Alvarado Intermediate School 2015-2016
Teacher: Tatum
Week: Sept 28-Oct 2
Grade: 6
Unit: Unit 3 Culture
Content Area: Social Studies
and History of
Central America
Content TEKS Covered:
Cross-Curricular
6.1 History. The student understands that historical events influence contemporary events. The student is expected to:
6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as
invasion, conquests, colonization, immigration, and trade
6.4 Geography. The student understands the factors that influence the locations and characteristics of various contemporary
societies on maps and globes and uses latitude and longitude to determine absolute location. The student is expected to:
6.4B Identify and explain the geographic factors responsible for patterns of population in places and regions.
6.6 geography. The student understands that geographical patterns result from physical environmental processes, The student is
expected to:
6.6A Describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on
Earth’s surface.
6.7 Geography. The student understands the impact of interactions between people and physical environment on the
development and conditions of places and regions. The student is expected to:
6.7B Identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation
infrastructure.
6.8 Economics. The student understands the factors of production in a society’s economy. The student is expected to:
6.8B Identify problems and issues that may arise when one or more of the factors of production is in relatively short supply.
6.15 Culture. The student understands the similarities and differences within and among cultures in various world societies. The
student is expected to:
6.15A Define culture and the common traits that unify a region.
6.17 Culture. The student understands relationships that exist among world cultures. The student is expected to:
6.17D Identify and define the impact of cultural diffusion on individuals and world societies.
STAAR TEKS
Essential /Guiding Question(s):
Academic
What Characteristics in Central America are a result of invasion, conquests, colonization, immigration,
Vocabulary:
or trade?
What geographic factors are responsible for the patterns of population?
What are the effects of physical environmental processes?
How have people modified the physical environment?
What problems and issues exist when factors of production are in short supply? (labor, capital)
Supported: (nontested content areas
only)
6.21
6.21B
6.22
6.22A







Linguistic diversity
Colonialism
Social factors
Economic
interdependence
Communism
Indigenous
Cultural diffusion
What culture traits unify this region?
How has cultural diffusion impacted the region?
WICOR Components (highlight):
Writing
Learning
Inquiry
Engage
Collaboration
Explore
Organization
Explain
Reading
Elaborate
Objective(s
Evalua
Closing
te
Task(s):
):
Monday
After the students fill
Students will each jot down their
Each group
Quickwr
To go over
in their vocab sheets
observations and then share then
will be given
ite:
vocabulary
over the Unit 3
with a small group what they wrote
one of the
What
for the Unit
vocab, without
down about the culture traits of the
counties listed
culture
as well as
identifying the
photographs observed.
to research
traits did
introducing
geographic
the following
you
students to
regions…post 4-8
After a large piece of paper/butcher
day.
notice
the
photographs around
paper/poster is given to each group
today
geographic
the room that reflect
while a list of Central American and
about
regions of
the geography and
Caribbean countries is projected on
Central
Central
people from Central
the screen.
America
America
America.
-
Belize
that we
and the
Students will roam
-
Guatemala
share in
Caribbean.
around the room
-
Honduras
the
making observations
-
Nicaragua
United
of the photographs.
-
El Salvador
States?
Explain to
-
Costa Rica
students that
-
Panama
they are
-
Cuba
making
-
Haiti
-
predictions
-
Dominican Republic
about culture
-
The Bahamas
traits based
-
Jamaica
on their
-
Santa Lucia
observations
-
Barbados
of the
Then project a map of Central
photographs.
America and the Caribbean, where
(Including
2-3 students sketch the map on the
food,
paper given to each group.
language,
-
Label countries, large bodies
family,
of water, and the Panama
education,
Canal
and art)
Tuesday
Students will use computers to
Quickwr
.To
research the following:
ite:
research
-
Brief history
In two
their
-
Were they ever invaded?
COMPL
countries to
-
Were they colonized and if so,
ETE
by who?
sentenc
Indications of cultural
es write
the
diffusion based on invasions
about
following
of colonization
what
Modifications/adaptions/natu
you’re
ral hazards
your
What current system of
country
government do they have?
unique,
present to
the class
day.
-
-
Current economic issues.
Wednesday
To present
Video about Central
Each group
While each
Quickwr
American Culture
will present
group
ite:
the
research.
their findings presents , the
What
to the class.
other groups
wat
use a graphic
difficult
organizer to
about
fill in for each
preparin
country
g for
presented.
your
presenta
tion?
What
could
you do
better
for the
next
time you
present
in class?
Thursday
Students will read
Students will list culture traits,
Students will
Quickwr
To learn
the Biographical
events, and geographical factors
write a letter
ite:
more about
sketch of a new
that are mentioned in the sketch.
to the
Describ
central
friend from Central
teacher
e3
American
America.
explaining
culture
culture
what you
traits
through a
know about
that you
culture traits,
would
biographica
historical
share
l sketch.
events, and
with
geographica
your
l factors of
new
Central
friend
America to
from
tell the
Central
teacher
America
about your
?
friend.
Students will
be asked to
explain their
conclusions
And the
reasoning
behind
them.
Friday
Read In The Year of
Students will refer back to their
Students will
Quickwr
The Boar, Jackie
vocab sheets and describe
share out
ite:
To apply
Robinson for 20
Linguistic diversity, social factors,
their
Pick a
previous
mins.
and cultural diffusion in relation to
observations
Unit 1
knowledge
what we have read so far in the
and
vocab
to the
readings in their journal.
comparison
word
current
s before the
from the
book we
teacher
list and
are reading.
explores the
explain
application
what it
of the Unit 1
means
vocab and
in your
how it
own
applies to
words.
the
biographical
sketch from
the previous
day.
Individual Customized Learning
Differentiated Academic
Bilingual/ESL Language Support:
Support:
Beginner 23
Reduced Assignments
10,11,20
Extra Time For
Completing
Assignments 1,
2,4,7,8,9,10,11,12,14,15,1
7,18,19,20,21
No Penalty For Spelling
12,13,16,19
Opportunity to Respond
orally 10,11,15
Emphasis on Major
Points 10,11,20
Alternate Assignments
20
Behavioral
Advanced/Advanced High-
Intermediate-24,25,26,27
28,29,30,31,32,33,34,35,36,37,38,39,40,41
Support:
Clearly
Visuals for classroom vocabulary Visuals for classroom vocabulary
and academic concepts
and academic concepts
Visuals for classroom vocabulary and academic concepts
Native language and adapted
grade-level texts
Adapted grade-level texts
Grade-level Texts
10,20
Short, simple sentence stems
Sentence stems
Complex sentence stems
Reminders Of
Defined Limits
Frequent
Rules 10,17
Pre-teaching social and academic Pre-teaching academic vocabulary Pre-teaching low-frequency academic vocabulary
Positive
vocabulary
Reinforcemen
Peer interaction (same language Peer interaction
peer, as needed)
Peer interaction
Adapted writing tasks with
drawing and scaffolding
Adapted writing tasks with
scaffolding
Grade-level writing tasks
Gestures (basic and academic
concepts)
Gestures for memorization of
academic concepts
Gestures for memorization of academic concepts
Extensive modeling
Modeling
Modeling
Graphic organizers
Graphic organizers
Graphic organizers
t 10,11,20
Frequent
Breaks 20
Frequent Eye
Contact 10
Private
Discussion
Writing Templates, 3
Manipulatives
Manipulatives
Manipulatives
About
choice answers 20
Use of cognates
Use of cognates
Use of cognates
Behavior 11
Pronunciation of social/
academic language
pronunciation of academic terms
Pronunciation of academic terms
Written Directions For
How To Complete 20
Opportunity To Leave
Class For Individualized
Assistance 20
Linguistic simplification text*
Linguistic simplification of
unfamiliar texts*
Oral translation of unfamiliar words
Negative 20
Oral translation of words and
phrases
Short Instructions 11,12,
Bilingual dictionary/glossary*
Bilingual dictionary/glossary*
20
To Help
Teacher 10,11
Slower, simplified speech
No Questions In The
Opportunity
Supervision
Linguistic simplification of complex, unfamiliar
academic text
During
Transition
Activities
10,20
Sensory
Opportunity to Repeat
Routine 20
and Explain Instructions
First Work
11
Then
Visual Aids 11,12,20
Reinforcer 20
Extra Time For Oral
Visual
Response 10,11,12,16,20
Schedule,
Extra Time For Written
Color Tape
Response
For Boundary
10,11,12,13,16,20
20
Exams Of Reduced
Implementati
Length 20
on Of BIP 11
Multiple Choice Tests
With No More Than 3
Answer Choices 20
Directions Given In
Multiple Ways 20
Support For Special ed
Teacher
Written Directions On
Separate Sheet
Class Agenda 20
SPED rubric for grading
20
Highlighted Materials 20
Color Coding Answer
Choices 20
Slant Board Available 20
Open Book Exams
Taken With Study Sheet
20
Oral Exams
1,3,4,6,7,9,10,11,12,13,14,
15,16,17,18
Small Group Testing 19
Support From General
Ed Teacher
10,11,12,14,15
Consider Effort A Grade
12
Preferential Seating
1,3,4,5,6,7,9,17,18,19,21
Frequent Feedback
11,12,15,16,18
Study Sheets 20
Immediate Feedback
11,15
Encouragement For
Classroom Participation
11,15,20
Reteach
1,3,4,5,6,7,9,17,18,21
Check For
Understanding 21
See Nurse As Needed 2
Peer Tutoring
3,9,11,14,16,21
Frequent Reminders
5,8,9
Note Taker/Note Taking
Paper 1,4,12
Assignment Notebook