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

12/1

RI.5.7

RI.5.2

RI.5.3

Students will use vocabulary related to explorers.

What kind of people choose a life of explorers?

1.  Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

3.  Explain the relationships between two or more individual.

1.  What personal characteristics did the people who chose a life of exploration share?

2.  Which of the explorers you studied do you most admire? Why?

3.  Which do you least admire? Why?

Tues

12/2 

RI.5.10

W.5.2

RF.4a

 To teach the students the significance of the explorers and what they accomplished.

Why was Cortes friendly at first with the Natives?

1.The students will learn from a timeline of early American Explorers.

2.  The students will locate England, France, and Spain on a map and then locate and trace exploration routes on their individual maps.

3.The students will identify a major reason for the colonization of the New World.

1.What conquistador conquered the Aztecs?

2.Who was the leader of the Aztecs?

3.Who defeated the Incas?

Wed

12/3 

RI.5.8

RI.5.9

RI.5.10

Students will understand some of the reasons why people explore new lands.

Which Europeans explored Texas?

1.  Explain how an author uses reasons and evidence to support particular points in a text

2.  Integrate information from several text.

3.  Read and comprehend informational text

1.  Which Europeans explored Trinidad? Newfoundland? the Cape of Good Hope? Texas?

2.  Who were the explorers really?

3. What impact did they have on our lives?

Thurs

12/4

RF.5.4

RF.5.4a

.W.5.2

Students will recognize the similarities between early and modern-day explorers.

What do you think are the most important characteristics of explorers?

1.Read with sufficient accuracy and fluency to support comprehension.

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

3. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.  

1. What time period was your explorer from?

2. Where did they travel?

3).Why did they travel? What was the mission?

Fri

12/5 

RI.3

RF.4a

SL.1f

Students will learn of Cortes and Motecuzoma

State whether Cortes was a hero or a villain.

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.  What is your opinion of Motecuzoma?

2. Given what he knew and believed about Cortes and Motecuzoma, did he act inappropriately?

3.  Describe several aspects of Aztec life, especially the meeting of Motecuzuma and Cortes.

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1.  John White

2.  Sir Walter Raleigh

3.  Squanto

4.  Powhatan

5.  expedition

6.  colony

7.  Columbian Exchange

8.  conquistador

9.  encomienda

10.  missionary

Use of Technology:

   __X__ Smartboard

   ____ Student Response System