CMS Lesson Plan Template
Week of:
Focused Standard/Element(s)
Teacher: Carter, D. Robinson, Wright Course/Level: 6th – Social Studies
Monday ____________
Tuesday____________
Wednesday____________
SS6H5 The student will analyze
important contemporary issues in
Canada.
SS6H5 The student will analyze
important contemporary issues in
Canada.
SS6H5 The student will analyze
important contemporary issues in
Canada.
a. Describe Quebec’s independence
movement.
SS6H4 The student will describe the
impact of
European contact on Canada.
SS6H4 The student will describe the
impact of
European contact on Canada.
How would you describe Quebec’s
independence movement?
What is the impact of independence
movements in Canada?
What is the impact of independence
movements in Canada?
Canada is the world's second largest
country in terms of land area.
However, about 75 percent of
Canada's population lives within 100
miles of its southern border. Which
statement does not provide a reason
why so many Canadians live in their
country's southern region?
Which of these factors best helps to
explain why a strong navy and a large
fleet of trading ships have been an
important part of Great Britain's
history?
Which of these is MOST LIKELY to
be classified as a reason for
Canadians' concern about pollution of
the Great Lakes?
Essential Question(s)
Opening (5-10 min)
A) More jobs are available in
Canada's southern region.
B) Canadian law encourages people
to live in its southern region.
C) Much of Canada's northern region
is tundra.
D) Canada's southern region has a
milder climate than its northern
region.
A) its form of government
B) its large population
C) its type of climate
D) its geographic location
A) The Great Lakes are a favorite
Canadian tourist destination.
B) The Great Lakes are a major
source of Canada's drinking water.
C) Canadians prefer the beaches
along the Great Lakes to those along
the coast.
D) Diving on shipwrecks is a growing
Great Lakes sport which attracts
divers from around the world.
Work-Time Activities (40 min)
Students will work in groups to
complete tiered assignments
concerning the Quebec independence
movement.
- Assignment 1 – Canadian
thinking map
- Assignment 2 – Eye glass
graphic organizer
- Assignment 3 – Political
cartoon analysis.
Students will be split into three
groups based on where they are in
understanding the content.
Group 1 – Students will complete the
map packet if they have not made a
100.
Group 2 – Students who need review
for the Canadian independence quiz
will create a review game using
notecards.
Group 3 – Students who understand
the content and need enrichment will
look up an article on newsela.com
concerning Canada and write a
summary.
Students will take the quiz concerning
Canadian independence movements.
They will choose from two potential
bonus questions:
1. A question based on a text
concerning Canada.
2. Writing a letter for or against
Quebec gaining their
independence.
Students will start working on the
study guide for the benchmark test on
Friday concerning the History
domain.
Students will review the EQ through
class discussion.
Students will list the most important
thing about the day’s lesson as a
ticket out the door.
Students will choose from a list of
prompts to write about the material
we have learned in this unit:
1. I was surprised to learn that…
2. I really understand…
3. It was hard for me to
understand…
Tiered assignment concerning the
Quebec independence movement.
Group assignments based on students’
understanding of the content.
Choice in quiz and closure activity.
Closure Activity (10 min)
Differentiation Strategies
(targeting student growth)
Thursday ____________
Friday ____________
Additional Notes
SS6H1 – SS6H9
SS6H1 – SS6H9
What concepts concerning History
did I need to know?
What concepts concerning History
did I need to know?
Spain colonized many countries in
Latin America. How is Spain's
influence still seen in these countries
today?
Students will write a sentence
summary about anything in the
History domain that they understand
really well.
Students will review over the study
guide through class discussion.
Students will take the benchmark
assessment concerning the History
domain.
Focused Standard/Element(s)
Essential Question(s)
Opening (5-10 min)
Work-Time Activities (40 min)
Closure Activity (10 min)
Students will play a review game in
preparation for the benchmark
assessment concerning the History
domain.
After the test, students will work on
creating flash cards with key
government and economic terms.
Students will create a “cheat sheet”
on a notecard to use on the history
test.
Students will participate in a class
discussion on the importance of the
key government and economic terms.
Open ended response in opening.
Differentiation Strategies
(targeting student growth)
Open ended response in opening