Académique Documents
Professionnel Documents
Culture Documents
Social Studies
10
mi
n
10
mi
n
INSTRUCTIONAL SEQUENCE
15
mi
n
FORMATIVE
ASSESSMENT
Note: A variety of
formative
assessments
should be used at
key points
throughout the
lesson.
BRAIN BREAK
EVERY 20 MIN.
10
mi
n
Brain Break
Independent Practice: (individual practice, discussion, writing
5
process.)
mi
Monday: Complete K.I.M. charts picture and sentences for new
n
academic vocabulary.
Evaluate Understanding/Assessment: (How will I know if
5
students have achieved todays objective?)
mi
Monday: Coach Prep Pages 169-172 Read and discuss. Students will
n
answer questions 435 through 449.
Closing Activities/Summary/DLIQ: (How will I tie up loose ends,
Indicates
5
mi reinforce/revisit the objective and connect the lesson to the unit?)
understanding or
n
Monday: DLIQ
lack thereof
Enrichment/Extension/Re-teaching/Accommodations: (How will
my lesson satisfy the needs of all learners?)
Monday: PC students should be able to make an analogy to
some other group(s) that may have had similar results from
colonization.
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
SLDS, table maps, textbooks, you tube, maps, power point, videos, charter paper, art
supplies, interactive notebook, homework links, Cornell notes, unit resource book on Europe.
Sticky notes
Notes:
Structure
Whole Group
Guided
Practice/Small
group
Independent
Practice
10
mi
n
15
mi
n
INSTRUCTIONAL SEQUENCE
FORMATIVE
ASSESSMENT
Note: A variety of
formative
assessments
should be used at
key points
throughout the
lesson.
BRAIN BREAK
EVERY 20 MIN.
What prior
knowledge do
they have about
the topic and
have they begin
able to retain
and make
connections from
the previous
lesson?
25
mi
n
25
mi
n
5
mi
n
5
mi
n
5
mi
n
Formative
Assessment: oral
questioning at
intervals
throughout the
power point.
Individual
conferencing
Brain Break
Independent Practice: (individual practice, discussion, writing
process.)
Tuesday/ Wednesday): Coach Prep Pages 169-172 Read and
discuss. Students will answer questions 435 through 449.
Evaluate Understanding/Assessment: (How will I know if
students have achieved todays objective?)
Tuesday/ Wednesday: Students will take a brief assessment on
SS6H6 and 7
HW: Study for test on SS6H6 and H7
Quiz
PC students will
analyze cartoons
both before and
after they have
Tuesday/ Wednesday: PC students will analyze political cartoons
learned the
from the time period and relate it to one of the main causes of World
M.A.I.N. causes
War I.
of WWI
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
SLDS, table maps, textbooks, you tube, maps, power point, videos, charter paper, art
supplies, interactive notebook, homework links, Cornell notes, unit resource book on Europe.
Sticky notes
Notes:
Structure
Whole Group
Guided
Practice/Small
group
Independent
Practice
-Anticipatory guides/sets
-Cornell Notes
-Close Reading
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Reciprocal teaching
-Strategy groups
-Think aloud
-Think/Pair/Share
-Anticipatory guides/sets
-Cornell Notes
-Close Reading
-Questioning the Author
-Question-Answer-Relationships (QAR)
-Reciprocal teaching
-Strategy groups
-Think aloud
-Think/Pair/Share
Teacher: Mason
Subject: 6th Grade Social Studies
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
INSTRUCTIONAL SEQUENCE
FORMATIVE
ASSESSMENT
Note: A variety of
formative
assessments
should be used at
key points
10
mi
n
20
mi
n
15
mi
n
20
mi
n
Thursday/Friday:
Students will work in groups to complete a one-pager (dates, terms,
illustrations, people- Gobachev, Kruschev, Stalin)
Brain Break
Independent Practice: (individual practice, discussion, writing
process.)
5
mi
n
5
mi
n
5
mi
n
throughout the
lesson.
BRAIN BREAK
EVERY 20 MIN.
Discussion as
formative
assessment.
Teacher will
monitor to
determine if
students have
acquired a better
understanding of
the information
and/or the way
the test was
worded.
Questions
students create
will determine
their depth of
knowledge
(based on Level 2
and 3 questions)
SHORT
ASSESSMENT (4
QUESTION QUIZ)
Indicates
understanding or
lack thereof
Thursday/Friday: DLIQ
Enrichment/Extension/Re-teaching/Accommodations: (How will
my lesson satisfy the needs of all learners?)
Thursday/Friday:
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
SLDS, table maps, textbooks, you tube, maps, power point, videos, charter paper, art
supplies, interactive notebook, homework links, Cornell notes, unit resource book on Europe.
Sticky notes
Notes:
Structure
Whole Group
Guided
Practice/Small
group
Independent
Practice