Sixth Grade
Module 2: The Stone Ages and Early Cultures
Module 2: The Stone Ages and Early Cultures
Please note: The dates regarding homework and classwork are subject to change. Please check th TEAMS ASIGNMENTS each day.
The following information is taken from the 6th grade social studies textbook World History:
The following information is taken from the 6th grade social studies textbook World History:
- "Essential Question: How did humans' ways of living change as they interacted and adapted?
- What you will learn: In this chapter you will learn about the earliest people. You will see how they learned to make tools, hunt, gather food, and even create art.
- Section 1: The First People
- The Big Idea: Prehistoric people learned to adapt to their environment to make simple tools, to use fire, and to use language.
- Section 2: Early Human Migration
- The Big Idea: As people migrated around the world they learned to adapt to new environments.
- Section 3: Beginnings of Agriculture
- The Big Idea: The development of agriculture brought great changes to human society."
WEEK OF SEPTEMBER 21, 2020
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Classwork: Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4a: Follow the Text Signposts. Explore Visual and Text Features.
Classwork: Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4a: Follow the Text Signposts. Explore Visual and Text Features.
- Students will receive their textbooks.
- 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:
- Prehistoric: what words are imbedded in the word "prehistoric"? What does prehistoric mean? What images come to mind when we hear this word?
- Stone Age: In groups, we will complete a KWL chart on the topic of the Stone Age and early cultures. What images come to mind when we hear the term "Stone Age"? This chart will encompass what students already know about the topic (K), and what we want to know about the topic (W). At the end of the chapter the groups will reconvene and fill in the (L) what we have learned at the end of the chapter.
- Before we break into groups we will discuss the following questions: Why is it helpful to complete this chart? How does completing this chart help our comprehension?
- Students will write their answers in their notebooks.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Targets: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: After the small group brainstorm for the KWL chart, we will come up with a definition of Stone Age.
- Examples: In small groups, students will list examples of what they know about the Stone Age.
- Skill Development:
- Students will describe images, ideas, and components of the Stone Age.
- In small groups, students will list examples of what they know about the Stone Age.
- Students will "identify features.
- gain accurate information from features as they encounter them in their reading." Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, p. 27.
- We will discuss "features." What are features? Characteristics. Special details.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Why is it helpful to complete this chart? How does completing this chart help our comprehension?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- We will discuss "features." What are features? Characteristics. Special details.
- Mrs. Looney will explain that nonfiction includes features that help us to navigate the text and learn information about the text. They are like signs. They help us to find our way.
- In pairs or groups of three, students will name some of the features that they find in Chapter Two of their social studies textbook. They will write a list of the features in their social studies notebook and write the page number next to the type of feature they have found.
- Using the SmartBoard, Mrs. Looney will demonstrate compiling a list of visual features and text features. Students will explain what they learn from each feature.
- Visual features: These features help us picture something. Some examples are photographs, illustrations, drawings, diagrams, charts, graphs, and maps.
- Text features: These features are made up of words. Some examples are the use of bold print, captions on photographs, titles, labels, headings, index, table of context.
- Mrs. Looney will model determining the importance of the text and visual features.
- 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 in their notebooks.
- Gradually, students will begin to do the steps individually.
- 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 create a list of words that describe the concept of the Stone Age?
- Are students able to correctly create a list of examples of features?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Independent Practice:
- In groups, we will complete a KWL chart on the topic of the Stone Age and early cultures. What images come to mind when we hear the term "Stone Age"? This chart will encompass what students already know about the topic (K), and what we want to know about the topic (W). At the end of the chapter the groups will reconvene and fill in the (L) what we have learned at the end of the chapter.
- In pairs or groups of three, students will name some of the features that they find in Chapter Two of their social studies textbook. They will write a list of the features in their social studies notebook and write the page number next to the type of feature they have found.
Homework: Students will write at least 10 features and purposes that are found in their Social Studies Textbook Lessons 2: Early Human Migration, and Lesson 3: Beginnings of Agriculture, pages 50-58. DUE THURSDAY.
Classwork: Social Studies Textbook Lessons 2: Early Human Migration, and Lesson 3: Beginnings of Agriculture, pages 50-58.
Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4b, pages 32-35: Follow the Text Signposts. Identify Purposes of Visual and Text Features.
Classwork: Social Studies Textbook Lessons 2: Early Human Migration, and Lesson 3: Beginnings of Agriculture, pages 50-58.
Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4b, pages 32-35: Follow the Text Signposts. Identify Purposes of Visual and Text Features.
- 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:
- Question: What are some examples of "features" that we see and use in everyday life outside of school?
- What were some examples of features that we found in our social studies textbook on Friday?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Skill Development)
- Skill Development:
- Students will "identify features and describe their purposes- how they help us understand information
- gain accurate information from features as they encounter them in their reading.
- understand how text and visual features complement each other." Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, p. 32."
- Students will compare features found in the social studies textbook.
- Students will describe how the features help them comprehend the information in the textbook.
- Students will identify features found in the social studies textbook.
- Students will evaluate.
- Skill Development:
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? How does identifying features help us to comprehend information?
- Does anyone have any other reasons why this lesson is important in your life? How do features help us in everyday life?
- Guided Practice:
- To continue our introduction to Chapter 2, "The Stone Ages and Early Cultures," students will skim through the chapter beginning on page 50 of the social studies text book and continuing until page 58. Students will take notes of the features that they see.
- By perusing through the chapter, what can we guess the chapter will be about? How do we know that?
- In pairs, students will make a list of the visual and text features that they find on pages 50. Students will write their findings in a chart in their social studies notebook: visual features in one list, text features in another list. Students will list the page number from where they found the feature.
- Students will then add to their charts the purpose of the features.
- Without reading the entire section of Lesson 1, what facts can we learn from the features?
- Can we answer the following question while only paying attention to the features? Why or why not? Essential Question: How did humans' ways of living change as they interacted and adapted?
- Mrs. Looney will model. What was I thinking when I came across this feature in the text? What am I visualizing as I analyze this feature?
- On the SmartBoard, Mrs. Looney will demonstrate how to create and fill in the features chart.
- 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 in their notebook.
- 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:
- The students will write at least 10 features and purposes that are found in their Social Studies Textbook Lessons 2: Early Human Migration, and Lesson 3: Beginnings of Agriculture, pages 50-58. DUE THURSDAY.
Ötzi the Iceman.
What is the historical significance
of the discovery of Ötzi the Iceman?
What is the historical significance
of the discovery of Ötzi the Iceman?
How to correctly pronounce "Ötzi the Iceman"
What Ötzi the Iceman Taught Us about Ancient Humans:
This 5,300-Year-Old Corpse Was Found by Accident: Smithsonian Channel
Voice of 5,300-old Ötzi Iceman Recreated
Homework: There are multiple assignments and due dates for this project. See below for due dates and assignment details.
USE THE RACE FORMAT!!!!!
- Due dates:
- Wednesday: Ötzi predictions and four questions.
- Friday: "Mummy Melodrama: Top Secrets About Ötzi the Iceman." Annotation of article.
- The essential question that we will be focusing on while researching Ötzi is "What is the historical significance (importance) of discovering Ötzi the Iceman?"
- Fill out the "Melodrama: Top Secrets..." prediction sheet. List four questions that you have about this top secret detective case.
- Read and annotate the article "Mummy Melodrama: Top Secrets About Ötzi the Iceman." Keep in mind our essential question: "What is the historical significance (importance) of discovering Ötzi the Iceman?"
- As you annotate, be sure to write comments and questions in the margins of the article. Circle, underline, use stars, question marks, and draw sketches to annotate. Underline important words, and draw symbols and/or pictures that will help you remember what you are reading. Annotate the entire article! As you are reading and annotating, keep in mind our essential question: "What is the historical significance (importance) of discovering Ötzi the Iceman?"
- Then in your groups, annotate the article again while discussing evidence and ideas about the historical significance of discovering Ötzi with your group. Using the ideas from your group, add to your annotation.
- Write a claim to guide your essay. For example: The valuable discovery of Ötzi the Iceman is historically significant because scientists were able to learn about the early people by studying Ötzi.
- On sticky notes, write down evidence (quote) from the article "Mummy Melodrama: Top Secrets About Ötzi the Iceman" to support your claim. Rank your evidence (quotes) in order of strongest significance (importance). Choose three of the most important facts from the text that support your claim and place them on the graphic organizer.
- Using your graphic organizer as a guide, write a five paragraph essay answering the question, "What is the historical significance (importance) of the discovery of Ötzi the Iceman?"
USE THE RACE FORMAT!!!!!
- Paragraph One: Introduction. Four sentences. Include your claim.
- Paragraph Two: One example and quote of why discovering Ötzi has helped us to learn something important in history. (Why discovering him was historically significant.) Use your example that you wrote on your sticky note. Explain using three sentences.
- Paragraph Three: Another example (quote) of why discovering Ötzi has helped us to learn something important in history. (Why discovering him was historically significant.) Use your example that you wrote on your sticky note. Explain using three sentences.
- Paragraph Four: Another example (quote) of why discovering Ötzi has helped us to learn something important in history. (Why discovering him was historically significant.) Use your example that you wrote on your sticky note. Explain using three sentences.
- Paragraph Five: Conclusion. Four sentences. Be sure to include your claim again.
Mummy Melodrama: Article about Ötzi
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More Articles about Ötzi the Ice Man
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Ötzi Graphic Organizer:
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Ötzi Essay Directions:
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Extra Credit: Ticket to Discovery Challenge
- Search on the Internet for other popular archeological sites in history.
- Make a list of other sites that teach us about the past. Where are they located? When were they discovered?
- Are other discoveries still being made?
- Bring in photos or drawings of these sites. Be sure to label dates of when the site was discovered and where it is located.
Ticket to Discovery Challenge: Extra Credit
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Homework: In pairs, students will analyze the drawing and text boxes on page 32 "paying close attention to the roles that men and women may have played as hunters-gatherers. Students will make a chart comparing the Men's Chores, Women's Chores, Shared Chores. Choose two of the most dangerous and difficult tasks of the hunters-gatherers found in the five examples from the text boxes. Explain why these examples are the most dangerous and difficult tasks.
Classwork:
Classwork:
- Activate Prior Knowledge: We will review the questioning strategies that we worked on yesterday in class. Questioning to increase our comprehension. Students will write at least one question on a Post-it note before they read the section (look at the features first). Students will also write one question on a Post-it note while they are reading or after they are reading.
- Learning Objective: (skill development)
- Skill Development: Questioning to increase our comprehension.
- Before: Look at features first. What is the difference between the four charts, between the four photos of the skulls.
- While: How do scientists know that the "upright man" was able to control fire? How do scientists know that early humans were hunters and gatherers?
- After:
- In pairs, students will analyze the drawing and text boxes on page 32 "paying close attention to the roles that men and women may have played as hunters-gatherers. Students will make a chart comparing the Men's Chores, Women's Chores, Shared Chores.
- In pairs, students will continue to analyze the drawing and text boxes on page 32. "Life for the hunters-gatherers was difficult and dangerous." Choose two of the most dangerous and difficult tasks of the hunters-gatherers found in the five examples from the text boxes. Explain why these examples are the most dangerous and difficult tasks.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Using PostIt notes, students will continue to read the chapter and write down questions before, during, and after they read each section.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 I hand it out. Are students able to correctly describe the skill 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: In pairs, students will analyze the drawing and text boxes on page 32 "paying close attention to the roles that men and women may have played as hunters-gatherers. Students will make a chart comparing the Men's Chores, Women's Chores, Shared Chores. Whatever is not completed in class will be for homework. Choose two of the most dangerous and difficult tasks of the hunters-gatherers found in the five examples from the text boxes. Explain why these examples are the most dangerous and difficult tasks.
THE BIRTH OF FARMING
Homework: None.
Classwork:
Classwork:
- Activate Prior Knowledge: The Birth of Farming. The History Channel. https://www.youtube.com/watch?v=bhzQFIZuNFY:
- Learning Objective: (Concept development)
- Concept Development:
- The development of agriculture brought great changes to human society.
- Guided Practice: As a class we will begin reading pages 38-39. Mrs. Looney will read the "If you were there..." on page 40 and ask the class to predict how life changed when humans realized that "plants have grown from the dropped seeds." Small groups will make a list of all the ways their lives had changed. We will then read page 41. Students will make note if any of their predictions came true.
- Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. 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?
- Independent Practice: In small groups, students will add to their list of predictions and make a list of all of the ways life had changed for the early people during the Neolithic Era.
Homework: Read pages 40-43 in the social studies textbook: "Beginnings of Agriculture." Answer the following question in paragraph form on looseleaf: How did agriculture change society? Due
ClassworK:
ClassworK:
- Review: We will watch a very short YouTube breaking news video of Ötzi the Iceman's voice recreated after 5,300 years!
- To tie up this chapter about early humans, students will write an essay that describes how agriculture changed society.
- Students will read pages 40-43.
- Essay will be completed on looseleaf.
- You may complete an outline for extra credit.
- You may complete a rubric for extra credit.
- Paragraph One: Introduction. At least four sentences.
- Paragraph Two: One example of how life had changed because of farming. Use quotes from the textbook. Explain the quote and how life had changed because of farming.
- Paragraph Three: Another example of how life had changed because of farming. Use quotes from the textbook. Explain the quote and how life had changed because of farming.
- Paragraph Four: A third example of how life had changed because of farming. Use quotes from the textbook. Explain the quote and how life had changed because of farming.
- Paragraph Five: Conclusion. Recycle the introduction. At least four sentences.
- Due Wednesday, September 28, 2016.
"Stone Tool Technology of Our Human Ancestors" Video
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 in their notebooks or 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/or 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:
- The students will
Homework: None.
Classwork:
Small Group Lessons for The Comprehension Toolkit, Infer Meaning, Lesson 13: Crack Open Features. Infer meaning of subheadings and titles, pages 122-126.
Students will:
- "understand the purpose of subheads and titles.
- use their background knowledge to infer the meaning of inferential subheads and titles.
- distinguish between standard and inferential subheads and titles." The Comprehension Toolkit, p. 122.
- We will use pages 6-11 in the social studies textbook.
- Standard subheadings are subheadings that are clear, specific, and straightforward, telling about the information that will follow.
- Inferential subheadings may "involve plays on words or catchy phrases that require the reader to infer what might follow." Inferential subheadings require the reader to infer "what the author plans to convey in that section."
- "The authors use bold print to make sure we notice (the subheading)."
- ***IT IS PERTINENT THAT YOU READ THE TITLES, HEADINGS, AND SUBHEADINGS BEFORE YOU READ A SECTION IN YOUR TEXTBOOK OR BEFORE YOU READ AN ARTICLE.
- "THE SUBHEADING HOLDS INFORMATION THAT TELLS (YOU) IN ADVANCE WHAT A SECTION OF THE TEXT WILL BE ABOUT."
- "A subheading gives us the big idea of what a section is about. Then the details follow in paragraphs in that section."
- Mrs. Looney will model how to read the textbook lesson while using the titles, headings, and subheadings to guide the reading.
- As a class we will infer what each section is about by reading the headings and subheadings.
- To practice distinguishing the differences between standard subheadings and inferential subheadings, students will use the table of contents from a compilation of articles. Students will write an "S" next to the titles that are standard and an "I" next to the titles that are inferential.
- What type of headings are found in our social studies text book?
Homework: Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4a: Follow the Text Signposts. Explore Visual and Text Features, pages 27-31.
Students will:
Homework: Students will write at least 10 features and purposes.
Classwork: Social Studies Textbook Section 1: Studying History. Pages 6-11.
Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4b, pages 32-35: Follow the Text Signposts. Identify Purposes of Visual and Text Features.
Students will:
Homework: Study for the Treasure Hunt quiz. The quiz is Thursday. Use your Treasure Hunt answer key to study for the quiz. Complete labeling the type of titles that are found on the handout.
Classwork:
Small Group Lessons for The Comprehension Toolkit, Infer Meaning, Lesson 13: Crack Open Features. Infer meaning of subheadings and titles, pages 122-126.
Students will:
Students will:
- "identify features.
- gain accurate information from features as they encounter them in their reading." Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, p. 27.
- As a class we will go over the answers to the Treasure Hunt homework. There will be a quiz on the Treasure Hunt information. Date to be determined.
- As a class we will come up with a list of expectations and responsibility.
- What are features? Characteristics. Special details.
- Nonfiction includes features that help us to navigate the text and learn information about the text. They are like signs. They help us to find our way.
- In pairs or groups of three, students will name some of the features that they find in chapter one of their social studies textbook. They will write a list of the features in their social studies notebook.
- Using the SmartBoard, as a class we will compile our lists of visual features and text features. Students will explain what they learn from each feature.
- Visual features: These features help us picture something. Some examples are photographs, illustrations, drawings, diagrams, charts, graphs, and maps.
- Text features: These features are made up of words. Some examples are the use of bold print, captions on photographs, titles, labels, headings, index, table of context.
Homework: Students will write at least 10 features and purposes.
Classwork: Social Studies Textbook Section 1: Studying History. Pages 6-11.
Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4b, pages 32-35: Follow the Text Signposts. Identify Purposes of Visual and Text Features.
Students will:
- "identify features and describe their purposes- how they help us understand information
- gain accurate information from features as they encounter them in their reading.
- understand how text and visual features complement each other." Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, p. 32.
- To begin our chapter 1, "Uncovering the Past," students will skim through the chapter beginning on page 6 of the social studies text book and continuing until page 19. Students will make note of the features that they see.
- By perusing through the chapter, what can we guess the chapter will be about? How do we know that?
- In pairs, students will make a list of the visual and text features that they find on pages 6-11. Students will write their findings in a chart in their social studies notebook: visual features in one list, text features in another list. Students will list the page number from where they found the feature.
- Students will then add to their charts the purpose of the features.
- Without reading the entire section of Section 1, what facts can we learn from the features?
- Can we answer the following questions while only paying attention to the features? What is history? What is archeology?
- "Main Ideas: 1. History is the study of the past. 2. We can improve our understanding of people's actions and beliefs through the study of history. 3. Historians use clues from various sources to learn about the past.
- The Big Idea: Historians use many kinds of clues to understand how people lived in the past."
Homework: Study for the Treasure Hunt quiz. The quiz is Thursday. Use your Treasure Hunt answer key to study for the quiz. Complete labeling the type of titles that are found on the handout.
Classwork:
Small Group Lessons for The Comprehension Toolkit, Infer Meaning, Lesson 13: Crack Open Features. Infer meaning of subheadings and titles, pages 122-126.
Students will:
- "understand the purpose of subheads and titles.
- use their background knowledge to infer the meaning of inferential subheads and titles.
- distinguish between standard and inferential subheads and titles." The Comprehension Toolkit, p. 122.
- We will use pages 6-11 in the social studies textbook.
- Standard subheadings are subheadings that are clear, specific, and straightforward, telling about the information that will follow.
- Inferential subheadings may "involve plays on words or catchy phrases that require the reader to infer what might follow." Inferential subheadings require the reader to infer "what the author plans to convey in that section."
- "The authors use bold print to make sure we notice (the subheading)."
- ***IT IS PERTINENT THAT YOU READ THE TITLES, HEADINGS, AND SUBHEADINGS BEFORE YOU READ A SECTION IN YOUR TEXTBOOK OR BEFORE YOU READ AN ARTICLE.
- "THE SUBHEADING HOLDS INFORMATION THAT TELLS (YOU) IN ADVANCE WHAT A SECTION OF THE TEXT WILL BE ABOUT."
- "A subheading gives us the big idea of what a section is about. Then the details follow in paragraphs in that section."
- Mrs. Looney will model how to read the textbook lesson while using the titles, headings, and subheadings to guide the reading.
- As a class we will infer what each section is about by reading the headings and subheadings.
- To practice distinguishing the differences between standard subheadings and inferential subheadings, students will use the table of contents from a compilation of articles. Students will write an "S" next to the titles that are standard and an "I" next to the titles that are inferential.
- What type of headings are found in our social studies text book?
omework due day, September , 2016:
Classwork, day, September , 2016:
Classwork, day, September , 2016:
- Activate Prior Knowledge: Example first. Question: Prior life experience(concept or skill). Sub-skill review(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 Objective: (Concept 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.
- 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.
- 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...?
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: 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 I hand it out. 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:
he following lesson was taken from the Ready New York CCLS teacher's guide pages 1-9.
Students will:
- "find the central idea of a text and the details that help support it."
- Students will think about their favorite book or movie and will think about what they would say if they had to tell a friend what the movie or book is mostly about. This is called the "central idea."
- "A text's central idea is the most important point the writer is trying to make. Sometimes the central idea is directly stated, but more often it's not.
- Supporting details are facts, examples, reasons, or descriptions that expand on the central idea.
- Readers determine a text's central idea and supporting details so they can better understand the text's meaning. A central idea often needs to be figured out by analyzing the supporting details.
- Think of yourself as a detective describing a complex situation and finding clues to support your observations."
- As a class, we will read the paragraphs on page 10 in the social studies textbook. As we read we will ask ourselves the question, "What is the central idea of the paragraph? What details support this idea?" To determine the central idea of paragraph 3 (and then for paragraph 4) we will make a list of key details.
- Look at the first and last sentences of the paragraph to look for clues about the central idea. However, the central idea is not always found in the first and last sentence.
- Based on the key supporting details, we will identify and describe the central idea by deciding what the key supporting details have in common.
- "Remember: The central idea is the most important point. The key supporting details support the main idea (central idea) by telling you more about it. And, the main idea (central idea) is not always the first or last sentence of a paragraph."
- As a class and individually, we will fill out a chart to complete our task.
- STUDENTS WILL WRITE IN COMPLETE SENTENCES!!!
Homework: There are multiple assignments and due dates for this project. See below for due dates and assignment details.
USE THE RACE FORMAT!!!!!
- Due dates:
- Friday, September 15th: Ötzi predictions and four questions.
- Monday, September 18th: None.
- Tuesday, September 19th: "Mummy Melodrama: Top Secrets About Ötzi the Iceman." Annotation of article.
- Wednesday, September 20th: Video Analysis Notes and Chart.
- Thursday, September 21st: Work on Evidence sticky notes and Inference/Claim/Evidence Chart.
- Friday, September 22st: Inference/Claim/Evidence Chart.
- Monday, September 25th: Begin typing your "Historical Significance (importance) of discovering Ötzi the Iceman" essay. What is the historical significance of discovering Ötzi the Iceman?
- Tuesday, September 26th: Finish up your "Historical Significance of Ötzi the Iceman" essay. Proof read your essay.
- Wednesday, and Thursday, September 27th, and 28th: Proofread and finish the "Historical Significance of Ötzi the Iceman" essay. Print. The essay is due on Thursday, at 3:00. Please turn your essays in to the social studies homework file.
- The essential question that we will be focusing on while researching Ötzi is "What is the historical significance (importance) of discovering Ötzi the Iceman?"
- Fill out the "Melodrama: Top Secrets..." prediction sheet. List four questions that you have about this top secret detective case. Due Friday, September 15th.
- Read and annotate the article "Mummy Melodrama: Top Secrets About Ötzi the Iceman." Keep in mind our essential question: "What is the historical significance (importance) of discovering Ötzi the Iceman?"
- As you annotate, be sure to write comments and questions in the margins of the article. Circle, underline, use stars, question marks, and draw sketches to annotate. Underline important words, and draw symbols and/or pictures that will help you remember what you are reading. Annotate the entire article! As you are reading and annotating, keep in mind our essential question: "What is the historical significance (importance) of discovering Ötzi the Iceman?" Due Tuesday, September 19th.
- Then in your groups, annotate the article again while discussing evidence and ideas about the historical significance of discovering Ötzi with your group. Using the ideas from your group, add to your annotation.
- Write a claim to guide your essay. For example: The valuable discovery of Ötzi the Iceman is historically significant because scientists were able to learn about the early people by studying Ötzi.
- On sticky notes, write down evidence (quote) from the article "Mummy Melodrama: Top Secrets About Ötzi the Iceman" to support your claim. Rank your evidence (quotes) in order of strongest significance (importance). Choose three of the most important facts from the text that support your claim and place them on the graphic organizer.
- Using your graphic organizer as a guide, write a five paragraph essay answering the question, "What is the historical significance (importance) of the discovery of Ötzi the Iceman?"
- Ötzi the Iceman Historical Significance Essay Thursday at 3:00.
USE THE RACE FORMAT!!!!!
- Paragraph One: Introduction. Four sentences. Include your claim.
- Paragraph Two: One example and quote of why discovering Ötzi has helped us to learn something important in history. (Why discovering him was historically significant.) Use your example that you wrote on your sticky note. Explain using three sentences.
- Paragraph Three: Another example (quote) of why discovering Ötzi has helped us to learn something important in history. (Why discovering him was historically significant.) Use your example that you wrote on your sticky note. Explain using three sentences.
- Paragraph Four: Another example (quote) of why discovering Ötzi has helped us to learn something important in history. (Why discovering him was historically significant.) Use your example that you wrote on your sticky note. Explain using three sentences.
- Paragraph Five: Conclusion. Four sentences. Be sure to include your claim again.
- All students are expected to cover their textbook. You may purchase a cover or use a brown paper bag. 100 points will be given to all students who have their social studies textbook covered.
- Treasure Hunt: In pairs, students will search through the textbook answering basic questions. This task will inform the teacher of how well students are able to navigate and utilize their textbook.
- Navigate: to find one's way. To move or progress through.
- We will spend class time on Thursday reinforcing and assessing social studies skills that they learned the previous year. We will go over the homework and discuss the skills and concepts that were exhibited in last night's homework.
Treasure Hunt Worksheet:
treasure.hunt.6th.s.s.chapter.2.2017.docx | |
File Size: | 91 kb |
File Type: | docx |
treasure.hunt.6th.s.s.chapter.2.2017.pdf | |
File Size: | 24 kb |
File Type: |
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 in their notebooks or 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/or 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:
- The students will
To view the video for today's lesson:
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 today's lesson.
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 today's lesson.
New York State Standards:
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
Download File
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:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
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
Download File
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:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
IMPORTANT RESOURCES:
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
Download File
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
Download File
RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
Download File
racer.short.answer.graphic.organizer.10.3.17.docx
Download File
RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
Download File
race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
Download File
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
Download File
Editing Using COPS:
editing.using.cops.12.20.17.pdf
Download File
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
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.
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
Download File
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
Download File
RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
Download File
racer.short.answer.graphic.organizer.10.3.17.docx
Download File
RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
Download File
race.graphic.organizer.extended.12.7.17.docx
Download File
RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
Download File
racer.short.answer.rubric01.10.18.docx
Download File
Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
Download File
what.does.the.text.say.12.7.17.docx
Download File
Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
Download File
what.does.the.author.mean.12.7.17.docx
Download File
Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
Download File
why.does.it.matter.12.7.17.docx
Download File
Editing Using COPS:
editing.using.cops.12.20.17.pdf
Download File
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
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.