Lesson plans subject to change week of 23– 27. 2017 6th Grade World History Graves, Martin, Preston



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LESSON PLANS - SUBJECT TO CHANGE

Week of 1.23– 1.27.2017 6th Grade World History Graves, Martin, Preston

Unit Learning Goal: Learning Goal Students will recognize the significant events, key figures, and contributions of Indian civilizations.


Essential Questions: Who and what from ancient India has an impact on future civilizations and the world today?

What impact did religion have on the Maurya Empire?



How much does geography affect people’s lives?




Monday 01.23

Tuesday 01.24

Wednesday 01.25

Thursday 01.26

Friday 01.27




I Do: Discuss DBQ progress with each class
We do: Work on Specific Documents so that we can move forward smoothly


I Do: Go over answers for all completed DBQ docs

We Do: Discuss Answers to Docs A-D
You Do: Complete any missing documents for HW



I DO: Documents E and F as a whole class activity
We do: discuss answers to DBQ Docs E and F
You do: Decide your point, is asoka ruthless or enlightened?


I DO: Lead thesis and reasons planning.
We do: Create thesis and choose reasons for Asoka DBQ essay
You do: complete DBQ outline citing evidence to support each point


I DO: Discuss Essay expectations
We Do: clarify essay expectations
You do: WRITE ESSAY =)


Standard(s):




SS.6.W.4.4

SS.6.W.4.4

SS.6.W.4.4

SS.6.W.4.4

Daily Objective:




Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia. Examples are the Four Noble Truths,

Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia. Examples are the Four Noble Truths,

Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia. Examples are the Four Noble Truths,

Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia. Examples are the Four Noble Truths,

Bell Work




Continue with DBQ

Continue with DBQ

Continue with DBQ

Continue with DBQ

Exit Ticket:
















Homework:




Complete unfinished documents

Complete unfinished documents

Complete unfinished documents

Complete unfinished documents




Monday

Tuesday

Wednesday

Thursday

Friday



WICR Strategies used during each unit.

Writing

Writing activities that help

students understand the

content


Inquiry

Questioning strategies

that help students

understand the content



Collaboration

Working together with a

partner or in a group of

students to understand, to

problem solve, or to

complete a task/project



Reading

Any strategies in reading

that help students

understand



Writing-to-Learn

• summaries



Process writing

• using a rubric as evaluation



On-demand/Timed writing

• writing that is completed in class within a set amount of time

• grade is evaluated using a rubric

Cornell Notes

• taking notes on the most important information

• summarizing

• using the notes to study



Reflective writing

• students write about what they have learned and what they still need



Higher level questioning

in classes

• Costa’s Level 1: Students

find the answers right there

in the text.


• Costa’s Level 2: Students

must figure out the answer

from information in the

text.
• Costa’s Level 3: Students

apply what they have

learned or use what they

have learned to evaluate or

create.


Think Pair Share
Sharing ideas with a

partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups


Before reading activities

• vocabulary activities

• accessing prior knowledge

• making predictions


During reading activities

marking the text

• Cornell notes

• graphic organizers


After reading strategies

• summarizing



• group projects

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,

.

Directory: cms -> lib -> FL01000799 -> Centricity -> Domain -> 6986
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