CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

 9/29

L.6.1e

RL.6

RI.1

Students will be able to point out that many cultures flourished in the Western Hemisphere long before Europeans came.

Students will work in groups to link time-line event and map location

1. Review Vocabulary words
2.  Students will read the text of the time line on pp 58-59
3.  Link each statement to the corresponding time-line event and map location.

1.  When did the Maya begin building cities in Central America?

2.  What did the Anasazi people accomplish in the 900s?

3.  Where is Tenochtitlan located?

Tues

 9/30

W.11a

RF.4

RI.6

Students will be able to

explain what makes a culture a civilization

Students will infer what the story suggests about the importance of corn to the Maya

1. Review vocabulary words.

2. Students will oral read the passage on the Maya.
3. Take notes

1.  Define the vocabulary in your own words.

2.  Describe the elements that make a culture a civilization.

3.  How did having a surplus of food affect early civilization?

Wed

 10/1

W.3

SL.1d

L.5.

4c

 Students will be able to analyze the role of farming in the development of a civilization.

Cause & Effect: Students will write “Why besides allowing people to specialize, what effect might farming have on a culture?”

1.Students will use prior knowledge and reference in the text to write.

2.  Students will work on their own.
3. Students will proof-read their essay before handing in.

1.  What method did the Maya employ to keep soil from wearing out?

2.  Draw a diagram of the terraces that the Maya built for farming.

3.  What type of crops did they grow?

Thurs

 10/2

RI.3

RF.4a

SL.1f

 Students will write on Thomas Edison’s early invention:  Chapter 3-5

 What type of government does Canada have?

Writing in the Content Area: Thomas Edison by: Guthridge, Sue

Biography online and book  or use their reading book.

1.  Explain the relationships or interactions between two or more events and concepts in a history.

2.  Read grade-level text with purpose and understanding.

3.  Use their experience and their knowledge of language and logic, as well as culture to think analytically. 

1.  Tell the life story of Thomas Edison or read about him to the class.  Be certain to select a biography that addresses his partial deafness and his inability to be successful in elementary school.

 2.  Ask students to brainstorm the effects those two disabilities could have had on Edison.

 3.  Using the web, have students construct a list of the most important inventions credited to Edison.

 4.  Have each student select one invention and write a short essay on what impact that invention has on American life today.  The students may also wish to illustrate their essay.

Fri

 10/4

PBL: SCIENCE FAIR/HISTORY FAIR

Bloom’s Taxonomy

 (HOTS Questions)

-X Knowledge

-X Comprehension

-X Application

-X Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

Vocabulary will be given in class

Use of Technology:

   __X__ Smartboard

   ____ Student Response System