OUR LADY QUEEN OF MARTYRS SCHOOL WEEKLY LESSON PLAN
Teacher’s Name: Mrs. Ramsey Subject: Social Studies Grade: 5
Week of: December 2nd, 2013 Unit: III - Week:1
Unit Title: Geography of the United States, Canada and Latin America Essential Question: How have the key geographic and environmental characteristics of
nations and regions in the Western Hemisphere affected the history of these countries?
| 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
12/2 | SL.1f | Students will identify the Taino’s way of life in 1492 | What empires existed at this time in the Americas? | 1. Distinguish among fact, opinion, and reasoned judgment in a text. 2. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 3. Use their experience and their knowledge of language and logic, as well as culture to think analytically. | 1. Identify the Taino’s way of life in 1492. 2. Who were the Taino people? 3. What are some of the islands on which the Taino lived? |
Tues
12/3
| L.6.1e RL.6 RI.1 | Students will learn why Columbus came to Americas. | Who paid for Columbus’s expedition? | 1. Recognize variations from standard English in their own and others’ writing. 2. Explain how a series of scenes fits together to provide the overall structure of the perspectives. 3. Quote accurately from a text when explaining what the text says. | 1. How did Columbus and the Taino meet? 2. How did Columbus describe the Taino? 3. What ways did Columbus change the world? |
Wed
12/4
| SL.1d L.5. 4c | Students will analyze the effects of the Columbian exchange. | In Columbus’s report, he stated that the Taino would make ? | 1. Analyze the relationship between a primary and secondary source on the same topic. 2. Review the key ideas expressed and draw conclusions. 3. Consult reference materials | 1. Which of your favorite foods are made from items in the Columbian exchange? 2. What are some items that were taken back to the East from the West? 3. What was the Columbian exchange? |
Thurs
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. |
Fri
12/6 | 12:00 DISMISSAL | ||||
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| Bloom’s Taxonomy (HOTS Questions) -Knowledge X-Comprehension -Application -XAnalysis -Synthesis -Evaluation | School Grade Weighting Scale: Tests (40%): Quizzes (20%): Classwork/ Participation (15%): Homework (5%): Projects/ Portfolios (20%):
| Vocabulary words for week: 1. colony 2. Columbian exchange 3. conquistador 4. encomienda 5. expedition 6. Taino 7. Yanga 8. Estevanico 9. Atahualpa 10. Ferdinand Magellan 11. Bartolome de las Casas | Use of Technology: _X___ Smartboard ____ Student Response System |