Lesson Plans – Subject to Change
6th Grade
World History
Week of: 10.26 - 30
Graves, Halter, Martin
Unit : 2 Birth of Civilization
Duration: 7 Weeks (3)
Standard(s): SS.6.W.2.8 (FOCUS) Determine the impact of key figures from ancient Mesopotamian
civilizations, Hammurabi, Zoroaster, Cyrus
SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization, Cuneiform,
Epic Literature, Architecture, and Technology.
Learning Goal:
Essential Question
Student created based on Unpacked standard
Example: Students will identify key figures from ancient Mesopotamian civilizations and
understand their impact.
Students will describe the emergence of early river (Nile, Tigris-Euphrates), Egyptian, and
the Meso and South American) civilizations.
Assessment: Post Test/ Maya DBQ
Key Vocabulary Fertile Crescent, Mesopotamia, city-state, barter, polytheism, Ziggurat, and Cuneiform
Monday -- Teacher Work Day
Benchmark: SS.6.2.7
Daily Agenda
Daily Objective
ANTICIPATE
(Bell ringer)
I DO:
WE DO:
You DO:
REFLECT:(Exit
Ticket))
Tuesday
Benchmark: SS.6.W.2.7 & SS.6.W.2.8
Daily Agenda
Daily Objective SW summarize important achievements of Babylon and the impact of key figures.
ANTICIPATE Unpack SS.6.W.2.8
(Bell ringer)
Lesson Plans – Subject to Change
I DO: Introduce the Babylonian Empire and the Fall of Sumer
WE DO: Understand achievements of the Babylonian Empire and key figures, pgs 118-123
You DO: Complete Cornell Notes on the Babylonian Empire using text, make corrections to critical content
REFLECT: (Exit How did Babylonian culture influence later peoples?
Ticket)
Wednesday
Benchmark: SS.6.W.2.7 & SS.6.W.2.8
Daily Agenda
Daily Objective Same as Tuesday
ANTICIPATE ( Which of the Babylonian achievements we learned yesterday do you believe affected the peoples’
Bell ringer) daily life the most?
I DO: I introduce Hammurabi’s Code
WE DO: Evaluate the code and write in in terms we can understand, 3 laws.
You DO: Compare Hammurabi’s Code to modern laws (3 laws)
REFLECT:(Exit Why was Hammurabi’s Code so important?
Ticket))
Thursday
Benchmark: SS.6.W.2.7 & SS.6.W.2.8
Daily Agenda
Daily Objective SW summarize achievements of the Assyrian Empire and it’s key figures.
ANTICIPATE( What is the importance of a library to a city?
Bell ringer)
I DO: I introduce the Assyrian Empire
WE DO: Create Graphic Organizer using pgs 124-131
You DO: Complete Graphic Organizer on Assyrian and Persian Empires
REFLECT: Compare and contrast as standing army to the cavalry.
(Exit Ticket))
Friday
Benchmark: SS.6.W.2.7 &
SS.6.W.2.8
Lesson Plans – Subject to Change
Daily Agenda
Daily Objective SW summarize achievements of the Persian Empire and it’s key figures
ANTICIPATE How did Cyrus, The King of the World, use his wits to expand and unite his empire?
(Bell ringer)
I DO: I introduce the Persian Empire
WE DO: Continue work on Graphic organizer
You DO: Complete organizer for HW
REFLECT:(Exit How did Darius unify the Persian empire?
Ticket))
Unit:
Scale #
Requirements for Level
4
I can describe important achievements of the Babylonian, Assyrian and Persian empires and their great
leaders and apply the achievements to current civilization.
3
I can describe important achievements of the Babylonian, Assyrian and Persian empires including their
key figures.
2
I understand the basic development of the Babylonian, Assyrian and Persian empires but I do not know
why or how they contributed to the advancement of civilization.
1
I have some background knowledge and a few of the vocabulary words down, but I still need help with
tasks.
0
I have no experience with this topic and I need to start at the beginning.
Notes:
Lesson Plans – Subject to Change
WICR Strategies used during each unit.
Writing
Inquiry
Collaboration
Reading
Writing activities that help
Questioning strategies
Working together with a
Any strategies in reading
students understand the
that help students
partner or in a group of
that help students
content
understand the content
students to understand, to
understand
problem solve, or to
complete a task/project
Writing-to-Learn
Higher level questioning
• summaries
in classes
Process writing
• Costa’s Level 1: Students
Sharing ideas with a
• accessing prior knowledge
• using a rubric as evaluation
find the answers right there
partner or in a group
• making predictions
On-demand/Timed writing
in the text.
Carousel/Gallery Walk
During reading activities
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
Think Pair Share
• vocabulary activities
• Costa’s Level 2: Students
must figure out the answer
• marking the text
Problem solving in groups
from information in the
text.
Before reading activities
• Cornell notes
• graphic organizers
Projects in groups
• taking notes on the most
important information
After reading strategies
• summarizing
• Costa’s Level 3: Students
• summarizing
• using the notes to study
apply what they have
• group projects
Reflective writing
learned or use what they
• students write about what
they have learned and what
they still need
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.
Lesson Plans – Subject to Change