LESSON PLANS – SUBJECT TO CHANGE
6th grade World History-Ancient Civilizations
Week of 12/1-5/14
Learning Goal(s): Students will read text evidence regarding Greek and
Roman citizenship. Students will decide, based on the text evidence,
which citizenship form they prefer. Students will write a 5 paragraph
essay explaining their choice. County mandate.
Monday
Tuesday
Objective
Students will organize
Students will begin work
their DBQ responses
on guided essay. Student
into a chart for use on
product: DBQ guided
their DBQ essay.
essay.
Student product: DBQ
essay graphic organizer
Prepared by World History team
Wednesday
Students will continue
with guided essay.
Student product: DBQ
guided essay
Thursday
Students will begin DBQ
essay. Student product:
DBQ essay
Friday
Students will complete
with DBQ essay.. Student
product: DBQ essay
I DO: Introduce means
to organize material for
DBQ essay.
I DO: Introduce guided
essay format.
I DO: Review DBQ guided
essay format..
I DO: Introduce DBQ
rubric.
I DO: Review DBQ rubric.
WE DO: Discuss DBQ
organizational chart.
WE DO: Discuss DBQ
guided essay format.
WE DO: Discuss guided
essay format.
WE DO: Discuss DBQ
rubric.
WE DO: Discuss DBQ
rubric.
YOU DO: Complete
organizational chart.
YOU DO: Begin DBQ
guided essay
YOU DO: Complete DBQ
guided essay.
YOU DO: Begin DBQ
essay.
YOU DO: Complete DBQ
essay.
In 3 sentences, tell me
which nation- Athens or
Rome, of you want to be
a citizen. Explain your
decision.
In 3 sentences, provide
the quotes and the cites
you will use in your 1st
body paragraph.
In 3 sentences, provide
the quotes and cites you
will use in your 2nd body
paragraph.
In 3 sentences, provide
the quotes and cites to
your 3rd body paragraph.
In 3 sentences, explain
why you did not choose
the nation about which
you decided not to write.
Which had the better
citizenship system: Athens
or Rome?
Which had the better
citizenship system: Athens
or Rome?
Which had the better
citizenship system: Athens
or Rome?
Which had the better
citizenship system:
Athens or Rome?
Agenda:
Bell Ringer:
Essential
Which had the better
Questions/Higher citizenship system:
Order Questions: Athens or Rome?
Student Product:
Organizational chart
Guided essay.
Guided essay.
DBQ essay.
DBQ essay.
Word Wall:
Citizen, Subject, Social
Contract Theory, CityState, philosopher,
Roman Republic.
Citizen, Subject, Social
Contract Theory, CityState, philosopher, Roman
Republic.
Citizen, Subject, Social
Contract Theory, CityState, philosopher, Roman
Republic.
Citizen, Subject, Social
Contract Theory, CityState, philosopher, Roman
Republic.
Citizen, Subject, Social
Contract Theory, CityState, philosopher,
Roman Republic.
Homework:
Unfinished Exit Ticket
Unfinished Exit Ticket
Unfinished Exit Ticket
Unfinished Exit Ticket
Unfinished Exit Ticket
Exit Ticket:
None
None
None
None
None
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ESE MODIFICATIONS:
Vary presentations of subject matter.
Cooperative learning.
Extra time.
Provide outlines/notes of key concepts and ideas.
Modified assignments, quizzes, and tests.
Breakdown lesson into smaller segments-“chunking.”
Specialized grading criteria.
Modified/supplementary materials.
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ELL (ESOL) MODIFICATIONS:
Context clues (gestures, expression, and body language).
Multiple media to provide different stimuli
Individualized instruction/assistance.
Peer tutoring and Small Group Instruction.
Visual and audiovisual aids
Adjust or shorten assignments.
Alternative assessments.
Adapt text materials to facilitate comprehension.
Build on student’s existing knowledge.
Modify speech.
Extra time.
Specialized grading criteria.