control of the Mediterranean region. -­‐I can explain how Rome became an Empire. -­‐I can explain how Rome became rich and prosperous. -How did geography influence the
daily life of Romans and where they -­‐I can use multiple media settled?
sources to gather information. -­‐I can cite my source. -What effect did Rome’s government
have on its society and our society
-­‐I can appropriately edit my today?
research. -­‐ I can appropriately present -How did work and social roles
and actively listen to a influence the daily life of people in
presenter of a specific topic. Rome?
- What impact does religion have on -­‐I can use inferring skills to the daily lives of the Roman
REVISED 5/4/14 DDIFFERENTIATION citizens?
help me find the meaning of unfamiliar words or situations. 3. Formative Assessment Criteria for Success: (List examples in box below) Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?) Monday-­Friday Comments: Monday-­Friday Comments: Formative (Ideas:) Summative (Suggestions:) -­‐Thumbs up/down -­‐Chapter 9 test -­‐Exit ticket -­‐Teacher observation -­‐Oral summary 4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks Components of Day 1 Day 2 Day 3 Day 4 Day 5 Gradual Release: Chap. 9 Sec. 3-­ Chap 9. Sec. 3 Continue Review for Teacher will Focus Lesson The Byzantine (Cornell Notes) Chap 9. Sec. 3 Chapter 9 Test. introduce Section 3: (I do) Empire (Cornell Notes) The Fall of the (Highlight Republic reading packet) (Highlight reading packet) Guided -­‐Together we will -­‐After reading and -­‐After reading -­‐We will play a -­‐Teacher will read test Instruction read Section 3 highlighting the and highlighting game called aloud to students. (We do) about the history packets the history Kahoot to help Byzantine Empire from last week, packets from last reinforce learning (pgs. 159-­‐164) students will get week, students and retention of and highlighting out Cornell notes will out Cornell chapter 9 test. important using the packet. notes using the Students will log information. We While we write packet. While we into website and REVISED 5/4/14 will discuss main ideas and use our inferring skills to help us figure out unfamiliar words. (Teacher will be modeling how to highlight using camera). we will highlight write we will answer questions what we may highlight what we about the chapter. think is important. may think is Students will be We will discuss important. We graded on correct main ideas and will discuss main answers and use our inferring ideas and use our speed as well. skills to help us inferring skills to figure out help us figure out unfamiliar words. unfamiliar words. (Teacher will be (Teacher will be modeling how to modeling how to fill out notes by fill out notes by using document using document camera). camera). Collaborative -­‐5 minute review -­‐5 minute review -­‐5 minute review (We do together) over highlighted over highlighted over highlighted information. information. information. -­‐Class discussion -­‐Class discussion -­‐Class discussion Independent -­‐HOMEWORK: -­‐HOMEWORK: -­‐HOMEWORK: -­‐HOMEWORK: (You do) Review Chapter 9 Review Chapter 9 Review Chapter 9 STUDY FOR Section 1 AND 2 Section 1 AND 2 Section 1 AND 2 TEST!!!!!! Cornell notes and Cornell notes and Cornell notes and packet for 10 packet for 10 packet for 10 minutes. minutes. minutes. 5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Day 1 Day 2 Day 3 Day 4 Chapter 8 Journey Chapter 8 Journey Chapter 8 Journey Chapter 8 Journey Across Time Across Time Across Time Across Time Student workbook Student workbook Student workbook Student workbook packet packet packet packet Cornell notes Cornell notes Cornell notes Cornell notes Highlighters Highlighters Highlighters Highlighters -­‐5 minute review with a peer. Students will take chapter test on their own. Day 5 Chapter 9 Cornell Notes and Test REVISED 5/4/14 Day 1 Chapter 8 Journey Across Time Student workbook packet Cornell notes Highlighters Day 4 Day 5 Chapter 8 Journey Chapter 9 Across Time Cornell Notes Student workbook and Test packet Cornell notes Highlighters Laptops Family Connection (How will you communicate with and extend into the home?) Teacher posts lesson plans on district website each Sunday for parents to view. Teacher also makes phone calls home on Fridays to let parents know how students are doing. Teacher Reflection: Day 2 Chapter 8 Journey Across Time Student workbook packet Cornell notes Highlighters Day 3 Chapter 8 Journey Across Time Student workbook packet Cornell notes Highlighters