Lesson Plans Subject to Change

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1 World History 6 th Grade Graves, Halter, Martin Week of: 11. Unit : Unit 2 Duration: 7 weeks Standard(s): End of Mesopotamia: SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization. Examples are cuneiform writing, epic literature such as Gilgamesh, art and architecture, technology such as the wheel, sail, and plow. SS.6.W.2.8 Determine the impact of key figures from ancient Mesopotamian civilizations. Examples are Abraham, Hammurabi, Nebuchadnezzar, Cyrus, and Zoroaster. Egypt: SS.6.W.2.5 Summarize important achievements of Egyptian civilization. Examples are agriculture, calendar, pyramids, art and architecture, hieroglyphic writing and record-keeping, literature such as The Book of the Dead, mummification. SS.6.W.2.6 Determine the contributions of key figures from ancient Egypt. Examples are Narmer, Imhotep, Hatshepsut, Ramses the Great, Akhenaten, Tutankhamun. Learning Goal: Student created based on focus Standard Essential Question How would you compare the emergence of advanced civilizations in Meso and South America with the early river valley and Egyptian civilizations? Assessment: Key Vocabulary DBQ Maya Civ, Post Test through Socrative Import, export, navigation, colony, culture, alphabet Monday Students will evaluate the achievements of the Phoenicians and their effect of civilization. Identify the bodies of water that are adjacent to the Fertile Crescent. Introduce Phoenicians, and accordion book foldable Create Accordion foldable Day 1: overview and traders What are examples of Phoenician imports and exports?

2 Tuesday Same as Monday Explain what color dye was invented by the Phoenicians and was often used only by royalty. Day 2: Navigation and Colonies Explain what the Phoenicians were the first to use for navigation. Wednesday Same as Monday Explain what the settlements founded by the Phoenicians developed into? Day 2: Culture Spread, The Alphabet Explain what the most popular Phoenician trade goods were. Thursday START EGYPT SW classify Egyptian society into categories Explain why the Phoenician alphabet spread so quickly.

3 Intro Ancient Egypt Lesson Plans Subject to Change Construct Foldable (book or doors? Needs 6 slots) You DO: Complete foldable with information from provided ppts, and textbook pgs Day 1: Geography and Religion Where do you believe most Egyptians lived? Explain why? Friday ANTICIPATE( SW will identify the History of Kingdoms in Egypt. Explain the difference between a Pharaoh and a dynasty. Intro Ancient Egypt Construct Foldable (book or doors? Needs 6 slots) You DO: Complete foldable with information from provided ppts, and textbook pgs Day 2: History of Kingdoms (old/middle/new) and Hierarchy of society What was the role of scribes in Egypt? Explain their position in the Egyptian social classes. Unit: Scale # Requirements for Level 4 I can describe important achievements of the Phoenician and Egyptian empires and their great leaders and apply the achievements to current civilization 3 I can describe important achievements of the Phoenician and Egyptian empires including their key figures. 2 I understand the basic development of the Phoenician and Egyptian empires but I do not know why or how they contributed to the advancement of civilization. 1 I have some background knowledge and a few of the vocabulary words down, but I still need help with tasks. 0 I have no experience with this topic and I need to start at the beginning. Notes:

4 WICR Strategies used during each unit. 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 student time to step out to de-escalate Testing in small groups Extended time on assignments =1 day Preferential seating Written direction given Read Aloud to Students Visual manipulatives Cooperative Learning,

5 Allow to leave class for assistance Extra time for exams Daily agenda Lesson Plans Subject to Change Use of a planner/binder for organization English Language Dictionary Break directions into chunks Vocabulary, Description, Introduction,.