wLESSON PLANS - SUBJECT TO CHANGE

Week of 05.01-05.05.2017 6th Grade World History Graves, Martin, Preston

Unit Learning Goal:  Students will understand early Rome, the Roman Republic and how people lived during that time / Essential Questions:
Who and what from ancient Rome had the greatest impact on future civilizations and our world today?
 How would you compare the political ideas of the Roman Empire to the development of democratic principles found today?
Monday 5.01 / Tuesday 5.02 / Wednesday 5.03 / Thursday 5.04 / Friday 5.05
I do: Read to students, facilitate lesson
We do: Read Ch 11 Section 1,
You do: Write down and answer Reading check question on pgs. 337,339,341
Answer section 1 Assessment questions 1-9 on page 341. / I Do: Facilitate Lesson
We Do: Discuss Bell Work
You do: Tree Map sec 2 with summary / I do: : Facilitate Lesson
We do: Read ch 11 sec 3
You do: Connell Note Ch 11 sec 3
2 DAys / I do: : Facilitate Lesson
We do: continue work from yesterday
You do: Complete Cornell notes / I Do:
Facilitate Lesson
We do: Completion of any unfinished work
You Do:
Completion of any unfinished work
Standard(s): / SS.6.W.3.11 / SS.6.W.3.14 / SS.6.W.3.13 / SS.6.W.3.13 / Catch up all.
Daily Objective: / Students will describe the conditions that led to the transition from Roman republic to an imperial form of government. Students will compare and contrast Roman life and culture under the Roman Republic and the Roman Empire. / Students will understand the key achievements and contributions of Roman civilization. / Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the Roman Empire. / Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the Roman Empire. / Review
Bell Work / Pg. 337 Map Skills 1 & 2 / Why did Romans visit the public baths? / What were the Twelve Tables? / How did the Greek language help the spread of Christianity? / Spread of Christianity. Map Skills 1 and 2 pg. 352
Exit Ticket: / Teachers Choice / Teachers Choice / Teachers Choice / Teachers Choice / Teachers Choice
Homework: / Complete Unfinished work / Complete Unfinished work / Complete Unfinished work / Complete Unfinished work / Complete Unfinished work
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,
.