Lesson Plans – Subject to Change
6th Grade
World History
Week of: 10.12 – 10.16
Graves, Halter, Martin
Duration: 7 weeks
Unit : 2
Standard(s): SS.6.G.2.5 Interpret how geographic boundaries invite or limit interaction with other regions
SS.6.G.4.2 Use maps to trace significant migrations, and analyze their results.
Learning Goal:
Students will describe the factors associated with the development of early civilizations.
Essential Question
you compare the emergence of advanced civilizations in Meso and South America with the
early river valley and Egyptian civilizations?
Assessment: Mini Q Written, Produced on Friday
Key Vocabulary Migration, Nomad, ancient, populate, environment and adapt
Monday
Benchmark: SS.6.G.2.5
Daily Agenda
Daily Objective SW read and analyze the two theories of migration.
ANTICIPATE ( Why did the early people migrate? Explain your reason.
Bell ringer)
I DO: Present theories of ancient migration
WE DO: Create bubble about migration, using text pages
You DO: Complete bubble map, check for complete thoughts, check for page #’s
REFLECT:(Exit Evaluate both major migration theories. Which one do you believe is most accurate? Defend your
Ticket)) answer.
Tuesday
Benchmark:
Daily Agenda
Daily Objective SW will analyze modern migration trends in the world.
ANTICIPATE ( Imagine early people’s migration. Predict how different early people’s migration was to current
Bell ringer) migration.
Lesson Plans – Subject to Change
I DO: Present article on modern migration trends
WE DO: Text mark and read article
You DO: Answer: How has migration changed with modern advancements? (3-4 sentences)
REFLECT:(Exit In the first article we read today, does the article analyze both the benefits and the disadvantages
Ticket)) of using social media as a guide for their journey to Europe? Explain your answer.
Wednesday
Benchmark:
Daily Agenda
Daily Objective Students will create stance statement and T-Chart for Ancient and Modern Migration
ANTICIPATE ( What do you believe the major differences are between ancient and modern migration? Defend
Bell ringer) your answer.
I DO: Present T chart, reasoning and use
WE DO: Complete Tchart, on your own !!
You DO: Solidify stance, what questions do you think your opposition will ask? How can you fill holes in
your argument
REFLECT:(Exit From your T-Chart, select what statement could be used as an opening (strong) point in a Socrative
Ticket)) Debate?
Thursday
Benchmark:
Daily Agenda
Daily Objective SW Debate the differences and similarities of ancient and modern migration.
ANTICIPATE What debate norms do you believe we should use today? Explain your answer
( Bell ringer)
I DO: Go over debate Norms
WE DO: Debate
You DO: Finalize stance for written portion, highlight evidence to be used for written
REFLECT: How successful did you debate today? Explain your answer.
(Exit Ticket))
Lesson Plans – Subject to Change
Friday
Benchmark:
Daily Agenda
Daily Objective SW write and use text evidence to defend their stance on migration.
ANTICIPATE( What is “text evidence”? Explain how it is used to write a historical essay.
Bell ringer)
I DO: Present citation and writing norms
WE DO: n/a
You DO: Write, one page, citing evidence, on central statement
REFLECT:(Exit How helpful was your text evidence you identified for writing your paper? Explain your answer
Ticket)) including improvements you could have made.
Unit:
Scale #
Requirements for Level
4
I can analyze the differences and similarities of trends in ancient and modern migration and defend my
stance on the effects of migration in today’s world.
3
I can analyze the effects of ancient migration and understand its impact on the development of early
civilizations.
2
I can compare and contrast the two theories of ancient migration.
1
I have some background knowledge, and a few of the vocabulary words down. I still need help with
tasks.
0
I have no experience with this topic, I need you to start from the beginning.
Lesson Plans – Subject to Change
Notes:
CENTRAL STATEMENT: Human migration is currently more difficult than it was in the ancient world.
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,
.