Você está na página 1de 7

Teacher: Holmes

Social Studies

CMS Lesson Plan


Lesson Date: Week 13, Nov. 2-6

GSE Assessment Limits/Standards: (What are the


skills being taught? Which standards are being
specifically addressed in this lesson?)
SS6H7 Explain conflict and change in Europe to the
21st century.
a. Describe major developments following World
War I: the Russian Revolution, Treaty of
Versailles, worldwide depression, and the rise of
Nazism

Subject: 6th Grade

Please indicate whether this plan is


Monday, or Block specific plan. You
will need a plan for Monday and one
for your Block A days and your Block
B days each week.
Monday

b. Explain the impact of World War II in terms of


the Holocaust, the origins of the Cold War,
and the rise of super powers.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the
lesson? What will they DO to learn it?)
Essential Question: What was the impact of WWII in terms of the Holocaust, the origins of

the Cold War, and the rise of super powers?


TI
M
E

10
mi
n

10
mi
n

INSTRUCTIONAL SEQUENCE

Get started/Drill/Do Now: (What meaningful activity will students


complete as soon as they enter the classroom?)
Monday: Matching vocabulary activity (terms from last standard
addressed)
Engage/Motivation: (How will student interest be sparked? Is
there prior knowledge that should be tapped? Is there vocabulary
that must be cleared? Is there brainstorming that student need to
complete before the lesson begins?)
Monday: Integrated lesson come up with adjectives and nouns to
describe Hitler.
Brain Break
Whole Group Instruction: (Focus lessons [explicit
teaching/modeling, strategy demonstration, activate prior
knowledge], shared reading, shared writing, discussion, writing
process.)

15
mi
n

Monday: Introduction to academic vocabulary through power point,


teacher-guided pronunciation. (reparation, resentment, economic
depression, unemployment, Holocaust, genocide, Cold War,
superpowers, ideology, collapse of USSR, Soviet Bloc, Iron Curtain,
Berlin Wall, German reunification, Berlin airlift, Gobachev, Kruschev,
Stalin, N.A.T.O., and Warsaw Pact). These terms will be discussed and
placed onto K.I.M. charts as unit progresses throughout the week.

FORMATIVE
ASSESSMENT
Note: A variety of
formative
assessments
should be used at
key points
throughout the
lesson.
BRAIN BREAK
EVERY 20 MIN.

10
mi
n

Group Practice/Small Group Instruction: (teacher-facilitated


group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process)

Monday: Students will work in groups to create vocabulary flash


cards

Brain Break
Independent Practice: (individual practice, discussion, writing
5
process.)
mi
Monday: Complete K.I.M. charts picture and sentences for new
n
academic vocabulary.
Evaluate Understanding/Assessment: (How will I know if
5
students have achieved todays objective?)
mi
Monday: Coach Prep Pages 169-172 Read and discuss. Students will
n
answer questions 435 through 449.
Closing Activities/Summary/DLIQ: (How will I tie up loose ends,
Indicates
5
mi reinforce/revisit the objective and connect the lesson to the unit?)
understanding or
n
Monday: DLIQ
lack thereof
Enrichment/Extension/Re-teaching/Accommodations: (How will
my lesson satisfy the needs of all learners?)
Monday: PC students should be able to make an analogy to
some other group(s) that may have had similar results from
colonization.
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
SLDS, table maps, textbooks, you tube, maps, power point, videos, charter paper, art
supplies, interactive notebook, homework links, Cornell notes, unit resource book on Europe.
Sticky notes
Notes:
Structure
Whole Group

Guided
Practice/Small
group

Independent
Practice

Instructional Strategies Used- Please highlight, bold, or underline


-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Text annotation
-Think aloud
-Think/Pair/Share
-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Literature Circles
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Reading conferences
-Reciprocal teaching
-Strategy groups
-Text annotation
-Think aloud
-Think/Pair/Share
-Writing Conferences
-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Literature Circles
-Questioning the Author
-Question-Answer-Relationships (QAR)
-Reading conferences
-Reciprocal teaching
-Strategy groups
-Text annotation
-Think aloud
-Think/Pair/Share
-Writing Conferences

CMS Lesson Plan


Teacher: Mason
Oct. 13-16

Subject: 6th Grade Social Studies

GSE Assessment Limits/Standards: (What are the


skills being taught? Which standards are being
specifically addressed in this lesson?)
SS6H7 Explain conflict and change in Europe to the
21st century.
a. Describe major developments following World
War I: the Russian Revolution, Treaty of
Versailles, worldwide depression, and the rise of
Nazism
b. Explain the impact of World War II in terms of

Lesson Date: Week 10,

Please indicate whether this plan is


Monday, or Block specific plan. You
will need a plan for Monday and one
for your Block A days and your Block
B days each week.
Tuesday/Wednesday
Block A
Block B

the Holocaust, the origins of the Cold War,


and the rise of super powers.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the
lesson? What will they DO to learn it?)
Essential Question: What was the impact of WWII in terms of the Holocaust, the origins of

the Cold War, and the rise of super powers?


TI
ME

10
mi
n
15
mi
n

INSTRUCTIONAL SEQUENCE

Get started/Drill/Do Now: (What meaningful activity will students


complete as soon as they enter the classroom?)
Tuesday/Wednesday: Vocabulary review
C.L.E.A.R.
Engage/Motivation: (How will student interest be sparked? Is
there prior knowledge that should be tapped? Is there vocabulary
that must be cleared? Is there brainstorming that student need to
complete before the lesson begins?)
Tuesday/Wednesday:

FORMATIVE
ASSESSMENT
Note: A variety of
formative
assessments
should be used at
key points
throughout the
lesson.
BRAIN BREAK
EVERY 20 MIN.

What prior
knowledge do
they have about
the topic and
have they begin
able to retain

and make
connections from
the previous
lesson?

25
mi
n

25
mi
n

5
mi
n

5
mi
n

5
mi
n

Whole Group Instruction: (Focus lessons [explicit


teaching/modeling, strategy demonstration, activate prior
knowledge], shared reading, shared writing, discussion, writing
process.)
Tuesday/Wednesday: Cornell notes and survivors stories from Ms.
Printups power point

Formative
Assessment: oral
questioning at
intervals
throughout the
power point.

Group Practice/Small Group Instruction: (teacher-facilitated


group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process)
Tuesday/ Wednesday: Students will work in small groups to read
and complete a close strategy on an overview of the Holocaust. SayMe-Matter strategy.

Individual
conferencing

Brain Break
Independent Practice: (individual practice, discussion, writing
process.)
Tuesday/ Wednesday): Coach Prep Pages 169-172 Read and
discuss. Students will answer questions 435 through 449.
Evaluate Understanding/Assessment: (How will I know if
students have achieved todays objective?)
Tuesday/ Wednesday: Students will take a brief assessment on
SS6H6 and 7
HW: Study for test on SS6H6 and H7

Quiz

Closing Activities/Summary/DLIQ: (How will I tie up loose ends,


reinforce/revisit the objective and connect the lesson to the unit?)
Tuesday/ Wednesday: DLIQ
Enrichment/Extension/Re-teaching/Accommodations: (How will
my lesson satisfy the needs of all learners?)

PC students will
analyze cartoons
both before and
after they have
Tuesday/ Wednesday: PC students will analyze political cartoons
learned the
from the time period and relate it to one of the main causes of World
M.A.I.N. causes
War I.
of WWI
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
SLDS, table maps, textbooks, you tube, maps, power point, videos, charter paper, art
supplies, interactive notebook, homework links, Cornell notes, unit resource book on Europe.
Sticky notes
Notes:

Structure
Whole Group

Instructional Strategies Used- Please highlight, bold, or underline


-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Text annotation
-Think aloud
-Think/Pair/Share

Guided
Practice/Small
group

Independent
Practice

-Anticipatory guides/sets
-Cornell Notes
-Close Reading
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Reciprocal teaching
-Strategy groups
-Think aloud
-Think/Pair/Share
-Anticipatory guides/sets
-Cornell Notes
-Close Reading
-Questioning the Author
-Question-Answer-Relationships (QAR)
-Reciprocal teaching
-Strategy groups
-Think aloud
-Think/Pair/Share

Teacher: Mason
Subject: 6th Grade Social Studies

-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences

CMS Lesson Plan


Lesson Date: Week 8, Sept. 21-25

GSE Assessment Limits/Standards: (What are the


skills being taught? Which standards are being
specifically addressed in this lesson?)
SS6H7 Explain conflict and change in Europe to the
21st century.
a. Describe major developments following World
War I: the Russian Revolution, Treaty of
Versailles, worldwide depression, and the rise of
Nazism.
b. Explain the impact of World War II in terms of

Please indicate whether this plan is


Monday, or Block specific plan. You
will need a plan for Monday and one
for your Block A days and your Block
B days each week.
Thursday/Friday
Block A
Block B

the Holocaust, the origins of the Cold War,


and the rise of super powers.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the
lesson? What will they DO to learn it?)
Essential Question:
How did World War I change Europe and the world?
TI
M
E

INSTRUCTIONAL SEQUENCE

FORMATIVE
ASSESSMENT
Note: A variety of
formative
assessments
should be used at
key points

10
mi
n

20
mi
n

15
mi
n

Get started/Drill/Do Now: (What meaningful activity will students


complete as soon as they enter the classroom?)
Thursday/Friday:
C.L.E.A.R. Students will read excerpts of letters from soldiers in WWI.

Engage/Motivation: (How will student interest be sparked? Is


there prior knowledge that should be tapped? Is there vocabulary
that must be cleared? Is there brainstorming that student need to
complete before the lesson begins?)
Thursday/Friday: Cold War/superpowers what it was and which
countries were involved.
Brain Break
Whole Group Instruction: (Focus lessons [explicit
teaching/modeling, strategy demonstration, activate prior
knowledge], shared reading, shared writing, discussion, writing
process.)
Thursday/Friday: Cornell notes about Cold War and super powers.
Group Practice/Small Group Instruction: (teacher-facilitated
group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process)

20
mi
n

Thursday/Friday:
Students will work in groups to complete a one-pager (dates, terms,
illustrations, people- Gobachev, Kruschev, Stalin)
Brain Break
Independent Practice: (individual practice, discussion, writing
process.)

5
mi
n

5
mi
n
5
mi
n

throughout the
lesson.
BRAIN BREAK
EVERY 20 MIN.

Thursday/Friday: Students will write a summary on their own and


write 1 Level 1 question, 2 Level 2 questions, and 3 Level 3 questions
on WWI and its causes.
Brain Break
Evaluate Understanding/Assessment: (How will I know if
students have achieved todays objective?)
Thursday/Friday: Formal Assessment on SS6H6 and SS6H7
Closing Activities/Summary/DLIQ: (How will I tie up loose ends,
reinforce/revisit the objective and connect the lesson to the unit?)

Discussion as
formative
assessment.

Teacher will
monitor to
determine if
students have
acquired a better
understanding of
the information
and/or the way
the test was
worded.
Questions
students create
will determine
their depth of
knowledge
(based on Level 2
and 3 questions)
SHORT
ASSESSMENT (4
QUESTION QUIZ)
Indicates
understanding or
lack thereof

Thursday/Friday: DLIQ
Enrichment/Extension/Re-teaching/Accommodations: (How will
my lesson satisfy the needs of all learners?)

Thursday/Friday:
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

SLDS, table maps, textbooks, you tube, maps, power point, videos, charter paper, art
supplies, interactive notebook, homework links, Cornell notes, unit resource book on Europe.
Sticky notes
Notes:
Structure
Whole Group

Guided
Practice/Small
group

Independent
Practice

Instructional Strategies Used- Please highlight, bold, or underline


-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Questioning the Author
(QtA)
-Question-Answer-Relationships (QAR)
-Text annotation
-Think aloud
-Think/Pair/Share
-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Literature Circles
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Reading conferences
-Reciprocal teaching
-Strategy groups
-Text annotation
-Think aloud
-Think/Pair/Share
-Writing Conferences
-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Literature Circles
-Questioning the Author
-Question-Answer-Relationships (QAR)
-Reading conferences
-Reciprocal teaching
-Strategy groups
-Text annotation
-Think aloud
-Think/Pair/Share
-Writing Conferences

Você também pode gostar