CMS Lesson Plan Template Teacher: Carter, D. Robinson, Wrightcourse/Level: 6Th Social Studies
CMS Lesson Plan Template Teacher: Carter, D. Robinson, WrightCourse/Level: 6th – Social Studies
Week of: / Monday ______ / Tuesday______ / Wednesday______Focused Standard/Element(s) / SS6H5 The student will analyze importantcontemporary issues in Canada.
a. Describe Quebec’s independence movement. / SS6H5 The student will analyze importantcontemporary issues in Canada.
SS6H4 The student will describe the impact of
European contact on Canada. / SS6H5 The student will analyze important contemporary issues in Canada.
SS6H4 The student will describe the impact of
European contact on Canada.
Essential Question(s) / How would you describe Quebec’s independence movement? / What is the impact of independence movements in Canada? / What is the impact of independence movements in Canada?
Opening (5-10 min) / Canada is the world's second largest country in terms of land area. However, about 75 percent of Canada's population lives within 100 miles of its southern border. Which statement doesnotprovide a reason why so many Canadians live in their country's southern region?
A)More jobs are available in Canada's southern region.
B)Canadian law encourages people to live in its southern region.
C)Much of Canada's northern region is tundra.
D)Canada's southern region has a milder climate than its northern region. / Which of these factorsbesthelps to explain why a strong navy and a large fleet of trading ships have been an important part of Great Britain's history?
A)its form of government
B)its large population
C)its type of climate
D)its geographic location / Which of these is MOST LIKELY to be classified as a reason for Canadians' concern about pollution of the Great Lakes?
A)The Great Lakes are a favorite Canadian tourist destination.
B)The Great Lakes are a major source of Canada's drinking water.
C)Canadians prefer the beaches along the Great Lakes to those along the coast.
D)Diving on shipwrecks is a growing Great Lakes sport which attracts divers from around the world.
Work-Time Activities (40 min) / Students will work in groups to complete tiered assignments concerning the Quebec independence movement.
-Assignment 1 – Canadian thinking map
-Assignment 2 – Eye glass graphic organizer
-Assignment 3 – Political cartoon analysis. / Students will be split into three groups based on where they are in understanding the content.
Group 1 – Students will complete the map packet if they have not made a 100.
Group 2 – Students who need review for the Canadian independence quiz will create a review game using notecards.
Group 3 – Students who understand the content and need enrichment will look up an article on newsela.com concerning Canada and write a summary. / Students will take the quiz concerning Canadian independence movements.
They will choose from two potential bonus questions:
- A question based on a text concerning Canada.
- Writing a letter for or against Quebec gaining their independence.
Closure Activity (10 min) / Students will review the EQ through class discussion. / Students will list the most important thing about the day’s lesson as a ticket out the door. / Students will choose from a list of prompts to write about the material we have learned in this unit:
- I was surprised to learn that…
- I really understand…
- It was hard for me to understand…
Differentiation Strategies
(targeting student growth) / Tiered assignment concerning the Quebec independence movement. / Group assignments based on students’ understanding of the content. / Choice in quiz and closure activity.
Thursday ______ / Friday ______ / Additional Notes
Focused Standard/Element(s) / SS6H1 – SS6H9 / SS6H1 – SS6H9
Essential Question(s) / What concepts concerning History did I need to know? / What concepts concerning History did I need to know?
Opening (5-10 min) / Spain colonized many countries in Latin America. How is Spain's influence still seen in these countries today? / Students will write a sentence summary about anything in the History domain that they understand really well.
Work-Time Activities (40 min) / Students will review over the study guide through class discussion.
Students will play a review game in preparation for the benchmark assessment concerning the History domain. / Students will take the benchmark assessment concerning the History domain.
After the test, students will work on creating flash cards with key government and economic terms.
Closure Activity (10 min) / Students will create a “cheat sheet” on a notecard to use on the history test. / Students will participate in a class discussion on the importance of the key government and economic terms.
Differentiation Strategies
(targeting student growth) / Open ended response in opening. / Open ended response in opening