Sixth Grade
Module 3: "The Fertile Crescent, Mesopotamia, and the Persian Empire"
Module 3: "The Fertile Crescent, Mesopotamia, and the Persian Empire"
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.
Please see the Homepage for a detailed explanation of procedures and expectations.
- "Essential Question: How did geography influence the development of civilization in Southwest Asia?
- What you will learn: In this chapter you will learn about the early civilizations of Mesopotamia and the Fertile Crescent.
- Section 1: Geography and the Fertile Crescent
- The Big Idea: The valleys of the Tigris and Euphrates rivers were the site of the world's first civilization.
- Section 2: The Rise of Sumer
- The Big Idea: The Sumerians developed the first civilization in Mesopotamia.
- Section 3: Sumerian Achievements
- The Big Idea: The Sumerians made many advances that helped their society develop.
- The Big IdeaSection 4: Later Peoples of the Fertile Crescent
- The Big Idea: After the Sumerians, many cultures ruled parts of the Fertile Crescent."
New York State Social Studies Framework
ss-framework-k-8.pdf | |
File Size: | 726 kb |
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New York State Social Studies Field Guide:
nys-ss-field-guide.pdf | |
File Size: | 1072 kb |
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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 |
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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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Videos: https://www.youtube.com/watch?v=MYbDJF_gMtw
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:
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
WEEK OF SEPTEMBER 9, 2019
Homework due Thursday and Friday, September 12 and 13, 2019:
Classwork, Wednesday and Thursday, September 11 and 12, 2019:
- The students will take notes from the textbook about components of civilization.
- The students will take notes from the video of examples of components of civilization found in the video below (Mesopotamia From Nomads to Farmers).
Classwork, Wednesday and Thursday, September 11 and 12, 2019:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere. - Activate Prior Knowledge:
- Question: Do we live in a civilization? What makes our country a civilization?
- Learning Target: (Concept Development and Skill Development)
- Concept Development: civilization
- Definition of concept: "A civilization is an organized society within a specific area."
- Characteristics/components of civilizations:
- organized society
- large cities
- different social classes
- writing
- formal education
- art
- architecture
- government
- economics
- producing food
- distributing food
- Skill Development:
- Students will identify and list the components of civilization.
- Students will take notes from the textbook and from a video.
- Guided Practice:
- What are the text features that will help us find the components of civilization easily?
- Mrs. Looney will explain how to find information about civilization from the index.
- Mrs. Looney will model and demonstrate taking notes from the video of examples of components of civilization found in the video.
- 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.
- 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 take notes from the textbook about components of civilization.
- The students will take notes from the video of examples of components of civilization found in the video below (Mesopotamia From Nomads to Farmers).
Video: Mesopotamia. From Nomads to Farmers
Homework due Friday, September 13, 2019: Students will complete the tasks 1-4 (Map Activity) on page 24 of the "A Fertile Land" handout. Students will identify parts, label, and color parts of the map. Students will also answer questions 1-4 (Analyzing Maps) on page 24 of the "A Fertile Land" handout. There isn't any homework due on Monday.
Classwork, Thursday and Friday, September 12 and 13, 2019:
Classwork, Thursday and Friday, September 12 and 13, 2019:
- Activate Prior Knowledge: "Rivers support the growth of civilization." How? Question: What was the most important change in the lives of the hunters and gatherers that changed life forever? We will watch an introductory movie about Mesopotamia.
- Learning Objective: (Concept development and skill development)
- Concept Development:
- "The valleys of the Tigris and Euphrates rivers were the site of the world's first civilizations."
- Mrs. Looney will discuss key points in the chapter by analyzing photos and facts on a PowerPoint.
- We will read pages 66-69 in the textbook.
- Skill Development: Students will analyze the maps found on page 66, 70, 71, 73, 84. Students will complete the tasks 1-4 (Map Activity) on page 24 of the "A Fertile Land" handout. Students will identify parts, label, and color parts of the map. Completing this handout will help prepare students for the important concepts in this chapter.
- 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.
- 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:
- Students will complete the tasks 1-4 (Map Activity) on page 24 of the "A Fertile Land" handout. Students will identify parts, label, and color parts of the map. Students will also answer questions 1-4 (Analyzing Maps) on page 24 of the "A Fertile Land" handout.
- Nearpod:
- Students will navigate the Nearpod "Early Mesopotamia." https://share.nearpod.com/vsph/LXc3jByKMu
- For those students who want a challenge, use the link for an "Ancient Mesopotamia" Nearpod quiz. https://share.nearpod.com/vsph/uA5T3sZ4Mu
- Students will navigate the Nearpod "Early Mesopotamia." https://share.nearpod.com/vsph/LXc3jByKMu
Homework due Tuesday and Wednesday, September 17 and 18, 2019: RACEEECEEER: “What made civilization possible in Mesopotamia?” Due Wednesday on the RACEEECEEER graphic organizer.
Classwork, Monday and Tuesday, September 16 and 17, 2019:
Classwork, Monday and Tuesday, September 16 and 17, 2019:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Prior life experience: Imagine that Scio was one of the first civilizations. What about life in Scio made civilization possible?
- 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: civilization
- Definition of concept:
- Critical attributes or components:
- Skill Development:
- Students will explain what made civilization possible in Mesopotamia using the RACECER graphic organizer.
- 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?
- Circle Time:
- Which component/characteristic of a civilization do you think is most important? Why?
- Which components made civilization possible in Mesopotamia?
- Guided Practice:
- Using the headings and subheadings on pages 66-69, Mrs. Looney will explain the growth of civilization in Mesopotamia.
- Mrs. Looney will model and will demonstrate how to use the RACEEECEEER form.
- 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 the first few steps of the RACEECEER 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 complete the RACEECEER graphic organizer answering the question, "“What made civilization possible in Mesopotamia?”
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Homework due Thursday and Friday, September 18 and 19, 2019: Write an essay answering the following writing prompt: Describe three of the Sumerians cultural advances. Use the RACEEECEEECEEER Graphic Organizer as a guide. Read pages 74-79 for quotes and information. Due Friday by the end of the day typed on the computer.
Classwork, Wednesday, Thursday, and Friday, September 18, 19, and 20, 2019:
Classwork, Wednesday, Thursday, and Friday, September 18, 19, and 20, 2019:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Prior life experience: Imagine that Scio was one of the first civilizations. What about life in Scio made civilization possible?
- 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: civilization
- Definition of concept:
- Critical attributes or components:
- Skill Development:
- Students will explain what made civilization possible in Mesopotamia using the RACECER graphic organizer.
- 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?
- Circle Time:
- Which component/characteristic of a civilization do you think is most important? Why?
- Which components made civilization possible in Mesopotamia?
- Guided Practice:
- Using the headings and subheadings on pages 66-69, Mrs. Looney will explain the growth of civilization in Mesopotamia.
- Mrs. Looney will model and will demonstrate how to use the RACEEECEEER form.
- 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 the first few steps of the RACEECEER 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:
- Write an essay answering the following writing prompt: Describe three of the Sumerians cultural advances. Use the RACEEECEEECEEER Graphic Organizer as a guide. Read pages 74-79 for quotes and information. Due Friday by the end of the day typed on the computer.
- Write an essay answering the following writing prompt: Describe three of the Sumerians cultural advances. Use the RACEEECEEECEEER Graphic Organizer as a guide. Read pages 74-79 for quotes and information. Due Friday by the end of the day typed on the computer.
Homework due Monday, October 2, 2017: Answer the following questions using the RACER Graphic Organizer:
- Page 55: “What made civilization possible in Mesopotamia?”
- Page 57: “Why did the Mesopotamians create irrigation systems?”
- Page 64: “How did trade affect Sumerian society?”
- In order to complete the Reading Check questions found on pages 55, 57, and 64, you will need to read pages 54-64 in the Social Studies textbook.
- Answer the following questions using the RACER Graphic Organizer:
- Page 55: “What made civilization possible in Mesopotamia?”
- Page 57: “Why did the Mesopotamians create irrigation systems?”
- Page 64: “How did trade affect Sumerian society?”
- You have a choice:
- you may use and fill out the RACER Organizer to answer your Reading Check questions
- you may answer the Reading Check questions in your notebook USING the RACER Organizer as a guide.
- ALL QUESTIONS MUST BE ANSWERED USING ALL PARTS OF THE RACER ORGANIZER. The assignment will not be accepted if the answers are not in RACER form.
- Please feel free to email Mrs. Looney if you have any questions. [email protected]
- This is due on Monday.
Homework due Wednessday, October 4, 2017: Vocabulary words and sentences are due tomorrow. BE SURE THAT YOUR DEFINITIONS AND SENTENCES PERTAIN TO THIS SOCIAL STUDIES CHAPTER!
Classwork, Tuesday, October 3, 2017:
Define the following words on index cards:
Write the following words in a sentence that pertains to social studies on loose-leaf paper or on index cards:
Classwork, Tuesday, October 3, 2017:
- Using your textbook or dictionary as a resource, look up the definitions of each of the vocabulary words. You will have 6 definitions. Please WRITE THEM ON AN INDEX CARD. Add a drawing, photo, or symbol to represent each vocabulary word.
- Write a sentence PERTAINING TO THIS SOCIAL STUDIES CHAPTER for each of the words on the list. You will have 12 sentences. You may write these on loose-leaf paper or on index cards. You may draw a picture or diagram to go with your sentence.
Define the following words on index cards:
- irrigation
- surplus
- city-state
- polytheism
- cuneiform
- ziggurat
Write the following words in a sentence that pertains to social studies on loose-leaf paper or on index cards:
- irrigation
- surplus
- city-state
- polytheism
- cuneiform
- ziggurat
- your (possessive) Your book is on the floor.
- you’re (you are) You’re an excellent student.
- its (possessive) Its tail is wagging.
- it’s (it is) It’s a beautiful day.
- were Were you able to finish your homework?
- we’re (we are) We’re doing the best we can.
Vocabulary Homework:
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PowerPoint: Chapter 3 Mesopotamia and the Fertile Crescent
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Homework due Friday, and Tuesday, October 6, and 10, 2017: Read pages 54-64 in your social studies textbook. Take notes. Due Tuesday. See directions below for more details. See the PowerPoint below for suggestions.
Classwork, Thursday, and Friday, October 5, and 6, 2017:
PowerPoint: Taking Notes
Classwork, Thursday, and Friday, October 5, and 6, 2017:
- In small groups, students will analyze the diagram on pages 62-63 in their social studies textbook. As you discuss the diagram, what can you infer about the Sumer civilization?
- As a class we will go over the PowerPoint "Taking Notes" and discuss what note-taking methods have worked for the students.
- Students will watch the video and take notes during the video. Video: Mesopotamia. From Nomads to Farmers. See below.
- Students will read pages 54-64 in your social studies textbook.
- Take notes on these pages in your social studies notebook.These notes are due on Tuesday.
- Be sure to write the red and blue headings in your notebook.
- Underline the headings in your notebook.
- Write the page number next to the heading.
- There should be at least two facts written under each heading in your notebook.
- Refer to the “Taking Notes” PowerPoint as well as notes taken in class for additional guidance.
PowerPoint: Taking Notes
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WEEK OF OCTOBER 9, 2017
Homework due Wednesday, October 11, 2017: None.
Classwork, Tuesday, October 10, 2017: Due to the sixth grade field trip, we will not have any social studies homework tonight.
Classwork, Tuesday, October 10, 2017: Due to the sixth grade field trip, we will not have any social studies homework tonight.
Homework due Thursday, Friday, and Monday, October 12, 13, and 14, 2017: Importance of city-states paragraphs. See below for details.
Classwork, Wednesday, Thursday, and Friday, October 11, 12, and 13, 2017:
Classwork, Wednesday, Thursday, and Friday, October 11, 12, and 13, 2017:
- Infer why city-states were important to the creation and survival of Mesopotamia. Defend your inferences with information from the text.
- Include why city-states are historically significant (important).
- Use notes, and discussion from class to complete this response.
- Refer to pages 60-64 for facts to support your inference.
- Responses should be in RACER format with at least 2 or 3 paragraphs.
- Be sure to include at least two quotes from the text as evidence to support your inference.
WEEK OF OCTOBER 16, 2017
Homework due Tuesday, and Wednesday, October 17, and 18, 2017: None.
Classwork, Monday, and Tuesday, October 16, and 17, 2017: GRAPES NOTES ORGANIZER
Classwork, Monday, and Tuesday, October 16, and 17, 2017: GRAPES NOTES ORGANIZER
- As a class, we will fill out the GRAPES Notes Graphic Organizer for chapter 3.
Homework due Thursday, October 19, 2017: As follow-up to Mrs. Root's Anti-bullying Strategies lessons, students will write a 2-4 page narrative (story) that teaches others how to act when a bully is bothering someone. This is to be written in your writing notebook.
Classwork, Wednesday, October 18, 2017: Substitute.
Anti-Bullying Strategy Narrative Ideas:
Classwork, Wednesday, October 18, 2017: Substitute.
- As follow-up to Mrs. Root's Anti-bullying Strategies lesson, students will write a narrative (story) that teaches others how to act when a bully is bothering someone.
- The narrative (story) will be two-four pages written in the writing notebook.
- Students will NOT skip lines while writing their story.
- This should be obvious but, students will write all the way from the red line on the left side of the pages in their notebook all the way to the end of the page.
- Students will write as much as they can as quickly as they can.
- Students will have two full class periods to complete this narrative.
- Students will proofread their work when they are done.
- When a student has completed four pages of writing in their notebook, they have two choices. They may continue their anti-bullying strategy story, or they may write a second story.
- Also, Ms. Z. is having a Halloween/Autumn/Fall writing contest. If your story takes place in the fall or Halloween, then we can submit your story to the writing contest. Just an idea.
- See below for ideas.
Anti-Bullying Strategy Narrative Ideas:
- Introduction:
- Don't forget to add a hook to grab your readers' attention. A hook may include:
- describing the setting: weather, day of the week, time of day, where the story takes place
- if the setting is the fall or Halloween, we can submit your story to the writing contest that Ms. Z. is organizing.
- a quote from a conversation
- describe an action
- onomatopoeia: a sound word (crash, boom, yay!)
- Don't forget to add a hook to grab your readers' attention. A hook may include:
- Beginning:
- Who are the main characters?
- Describe the main characters in detail.
- What are their names?
- What do they look like?
- How do they dress?
- Where are they from?
- How old are they?
- Where does the story take place?
- Describe the setting in detail. If the story takes place during the fall or during Halloween, the story can be submitted to Ms. Z.'s writing contest.
- What happens at the beginning of the story? Describe the actions in detail as they unfold.
- What is the mood at the beginning of the story? How are the characters feeling? Why?
- Middle:
- What is the main problem of the story?
- Who is the bully? Describe the bully.
- What does the bully do to upset people? Where? What does the bully say?
- How do the other characters react to the bully? What do the bystanders do or say?
- End
- Who is the hero of the story?
- What does the hero do and say to help the victims?
- How do the characters change?
- How does the victim change?
- How does the hero change?
- How does the bystander change?
- How does the bully change?
- What is the lesson of the story?
Homework due Friday, October 20, 2017: Complete the entire GRAPES Organizer for Chapter 3.
Classwork, Thursday, October 19, 2017: GRAPES NOTES ORGANIZER
Classwork, Thursday, October 19, 2017: GRAPES NOTES ORGANIZER
- As a class, we will fill out the GRAPES Notes Graphic Organizer for chapter 3.
WEEK OF OCTOBER 23, 2017
Homework due Tuesday, October 24, 2017: None.
Classwork, Monday, October 23, 2017: Gratitude Poems
Classwork, Monday, October 23, 2017: Gratitude Poems
Homework due Tuesday, and Wednesday, October 23, and 24, 2017: None.
Classwork, Friday, and Tuesday, October 20, and 24, 2017:
Classwork, Friday, and Tuesday, October 20, and 24, 2017:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
print and digital texts. - 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
- Activate Prior Knowledge:
- Questions: Did you find the GRAPES Organizer useful? Why or why not. What is the GRAPES Organizer teaching you to do? What is confusing about it?
- 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:
- I can analyze (examine carefully, breaking it into components to understand it) videos about Mesopotamia.
- I can sort valuable facts into the GRAPES Organizer.
- Students will describe.
- 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 the task.
- Mrs. Looney will model how to analyze the videos and gather information and organize the information onto the GRAPES Organizer. What was I thinking before I watch the video? How did I decide to which information to choose? Which information did I highlight? Which did I add to a sticky note?
- 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 using the videos and the GRAPES Organizer and then the students will complete the same step.
- 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 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 watch the short video clips about Mesopotamia. They will highlight the information that they find in the videos that is already on their GRAPES Organizer.
- Students will add new information that they learned from the videos to their GRAPES Organizer by adding the new facts to sticky notes. They will then place these sticky notes on to their GRAPES Organizers.
- On Monday, students will finish up this task. They will share their findings with their groups.
Geography of Mesopotamia:
- Geography and the Sumerian Society: https://app.discoveryeducation.com/learn/videos/c97e7036-9246-4258-b1f6-9586f5e1333b?hasLocalHost=false
- Geographic Regions of Iraq: https://app.discoveryeducation.com/learn/videos/4634a130-155c-412a-b294-8f20e2f3b1d6?hasLocalHost=false
- Mesopotamia: http://learn360.infobase.com/p_ViewVideo.aspx?xtid=65621&loid=367239&tScript=0
- Tigris and Euphrates: http://learn360.infobase.com/p_ViewVideo.aspx?xtid=65621&loid=367239&tScript=0#
Religion: Mesopotamia
Achievements of Mesopotamia:
- BrainPop Sumerians: rhttps://www.brainpop.com/science/paleontologyandanthropology/sumerians/
- Legacy of Mesopotamia: http://learn360.infobase.com/p_ViewVideo.aspx?xtid=65621&loid=367246&tScript=0
- Mesopotamia: An Overview http://learn360.infobase.com/p_ViewVideo.aspx?xtid=68336&tScript=0
- Refrigerator: Mesopotamia http://learn360.infobase.com/p_ViewVideo.aspx?xtid=115936&loid=443964&tScript=0
Politics of Mesopotamia:
Economics of Mesopotamia:
Social Hierarchy of Mesopotamia:
Geography: https://app.discoveryeducation.com/learn/videos/b9de21ba-6adf-4fa9-82a7-edde90028b5b?hasLocalHost=false
Religion: BrainPop https://www.brainpop.com/socialstudies/culture/religion/
Achievements:
Politics:
Economy:
Social Hierarchy:
Religion: BrainPop https://www.brainpop.com/socialstudies/culture/religion/
Achievements:
Politics:
Economy:
Social Hierarchy:
Homework due Tuesday, and Wednesday, October 24, and 25, 2017: None.
Classwork, Monday, and Tuesday, October 23, and 24, 2017: Finish Video GRAPES.
Homework due Thursday, October 26, 2017: None.
Classwork, Wednesday, Thursday, October 25, and 26, 2017: Finish up Halloween Poems. Finish up Poems of Gratitude.
Classwork, Monday, and Tuesday, October 23, and 24, 2017: Finish Video GRAPES.
Homework due Thursday, October 26, 2017: None.
Classwork, Wednesday, Thursday, October 25, and 26, 2017: Finish up Halloween Poems. Finish up Poems of Gratitude.
WEEK OF OCTOBER 30, 2017:
Tuesday, October 31, 2017: Fall Rewards Party! I am very pleased to announced that each and every fifth and sixth grader has earned the reward of joining us for our Fall Rewards Party. Congratulations! The Rewards Party will take place during the social studies classes. If it would bring you joy, please bring in a snack or treat to share with the class. There are about 15 students in our class. The students really appreciate special snacks on this day. THANK YOU! PLEASE DO NOT BRING IN ANYTHING THAT CONTAINS ANY NUTS OR PEANUTS OR PEANUT BUTTER. Happy Fall! And what a gorgeous one it has been!
There won't be any homework due on Wednesday, November 1, 2017.
Tuesday, October 31, 2017: Fall Rewards Party! I am very pleased to announced that each and every fifth and sixth grader has earned the reward of joining us for our Fall Rewards Party. Congratulations! The Rewards Party will take place during the social studies classes. If it would bring you joy, please bring in a snack or treat to share with the class. There are about 15 students in our class. The students really appreciate special snacks on this day. THANK YOU! PLEASE DO NOT BRING IN ANYTHING THAT CONTAINS ANY NUTS OR PEANUTS OR PEANUT BUTTER. Happy Fall! And what a gorgeous one it has been!
There won't be any homework due on Wednesday, November 1, 2017.
INTRODUCTION TO HAMMURABI:
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Hammurabi's Code of Laws:
What do you think about the Code?
What do you think about the Code?
Homework due Monday, Tuesday, Wednesday, and Thursday, October 30, 31, and November 1, and 2, 2017: Finish the handout "Hammurabi's Code Activity." Due Wednesday, November 1, 2017. Students will work on this assignment in class. We will have a Fall Rewards Party on Tuesday, October 31, 2017. Please bring in a snack. NO NUTS, PLEASE!
Classwork, Friday, Monday, and Wednesday, October 27, 30, and November 1, 2017:
Hammurabi's Code Activity Directions:
Classwork, Friday, Monday, and Wednesday, October 27, 30, and November 1, 2017:
- Students will read page 73 in the social studies textbook and will take notes about key points of Hammurabi.
- Notes should include a heading and at least 5 bullets. Be sure to include only the most important facts and the main idea the section.
- As a class we will discuss the facts and information that the students gathered while taking notes about Hammurabi's Code.
- We will watch a short video. "Turning Points in History: Hammurabi's Code of Laws." See below. What facts found in the video were similar to the information that was found in the textbook? What were new facts that we learned? What was the gist of the video?
- Using the handout "Hammurabi's Code Activity" students will begin analyzing specific laws found in Hammurabi's Code. See the "Hammurabi's Code Activity Directions and PowerPoint" below for for details.
Hammurabi's Code Activity Directions:
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Hammurabi's Code Activity PowerPoint:
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WEEK OF NOVEMBER 6, 2017
HAMMURABI'S CODE POWERPOINT
HAMMURABI'S CODE POWERPOINT
Homework due Friday, Monday, Tuesday, Wednesday, Thursday, November 6, 7, 8, and 9, 2017: Hammurabi's Code PowerPoint due Thursday, November 9th, 2017, at the end of the class. See below for more details and directions.
Classwork, Thursday, Friday, Monday, Tuesday, Wednesday, and Thursday, November 2, 3, 6, 7, 8, and 9, 2017:
DIRECTIONS TO THE HAMMURABI POWERPOINT:
PROJECT: HAMMURABI'S CODE
Classwork, Thursday, Friday, Monday, Tuesday, Wednesday, and Thursday, November 2, 3, 6, 7, 8, and 9, 2017:
- Learning Standards:
- 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.
- A. Gathering, Interpreting and Using Evidence
- 2. Identify, effectively select, and analyze different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).
- 5. Identify implicit ideas and draw inferences, with support.
- 6.3c Mesopotamia: Students will explore how the selected complex societies and civilizations adapted to and modified their environment to meet their basic needs of food, clothing, and shelter.
- Learning Objective: (Skill development)
- I can analyze Hammurabi's code.
- I can infer what life was like in Babylonia.
- Guided Practice:
- Mrs. Looney will analyze Hammurabi's Code. What was I thinking when I was reading the Code?
- Mrs. Looney will model the difference between the work we did Tuesday and the work we are doing today.
- Students will examine each law carefully, breaking it into components to understand it. Students will infer and explain what these laws tell us about Babylonian society. How did you know...?
- Independent Practice:
- Students will read and annotate the "Hammurabi's Code Overview". This document is found in the directions below.
- As students are reading the Hammurabi's Code Overview," they will focus on the "who, what , where, when, why, and how" of the Overview. Answering the 5W and H questions will help students be able to write a short summary of Hammurabi's Code.
- As a class we will go over the PowerPoint project rubric.
- Students will spend the remainder of the week working on each slide of their PowerPoints.
- Students will present their PowerPoints on Wednesday and Thursday, November 8th, and 9th, 2017.
- PowerPoints are due on Thursday, November 9, 2017. See the attachment below for detailed directions.
DIRECTIONS TO THE HAMMURABI POWERPOINT:
PROJECT: HAMMURABI'S CODE
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Homework due Monday, and Tuesday, November 13, and 14, 2017: GRAPES ORGANIZER, CHAPTER 4, ANCIENT EGYPT AND KUSH.
Classwork, Friday, and Monday, November 10, and 13, 2017: No school. Veterans Day is being recognized on Friday. Parent-Teacher Conferences are on Monday.
Classwork, Friday, and Monday, November 10, and 13, 2017: No school. Veterans Day is being recognized on Friday. Parent-Teacher Conferences are on Monday.
Homework due Friday, and Tuesday, October 7, and 11, 2016: See below for the details to the multiple assignments that are due on Tuesday.
Classwork, Thursday, and Friday, October 6, and 7, 2016: Substitute Teacher.
Classwork, Thursday, and Friday, October 6, and 7, 2016: Substitute Teacher.
- Students will read pages 65-69 and will take notes.
- Notes should include a headings and at least 10 bullets. Be sure to include only the most important facts and the main idea of each section.
- Students will answer questions 1a, 1b, 2a, 2b, 3b, and 4 on page 69. BE SURE TO WRITE IN COMPLETE SENTENCES. YOU WILL REDO THIS ASSIGNMENT IF THE ANSWERS ARE NOT IN COMPLETE SENTENCES.
- Students will read pages 72-77. Students will take notes on these pages. Notes should include a headings and at least 10 bullets. Be sure to include only the most important facts and the main idea of each section.
- Students will complete the "Mesopotamia Section 4 Review Packet."
- Students will also have sixth period during writing class to work on these multiple assignments.
- Any student who misbehaves or talks during class when there is a sub will be assigned an additional packet. Students who are not cooperating will be assigned "Mesopotamia Section 2 Review Packet."
- ctivate Prior Knowledge:
- Question: When are rubrics used outside of our school setting?
- Question: When do we use rubrics in our life?
- Question: Why do we use rubrics? Turn to your partner and share your thoughts.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Skill development)
- I can create a rubric to self-assess the Hammurabi's Code PowerPoint.
- Skill Development:
- Students will identify parts of the PowerPoint that will be evaluated.
- Students will describe and explain examples of criteria and goals that can be worked towards to make the PowerPoint exceptional.
- Students will list examples of criteria and goals for this project.
- Students will evaluate the rigor of their goals.
- Mrs. Looney will explain the process of creating a rubric.
- Mrs. Looney will model deciding which areas of the PowerPoint could be self-assessed. What was I thinking when I was looking at the Hammurabi's Code PowerPoint directions?
- Mrs. Looney will demonstrate listing the criteria.
- 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?
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Homework due day, , 2017: None.
Classwork, day, , 2017:
CCLS RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details. Pages 3-4, Ready: New York CCLS.
Homework Due Tuesday, Wednesday, and Thursday, September 22, 23, and 24, 2015: None.
Classwork, Monday, Tuesday and Wednesday, September 21, 22, and 23, 2015:
Classwork, day, , 2017:
CCLS RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details. Pages 3-4, Ready: New York CCLS.
- Show students how my website works.
- We will begin the year by learning how to analyze information in our textbook.
- We will discuss the features on page 1A.
- What does the Big Idea mean? "People interact with their environment and are affected by it."
- How does the Big Idea relate to the features found on pages 1, 2, and 3?
- After reading the title of chapter one, what will we learn in this chapter?
- "determine two or more main ideas of informational texts and explain how key details support the main ideas."
- 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 "main idea."
- "A text's central idea (main idea) is the most important point the writer is trying to make. Sometimes the central idea (main idea) is directly stated, but more often it's not.
- Supporting details are facts, examples, reasons, or descriptions that expand on the central idea (main idea).
- Readers determine a text's central idea (main idea) and supporting details so they can better understand the text's meaning. A central idea (main 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, read the paragraphs on page 15 in the social studies textbook. As we read we will ask ourselves the question, "What is the main idea of the paragraph? What key details support this idea?" To determine the main idea of paragraph 3 (and then for paragraph 4) we will make a list of three key details.
- Look at the first and last sentences of the paragraph to look for clues about the main idea. However, the main idea is not always found in the first and last sentence.
- Based on the key supporting details, we will identify and describe the main idea by deciding what the key supporting details have in common.
- "Remember: The main idea is the most important point. The key details support the main idea by telling you more about it. And, the main 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 Due Tuesday, Wednesday, and Thursday, September 22, 23, and 24, 2015: None.
Classwork, Monday, Tuesday and Wednesday, September 21, 22, and 23, 2015:
- What does the Big Idea mean? "People interact with their environment and are affected by it."
- How does the Big Idea relate to the features found on pages 1, 2, and 3?
- After reading the title of chapter one, what will we learn in this chapter?
- "determine two or more main ideas of informational texts and explain how key details support the main ideas."
- 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 "main idea."
- "A text's central idea (main idea) is the most important point the writer is trying to make. Sometimes the central idea (main idea) is directly stated, but more often it's not.
- Supporting details are facts, examples, reasons, or descriptions that expand on the central idea (main idea).
- Readers determine a text's central idea (main idea) and supporting details so they can better understand the text's meaning. A central idea (main 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, read the paragraphs on page 15 in the social studies textbook. As we read we will ask ourselves the question, "What is the main idea of the paragraph? What key details support this idea?" To determine the main idea of paragraph 3 (and then for paragraph 4) we will make a list of three key details.
- Look at the first and last sentences of the paragraph to look for clues about the main idea. However, the main idea is not always found in the first and last sentence.
- Based on the key supporting details, we will identify and describe the main idea by deciding what the key supporting details have in common.
- "Remember: The main idea is the most important point. The key details support the main idea by telling you more about it. And, the main 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!!!
- We will begin to use the RACE Graphic Organizer to answer the Reading Check question on page 15.
Homework due Tuesday, November 1, 2016: Student were given the "Creative Writing" assignment on Friday. I have encouraged them to turn in at the end of class on Monday so they don't have to worry about it and Halloween festivities at night. They have two class periods to work on this. If they aren't talking or fooling around there is not reason why they can't get this done in class. It is due on Tuesday, November 1.
Classwork, Monday, October 31, 2016: There will be a substitute teacher.
Creative Writing:
Classwork, Monday, October 31, 2016: There will be a substitute teacher.
- Student were given the "Creative Writing" assignment on Friday.
- I have encouraged them to turn in at the end of class on Monday so they don't have to worry about it and Halloween festivities at night.
- They have two class periods to work on this.
- If they aren't talking or fooling around there is no reason why they can't get this done in class.
- It is due on Tuesday, November 1.
- Directions:
- Write a creative essay on a topic of your choice.
- This is a time to be creative and enjoy your time writing.
- You may choose one or two topics from the list.
- Be sure to include an introduction that has a strong hook.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper or write in your notebook.
- If you choose to write in your writing notebook, be sure to write at least four pages.
- You will have the entire writing period and the entire social studies period to enjoy your writing.
- Anyone who is fooling around, whispering, laughing, talking, or not writing silently will be given a different assignment to complete.
-
Ideas for Writing Topics: Students may choose any topic or idea of their choice. Stories that include any violence will not be accepted. Below you will find ideas for creative writing. - Choose any two topics in your social studies text book and compare and contrast the topics. Use your RACE organizer.
- What I value most in my life
- My favorite animal: facts, traits, characteristics, why
- My favorite interests, hobbies
- Debate any two sides of an issue
- Favorite place: what 5 senses do I experience at this place
- Write a realistic fiction or nonfiction story
- Write a fantasy or hero’s journey story (no violence)
- My favorite book, my favorite movie, my favorite _______________
- Dream vacation
- Person I admire most, why
- If I could be a pair of shoes, what would it be, why
Creative Writing:
Homework duesday, ber , 201: Students will create a rubric that will guide them as they self-assess the Hammurabi's Code PowerPoint that they will devise.
Classwork, day, ber , 201:
Classwork, day, ber , 201:
- Learning Standards:
- A. Gathering, Interpreting and Using Evidence
- 2. Identify, effectively select, and analyze different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).
- 5. Identify implicit ideas and draw inferences, with support.
- 6.3c Mesopotamia: Students will explore how the selected complex societies and civilizations adapted to and modified their environment to meet their basic needs of food, clothing, and shelter.
- Activate Prior Knowledge:
- Mrs. Looney will intrigue the students by showing them prime examples of effective rubrics that sixth graders created last year.
- Prior life experience: Remind students of some of their goals that they had last year that were important enough to put on rubrics last year (especially Cameron's insight that he had last year).
- Question: Why do we use rubrics? Why do we create our own rubrics? Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Students will be reminded of the brainstorming that we did yesterday. We will refer to the SmartBoard brainstorm list that we completed as a class yesterday.
- Learning Objective: (Skill development)
- Skill Development:
- I can create a rubric to self-assess my Hammurabi's Code PowerPoint.
- I can analyze Hammurabi's code.
- I can infer what life was like in Babylonia.
- Students will examine each law carefully, breaking it into components to understand it. Students will infer and explain what these laws tell us about Babylonian society. How did you know...?
- Mrs. Looney will model expectations about how to decide which criteria to add to your rubric. What was I thinking when I was trying to decide which criteria to add? How did I decide on the criteria?
- Mrs. Looney will model how to analyze Hammurabi's Code. What was I thinking when I was reading the Code?
- Mrs. Looney will demonstrate creating the rubric.
- Mrs. Looney will demonstrate taking bulleted notes while analyzing Hammurabi's Code.
- Academic Importance:
- Mrs. Looney will ask the class to discuss reasons as to why this lesson is important academically.
- Personal Importance/Real Life Importance:
- Does anyone have any 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 of creating a rubric on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. By the end of the guided practice, students will be able to create the rubric individually.
- Mrs. Looney will then model how to analyze the individual laws of Hammurabi's Code. What do these individual laws tell us about Babylonian society? What do I already know about Babylonia.
- Closure:
- Mrs. Looney will be sure that the students are completely prepared for the assignment before they begin to work in pairs.
- Are students able to tell why it is important to be able to create a rubric?
- Are students able to analyze Hammurabi's Code? Are students able to complete the skills that have just been taught to them?
- Independent Practice:
- Students will finish creating their own rubric that will be used to self-assess the Hammurabi's Code PowerPoint. They will finish the rubric for homework. The rubric is due tomorrow, Wednesday, October 19, 2016.
- Central Historical Question: What can we infer about Babylonia by analyzing Hammurabi’s Code?
- In pairs, with the central historical question in mind, students will take bulleted notes while analyzing Hammurabi's Code found on the PowerPoint.
Homework due day, , 2017:
Classwork, day, , 2017:
Classwork, day, , 2017:
- 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:
- The students will
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
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
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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
Download File
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
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:
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
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
Homework due day, , 2017:
Classwork, day, , 2017:
Classwork, day, , 2017:
- 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:
- The students will
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
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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:
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
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