REVISED 9/27/13 Ms. Wells -­‐ History Lesson Plans – 6th Grade Week: September 30-­‐October 4, 2013 1. Common Core Learning Standards Addressed: • CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of terms as they are used in a text, including vocabulary specific
to domains related to social studies.
• CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats and explain how it contributes
to a topic.
• CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
• CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
• CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain
the topic.
• 2. Illinois State Standards Addressed: 16.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. 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic images and other non-literary
sources. 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
17.C.3a Explain how human activity is affected by geographic factors. 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 *I can describe how historians do as a result of this lesson?) result of this lesson?) apply the basic tools of *demonstrate and apply basic historical research. *How did geography influence where *I can explain some ways of tools of historical research *describe ways of interpreting humans settled?
interpreting archaeological archaeological evidence evidence. *analyze and evaluate historical *How did human civilization begin? *I can use knowledge I gained materials from reading and watching a REVISED 9/27/13 *How is information gathered about
*follow group norms for the past?
discussions *describe the processes of how the first civilizations on Earth developed and how historians have learned to study these early civilizations *describe how Paleolithic people adapted to their environment describe the impact farming had on the development of human civilizations *compare and contrast Paleolithic and Neolithic people video to make a prediction or conclusion. *I can follow group norms for discussions. *I can learn the processes of how the first civilizations on Earth developed and how historians have learned to study these early civilizations. *I can describe how Paleolithic people adapted to their environment. *I can describe the impact farming had on the development of human civilizations. *I can compare and contrast Paleolithic and Neolithic people. 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 REVISED 9/27/13 DIFFERENTIATION ❏ Checklist ❏ Other: Vocabulary Quiz ❏ Oral summary ❏ Extended Response ❏ Quiz ❏ Written summary (or quick write) ❏ 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: Otzi the Finish Otzi the Introduce Finish Chapter Review Focus Lesson Iceman Iceman Chapter 1:1 1:1 Early Chapter 1:1 (I do) Early Humans Humans Guided Instruction (We do) I will introduce the story of Otzi the Iceman (p. 12) Collaborative (We do together) We will watch the video: Otzi the Iceman. Volunteer students will list items that were found with Otzi. Review what we learned about Otzi and his death. We will make a class list of items Otzi traveled with at the time of his death. Partners: Make a
list of what you
might take on a
camping trip &
compare
them to Otzi’s.
Put data into T chart format. I will introduce section 1 (1:1) of the First Civilizations unit. Discuss the Paleolithic people’s life and known accomplishments. Read & discuss chapter (1:1) “Early Humans” (p. 8-­‐11) –
historians –tools of discovery –hunters gatherers –adapting to environment -­‐Ice Age –language, art, religion I will discuss the difference between Paleolithic times and Neolithic times. We will review Paleolithic and Neolithic times using the chart. Groups will read & discuss the rest of (1:1) “Early Humans” (p. 13-­‐
15) –domesticate animals –farming –growth of villages –Jericho –special-­‐
ization. Students will compare the Paleolithic and Partners: Students will work together to complete 1:1 study guide. REVISED 9/27/13 Collaborative (We do together) We will watch the video: Otzi the Iceman. Volunteer students will list items that were found with Otzi. Groups will read Partners: Students & discuss the rest will work together to of (1:1) “Early complete 1:1 study Humans” (p. 13-­‐
guide. 15) –domesticate animals –farming –growth of villages –Jericho –special-­‐
ization. Students will compare the Paleolithic and Neolithic ages using the chart on p. 14. Independent Exit Ticket: Review Chapter 1 Students will read Comparing Vocabulary Quiz (1-­‐9) (You do) Describe 3 things vocabulary by The Way It Was: Paleolithic and you learned about completing Vocab Tools p.11 and Neolithic Ages Otzi Activity 1-­‐1. answer Connecting activity the Past 1 and 2 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 Journey Across Time textbook, Otzi the textbook, Otzi the textbook textbook, comparison textbook, 1:1 study guide, Iceman video Iceman video, activity sheets vocabulary quiz (1-­‐9) Vocabulary Activity 1-­‐1 Family Connection (How will you communicate with and extend into the home?) Place phone calls home for grades and behavior. Students will write down what they accomplished in class in their planner. Teacher Reflection: Some groups need more time for reading and discussion collaboration. Rethink group dynamics in afternoon classes. Partners: Make a
list of what you
might take on a
camping trip &
compare
them to Otzi’s.
Put data into T chart format. Read & discuss chapter (1:1) “Early Humans” (p. 8-­‐11) –
historians –tools of discovery –hunters gatherers –adapting to environment -­‐Ice Age –language, art, religion –invention of tools