Week of Oct. 10-14 (Weekly Digital Agenda)
Teacher: Ms. Tello
Grade Level: 6
Subject/Course:Humanities
Standard(s):
Learning Objectives:
Learning Goals/Outcomes:
Students will be able to describe the cultural
development of humankind from the Paleolithic
era to the agricultural revolution with 80%
accuracy (3 or higher) by the end of the class
period.
1. Describe the hunter-gatherer societies, including the
development of tools and the use of fire.
2. Identify the locations of human communities that
populated the major regions of the world and describe
how humans adapted to a variety of environments.
3. Discuss the climatic changes and human
modifications of the physical environment that gave rise
to the domestication of plants and animals and new
sources of clothing and shelter
●
●
●
●
6.1. Students describe what is
known through archaeological
studies of the early physical and
cultural development of
humankind from the Paleolithic era
to the agricultural revolution.
6.1.1. Describe the
hunter-gatherer societies,
including the development of tools
and the use of fire.
6.1.2. Identify the locations of
human communities that
populated the major regions of the
world and describe how humans
adapted to a variety of
environments.
6.1.3. Discuss the climatic
changes and human modifications
of the physical environment that
gave rise to the domestication of
plants and animals and new
sources of clothing and shelter.
In the course of reading this chapter
and participating in the classroom
activity, students will
Social Studies
• identify Neolithic settlements and
explain the reason for their location.
• compare the lives of hunters and
gatherers during the Paleolithic Age
with the lives of people during the
Neolithic Age.
• explain how the domestication of
plants and animals created a stable food
supply and led to important changes in
shelter, communities, jobs, and trade
Essential Question(s)​ for the week: ​H
​ ow​ did the development
​
of agriculture change daily life in the
Neolithic Age?
Monday/Tuesday
Wednesday
Thursday/Friday (NO SCHOOL)
Do Now (7 minutes)
Do Now (5 minutes)
Do Now (7 minutes)
Take out your hominid cards.
Respond on Google classroom:
a. What does the word Neolithic
mean? How do you think farming
and agriculture changed life in
the Neolithic era?
b. Login to ​Pinnacle Gradebook
Username: Achieve username
Password: Achieve password
Respond on Google classroom:
a. Now that you have read about the
agricultural revolution why do you
think it was a major advancement
for humankind? Give examples from
the text to support your answer.
Respond on Google classroom:
a. Look up the underlined words
(dictionary) in the objective: ​Students
will be able to ​describe​ the ​cultural
development​ of ​humankind​ from the
Paleolithic era​ to the ​agricultural
revolution​ with 80% accuracy (3 or
higher) by the end of the class period.
-review your grades
b. Rewrite the objective using new words
c. Remove pages 17-22 from workbook
and attach to your notebook
Done early? Organize notebook
Whole Class/Whole Group (20
minutes)
Whole Class/Collaborative (5
minutes)
Whole Class/Whole Group (25
minutes)
❏ Review Do Now
-pair share
-equity cards
❏ Review Do Now
-pair share
-equity cards
❏ Review Do Now
-pair share
-equity cards
1. Review Objective
Students will be able to describe the cultural
development of humankind from the Paleolithic
era to the agricultural revolution with 80%
accuracy (3 or higher) by the end of the class
period.
2. Intro to Chapter 3:
Video: ​The Birth of Farming
PPT: ​Chapter 3 PPT
Song: ​Neolithic Rap
1. Complete Week 10 grade
reflection
2. 1st read of Chapter 3: Students
will identify the important
details in the text
3. As we read we will be answering
the interactive tutorial questions
2. Choice activity: (see google
classroom)
Cloze notes: ​Cloze Notes
Cornell Notes: ​Cornell Notes Template
3. Done early?
Explore this site: ​Mysteries of
Catalhoyuk (Science Museum of
Minnesota)
1. Video:​Brainpop: Agricultural
Revolution
2. PPT: ​Chapter 3 PPT
3. Go over activities
Collaborative​(45 minutes)
1. Chapter 3 Vocabulary (see
google classroom)
2. CFU: equity cards
Collaborative Station ​(30 minutes) Collaborative ​(45 minutes)
1.1st read of Chapter 3: Students will
identify the important details in the
text
1. As we read we will be answering
the interactive tutorial questions
2. Choice activity: (see google
classroom)
Cloze notes: ​Cloze Notes
Cornell Notes: ​Cornell Notes Template
3. Re-read the chapter with your group
and write at least three questions you
would like to have answered (see
google doc)
Questions about the content:
(see google form)
Period1:
https://docs.google.com/a/laalliance.org/document/d/1RpKnpgTaG
FIPTYFgWC2rTFeqhZVGFy2ussZEvKHvQBY/edit?usp=sharing
Period3:
docs.google.com/a/laalliance.org/document/d/19f41oe
DYZPuymol83CHPhb2vyuUNONUupR04xc9bx1Y/edit?us
p=sharing
Period5:
docs.google.com/a/laalliance.org/document/d/1d8UfCh
EZjyGoHkCo2fGMAMocFHrnyXVyfGgAuP43gyM/edit?us
p=sharing
Period4:
docs.google.com/a/laalliance.org/document/d/19
Jj8vIyvkxtYhca46at7_clFppD-0302_6jVGw0NbXc/e
dit?usp=sharing
Period6:
docs.google.com/a/laalliance.org/document/d
/1yGS3BQcMExdSZLjsLgcW89cRvYw7YAuEIaza
4cxLwro/edit?usp=sharing
4. CFU: ​Quizizz
-regroup
Small Group Teacher-Facilitated
(45 minutes)
Small Group Teacher-Facilitated
(45 minutes)
Small Group Teacher-Facilitated
(45 minutes)
Independent
Station/Individualized Online
Learning(45 minutes)
Independent
Station/Individualized Online
Learning (45 minutes)
Independent
Station/Individualized Online
Learning (45 minutes)
2. 1st read of Chapter 3: Students
will identify the important
details in the text
Create Foldable that includes :
Compare & Contrast Paleolithic Age
vs. Neolithic Age, food supply,
shelter, communities, jobs and trade.
Materials: 3 sheets of paper folded
(see sample)
-label the tabs
-Each tab will need to include 2
​ -3
sentences in your own words​ and
one picture to represent the label
3. As we read we will be answering
the interactive tutorial questions
2. Choice activity: (see google
classroom)
Cloze notes: ​Cloze Notes
Cornell Notes: ​Cornell Notes Template
3. Done early?
Explore this site: ​Mysteries of
Catalhoyuk (Science Museum of
Minnesota)
Closing (10 minutes)
❏ Review HW assignment
Closing (5 minutes)
❏ Review HW assignment
❏ Exit Ticket
Closing (10 minutes)
❏ Exit Ticket: ​Complete google
form
❏ Exit Ticket: ​Complete google
form
-Whole class discussion
Homework
❖ Homework will be assigned on
Wednesday
❖ Study notes/handouts
❖ Homework packet
❖ Study notes/handouts
❖ Homework Packet