Common Core Lesson Planning Template
Grade Level
6th
Teacher/Room:
Curtis/119
Week of February 3, 2014
Unit Vocabulary: Physical Features, Geography, Environment, Climate, Natural Resources, Densely Populated, Traditional, Command, Market, and Mixed Economy
Instructional Strategies Used: Lecture, Visual Presentation, Technology, Guided Practice, Review, Oral Reading, Whole and Small Group Instruction , Reflective Writing, Graphic Organizers
Day 1
Day 2
Day 3
Common Core Standards:
LITCC6-8RHSS10: By the end of
grade 8, read and comprehend
history/social studies texts in the
grades 6–8 text complexity band
independently and proficiently
Common Core Standards:
LITCC6-8RHSS10: By the end of
grade 8, read and comprehend
history/social studies texts in the
grades 6–8 text complexity band
independently and proficiently
Common Core Standards:
LITCC6-8RHSS10: By the end of
grade 8, read and comprehend
history/social studies texts in the
grades 6–8 text complexity band
independently and proficiently
L6-8RH7: Integrate visual
information (e.g., in charts,
graphs, photographs, videos, or
maps) with other information in
print and digital texts.
L6-8RH7: Integrate visual
information (e.g., in charts, graphs,
photographs, videos, or maps) with
other information in print and
digital texts.
L6-8RH7: Integrate visual
information (e.g., in charts, graphs,
photographs, videos, or maps)
with other information in print
and digital texts.
L6-8WHST10: Write routinely
L6-8WHST1: Provide a
concluding statement
L6-8WHST10: Write routinely
L6-8WHST1: Provide a concluding
statement
L6-8WHST10: Write routinely
L6-8WHST1: Provide a concluding
statement
SS6G1 The student will locate
selected features of Latin
America and the Caribbean.
a. Locate on a world and regional
political-physical map: Amazon
River, Caribbean Sea, Gulf of
Mexico, Pacific Ocean, Panama
Canal, Andes Mountains, Sierra
Madre Mountains, and Atacama
Desert.
b. Locate on a world and regional
political-physical map the
countries of Latin America. The
countries of Bolivia, Brazil,
Colombia, Cuba, Haiti, Mexico
Panama, and Venezuela.
SS6G3 The student will
explain the impact of location,
climate, distribution of natural
resources,
and population distribution on
Latin America and the
Caribbean.
SS6G1 The student will locate
selected features of Latin America
and the Caribbean.
a. Locate on a world and regional
political-physical map: Amazon
River, Caribbean Sea, Gulf of Mexico,
Pacific Ocean, Panama Canal, Andes
Mountains, Sierra Madre Mountains,
and Atacama Desert.
b. Locate on a world and regional
political-physical map the countries
of Latin America. The countries of
Bolivia, Brazil, Colombia, Cuba, Haiti,
Mexico Panama, and Venezuela.
SS6G1 The student will locate
selected features of Latin
America and the Caribbean.
a. Locate on a world and regional
political-physical map: Amazon
River, Caribbean Sea, Gulf of
Mexico, Pacific Ocean, Panama
Canal, Andes Mountains, Sierra
Madre Mountains, and Atacama
Desert.
b. Locate on a world and regional
political-physical map the
countries of Latin America. The
countries of Bolivia, Brazil,
Colombia, Cuba, Haiti, Mexico
Panama, and Venezuela.
a. Compare how the location,
climate, and natural resources of
SS6G3 The student will explain
the impact of location, climate,
distribution of natural resources,
and population distribution on
Latin America and the
Caribbean.a. Compare how the
location, climate, and natural
resources of Mexico and Venezuela
affect where people live and how
SS6G3 The student will explain
the impact of location, climate,
distribution of natural
resources,
and population distribution on
Latin America and the
Caribbean.
Day 4
Day 5
Common Core Standards:
LITCC6-8RHSS10: By the end of
grade 8, read and comprehend
history/social studies texts in
the grades 6–8 text complexity
band independently and
proficiently
Common Core Standards:
LITCC6-8RHSS10: By the end of
grade 8, read and comprehend
history/social studies texts in the
grades 6–8 text complexity band
independently and proficiently
L6-8RH7: Integrate visual
information (e.g., in charts,
graphs, photographs, videos, or
maps) with other information in
print and digital texts.
L6-8WHST10: Write routinely
L6-8WHST1: Provide a
concluding statement
SS6G1 The student will locate
selected features of Latin
America and the Caribbean.
a. Locate on a world and
regional political-physical map:
Amazon River, Caribbean Sea,
Gulf of Mexico, Pacific Ocean,
Panama Canal, Andes
Mountains, Sierra Madre
Mountains, and Atacama Desert.
b. Locate on a world and
regional political-physical map
the countries of Latin America.
The countries of Bolivia, Brazil,
Colombia, Cuba, Haiti, Mexico
Panama, and Venezuela.
SS6G3 The student will
explain the impact of
location, climate,
distribution of natural
resources,
and population distribution
on Latin America and the
L6-8RH7: Integrate visual
information (e.g., in charts,
graphs, photographs, videos, or
maps) with other information in
print and digital texts.
L6-8WHST10: Write routinely
L6-8WHST1: Provide a concluding
statement
SS6G1 The student will locate
selected features of Latin
America and the Caribbean.
a. Locate on a world and regional
political-physical map: Amazon
River, Caribbean Sea, Gulf of
Mexico, Pacific Ocean, Panama
Canal, Andes Mountains, Sierra
Madre Mountains, and Atacama
Desert.
b. Locate on a world and regional
political-physical map the
countries of Latin America. The
countries of Bolivia, Brazil,
Colombia, Cuba, Haiti, Mexico
Panama, and Venezuela.
SS6G3 The student will explain
the impact of location, climate,
distribution of natural
resources,
and population distribution on
Latin America and the
Caribbean.
a. Compare how the location,
climate, and natural resources of
Common Core Lesson Planning Template
Mexico and Venezuela affect
where people live and how they
trade.
b. Compare how the location,
climate, and natural resources of
Brazil and Cuba affect where
people live and how they trade.
SS6E5 The student will analyze
different economic systems.
a. Compare how traditional,
command, and market,
economies answer the economic
questions of 1 -what to produce,
2-how to produce, and 3-for
whom to produce.
they trade.
Essential Question:
Essential Question:
Why are the location, climate, and
natural resources important to a
country’s economy?
Why are the location, climate,
and natural resources important
to a country’s economy?
b. Compare how the location,
climate, and natural resources of
Brazil and Cuba affect where people
live and how they trade.
SS6E5 The student will analyze
different economic systems.
a. Compare how traditional,
command, and market, economies
answer the economic questions of 1
-what to produce, 2-how to produce,
and 3-for whom to produce.
a. Compare how the location,
climate, and natural resources of
Mexico and Venezuela affect
where people live and how they
trade.
b. Compare how the location,
climate, and natural resources of
Brazil and Cuba affect where
people live and how they trade.
SS6E5 The student will analyze
different economic systems.
a. Compare how traditional,
command, and market, economies
answer the economic questions of
1 -what to produce, 2-how to
produce, and 3-for whom to
produce.
Caribbean.
Essential Question:
Why are the location, climate, and
natural resources important to a
country’s economy?
Essential Question:
How are the countries of Latin
America unique?
a. Compare how the location,
climate, and natural resources
of Mexico and Venezuela affect
where people live and how they
trade.
b. Compare how the location,
climate, and natural resources
of Brazil and Cuba affect where
people live and how they trade.
SS6E5 The student will
analyze different economic
systems.
a. Compare how traditional,
command, and market,
economies answer the
economic questions of 1 -what
to produce, 2-how to produce,
and 3-for whom to produce.
Mexico and Venezuela affect
where people live and how they
trade.
b. Compare how the location,
climate, and natural resources of
Brazil and Cuba affect where
people live and how they trade.
SS6E5 The student will analyze
different economic systems.
a. Compare how traditional,
command, and market, economies
answer the economic questions of
1 -what to produce, 2-how to
produce, and 3-for whom to
produce.
SS6G2 The student will discuss
environmental issues in Latin
America.
a. Explain the major
environmental concerns of Latin
America regarding the issues of
air pollution in Mexico City,
Mexico, the destruction of the rain
forest in Brazil, and oil-related
pollution in Venezuela.
Essential Question:
How can Latin America improve its
environmental problems?
Common Core Lesson Planning Template
Activating Strategy:
Warm-up: What is a Command
Economy? What is a Market
Economy? What is a Mixed
Economy?
Teacher PP: Latin America
Countries
Mini Lesson: All Students
1. Map Practice
2. Country Compare/Contrast
Questions
3. Study Guide
Differentiated Activities:
Blue = Sheppard Map
Practice/Technology
Map Practice
1. Information Poster
Students will select one of the
following countries: Mexico,
Venezuela, Cuba, or Brazil.
Students will design an information
poster that promotes that
country’s economy. Students will
include the location and climate to
promote tourism.
Differentiation:
Activating Strategy:
Ticket in the Door: Types of Economy
Matching
Mini Lesson: All Students
1. Map Practice
2. Country Compare/Contrast
Questions
3. Study Guide
Differentiated Activities:
Red = CIA.Gov Country Facts
/Technology
Purpose: Students will design a
comparison chart of the four
countries.
1. Information Poster
Students will select one of the
following countries: Mexico,
Venezuela, Cuba, or Brazil.
Students will design an information
poster that promotes that country’s
economy. Students will include the
location and climate to promote
tourism.
Differentiation:
Activating Strategy:
Comparing the economies of UK,
Germany, and Russia = Questions
380-382
Mini Lesson: All Students
1. Map Practice
2. Country Compare/Contrast
Questions
3. Study Guide
Activating Strategies:
Review Computer Lab Activities
Mini Lesson: All Students
1. Study Island
Latin American Geography
Differentiated Activities:
1. Blue, Green, and Red Team
Projects (Differentiated)
Located on my teacher page
Differentiated Activities:
Green = National Geography
Country Facts / Technology
Mini Lesson: All Students
1. Test = Geography
2. Environmental Concerns:
Read: Pages 32, 33, 36
Complete question sheet
Differentiated Activities:
1. Students will select one
environmental problem.
Students will explain the problem
and present solutions to the
problem.
2. Each team will have detailed
instructions for this assignment.
Purpose: Project Facts
1. Information Poster
Students will select one of the
following countries: Mexico,
Venezuela, Cuba, or Brazil.
Students will design an information
poster that promotes that country’s
economy. Students will include the
location and climate to promote
tourism.
Content: Countries
Process: Poster
Design/Facts/Technology
Product: Poster
Content: Countries /Technology
Process: Poster
Design/Facts/Technology
Product: Poster
Content: Countries
Process: Poster Design/Facts
Product: Poster
Content: Internet Info
Process: PowerPoint/Weebly
Product: PowerPoint/Weebly
Differentiation:
Differentiation:
Content: Environmental Problem
Process: Same
Product: based on team
Assessment:
Formative: Project
Summative: Comparison Questions
Assessment:
Summative: Ticket in the Door
Matching / Comparison Questions
Formative: Project
Assessment:
Formative: Map Quiz and Project
/Comparison Questions
Assessment:
Summative: Study Island and
Projects
Assessment:
Summative: Test
Formative: Writing Assignment
Homework:
Amazon River and Rainforest
Information book.
Homework:
Amazon River and Rainforest
Information book.
Homework:
Amazon River and Rainforest
Information book.
Homework: Test Friday
Study Guide
Homework: Due
Amazon River and Rainforest
Information book.
Resources and Reflective Notes:
Differentiation:
Activating Strategy:
Latin America’s Environment
PowerPoint (Teacher)
Common Core Lesson Planning Template
Differentiation:
1. Content: What are students learning? What the student needs to learn or how the student will get access to the information. Differentiated materials for students
2. Process: How will students learn the content? Activities in which the student engages in order to make sense of or master the content/Differentiated Activities
3. Product: How will students demonstrate what they have learned? Culminating products that ask the student to rehearse, apply, and extend what he or she has learned
in a unit. Finished products/variety
4. Learning Environment: The way the classroom works and feels.
Grouping: Ability
Based on 2013 CRCT Test Scores, Benchmark Testing, Study Island for Social Studies, Current Social Studies Test Scores and Quizzes. Also, teacher observation, ticket out
of the door, reflective writing, Dear Diary, paragraph writing
What is the difference between formative and summative assessment?
Formative assessment
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The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to
improve their learning. More specifically, formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:
draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal for early feedback
Quiz
Summative assessment
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The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:
a midterm exam
a final project
a paper
a senior recital
Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.