Lesson Plans – Subject to Change
World History
Week of: 11.9 – 11.13
6th Grade
Graves, Halter, Martin
Duration: 7 weeks
Unit : Unit 2
Standard(s): Egypt: SS.6.W.2.5 Summarize important achievements of Egyptian civilization. Examples are
agriculture, calendar, pyramids, art and architecture, hieroglyphic writing and record-keeping,
literature such as The Book of the Dead, mummification. (FOCUS)
SS.6.W.2.6 Determine the contributions of key figures from ancient Egypt. Examples are
Narmer, Imhotep, Hatshepsut, Ramses the Great, Akhenaten, Tutankhamun.
Israelites: SS.6.W.2.9 Identify key figures and basic beliefs of the Israelites and determine how
these beliefs compared with those of others in the geographic area. Examples are Abraham,
Moses, monotheism, law, emphasis on individual worth and responsibility. (FOCUS)
SS.6.W.1.6 Describe how history transmits culture and heritage and provides models of
human character.
Learning Goal:
Student created based on focus Standard
Essential Question How would you compare the emergence of advanced civilizations in Meso and South America
with the early river valley and Egyptian civilizations?
Assessment: DBQ Maya Civilization, Post Test through Socrative
Key Vocabulary Origins of Judaism = Monotheism, ethics, Torah, covenant, exodus, commandment.
The teaching of Judaism=scripture, prophet, rabbi, Talmud, righteousness, justice, Sabbath.
Monday
Benchmark: SS.6.W.2.5 & SS.6.W.2.6
Daily Agenda
Daily Objective SW interpret hieroglyphics and arts and architecture.
ANTICIPATE ( Unpack the Focus Standard: SS.6.W.2.6 Determine the contributions of key figures from ancient
Bell ringer) Egypt. Examples are Narmer, Imhotep, Hatshepsut, Ramses the Great, Akhenaten, Tutankhamun.
I DO: n/a
WE DO: Foldable (recap of previous days, make corrections in different color
You DO: Complete Hieroglyphics and, Arts and Architecture
REFLECT:(Exit Explain how the Egyptians used hieroglyphics and papyrus? How did their use affect the
Ticket)) development of their civilization?
Homework Complete Cornell Notes
Lesson Plans – Subject to Change
Tuesday
Benchmark: SS.6.W.2.5 & SS.6.W.2.6
Daily Agenda
Daily Objective SW complete activity that compares English, cuneiform, the Phoenician alphabet and
hieroglyphics.
ANTICIPATE ( What is the Great Sphinx and what was its purpose?
Bell ringer)
I DO: Intro activity: How has language changed? Pick a favorite quote, or your name.
WE DO: Write chosen words in English, then cuneiform, then Phoenician, and finally hieroglyphics.
You DO: Reflect: How has writing changed over time, what similarities and differences do you see in the
writing that we have studied so far? Which was the easiest for you to understand? The Hardest?
REFLECT:(Exit Which language did you find to be the most difficult to use to write? Explain why you found it to
Ticket)) be difficult.
Homework Complete foldable
Wednesday
Benchmark:
NO SCHOOL
Daily Agenda
Daily Objective
ANTICIPATE (
Bell ringer)
I DO: NO SCHOOL
WE DO: NO SCHOOL
You DO: NO SCHOOL
REFLECT:(Exit
Ticket))
Thursday
Benchmark: SS.6.W.2.9
START Judaism
Daily Agenda
Daily Objective SW summarize the origins of Judaism.
ANTICIPATE Unpack Focus standard: SS.6.W.2.9
Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared
( Bell ringer) with those of others in the geographic area. Examples are Abraham, Moses, monotheism, law,
emphasis on individual worth and responsibility.
Lesson Plans – Subject to Change
I DO: Introduce Origins of Judaism pgs. 170 - 175
WE DO: Read and pull out critical content and record notes using a Flow Map
You DO: Complete a Flow Map on the Origins of Judaism
REFLECT: How are religion and culture connected in Judaism?
(Exit Ticket))
Homework
Friday
Complete Flow Map
Benchmark: SS.6.W.2.9 & SS.6.W.1.6
Daily Agenda
Daily Objective Students will interpret the teachings of Judaism and apply them to today’s world.
ANTICIPATE( Describe the relationship between the Israelites and their God and how this relationship affected
Bell ringer) their daily life.
I DO: Intro The Teachings of Judaism (pgs 176-181)
WE DO: Take Cornell notes EQ: “What are the key teachings of Judaism?”
You DO: Summary and Questions
REFLECT:(Exit Explain the connection, according to the Hebrew Bible, between Abraham’s covenant with God
Ticket)) and the Israelites’ belief about Canaan.
Homework Complete Cornell Notes
Unit:
Scale #
Requirements for Level
4
I can describe important achievements of Ancient Egypt and Judaism and their great leaders and apply
the achievements to current civilization.
3
I understand the basic development of Ancient Egypt and Judaism, but I do not know why or how they
contributed to the advancement of civilization.
2
I can describe important achievements of Ancient Egypt and Judaism, including their key figures.
1
I have some background knowledge and a few of the vocabulary words down, but I still need help with
tasks.
Lesson Plans – Subject to Change
0
I have no experience with this topic and I need to start at the beginning.
Notes:
WICR Strategies used during each unit.
Writing
Inquiry
Collaboration
Reading
Writing activities that help
Questioning strategies
Working together with a
Any strategies in reading
students understand the
that help students
partner or in a group of
that help students
content
understand the content
students to understand, to
understand
problem solve, or to
complete a task/project
Writing-to-Learn
Higher level questioning
• summaries
in classes
Process writing
• Costa’s Level 1: Students
Sharing ideas with a
• accessing prior knowledge
• using a rubric as evaluation
find the answers right there
partner or in a group
• making predictions
On-demand/Timed writing
in the text.
Carousel/Gallery Walk
During reading activities
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
Think Pair Share
• vocabulary activities
• Costa’s Level 2: Students
must figure out the answer
• marking the text
Problem solving in groups
from information in the
text.
Before reading activities
• Cornell notes
• graphic organizers
Projects in groups
• taking notes on the most
important information
After reading strategies
• summarizing
• Costa’s Level 3: Students
• summarizing
• using the notes to study
apply what they have
• group projects
Reflective writing
learned or use what they
• students write about what
they have learned and what
they still need
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Allow student time to step
out to de-escalate
 Extended time on
assignments =1 day
 Read Aloud to Students
 Visual manipulatives
Lesson Plans – Subject to Change
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Preferential seating
 Written direction given
 Break directions into
chunks
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.