Integratedfinal

Domalewicz
1
Noelle Domalewicz
Dr. Powell
EDU 555
12/16/2016
Integrated Final
1. Teaching Philosophy Statement
The world around students is full of innovation and creative minds that will
shape the future. My classroom is no exception to this evolving environment and I
strive to introduce new topics and technology to my students. Technology is a free
pass around the world through virtual field trips and video conferencing with
experts in our field of studies.
My experiences in the classroom, both as an educator and as a student, have
taught me to embrace opportunity. The path of a lesson is not definite and should
be altered to best pair my students with the chance to succeed. I believe that
success in not measured numerically, but instead by the engagement of students.
The incorporation of technology in the classroom has the power to engage students
in a world they are familiar and comfortable with. Technology has the ability to
transform a classroom from teacher-focused to a student-centered environment.
With a student-centered class, students play a significant role in the material they
learn and how they learn content. This approach to learning enhances the skills that
students will use in their future careers and encourages personal development in
my own skills.
To remain humble in my career, it is important to remember that each
student is a son or daughter and not simply a test score. Each and every parents
and guardians wave goodbye to their children whom they have entrusted in me for
the school day. I am more than simply an educator at this point. Interaction home
with parents and guardians plays a significant part of education. I will consider what
I would like to be informed of in regards to my childs education and I will pass that
information home.
The complexity of my work as an educator is supported through the Charlotte
Danielsons framework for educators. All components of the framework are
exhibited in my classroom as I strive to create an environment that best suits the
needs of my students as learners and myself as an educator. The notion of
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remaining consistent yet flexible is key to creating an environment that suits all
learners.
A community is based upon the interaction of teachers, parents/guardians,
and students. A positive learning environment spreads into the community where
students reside and goes beyond the hours of a school day. Teachers are mentors,
tutors, and coaches who shape a childs life in a way that cannot always be reached
in the boundaries of a classroom.
2. Unit Plan with eight lesson plans (Integrative lessons-ie: STEM,
ELA/Social Studies, ELA/Writing) Lesson Plans must demonstrate the
following components:
See lesson plans below.
3. Include overview (table of content) for the unit plan and a list of books,
materials and resources.
See below.
4. Highlights for Being a Highly Effective Teacher..(this can be anything
that you think will enhance or support your development as an educator)
A highly effective teacher implements best practices that are proven
successful in the classroom. By incorporating research-based theories and
strategies into the development of a lesson, the instructor has implemented a best
practice that supports his/her plans. Engaging students in direct-learning is another
way to be highly effective as an educator. Students learn best when the lesson
involves interactive activities and learning experiences. Limiting note-taking can
leave time in a lesson for more direct learning as a benefit to each type of learner.
Allowing time for peer-collaboration is a practice that will follow suit with direct
direct learning as students work together to reach solution and achieve goals.
Table of Contents
Lesson 1:
Subject: Social Studies
Title: Trade Routes
Topic: Trade routes across the Indian Ocean, Silk Roads, and on the TransSaharan trade route
Lesson 2:
Subject: Social Studies
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Title: Scarcity and Trade
Topic: Scarcity and Trade
Lesson 3:
Subject: English Language Arts
Title: The Price of Ivory
Topic: Ivory Trade Market
Lesson 4:
Subject: English Language Arts
Title: Researching Exploration
Topic: Explorer Research
Lesson 5:
Subject: Mathematics/English Language Arts
Title: Man vs. Machine
Topic: Methods of Labor
Lesson 6:
Subject: STEM
Title: Egg Trade
Topic: Trade
Lesson 7:
Subject: Art (Theatre)
Lesson Title: Life on the Trade Routes
Topic: Trade
Lesson 8:
Subject: Art
Title: Explorer Caricatures
Topic: Age of Exploration
LESSON 1/ Social Studies

Teacher: Noelle Domalewicz
Lesson Title: Trade Routes
Grade Level: 6
Lesson Topic: Trade Routes across the Indian Ocean, Silk Roads, and on
the Trans-Saharan trade route
Context for
Learning
Learning
Needs
Category
Students
Numbe
r of
Studen
ts
2
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Arrange a non-distracting
Domalewicz
4
identified
with Specific
Learning
Disability
Central
Focus
Content
Standards/
Objectives
learning environment
(Accommodation)
Utilize cooperative learning
groups (Accommodation)
Directly teach direction and
organization skills (To achieve IEP
goal of gaining independence in
organization and independently
following direction.
The central focus is centered around the theme/topic of trade. Trade

impacts our daily lives and has evolved greatly as technology developed.
The topic of trade easily spans across all disciplines and provides students
with an opportunity to explore other cultures, countries, and economic
principles. The integration of multiple skills from various disciplines will
support students holistically and allow them to view the same topic
throughout a multi-disciplinary unit.
This unit also provides opportunities for students to expand on their literacy
skills and spark the inner artist within themselves. As sixth graders, they will
be able to have options within certain activities to focus on interest or have
a choice of topic. This freedom to choose will allow students to gain
independence in their studies; a skill that will surely be beneficial in the
latter part of their education. The use of technology throughout the unit will
also be beneficial for students to use common programs/apps in an
educational setting.
Common Core Content

Standard
Learning Objectives
Social Studies Standard 1:

Explain how scarcity
necessitates decision making;
employ examples from the
Eastern Hemisphere to
illustrate the role of scarcity
historically and in current
events; compare through
historical examples the cost
and benefits of economic
decision.
Students will be able to

create maps that illustrate
items exchanged along the
Silk Roads, across the
Indian Ocean, and on the
Trans-Saharan trade routes
with at least two trade
items for each location.
Trade- the action of buying and selling goods and services.
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Vocabulary/
Concepts/La
nguage
Silk Roads- an ancient network of trade routes that for

centuries were central to cultural interaction through regions of the
Asian continent connecting the East and West from China to the
Mediterranean Sea.
Indian Ocean- an ocean south of Asia, east of Africa, and west
of Australia.
Tran-Saharan- requires travel across the Sahara (north and
south) to reach sub-Saharan Africa from the North African coast,
Europe, to the Levant.
Rationale
Students will gain a greater understanding about the movement of goods

through trade during the time of exploration. Students will also relate to their
everyday lives to consider how they trade items with peers or family
members. They will also consider how trade has evolved with time and create
a connection to Amazons world-wide trade industry. Student have previous
knowledge of items that are exchanged on these routes.
Essential
Questions
(Focus
Questions)
1. Why would trade routes need to be developed?

2. What problems may occur in determining a trade route?
3. Which types of items can be traded across the routes?
Assessments:
Type of
Assessment
Description
of
Assessment
Students will
create a map
that
demonstrates
their
knowledge of
the location of
the three
assigned
trade routes.
Modifications
Students will be
provided an
example of the
map to visually see
how the trade
routes could be laid
out on the page.
Color coordinating
the routes will also
assist students
differentiate
between the three
routes.
Evaluation Criteria
The assessment directly
relates to the listed
objectives as students create
trade routes on a map and
illustrate the items that were
exchanged. Students will use
a checklist to determine if
they have completed all
directions for the map.
Instructional Strategies and Learning Tasks

Procedure
Teacher will:
Students will:
Modifications
(RTI/UDL Strategies)
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Anticipatory Set
__10___ minutes
Teacher will instruct

students to find a
partner and complete
the Do Now
assignment.
Students will discuss

how trade occurs in
current day times and
then consider how it
may have differed
years ago. This will
done using pair and
share. As a pair
students will
complete the Do
now by listing ways
that items are traded
then and now.
Learning Tasks and

Instructional
Strategies
_____ minutes
The instructor will

introduce the YouTube
clip by verbally
engaging students in
the idea that these
trade routes were
developed with a
purpose.
The following
questions will be
asked:
Why would trade
routes need to be
developed?
What problems may
occur in determining
a trade route?
Which types of items
can be traded across
the routes?
Students will learn

about the need for
trade routes through
a youtube video. The
video depicts the Age
of Explorations need
for trade routes.
Students will write
down two main points
from the video.
Teacher will assist

students with
creation of their maps
by answering
questions that assist
with clarification.
Students will create

maps that illustrate
items exchanged
along the Silk Roads,
across the Indian
Ocean, and on the
Trans-Saharan trade
routes. The maps will
Independent
Practice/Exploration
of Concepts
__30___ minutes
https://www.youtube.
com/watch?
v=DtpuBsLHMd8
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be provided and
students will use
colored pencils to
outline the trade
routes. Students will
draw at least two
items that are traded
on each route.
Closure
__5___ minutes
The instructor will

guide students in a
whole-class reflection
about the activity.
Students will share

the items they chose
to add on their maps.
Student Product: map

Instructional Resources, Materials and References: maps outlines,
crayons/colored pencils
Example of worksheet:
Name:
Date:
Directions: Using the map provided, draw the trade routes for the Silk Roads, across the
Indian Ocean, and on the Trans-Saharan trade routes.
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LESSON 2/Day 2- Social Studies

Lesson Title: Scarcity and Trade
Grade Level: 6
Lesson Topic: Scarcity and Trade
Context for
Learning
Learning
Needs
Category
Students
identified with
Specific Learning
Disability
Number
of
Student
s
2
Modifications, and/or Pertinent
IEP Goals
(Accommodation)
Utilize cooperative
learning groups
(Accommodation)
Directly teach direction
and organization skills (To
achieve IEP goal of gaining
independence in organization
Domalewicz
9
and independently following
direction.
Central
Focus

Common Core Content

Standard (same as goals)
Content
Standards/
Objectives
Learning Objectives
(list at least three
objectives)
Social Studies Standard 1: Explain

how scarcity necessitates decision
making; employ examples from the
Eastern Hemisphere to illustrate the
role of scarcity historically and in
current events; compare through
historical examples the cost and
benefits of economic decision.
Students will be able to write

one paragraph (5-6
sentences) explaining how
scarcity impacts trade and
the value of goods.
Social Studies Standard 1: Explain

how scarcity necessitates decision
making; employ examples from the
Eastern Hemisphere to illustrate the
role of scarcity historically and in
current events; compare through
historical examples the cost and
benefits of economic decision.

place a value on and trade
at least three items for the
highest profit.
Trade- the action of buying and selling goods and services.
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Vocabulary/
Concepts/L
anguage
Rationale
Essential
Questions
(Focus
Questions)
Silk Roads- an ancient network of trade routes that for

centuries were central to cultural interaction through regions of the
Asian continent connecting the East and West from China to the
Mediterranean Sea.
Indian Ocean- an ocean south of Asia, east of Africa, and west
of Australia.
Tran-Saharan- requires travel across the Sahara (north and
south) to reach sub-Saharan Africa from the North African coast,
Europe, to the Levant.
Students will gain a greater understanding about the movement of goods
through trade during the time of exploration. Students will also relate to their
everyday lives to consider how they trade items with peers or family
members. They will also consider how trade has evolved with time and create
a connection to Amazons world-wide trade industry.
How does scarcity affect prices?
How does bargaining impact the trade process?
Assessments:
Type of
Assessment
Formative
Description
of
assessment
Students will
write a one
paragraph
response on
the topic of
scarcity and
its correlation
to trade.
Modifications to
the assessment
The assessment
will be modified in
length. A graphic
organizer can also
be provided.
Evaluation Criteria
The assessment provides
evidence that students can
make a connection between
trade and scarcity of goods.

Procedure
Teacher will:
Students will:
Modifications
Anticipatory Set
5 minutes
Review the products

traded on the three
major trade routes.
Students will
complete the Do
Now by listing the
three main trade
routes discussed in
Students can be given

the three trade routes
and only list items
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the previous lesson
and one item that is
traded on each route.
Learning Tasks and
Instructional
Strategies
30 minutes
During the activity

the instructor will
continuously
eliminate items from
the the circle as a
way to demonstrate
scarcity. Once the
activity is completed,
the instructor will ask
students to consider
how their prices had
to be adjusted
throughout the
activity based on
scarcity.
Students will get from

a large circle with
their desk and collect
commodities that
can be found in the
classroom. Using
post-it notes,
students will assign a
value to each item.
Taking turns, students
will enter the center
of the circle and
become the buyers.
The buyers will have
a list of items that
they must buy for the
least amount of gold.
Students will
exchange goods for
gold with the intent
of collecting the most
gold out of the group.
Students will learn
about pricing and the
the bargaining
process associated
with trade.
Independent
of Concepts
15 minutes
Instructor will guide

students with the
writing process and
help anyone who
needs assistance.
Students will write

one paragraph (5-6
sentences) explaining
how scarcity impacts
trade and the value of
items. This can be
completed for
homework if not
completed in class.
Closure
__10___ minutes
The instructor will

guide students in a
Students will reflect

on the activity and
Demonstration, Guided
Practice,
Journals, Critique,
Activity, Work Time (for
example)
This section should be
separated into
individual rows as
needed.
*Differentiated
Instructional Strategies
Should be Included
The length of the

writing assignment can
be condensed and a
graphic organizer can
be provided for
organization.
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whole-class reflection
about the activity.
discuss their opinion

on how scarcity
impacts trade.
Student Product: Paragraph on the correlation of scarcity and trade.
LESSON 3/ English Language Arts

Lesson Title: The Price of Ivory
Grade Level: 6
Lesson Topic: Ivory Trade Market
Context for
Learning
Learning
Needs
Category
Students
identified
with
Specific
Learning
Disability
Central Focus
Numbe
r of
Studen
ts
2
Goals
(Accommodation)

This unit also provides opportunities for students to expand on their
literacy skills and spark the inner artist within themselves. As sixth
graders, they will be able to have options within certain activities to focus
on interest or have a choice of topic. This freedom to choose will allow
students to gain independence in their studies; a skill that will surely be
Domalewicz
13
beneficial in the latter part of their education. The use of technology
throughout the unit will also be beneficial for students to use common
programs/apps in an educational setting.
Common Core Content

Content
Standards/
Objectives
Vocabulary/
Concepts/Lan
guage
Rationale
Essential
Questions
(Focus
Questions)
ELA Standard: CC.6.RI.2.

Determine a central idea of
a text and how it is
conveyed through particular
details; provide a summary
of the text distinct from
personal opinions or
judgments.
Learning Objectives (list

at least three
objectives)
Students will
be able to read an
article and identify 3
main points.
Students will be
able to write a brief 34 sentence summary
of the article and
identify the central
idea. .
Central Idea
Summarize
Ivory
Imports
Trade
Market
Students have previously talked about how scarcity impacts trade, which
will ties in with the increase demand for ivory. WIth this demand, students
will realize that the elephant population is drastically declining as a result
of the ivory trade market. Students will also be introduced to the idea of a
market for a specific item or good that will have a fluctuation in price
based on demand in the market. Students who play particular musical
instruments will be able to relate to the needs for ivory and make a
connection to their everyday lives. Students will also have the opportunity
to read the article from a major news source, which will teach them reallife skills and new vocabulary.
1. What is a trade market?
2. How does the Ivory trade market impact the existence of the
elephants?
3. Do trade markets always have a negative impact?
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14
Assessments:
Type of
Assessment
Formative
Description of
assessment
Students will
identify 3
main points.
Students will
be able to
write a brief
3-4 sentence
summary of
the article
and identify
the central
idea.
Modifications to the
assessment so that all
students could
demonstrate their
learning.
A graphic organizer can
be provided to aid
students with the
writing task. Student
may also be given a
word bank of
challenging words
found in the article.
Evaluation Criteria A central idea

paragraph with
summarization will be
the criteria for
evaluation.

Procedure
Teacher will:
Students will:
Anticipatory Set
10 minutes
Instructor will
introduce the topic of
ivory trade through
an informational
video. Upon
completion of the
video, the instructor
will prompt students
to reflect on the video
in a brief whole class
discussion.
Students will watch

a video on the ivory
trade market as an
introduction to the
topic.
https://www.youtub
e.com/watch?
v=93rRwxSsDPQ
Learning Tasks and

Instructional
Strategies
20 minutes
The instructor will

implement the
popcorn strategy and
allow the activity to
be student centered.
As a class, students
will read the New
York Times article
about the ivory trade
market. The reading
strategy that will be
implemented for
participation is
popcorn. This
strategy allows
Demonstration, Guided
Practice,
Journals, Critique,
Activity, Work Time (for
example)
Modifications
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15
This section should be
separated into
individual rows as
needed.
*Differentiated
Instructional Strategies
Should be Included
students to choose on
one another to read a
section of the article
aloud. identify 3 main
points.
http://www.nytimes
.com/2016/06/22/o
pinion/the-scourgeof-the-ivorytrade.html?
rref=collection
%2Ftimestopic
%2FIvory&action=c
lick&contentCollecti
on=timestopics&re
gion=stream&mod
ule=stream_unit&v
ersion=latest&cont
entPlacement=3&p
gtype=collection
Independent
of Concepts
30 minutes
The instructor will

provide writing
assistance during this
time.
Students will write a

brief 3-4 sentence
summary of the
article. The summary
should include 3 main
points stated in the
article and the central
idea.
Closure
5 minutes
Instructor will pass

out the exit ticket.
Students will write an

exit ticket stating one
negative and one
positive impact that a
trade market can
have.
Student Product:
Instructional Resources, Materials and References: Article:
http://www.nytimes.com/2016/06/22/opinion/the-scourge-of-the-ivory-trade.html?
rref=collection%2Ftimestopic
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%2FIvory&action=click&contentCollection=timestopics&region=stream&module=st
ream_unit&version=latest&contentPlacement=3&pgtype=collection
Video: https://www.youtube.com/watch?v=93rRwxSsDPQ
LESSON 4/ English Language Arts

Lesson Title: Researching Exploration
Grade Level: 6
Lesson Topic:Explorer Research
Context for
Learning
Learning
Needs
Category
Students
identified with
Specific
Learning
Disability
Central
Focus
Number
of
Student
s
2
Goals
(Accommodation)
The central focus is centered around the theme/topic of trade. Trade impacts
our daily lives and has evolved greatly as technology developed. The topic
of trade easily spans across all disciplines and provides students with an
opportunity to explore other cultures, countries, and economic principles.
The integration of multiple skills from various disciplines will support
students holistically and allow them to view the same topic throughout a
multi-disciplinary unit.
Domalewicz
17
Common Core Content

Standard (same as
goals)
Content
Standards/
Objectives
ELA Standard:
CC.6.W.7. Conduct short
research projects to
answer a question,
drawing on several
sources and refocusing
the inquiry when
appropriate
ELA Standard:
CC.6.w.6. Use
technology, including the
Internet, to produce and
publish writing as well as
to interact and collaborate
with others; demonstrate
sufficient command of
keyboarding skills to type
a minimum of three pages
in a single sitting.
Vocabulary/
Concepts/L
anguage
Rationale
Essential
Questions
(Focus
Learning Objectives (list

at least three objectives)
Students will be
able to write a short
research paper of 3
pages about the life of
an interregional explorer.
Students will be
able to cite from at least
two digital source and
one print source.
Interregional explorers
Marco Polo
Ibn Battuta
Mansa Musa
Zheng He
Students have been learning about trade in their Social Studies portion of
the unit. The explorers component in the English Language Arts section of
the unit will allow students to broaden their conception of trade. Students
will gain connections between the transport of goods and the explorers who
traveled the world sharing items with other cultures.
Who were some of the most influential explorers?
What were the results of exploration?
How did exploration impact trade?
Domalewicz
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Questions)
Assessments:
Type of
Assessment
Formative
Description of
assessment
Short research
paper on an
influential
interregional
explorer
Modifications
Length of the paper,
graphic organizer, list of
possible sources to use
Evaluation
Criteria
A rubric will be used
to evaluate the
research paper.

Procedure
Teacher will:
Students will:
Anticipatory Set
5 minutes
Instructor will begin to

discuss famous explorers.
Students will list as

many explorers as they
know as a way to spark
prior knowledge about
exploration.
Learning Tasks
and Instructional
Strategies
20 minutes

students through the
research process and
detail expectations. This
will be done in
collaboration with the
school librarian who will
introduce sources that are
acceptable to use in the
paper.
Students will listen to a

guided instruction on
acceptable sources to
use within their research
papers. Students will be
instructed to take notes
on information that will
pertain to the writing
process.
Independent
Instructor will assist
Practice/Exploratio students with writing.
n of Concepts
60 minutes
Students will conduct a

short research project
about the life of one of
the following
interregional explorers:
Marco Polo, Ibn Battuta,
Mansa Musa, Zheng He.
The short research
paper will be 3 pages
with at least two digital
Modifications
Length of the
paper, graphic
organizer, list of
possible sources
to use
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19
sources and one printed
source cited . Students
will have the
opportunity to begin the
assignment in class and
will not be due until the
following week to allow
sufficient time for
research and the writing
process.
Closure
5 minutes
Instructor will guide a

reflection session with the
whole class to clarify any
questions or concerns
about the research
process.
Students will reflect on

concerns about the
research process.
Student Product: Research paper

Instructional Resources, Materials and References:
Research Report : Interregional Explorers

Teacher Name: Ms. Domalewicz
Student Name:
________________________________________
CATEGORY
Organization
Information
is very
organized
with wellconstructed
paragraphs
and
subheadings.
Information
is organized
with wellconstructed
paragraphs.
Information
is organized,
but
paragraphs
are not wellconstructed.
The
information
appears to
be
disorganized
. 8)
Sources
All sources
(information
and
All sources
(information
and
All sources
(information
and
Some
sources are
not
Domalewicz
20
graphics) are
accurately
documented
in the
desired
format.
graphics)
are
accurately
documented,
but a few
are not in
the desired
format.
graphics) are accurately

accurately
documented.
documented,
but many are
not in the
desired
format.
Mechanics
No
grammatical,
spelling or
punctuation
errors.
Almost no
grammatical,
spelling or
punctuation
errors
A few
grammatical
spelling, or
punctuation
errors.
Many
grammatical,
spelling, or
punctuation
errors.
Quality of
Information
Information
clearly
relates to
the main
topic. It
includes
several
supporting
details
and/or
examples.
Information
clearly
relates to
the main
topic. It
provides 1-2
supporting
details
and/or
examples.
Information
clearly
relates to
the main
topic. No
details
and/or
examples
are given.
Information
has little or
nothing to
do with the
main topic.
LESSON 5- MATH/ELA
Lesson Title: Man vs. Machine
Grade Level: 6
Lesson Topic: MEthods of Labor
Learning
Needs
Category
Context for
Learning
Students
identified
with Specific
Learning
Disability
Numbe
r of
Studen
ts
2
Goals
(Accommodation)
Domalewicz
21
Central Focus

graders, they will be able to have options within certain activities to focus
on interest or have a choice of topic. This freedom to choose will allow
Common Core
Content Standard
(same as goals)
Content
Standards/
Objectives
Math Standard:
CC.6.RP.2.
Understand the
concept of a unit rate
a/b associated with a
ratio a:b with b not
equal 0, and use rate
language in the
context of a ratio
relationship.
ELA Standard:
CC.6.RI.2.
Determine a central
idea of a text and
Learning Objectives (list at least

three objectives)
calculate the cost of manual labor
versus machine labor with 80%
accuracy.
Students will be able to write
3-4 sentences explaining which
resource is the most economically
efficient choice for product
production.
Students will be able to read
an article and identify the central
idea by highlighting.
Students will be able to read
an article and highlight with three
Domalewicz
22
how it is conveyed
through particular
details; provide a
summary of the text
distinct from
personal opinions or
judgments.
Vocabulary/
Concepts/Lan
guage
Rationale
Essential
Questions
(Focus
Questions)
different colors to identify 3

supporting details to the central
idea.
Capital
Human resources
Human capital
Physical capital
Through the integration of math and ELA, students will be introduced to

the topic of human vs. machine labor and consider the cost efficiency of
both. The ELA portion of the lesson will be part of the introduction as
students read a news article about the topic of labor. The math portion of
the lesson has students break down the cost of labor to determine the
most efficient method of production. This topic relates to the overall
theme of trade because students are determining cost efficiency; a main
concern for product production and trade.
How does a company determine cost efficiency?
Is human labor or machine labor cheaper?
Why would a company choose to use human labor?
How does this choice benefit the community?
Assessments:
Type of
Assessment
Formative
Description of
assessment
Students will
determine the
cost of labor.
Modifications
Formulas can be
provided to assist
with the
calculation.
Evaluation Criteria
Students will be evaluated
on the accuracy of their final
answers. 80% accuracy will
determine if students have
mastered the objective set
out for the assignment.

Procedure
Teacher will:
Students will:
Anticipatory Set
_____ minutes
Class discussion of
about the types of
labor and the pros
Class discussion of
about the types of
labor and the pros
Modifications
Domalewicz
23
and cons to each
source of production.
and cons to each

source of production.
Learning Tasks and

Instructional
Strategies
_____ minutes
Instructor will remind

students of close
reading skills and
pass out the article.
Students will read an

article entitled,
Robots Could Cut
Labor Costs 16
Percent by 2025
written in a U.S News
report. While reading,
students will use
active, close-reading
skills to mark up the
article. Students will
highlight central idea
in blue and three
supporting details in
three other colors.
Small group led by

instructor or teaching
assistant
Independent
of Concepts
30 minutes

first example then
allow for independent
practice.
Students will be able

to calculate the cost
of manual labor
versus machine labor.
Formulas can be
provided to assist with
the calculation.
Closure
15 minutes
Instructor will inform

the students of the
writing prompt: write
3-4 sentences
explaining which
resource is the most
economically efficient
choice for product
production.
Students will write 34 sentences

explaining which
resource is the most
economically efficient
choice for product
production.
Graphic organizer
Student Product:Paragraph, problem sets.

Instructional Resources, Materials and References: article
http://www.usnews.com/news/articles/2015/02/10/robots-could-cut-internationallabor-costs-16-percent-by-2025-consulting-group-says
LESSON 6- STEM
Domalewicz
24
Lesson Title: Egg Trade
Grade Level: 6
Lesson Topic:Trade
Context for
Learning
Learning
Needs
Category
Students
identified with
Specific
Learning
Disability
Central
Focus
Number
of
Student
s
2
Goals
(Accommodation)

literacy skills and spark the inner artist within themselves. As sixth graders,
they will be able to have options within certain activities to focus on
interest or have a choice of topic. This freedom to choose will allow
Common Core Content

Standard
Learning Objectives
Domalewicz
25
Content
Standards/
Objectives
Vocabulary/
Concepts/La
nguage
Rationale
Essential
Questions
MS-ETS1-1- Engineering
and DesignDefine the criteria and
constraints of a design
problem with sufficient
precision to ensure a
successful solution, taking into
account relevant scientific
principles and potential
impacts on people and the
natural environment that may
limit possible solutions.
Students will be
able to design a container
that will protect an egg
when shipped.
Students will be
able to write a narrative
of their experience and
decision during the
building process.
Engineering
Fragile
Preservation
Justification
Students will use their knowledge of STEM to create a container that will
protect an egg in travel. This lesson will encourage students to think
creatively about the possibilities of using common household materials to
create an end product that will provide protection. The connection to the
unit is the idea that in a traders market, products must be preserved
during travel in order to receive payment.
How can common household items be used for a purpose it is
not designed for?
What kind of materials provide the most protection for a fragile
item.
Assessments:
Type of
Assessment
Formative
Description
of
assessment
Students will
design a
container that
will be able to
protect an
fragile item
during travel.
Modifications to
the assessment
Small groups
Graphic organizer
Reduction of
expected length
Evaluation Criteria Students will be evaluated

based on the justification for
their designs. Students will
need to sufficiently prove
that their design was
created with protection in
mind. Students will write a
short essay discussing the
Domalewicz
26
Procedure
Teacher will:
Students will:
Anticipatory Set
10 minutes
Instructor will discuss

how trade comes with
many minor
technicalities that are
often overlooked. For
instance, shipping
products from one
place to another
creates a need for
packaging that will
protect products.
Students will have a

brief conversation
with the instructor
about how items are
shipped and traded,
along with the
packaging that items
arrive in.
Learning Tasks and

Instructional
Strategies
10 minutes
Instructor will explain Students will become

the directions for the
familiar with
egg shipment activity. directions and review
classroom
expectations with the
instructor.
Independent
of Concepts
45 minutes
Instructor will
circulate throughout
the groups to ensure
safety.
In groups of 2-3
Students will design a
container using
household items that
will allow for safe
shipping of an egg.
Students should aim
to use the least
amount of materials
due to the cost of
shipping.
Closure
20 minutes
Instructor will direct

students on the
writing prompt that
will justify their
creation and discuss
their experience.
Students will
individually write a
short narrative of the
experience they had
creating their
package. They will
need to justify the
Modifications
Graphic organizer
Reduction of expected
length
Domalewicz
27
use of each of their
materials as a way of
reflecting on the
decisions they made
and if they would
change something in
the future.
Student Product: Package, reflection
Instructional Resources, Materials and References: (Including all images
used.): Household items for package
LESSON 7- Art (Theatre)

Lesson Title: LIfe on the Trade Routes
Grade Level: 6
Lesson Topic: Trade
Context for
Learning
Learning
Needs
Category
Students
identified with
Specific
Learning
Disability
Central Focus
Number
of
Student
s
2
Modifications, and/or
Pertinent IEP Goals
Arrange a nondistracting learning
environment
(Accommodation)
Utilize cooperative
learning groups
(Accommodation)
Directly teach
direction and organization
skills (To achieve IEP goal of
gaining independence in
organization and
independently following
direction.

impacts our daily lives and has evolved greatly as technology
developed. The topic of trade easily spans across all disciplines and
Domalewicz
28
provides students with an opportunity to explore other cultures,
countries, and economic principles. The integration of multiple skills
from various disciplines will support students holistically and allow
them to view the same topic throughout a multi-disciplinary unit.
graders, they will be able to have options within certain activities to
focus on interest or have a choice of topic. This freedom to choose will
allow students to gain independence in their studies; a skill that will
surely be beneficial in the latter part of their education. The use of
technology throughout the unit will also be beneficial for students to
use common programs/apps in an educational setting.
Common Core
Content Standard
(same as goals)
Content
Standards/
Objectives
Vocabulary/
Concepts/Langu
age
Rationale
ART Standard 1:
Creating, Performing
and Participating in
the Arts Students will
actively engage in
the processes that
constitute creation
and performance in
the arts (dance,
music, theatre, and
visual arts) and
participate in various
roles in the arts.
Learning Objectives (list at least

three objectives)
create a 3-5 minute video
performance detailing the daily
life of a tradesman.
perform their created play with at
least three lines spoken by each
participant.
Create
Perform
Students will put themselves in the shoes of the individuals who

traveled along the Silk Roads, across the Indian Ocean, and on the
Trans-Saharan trade routes. By considering the daily life of those who
traveled the trade routes, students will have to think beyond a holistic
mindset of what occurred on these historic paths. This activity
provides students the opportunity to use technology in the classroom
Domalewicz
29
and become more familiar with an app such as iMovie that students
may have never thought of as an educational tool. The use of
technology will likely spark the interest of students and engage them
in the topic.
Essential
Questions
What was life like along the trade routes?

What factors impacted the lives of those who traveled the routes?
Assessments:
Type of
Assessme
nt
Formative
Description of
assessment
Students will create a
video depicting the
lives of those who
traveled the three
main trade routes
studied in the unit.
Modifications
Size of groups
Teacher as participant
in group
Evaluation Criteria
Students will be evaluated
using a rubric to determine
if all criteria is met. Students
should include information
that they have gained
throughout the unit to
consider real-life
implications of those who
traveled the trade routes.

Procedure
Teacher will:
Students will:
Anticipatory Set
5 minutes
Instructor will
engage students in
conversation about
their visions of what
the life of a someone
on the trade routes
may be like.
Students will engage

in whole class about
the life of someone
who trades along one
of the three studied
trade routes.
Learning Tasks and

Instructional
Strategies
15 minutes
Instructor will walk

process of using
IMovie as a way to
develop their short
films.
Students will learn

about the iMovie
feature on the Ipads
and become familiar
with the app.
Independent
Instructor will assist

students with script
In small groups of 34, students will create
Modifications
Size of groups
Teacher as participant
Domalewicz
30
of Concepts
80 minutes
development and
technology problems.
a video of themselves
acting out a day in
the life of someone
who traveled along
one of the three main
trade routes. Each
student should speak
at least three times.
Each group should
begin with a script
that designates what
each person should
say. Once the script is
complete they may
move onto filming.
Closure
10 minutes
Instructor will lead a

class reflection on the
process of creating
their videos.
Students will verbally

reflect on the process
of using technology
to produce their
performance.
in group
Student Product: video/script

Instructional Resources, Materials and References: (Including all images
used.): Classroom set of ipads, rubrics
Video- Preproduction : Life on the Trade Route

Teacher Name: Ms. Domalewicz
Student Name: ________________________________________
CATEGORY
Script
Script is
complete and it
is clear what
each actor will
say and do.
Script is
mostly
complete. It is
clear what
each actor will
Script has a few

major flaws. It
is not always
clear what the
actors are to
There is no
script. Actors
are expected to
invent what they
say and do as
Score
Domalewicz
31
Entries and
exits are
scripted as are
important
movements.
Script is quite
professional.
say and do.

Script is shows
planning.
say and do.

Script shows an
attempt at
planning, but
seems
incomplete.
they go along.
Concept
Team has a
clear picture of
what they are
trying to
achieve. Each
member can
describe what
they are trying
to do and
generally how
his/her work
will contribute
to the final
product.
Team has a
fairly clear
picture of what
they are trying
to achieve.
Each member
can describe
what they are
trying to do
overall but has
trouble
describing how
his/her work
will contribute
to the final
product.
Team has
brainstormed
their concept,
but no clear
focus has
emerged for the
team. Team
members may
describe the
goals/final
product
differently.
Team has spent

little effort on
brainstorming
and refining a
concept. Team
members are
unclear on the
goals and how
their
contriubtions
will help them
reach the goal.
Teamwork
Students meet
and discuss
regularly. All
students
contribute to
the discussion
and all are
listened to
respectfully. All
team members
contribute a fair
share of the
work.
Students meet
and discuss
regularly. Most
students
contribute to
the discussion
and are
listened to
respectfully. All
team members
contribute a
fair share of
the work.
A couple of
team meetings
are held. Most
students
contribute to
the discussion
and are listened
to respectfully.
All team
members
contribute a fair
share of the
work.
Meetings are
not held
AND/OR some
team members
do not
contribute a fair
share of the
work.
LESSON 8- Art
Lesson Title: Explorer Caricatures
Grade Level: 6
Lesson Topic: Age of Exploration
Learning
Needs
Category
Context for
Learning
Numbe
r of
Studen
ts
Goals
Domalewicz
32
Students
identified with
Specific
Learning
Disability
Central
Focus
Content
Standards/
Objectives
Vocabulary/
(Accommodation)

literacy skills and spark the inner artist within themselves. As sixth graders,
they will be able to have options within certain activities to focus on
interest or have a choice of topic. This freedom to choose will allow
Common Core Content

Standard 1: Creating,
Performing and Participating in
the Arts Students will actively
engage in the processes that
constitute creation and
performance in the arts (dance,
music, theatre, and visual arts)
and participate in various roles in
the arts.
Caricatures
Learning Objectives (list at

least three objectives)
Students will be able to create a
caricature of a given explorer
that depicts at least 3 symbols
that represent the
xplorer/exploration
Domalewicz
33
Concepts/La
nguage
Exploration
Symbolism
Rationale
Essential
Questions
Students will relate back to a previous lesson when they developed a short
research project on an interregional explorer. With this previous knowledge,
students will create a caricature that portrays their explorers. To integrate
English Language Arts into this lesson, students will justify the symbols that
they will include on their caricatures. The three symbols will represent the
explorer, his travels, and/or the product that he traded.
How does a caricature change the look of a person?
What is symbolism?
What symbols represent an explorer?
Assessments:
Type of
Assessment
Formative
Description
of
assessment
Students will
write one
paragraph
explaining
their symbols
and the
artistic
choices they
made for their
creation.
Modifications to
the assessment
The writing
assignment can be
modified by
shortening the
length requirement
and providing an
outline. Students
could also verbally
describe their
reflection
Evaluation Criteria
A rubric will be used to
evaluate the caricatures.

Procedure
Teacher will:
Students will:
Anticipatory Set
5 minutes
The teacher will lead

a review of the
explorers that were
discussed earlier in
the unit.
Students will review

their explorers and
contributions to
trade.
Learning Tasks and

Instructional
Strategies
30 minutes
The instructor will

pair students based
on who they
researched earlier in
In pairs, students will

design a caricature
of the explorer they
researched in the
Modifications
Domalewicz
34
the unit. She will also
provide examples of
caricatures to provide
students with an idea
of the unproportioned
nature of caricatures.
beginning of the unit.

Students should
include at least three
symbols on their
caricatures that
represents the
explorer. Students will
be paired based on
the researcher they
have chosen.
Independent
of Concepts
15 minutes
Instructor will
provide directions for
the written activity
and provide
assistance during the
writing process.
Students will
individually write one
paragraph explaining
their symbols and the
artistic choices they
made for their
creation.
Closure
10 minutes
Instructor will lead a

whole class
presentation of the
caritures and ask
questions such as:
what led you to add a
particular symbol?
Students will present

their caricatures to
the class and verbally
explain their symbols.
The writing
assignment can be
modified by shortening
the length requirement
and providing an
outline. Students could
also verbally provide
their reflection.
Student Product: caricatures and reflections

Instructional Resources, Materials and References: rubric,
crayons/markers/paint/poster paper
Rubric for reflection scoring:
Points
Requirements
Student responds completely and

thoughtfully to the reflection prompt.
Student responds to the reflection

prompt. but lacks focus and includes
few details.
Student responds briefly and not
Domalewicz
35
thoughtfully to the reflection prompt. .
0
Student does not carry out the

assignment at all.

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Domalewicz

LESSON 1/ Social Studies

The central focus is centered around the theme/topic of trade. Trade

Common Core Content

Social Studies Standard 1:

Students will be able to

Trade- the action of buying and selling goods and services.

Silk Roads- an ancient network of trade routes that for

Students will gain a greater understanding about the movement of goods

1. Why would trade routes need to be developed?

Instructional Strategies and Learning Tasks

Teacher will instruct

Students will discuss

Learning Tasks and

The instructor will

Students will learn

Teacher will assist

Students will create

The instructor will

Students will share

Student Product: map

LESSON 2/Day 2- Social Studies

The central focus is centered around the theme/topic of trade. Trade

Common Core Content

Social Studies Standard 1: Explain

Students will be able to write

Social Studies Standard 1: Explain

Students will be able to

Trade- the action of buying and selling goods and services.

Silk Roads- an ancient network of trade routes that for

Instructional Strategies and Learning Tasks

Review the products

Students can be given

During the activity

Students will get from

Instructor will guide

Students will write

The instructor will

Students will reflect

The length of the

discuss their opinion

Student Product: Paragraph on the correlation of scarcity and trade.

LESSON 3/ English Language Arts

The central focus is centered around the theme/topic of trade. Trade

Common Core Content

ELA Standard: CC.6.RI.2.

Learning Objectives (list

Evaluation Criteria A central idea

Instructional Strategies and Learning Tasks

Students will watch

Learning Tasks and

The instructor will

The instructor will

Students will write a

Instructor will pass

Students will write an

LESSON 4/ English Language Arts

Common Core Content

Learning Objectives (list

Instructional Strategies and Learning Tasks

Instructor will begin to

Students will list as