REVISED 12/14/13 Ms. Wells -­‐ History Lesson Plans – 6th Grade Week: December 16-­‐20, 2013 1. Common Core Learning Standards Addressed: CC.6-8.R.H.2. Determine the central ideas or information of a primary or secondary source.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the
topic. RH.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.
RH.8.3: Identify key steps in a text’s description of a process related to history/social studies.
RH.8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts. WHST.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source. RH.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.
State Standards Addressed: 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and
environments. 17.C.3a Explain how human activity is affected by geographic factors. 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present. 6.A.3c Identify the differences between historical fact and interpretation.
16.A.1c Describe how people in different times and places viewed the world in different ways. 2. Learning Targets: (What Essential Questions: (What will 2a. I can statements: will students know & be able to students know & be able to do as a do as a result of this lesson?) result of this lesson?) *I can compare the system *explain the idea of citizenship developed by Sparta and ⚫ How did geography influence the
developed in Greek city-­‐states Athens *describe what a polis was daily lives of the Greeks and how
*I can explain how the Persians they lived?
*collect ideas for developing an conquered Greece ⚫
What
effect
did
Greece’s
ABC Keynote presentation on *I can describe how the government have on its society and
Ancient Greece Persians united much of our
society
today?
*describe the development of Greece under one government REVISED 12/14/13 ⚫ How did work and social roles
Greek governments *I can describe how under *compare the system developed influence the daily life of people in
Pericles Athens became very Greece?
by Sparta and Athens powerful. ⚫ What impact did religion have on
*explain how the Persians *I can compare direct and their
daily
lives?
conquered Greece representative democracy *describe how the Persians united much of Greece under one government *tell how Athens and Sparta worked together to defeat the Persians *know that under Pericles Athens became very powerful *compare direct and representative democracy 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 ❏ End of Unit Test ❏ Exit ticket ❏ Extended Response ❏ Zero to five ❏ End of Unit Project ❏ Anecdotal notes ❏ Tech project ❏ Teacher observation ❏ Oral/visual presentation ❏ Checklist ❏ Other: ❏ Oral summary ❏ Extended Response ❏ Study Guide ❏ Written summary (or quick write) REVISED 12/14/13 DIFFERENTIATION ❏ Other: 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: Age of Pericles Direct Democracy Daily Life in Teacher Work Day Focus Lesson and Athens (I do) Representative No Students Democracy Guided We will discuss We will discuss We will discuss We will review Instruction the Athenian the difference what daily life was 4:4 Age of Pericles (We do) Empire while between direct like in ancient key concepts. Pericles was and representative Athens including leader. democracy. roles for men and women. (p. 142-­‐
145) Partners: complete Partners: complete Partners: Check Collaborative 5 more items of 5 more items of (We do together) each others ABC the ABC Greek the ABC Greek Greek items and Project collection. Project collection. the description of what each one is. ABC Project Data sheets due today. Independent Life in Athens Vocabulary The Way It Was 4:4 Study Guide (You do) article with Activity 4-­‐3 (p. 143) read and questions answer questions. 5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Day 1 Day 2 Day 3 Day 4 Day 5 Journey Across Time Journey Across Time Journey Across Time Journey Across Time textbook, ABC Greek textbook, ABC Greek Data sheet, Life in Athens Data sheet, Vocabulary textbook, ABC Greek Data sheet textbook, 4:4 Study Guide REVISED 12/14/13 Day 1 Journey Across Time textbook, ABC Greek Data sheet, Life in Athens article Day 2 Journey Across Time textbook, ABC Greek Data sheet, Vocabulary Activity 4-­‐3 Day 3 Journey Across Time textbook, ABC Greek Data sheet Day 4 Journey Across Time textbook, 4:4 Study Guide Day 5 Family Connection (How will you communicate with and extend into the home?) Continue placing phone calls home for work and behavior. Meet with students with low Second Quarter grades. Students may stay after school Monday and Wednesday. Teacher Reflection: Check to make sure all computers have everything needed for the projects after winter break.