Sixth Grade Social Studies
Module 9: "The Hellenistic World"
Module 9: "The Hellenistic World"
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
- "Essential Question: What advances did the Greeks make that still influence our world today?
- What you will learn: In this chapter you will learn that the ancient Greeks were both fierce fighters and great buildings who left behind a rich legacy of art and thought.
- Section 1: Greece and Persia
- The Big Idea: Over time the Persians came to rule a great empire which eventually brought them into conflict with the Greeks.
- Section 2: Sparta and Athens
- The Big Idea: The two most powerful city-states in Greece, Sparta and Athens, had very different cultures and became bitter enemies in the 400s BC.
- Section 3: Alexander the Great
- The Big Idea: Alexander the Great built a huge empire and helped spread Greek culture into Egypt and Asia.
- Section 4: Greek Achievement
- The Big Idea: Ancient Greeks made lasting contributions in the arts, philosophy, and science."
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
Download File
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
Download File
COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
Download File
Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
New York State Social Studies Framework:
ss-framework-k-8.pdf | |
File Size: | 726 kb |
File Type: |
New York State Social Studies Field Guide:
nys-ss-field-guide.pdf | |
File Size: | 1072 kb |
File Type: |
New York State P-12
Common Core Learning Standards for English Language Arts & Literacy
Common Core Learning Standards for English Language Arts & Literacy
nysp12cclsela.pdf | |
File Size: | 718 kb |
File Type: |
Fifth and Sixth Grade Writing Rubric:
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RACE Graphic Organizer (including the extended version):
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RACE Rubric:
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"What does the text SAY?" Graphic Organizer:
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"What does the author MEAN?" Graphic Organizer:
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"Why does it MATTER?" Graphic Organizer:
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NYS Social Studies Core Curriculum
RESOURCES:
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Vocabulary and review questions:
Websites:
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World History, Holt McDougal, Houghton Mifflin Harcourt Publishing Company, 2012.
- 6.6 Classical civilizations developed and grew into large empires characterized by powerful centralized governments, advanced commerce and trade systems, and complex social hierarchies. The scientific and cultural achievements of these civilizations continue to impact the world today.
- * 6.6.a The classical era was marked by an increase in the number and size of civilizations.
- * 6.6.b Classical civilizations maintained social order through various political systems that corresponded to the values of their citizens.
- *6.6.f Ancient civilizations made scientific, cultural, and political discoveries that have shaped our understanding of the world today.
- 6.7 Major religions and belief systems developed as civilizations grew, which unified societies, but also became a major source of tension and conflict.
- * 6.7.a Belief systems and religions are sets of mutual values that help to explain the way the world and humanity work.
- * 6.7.b Overtime, civilizations developed belief systems and religions that differed across place but shared similar themes.
- * 6.7.c Belief systems and religions unify groups of people and are woven into the social organization of societies.
RESOURCES:
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Vocabulary and review questions:
- Quizlet: https://quizlet.com/17097144/social-studies-chapter-9-the-greek-world-flash-cards/
- Jeopardy: https://jeopardylabs.com/play/chapter-9-the-greek-world
- BrainPOP Video: Democracy, http://www.brainpop.com/socialstudies/worldhistory/democracy/
- BrainPOP Video: Homer, http://www.brainpop.com/english/famousauthorsandbooks/homer/
- BrainPOP Video: Greek gods, http://www.brainpop.com/socialstudies/worldhistory/greekgods/
- BrainPOP Video: Athens, http://www.brainpop.com/socialstudies/worldhistory/athens/
- Deconstructing History: The Acropolis, http://www.history.com/topics/ancient-history/ancient-greece
Websites:
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World History, Holt McDougal, Houghton Mifflin Harcourt Publishing Company, 2012.
Homework due Thursday: None
Classwork, Wednesday:
Classwork, Wednesday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- “My dad is someone I look up to the most in the world because he has taught me a lot. He has lead me and shown me a lot about how to be a good person.”
- Question: Who is someone that you consider to be a great leader in personal life?
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Analyzing: to pull apart the text and gain crucial understanding of the text or example at hand.
- Critical attributes: Analyzing helps students to get a more complex understanding of what is being taught.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) the text on p.260-261
- Students will complete the questions: “Why was Cyrus the Great such a successful emperor?” in RACER format. They must hand in the RACER organizer as well as a full written paragraph.
- If students finish early (G,E,N,C,T) the teacher will give you another RACER to do answering the question: “How did the Persian Army grow?” (p.262-262)
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will go through some slides in the power-point.
- The teacher will explain how the RACER is to be completed.
- By the end of the guided practice, students will be able to perform the steps individually.
- The teacher will go through some slides in the power-point.
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Independent Practice:
- The students will answer the question: “Why was Cyrus the Great classified as a successful emperor?” in RACER format. The students must complete the RACER organizer and then write the paragraph in RACER form.
Homework due Friday: Sparta vs. Athens poster due.
Classwork, Thursday:
Classwork, Thursday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- “Our classroom is an organized group of people. We learn together every day! We are a society.”
- Question: “What kinds of societies do you belong to?”
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: identifying – to recognize, to serve as a means of identification.
- Critical attributes: identifying helps students to grasp a better understanding of where things come from and what they are.
- Examples: Show examples of
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) pages 266-269 in the textbook. Students will do this by choosing a given section to focus on in order to pull key facts about Sparta or Athens from the text.
- Students will create a poster of the given section they analyzed. Students will do this by including seven facts in bullet form in complete descriptive sentences. I will know students have done this when they show me their final product of the poster.
- Students will describe the given section they analyzed about Sparta or Athens. Students will do this by sharing their information with the class.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will go through slides in a PowerPoint about Athens and Sparta
- The teacher will give the students a section that she wants them to analyze on in the textbook. The sections that will be portioned are:
- “Boys and Men in Sparta” (p.266-267)
- “Girls and Women in Sparta” (p.267-268)
- “Boys and Men in Athens” (p.268-269)
- “Girls and Women in Athens” (p.269)
- The teacher will model how she would like the posters to look.
- By the end of the guided practice, students will be able to perform the steps individually.
- The teacher will go through slides in a PowerPoint about Athens and Sparta
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Independent Practice:
- The students will create their posters.
Homework due Monday: Extra Credit, page 262 RACER. May be completed in your notebook, on loose-leaf, or on any other form.
Classwork, Friday:
Classwork, Friday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- “The other day I ran in a relay for track and we broke the school record.”
- Question: “Name a time you achieved something!”
- Students will think/pair/share about how they have seen achievement in their own lives
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Analyzing
- Critical attributes: Analyzing helps my students to critically engage in the text and pull out the most important features.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) the text on (p.277-282)
- Students will identify the achievements of the Greek World. They will do this by writing making a list in their notebook of the achievements of the Greek World.
- Students will explain the achievements of the Greek World. The students will do this by writing an essay on the achievements of the Greek World.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will explain the achievements of the Greek World by leading the students through pages 277-282 in their textbooks.
- The teacher will demonstrate how she wants the list of achievements to be put in their notebooks.
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will write a one paragraph essay in their notebooks about the achievements of the Greek world.
Homework Due Tuesday, : Make corrections to the Chapter 8 test. Corrections are due no later than 8:00 tomorrow morning. Read pages 266-269. Complete the Athens/Sparta chart in your social studies notebook.
Classwork, Monday, :
- Students will complete the Chapter 8 test.
- When students get the test back, they are welcome to make corrections to the test. Students MUST put the page number of where the answer is found.
- For homework, students will read pages 266-269 in chapter 9 in their social studies textbook.
- After reading the text, students will compile a chart listing cultural characteristics of Athens and the characteristics of Sparta.
- Be sure to have at least 6 bullets for Boys and Men in Sparta.
- Be sure to have at least 4 bullets for Girls and Women in Sparta.
- Be sure to have at least 6 bullets for Boys an Men in Athens.
- Be sure to have at least 6 bullets for Girls and Women in Athens.
- Be sure to list at least 2 similarities between both Sparta and Athens.
Homework Due Wednesday, : None.
Classwork, Tuesday,: "I can expand/extend the RACE organizer."
Classwork, Tuesday,: "I can expand/extend the RACE organizer."
- We will go over the answers to the Chapter 8 test that was completed on Monday.
- Using your table of context, find out on what page Chapter 9 begins.
- Check out our next chapter in our social studies textbook to get a head start on the chapter. Be sure to look over vocabulary words, timelines, headings (standard and inferential headings), and other visual and text features.
- We will continue our conversation about student self-assessment: what it is, the importance, and how it can be beneficial. Why do we use "I can" statements? What is the benefit of using rubrics.
- The goal that we are focusing on today is "I can expand/extend the RACE rubric."
- Students will receive the most recent new and improved RACE organizer. We will discuss the changes that were made to the new organizer.
- Students will show what expand/extend means by using body movements.
- Our writing prompt question is "Why was Cyrus the Great so successful?" Can we use our RACE organizer to answer this question? How will extending the RACE organizer help us to answer the question thoroughly?
- We will discuss and draw what an extended RACE organizer looks like.
RACE Organizer:
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Extended RACE Organizer:
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RACE Rubric:
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"What does the text SAY?" Writing Prompts:
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"What does the author MEAN?" Writing Prompts:
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"Why does it MATTER?" Writing Prompts:
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Homework Due Thursday, : Students will complete the RACE organizer extension as they answer the question: Why was Cyrus the Great so successful?
Classwork, Wednesday, : "I can expand/extend the RACE organizer." "I can prioritize the facts in order of importance."
Classwork, Wednesday, : "I can expand/extend the RACE organizer." "I can prioritize the facts in order of importance."
- Due to a student's suggestion, instead of expanding and extending the rubric in our notebook, we will cut and tape the RACE organizer to make it an expanded and extended document. This will help students to visualize exactly what they need to do when they answer the question.
- As we read the text, students will place PostIt notes near quotes and paragraphs that might be helpful in answering our question.
- We will discuss what "prioritize" means. For example, there are many things that students want to do in the morning before they go to school. But students need to prioritize what is most important and needs to get done before coming to school.
- Students will write numbers on the PostIts in order of priority of importance of which quotes we should use in our RACE organizer. Students will choose three quotes to answer our question.
- Students will use the RACE extended organizer and rubric to complete the question for homework on the organizer.
Homework Due Friday, : None.
Classwork, Thursday, 5: "I can sort facts onto a compare and contrast chart." "I can prioritize facts in order of importance."
Classwork, Thursday, 5: "I can sort facts onto a compare and contrast chart." "I can prioritize facts in order of importance."
- Students will reread the facts that they added to their Sparta/Athens compare and contrast chart.
- Students will title one page of the notebook "Sparta" and on the adjacent page "Athens."
- Using the information found in the reading on pages 266-269, Sparta and Athens, with advice and input from the students' homework from Monday night, Mrs. Looney has typed and printed different quotes from each section of the reading.
- In groups, students will categorize the quotes into two sections on their desk: Sparta and Athens. Students will store their quotes in Ziplock bags.
- Imagine that you could choose which culture to live in within Greek civilization. Individually, students will ask themselves the following questions: How do I feel about the quotes? Describe your feelings and reactions. What are my values? How do my values affect where I would choose to live? In your social studies notebook, jot down a few bullets about your feelings, values, and reactions.
- We will regroup as a class to debrief.
Athens/Sparta Quotes:
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Homework Due Tuesday, : Email your decision to Mrs. Looney. Would you rather live in Athens or Sparta? See below for directions.
Classwork, Friday, : "I can prioritize facts in order of importance."
Classwork, Friday, : "I can prioritize facts in order of importance."
- Quick check-in: What activity did we complete yesterday? What did we learn through the process of categorization?
- Today we are going to take a trip back in time. It seems like in the movies and in novels these days that time travel is something we can imagine.
- In today's lesson, we will focus our attention on the facts needed to decide which city to live in: Athens or Sparta.
- We categorized many quotes yesterday. Categorizing these quotes will help us with our decision. But most importantly, we need to learn how to prioritize facts and quotes.
- As a class we will discuss the goal for today: "I can prioritize facts in order of importance."
- We will describe our feelings and reactions to the quotes and make a decision. Why should we focus on our feelings and reactions? In order to get a strong reaction in our reader, there needs to be a strong reaction in the writer.
- Mrs. Looney will model how this is done. Students will gather on the rug to observe the process of evaluating our feelings and reactions and prioritizing quotes and facts.
- In groups, students will discuss some of their feelings and reactions to the quotes that we categorized yesterday.
- In groups, students will prioritize which quotes are of utmost importance and number the quotes in order of importance. Students will discuss and explain why they picked those quotes and why the quotes are important.
- Students will tape the quotes that they plan on using onto their extended RACE Organizer.
- We will regroup as a class to debrief the results of our group discussions. Students will ask themselves: What did I learn today that I can use from this day forward?
- Checking for understanding: What questions do we have about the homework that is due on Tuesday?
Directions: Would you rather live in Athens or Sparta? Email your decision to Mrs. Looney. ALSO: use the RACE Organizer found above.
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Homework Due Wednesday, : None.
Classwork, Tuesday, :
Classwork, Tuesday, :
- The sixth grade will be on a field trip on the Ridge Walk for the day.
Homework Due Thursday, Friday, and Monday, : Greek Achievement Project is due on Monday. THIS IS FOR A GRADE!
Classwork Wednesday, and Thursday, and Friday, : Students will work on their Greek Achievements Project. Pages 277-283 in the social studies textbook.
Classwork Wednesday, and Thursday, and Friday, : Students will work on their Greek Achievements Project. Pages 277-283 in the social studies textbook.
- Students will read pages 277-283 in the social studies textbook.
- Students will create a booklet that will describe Greek achievements. Each page will also include illustrations. These illustrations may be drawings or images from the internet. Be sure to cite the website of where you find your images.
- Make your cover creative. Add a title and the author's name (that would be you!).
- Page one: title page which includes the title of the booklet, author of the booklet, publishing company, where it was published, when it was published.
- Page two: table of contents. Be sure to add a title to this page.
- Page three: introduction. "Ancient Greeks made lasting contributions in the arts, philosophy, and science." Make a list of the contributions. Be sure to add a title to this page. Use the RACE organizer as a guide.
- Page four: Statues and Paintings. Write the main idea and a summary of this section in the textbook. You may use a quote, bullets, definitions, explanations, and drawings. Be sure to add a title to this page. Use the RACE organizer as a guide.
- Page five: Greek Architecture. Write the main idea and a summary of this section in the textbook. You may use a quote, bullets, definitions, explanations, and drawings.Be sure to add a title to this page. Use the RACE organizer as a guide.
- Page six: The Parthenon. Write the main idea and a summary of this section in the textbook. You may use a quote, bullets, definitions, explanations, and drawings. Be sure to add a title to this page. Use the RACE organizer as a guide.
- Page seven: New Forms of Writing. Write the main idea and a summary of this section in the textbook. You may use a quote, bullets, definitions, explanations, and drawings. Be sure to add a title to this page. Use the RACE organizer as a guide.
- Page eight: Philosophy (Socrates, Plato, Aristotle). Write the main idea and a summary of this section in the textbook. You may use a quote, bullets, definitions, explanations, and drawings. Be sure to add a title to this page. Use the RACE organizer as a guide.
- Page nine: Mathematics. Write the main idea and a summary of this section in the textbook. You may use a quote, bullets, definitions, explanations, and drawings. Be sure to add a title to this page. Use the RACE organizer as a guide.
- Page ten: Medicine and Engineering. Write the main idea and a summary of this section in the textbook. You may use a quote, bullets, definitions, explanations, and drawings. Be sure to add a title to this page. Use the RACE organizer as a guide.
- Page eleven: Summary and Conclusion. Be sure to add a title to this page.
Greek Achievements Booklet Directions:
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Homework Due Wednesday, October 8, : Read pages 263-265 in your social studies textbook and complete pages 7-10 in your Greek Notebook.
Classwork, Tuesday, October 7,:
Classwork, Tuesday, October 7,:
- We will start reading chapter nine: section one in our textbooks.
- We will learn about main ideas and supporting details.
- A main idea comes in the beginning of a section of writing and the details support the main idea.
- A main idea is like the top of a desk and the supporting details are like the legs of a desk.
- We will read each heading in section one of chapter nine.
- We will discuss what we think the main idea, supporting details, and summary is of the heading that we just read.
- We will write down our answers in our Greek notebooks.
Homework Due Thursday, October 9,: None.
Classwork, Wednesday, October 8, :
Classwork, Wednesday, October 8, :
- We will be reading pages 266-268 as a class.
- We will complete pages 11-14 in our Greek Notebooks. We will write down the main idea, supporting details, and summary of the headings that we read on pages 266-268.
Homework Due Friday, : Read pages 269-271 in your social studies textbook. You will complete pages 15-18 in your Greek World Notebook.
Classwork, Thursday, :
Classwork, Thursday, :
- We will be continuing taking notes by finding the main idea and supporting details in section two of chapter nine.
- We will be completing pages 11-15 in our Greek World notebook.
- Students will finish the remaining pages that we did not finish in class. Most likely pages 15-18.
Homework Due Tuesday, : None.
Classwork, Friday :
Classwork, Friday :
- As a class we will go over pages 15-18 in the students Greek World Notebooks. Students will make sure that they have the correct main idea, supporting details, and summary for the sections.
- We will be given an poster project (see attached document).
- Each group of about four will be given a heading from section two, chapter nine.
- The options are "Boys and Men in Sparta" on pages 266-267, "Girls and Women in Sparta" on pages 267-268, "Boys and Men in Athens" on pages 268-69, and "Girls and Women in Athens" on pages 270-271.
- The students will write seven facts about the section they are given. The facts should be in bullet form and complete sentences.
- The students will draw pictures on the poster that depict the lifestyle of the section they were given.
- Students will present one of their facts they found most interesting at the end of class and complete an exit slip.
- Students will present all of their poster on Tuesday during class.
Athens and Sparta Society Project
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Athens and Sparta Exit Slip
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Homework Due Tuesday, : If you were there on page 266.
Classwork, Friday :
Classwork, Friday :
- Students will work on their Athens and Sparta project for about fifteen to twenty minutes.
- Students will present their projects to the class.
- The students who choose to do the If you where there extra credit assignment will read their assignments to the class.
Homework Due Wednesday, : None.
Classwork, Tuesday :
Classwork, Tuesday :
- Students will continue working on their Athens and Sparta group projects.
- Students will present their projects at the end of class.
- The students who completed the extra credit assignment of If you where there will read which city in Greece they picked to live in and why.
Homework Due Thursday, : Read pages 274-276 in your Social Studies textbooks. Complete pages 23-25 in your Greek World notebook. Write down the main idea, supporting details, and the summary.
Classwork, Wednesday :
Classwork, Wednesday :
- As a class students will read pages 272-274. Students who wish to read aloud may raise their hand and do so.
- We are continuing looking for the main idea/central idea, supporting details, and summary of the headings/sections we are reading.
- We will read section by section (heading by heading).
- As a class we will complete the accompanying Greek World Notebook pages. The pages are 19-22.
- We will write down the main idea/central idea, supporting details, and summary for each of the pages we complete in our Greek World Notebooks.
Homework Due Friday, : None.
Classwork, Thursday
Classwork, Thursday
- As a class we will go over the answers to pages 23-25 in your Greek World Notebook.
- As a class students will read pages 276-277. Students who wish to read aloud may raise their hand and do so.
- We are continuing looking for the main idea/central idea, supporting details, and summary of the headings/sections we are reading.
- We will read section by section (heading by heading).
- As a class we will complete the accompanying Greek World Notebook pages. The pages are 27-29.
- We will write down the main idea/central idea, supporting details, and summary for each of the pages we complete in our Greek World Notebooks.
- Students will receive the study guide for the Greek World Test.
- Test on Tuesday, . Please Study!
Homework Due Monday, : Read pages 280-281 in your social studies textbook and complete page 31 in your Greek World Notebook.
Classwork, Friday :
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Homework Due Tuesday, : Study for your Test!
Classwork, Monday :
Classwork, Monday :
- As a class we will go over page 31 in your Greek World Notebooks.
- We will then read the rest of chapter nine in your social studies textbook.
- We will complete the reaming pages in your Greek World Notebook.
- Students can then ask any questions they might have about the test
Homework Due Wednesday,: None.
Classwork, Tuesday :
Classwork, Tuesday :
- Students will complete a test for chapter nine.
- Students will be finding the main idea/central idea, supporting details, and summary for passages.
- If students finish early they can work on any homework that they might have.
Homework Due Wednesday, October 8, : Read pages 263-265 in your social studies textbook and complete pages 7-10 in your Greek Notebook.
Classwork, Tuesday, October 7,:
- We will start reading chapter nine: section one in our textbooks.
- We will learn about main ideas and supporting details.
- A main idea comes in the beginning of a section of writing and the details support the main idea.
- A main idea is like the top of a desk and the supporting details are like the legs of a desk.
- We will read each heading in section one of chapter nine.
- We will discuss what we think the main idea, supporting details, and summary is of the heading that we just read.
- We will write down our answers in our Greek notebooks.
Homework Due Thursday, October 9,: None.
Classwork, Wednesday, October 8, :
- We will be reading pages 266-268 as a class.
- We will complete pages 11-14 in our Greek Notebooks. We will write down the main idea, supporting details, and summary of the headings that we read on pages 266-268.
Homework Due Friday, : Read pages 269-271 in your social studies textbook. You will complete pages 15-18 in your Greek World Notebook.
Classwork, Thursday,:
- We will be continuing taking notes by finding the main idea and supporting details in section two of chapter nine.
- We will be completing pages 11-15 in our Greek World notebook.
- Students will finish the remaining pages that we did not finish in class. Most likely pages 15-18.
Homework Due Tuesday, : None.
Classwork, Friday :
- As a class we will go over pages 15-18 in the students Greek World Notebooks. Students will make sure that they have the correct main idea, supporting details, and summary for the sections.
- We will be given an poster project (see attached document).
- Each group of about four will be given a heading from section two, chapter nine.
- The options are "Boys and Men in Sparta" on pages 266-267, "Girls and Women in Sparta" on pages 267-268, "Boys and Men in Athens" on pages 268-69, and "Girls and Women in Athens" on pages 270-271.
- The students will write seven facts about the section they are given. The facts should be in bullet form and complete sentences.
- The students will draw pictures on the poster that depict the lifestyle of the section they were given.
- Students will present one of their facts they found most interesting at the end of class and complete an exit slip.
- Students will present all of their poster on Tuesday during class.
Athens and Sparta Society Project
spartan_or_athens_lifestyle_poster.docx
Download File
spartan_or_athens_lifestyle_poster.pdf
Download File
Athens and Sparta Exit Slip
section_two_chapter_nine_exit_slip.docx
Download File
section_two_chapter_nine_exit_slip.pdf
Download File
Homework Due Tuesday, : If you were there on page 266.
Classwork, Friday :
- Students will work on their Athens and Sparta project for about fifteen to twenty minutes.
- Students will present their projects to the class.
- The students who choose to do the If you where there extra credit assignment will read their assignments to the class.
Homework Due Wednesday, : None.
Classwork, Tuesday :
- Students will continue working on their Athens and Sparta group projects.
- Students will present their projects at the end of class.
- The students who completed the extra credit assignment of If you where there will read which city in Greece they picked to live in and why.
Homework Due Thursday, : Read pages 274-276 in your Social Studies textbooks. Complete pages 23-25 in your Greek World notebook. Write down the main idea, supporting details, and the summary.
Classwork, Wednesday :
- As a class students will read pages 272-274. Students who wish to read aloud may raise their hand and do so.
- We are continuing looking for the main idea/central idea, supporting details, and summary of the headings/sections we are reading.
- We will read section by section (heading by heading).
- As a class we will complete the accompanying Greek World Notebook pages. The pages are 19-22.
- We will write down the main idea/central idea, supporting details, and summary for each of the pages we complete in our Greek World Notebooks.
Homework Due Friday, : None.
Classwork, Thursday :
- As a class we will go over the answers to pages 23-25 in your Greek World Notebook.
- As a class students will read pages 276-277. Students who wish to read aloud may raise their hand and do so.
- We are continuing looking for the main idea/central idea, supporting details, and summary of the headings/sections we are reading.
- We will read section by section (heading by heading).
- As a class we will complete the accompanying Greek World Notebook pages. The pages are 27-29.
- We will write down the main idea/central idea, supporting details, and summary for each of the pages we complete in our Greek World Notebooks.
- Students will receive the study guide for the Greek World Test.
- Test on Tuesday, . Please Study!
greek_world_review_guide_.pdf
Download File
Homework Due Monday: Read pages 280-281 in your social studies textbook and complete page 31 in your Greek World Notebook.
Classwork, Friday
- As a class students will read pages 277-280. Students who wish to read aloud may raise their hand and do so.
- We are continuing looking for the main idea/central idea, supporting details, and summary of the headings/sections we are reading.
- We will read section by section (heading by heading).
- As a class we will complete the accompanying Greek World Notebook pages. The page is 30.
- We will write down the main idea/central idea, supporting details, and summary for each of the pages we complete in our Greek World Notebooks.
greek_world_review_guide_.docx
Download File
Homework Due Tuesday, : Study for your Test!
Classwork, Monday :
- As a class we will go over page 31 in your Greek World Notebooks.
- We will then read the rest of chapter nine in your social studies textbook.
- We will complete the reaming pages in your Greek World Notebook.
- Students can then ask any questions they might have about the test
Homework Due Wednesday, : None.
Classwork, Tuesday :
- Students will complete a test for chapter nine.
- Students will be finding the main idea/central idea, supporting details, and summary for passages.
- If students finish early they can work on any homework that they might have.
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Homework due day:
Classwork, day:
Classwork, day:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice: