Nydia M. Tarrant
January 18, January 22, 2016
Six Grade Lesson Plans: World Geography
Mon. Jan. 18, 2016
Tues. Jan. 19, 2016
Martin Luther King Day
Study Guide for Unit 2
CCSS
Content
Objective
RH6-8.7, SL6.2
I can demonstrate comprehension of the importance
of Martin Luther King Day by viewing and listening to a
short video clip about Martin Luther King and then
orally answer multiple choice questions at the end of
the video with my A/B partner on a white erase board.
All GLCE found on previous lesson
plans for Unit 2
RH6-8.4
I can demonstrate comprehension
of Unit 2 by responding to
questions on a study guide for my
Unit 2 Post Test on Thursday,
January 21, 2016.
All GLCE found on previous lesson
plans for Unit 2
RH6-8.4, RH6-8.7
I can demonstrate comprehension
of Unit 2 Common Assessment
Posttest “Spatial Patterns” by
responding to questions on my
flashcards.
All GLCE found on previous lesson
plans for Unit 2
RH6-8.4, RH6-8.7
I can demonstrate application of
Unit 2, “Spatial Patterns” by
reading the questions and the
answers to the questions on the
Unit 2 Post Test.
Language
Objective
I can read and discuss the article, “A Man with a
Dream” and respond to questions about Martin Luther
King’s life, using the article and content-specific
vocabulary.
I can create flash cards and orally
review for my Unit 2 Common
Assessment with my A/B partner,
using structured conversation.
I can look at pictures on a
PowerPoint and orally respond to
questions that represent key
concepts from Unit 1, using my study
guide and flashcards.
I can demonstrate application of
Unit 2 “Spatial Patterns’ by reading
the questions and the answers to
the questions on the Unit 2 Post
Test
Agenda
Silent Reading
Silent Reading
1. Silent Reading
Common Assessment Unit 2 Post
Test
Brain Pop Video Martin Luther King
Study Guide
2. Flashcards
Read and discuss the article, “A Man with a Dream”
Create Flashcards
3. PPT Review
ALL VOCABULARY WORDS
FOUND ON PREVIOUS LESSON
PLANS FOR UNIT 2
ALL VOCABULARY WORDS
FOUND ON PREVIOUS LESSON
PLANS FOR UNIT 2
Date
GLCE
Wed. Jan. 20, 2016
Review for Unit 2 Post Test
Thursday, Jan. 21, 2016
Unit 2 Post Test
Complete packet, using the article
Vocabulary
Social
Studies
Martin Luther King
The Fourteenth Amendment
Segregation
Minorities
Civil Rights
Strike
PLEASE NOTE: LESSON PLANS ARE SUBJECT TO CHANGE DUE TO UNFORESEEN CIRCUMSTANCES.
ALL VOCABULARY WORDS
FOUND ON PREVIOUS LESSON
PLANS FOR UNIT 2
Friday, Jan. 22,
2016
Free Day
Students earned 75
points for their Free
Day.
Students earned 75
points for their Free
Day.
Nydia Tarrant
January 18- January 22, 2015
Sixth Grade Lesson Plans: Enrichment
Debate Question: Is it a good idea to have schools go year round?
DATE
Monday, Jan. 18, 2016
Tues. Jan. 19, 2016
Wed. Jan. 20, 2016
Thursday, Jan. 21, 2016
Friday, Jan. 22, 2016
Debate Project
Day 1
Debate Project
Day 2
Debate Project
Day 3
Debate Project
Day 4
Debate Project
Day 5
Presentations start
Monday, Jan. 25, 2016
SL 6.1B
Follow rules for collegial
discussions, set specific
goals and deadlines, and
define individual roles as
needed
R6.8
Trace and evaluate the
argument and specific
claims in a text,
distinguishing claims that
are supported by reasons
and evidence from claims
that are not.
W6.2B
Develop the topic with
relevant facts, definitions,
concrete details,
quotations, or other
information and examples
I can demonstrate
synthesis of the research I
conducted for the debate
question: Is it a good idea
to have schools go year
round by writing my
contention with facts and
direct quotations from my
notes to support my
group’s point of view.
I can orally discuss,
arrange and organize my
research to support my
debate team’s position on
year round schools, using
the notes taken from each
of 5 research resources on
my graphic organizer
Review Vocab. Handout
SL 6.1B
Follow rules for collegial
discussions, set specific
goals and deadlines, and
define individual roles as
needed
R6.8
Trace and evaluate the
argument and specific
claims in a text,
distinguishing claims that
are supported by reasons
and evidence from claims
that are not.
W6.2B
Develop the topic with
relevant facts, definitions,
concrete details, quotations,
or other information and
examples
I can demonstrate synthesis
of the research I conducted
for the debate question: Is
it a good idea to have
schools go year round by
writing my contention with
facts and direct quotations
from my notes to support
my group’s point of view.
SL 6.1B
Follow rules for collegial
discussions, set specific
goals and deadlines, and
define individual roles as
needed
R6.8
Trace and evaluate the
argument and specific
claims in a text,
distinguishing claims that
are supported by reasons
and evidence from claims
that are not.
W6.2B
Develop the topic with
relevant facts, definitions,
concrete details, quotations,
or other information and
examples
I can demonstrate synthesis
of the research I conducted
for the debate question: Is it
a good idea to have schools
go year round by writing my
contention with facts and
direct quotations from my
notes to support my group’s
point of view.
SL 6.1B
Follow rules for collegial
discussions, set specific
goals and deadlines, and
define individual roles as
needed
R6.8
Trace and evaluate the
argument and specific
claims in a text,
distinguishing claims that
are supported by reasons
and evidence from claims
that are not.
W6.2B
Develop the topic with
relevant facts, definitions,
concrete details, quotations,
or other information and
examples
I can demonstrate synthesis
of the research I conducted
for the debate question: Is
it a good idea to have
schools go year round by
writing my contention with
facts and direct quotations
from my notes to support
my group’s point of view.
SL 6.1B
Follow rules for collegial
discussions, set specific
goals and deadlines, and
define individual roles as
needed
R6.8
Trace and evaluate the
argument and specific
claims in a text,
distinguishing claims that
are supported by reasons
and evidence from claims
that are not.
W6.2B
Develop the topic with
relevant facts, definitions,
concrete details,
quotations, or other
information and examples
I can demonstrate
synthesis of the research I
conducted for the debate
question: Is it a good idea
to have schools go year
round by writing my
contention with facts and
direct quotations to support
my group’s point of view.
I can conference with Ms.
Tarrant and discuss the
each team member’s
assignment and the
organization of our debate
presentation.
I can orally discuss, arrange
and organize my research to
support my debate team’s
position on year round
schools, using the notes
taken from each of 5
research resources on my
graphic organizer.
I can orally discuss, arrange
and organize my research
to support my debate
team’s position on year
round schools, using the
notes taken from each of 5
research resources on my
graphic organizer.
I can orally discuss,
arrange and organize my
research to support my
debate team’s position on
year round schools, using
the notes taken from each
of 5 research resources on
my graphic organizer
Work on Debate Project
Work on Debate Project
Work on Debate Project
Work on Debate Project
Work on Debate Project
GCLE
CCSS
Content Objective
Language Objective
Agenda
Mon. Jan. 25th
(Group 1-2)
Tues. Jan. 26th
(Groups 3-4)
Wed. Jan 27th and Thurs.
Jan. 28th
(Groups 5-7)
Vocabulary
Enrichment
Fact
Opinion
Year Round School
Research
Informational Text
Contention
Pros
Cons
Evidence
Direct Quotations
Citing research… According
to _____________(name of
author)
Research
Informational Text
Contention
Pros
Cons
Evidence
Direct Quotations
Citing research… According
to _____________(name of
author)
Research
Informational Text
Contention
Pros
Cons
Evidence
Direct Quotations
Citing research… According
to _____________(name of
author
PLEASE NOTE: LESSON PLANS ARE SUBJECT TO CHANGE DUE TO UNFORESEEN CIRCUMSTANCES.
Research
Informational Text
Contention
Pros
Cons
Evidence
Direct Quotations
Citing research…
According to
_____________(name of
author