WORLD HISTORY LESSON PLANS. Subject to change SS.6.G.1.6, SS.6.G.1.2, SS.6.G.1.7, SS.6.G.2.2, SS.6.G.2.7

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1 Week of: 9/7 9/11 Unit : Geography and Inquiry Duration: 3 Weeks Standard(s): Learning Goal: Essential Question SS.6.G.1.6, SS.6.G.1.2, SS.6.G.1.7, SS.6.G.2.2, SS.6.G.2.7 Students will understand how to use maps and other geographic representations, tools, and technology to report information. How does physical geography and human geography contribute to the study of history? Assessment: Key Vocabulary Pre/Post Test, Unit End Project Timeline or Map creation ancient, interactive notebook, cardinal directions, compass rose, intermediate directions, relative location, directional statements, longitude, latitude, continent, choropleth, dot density, map projection, Cornell notes Monday September 7,2015 Benchmark: Daily Objective NO SCHOOL LABOR DAY ANTICIPATE ( I DO: WE DO: You DO: Tuesday September 8,2015 Benchmark: SS.6.G.1.2, SS.6.G.2.7 Daily Objective SW identify types of maps and there purposes.

2 ANTICIPATE ( WORLD HISTORY LESSON PLANS Brainstorm types of maps I DO: 1 st Per Bullying Seminar Present Map types, Think Pair Share (types of maps) WE DO: Cornell Notes on Map types 4 Corners Map Sort You DO: Interact and write questions for your Cornell Notes What type of map do you see most in your life? When do you see it? Wednesday: September 9,2015 Benchmark: SS.6.G.1.2, SS.6.G.2.7 Daily Objective Students will sort maps into categories of their creation. ANTICIPATE ( What categories do you think maps can be sorted into? I DO: Continued from previous day WE DO: Continued from previous day You DO: Create Tree Map, sorting maps into categories, Write one paragraph explaining the sorting method used on your map What type of map do you think we will see and use the most in this class, why Thursday September 10,2015 Benchmark: SS.6.G.2.2, SS.6.G.1.6 Daily Objective Students will identify major landforms and waterbodies. ANTICIPATE ( Name the continents and major water bodies you already know. I DO: Presents expectations for reading

3 WE DO: Create Brace map from Reading (2 one for land/one for water) You DO: What type of waterbodies do you think encouraged early settlement the most? Why? REFLECT: (Exit How many times do you interact with the information when you take Cornell notes? How can this help you learn?? Friday September 11,2015 Benchmark: SS.6.G.1.7, SS.6.G.1.2 Daily Objective Students will compare and contrast current and ancient maps. ANTICIPATE( Do you think maps change over time? How? Why? I DO: Present Ancient V. Current Maps WE DO: Discuss (Think Pair Share) why do maps change? How do they change? You DO: Writing Prompt: Map Changes suddenly, and there is a barrier down the middle of Eustis, how would you be impacted? What changes in your life? Have you heard of a map changing in your lifetime, or before? How and why? Unit One Part B (Geography) Scale # Requirements for Level 4 I can use, apply and explain the various types of maps. I understand the relationship between people and places on Earth and can link current and ancient maps and there applications to the real world. 3 I can use various types of maps to understand the relationship between people and places on Earth, and explain the applications of various types of maps including current and ancient maps. 2 I can compare, contrast and sort different types of maps, and identify continents, regions, states, cities and waterways. 1 I have some background knowledge, and a few of the vocabulary words down. I still need help with tasks 0 I have no experience with this topic, I need you to start from the beginning WICR Strategies used during each unit.

4 Writing Inquiry Collaboration Reading Writing activities that help Questioning strategies Working together with a Any strategies in reading students understand the that help students partner or in a group of that help students content understand the content students to understand, to understand problem solve, or to complete a task/project Writing-to-Learn Higher level questioning Think Pair Share Before reading activities summaries in classes vocabulary activities Process writing Costa s Level 1: Students Sharing ideas with a accessing prior knowledge using a rubric as evaluation find the answers right there partner or in a group making predictions On-demand/Timed writing in the text. writing that is completed in class within a set amount of time Costa s Level 2: Students Carousel/Gallery Walk During reading activities marking the text grade is evaluated using a rubric Cornell Notes taking notes on the most important information must figure out the answer from information in the text. Problem solving in groups Projects in groups Cornell notes graphic organizers After reading strategies summarizing Costa s Level 3: Students summarizing using the notes to study apply what they have group projects Reflective writing learned or use what they students write about what they have learned and what they still need have learned to evaluate or create. Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction,.

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