Young Women’s College Preparatory Academy

Girl’s Rock 2014-2015

Teachers’ Name: McBride, L. Week of: 1-5 September 2014
Grade Level: 6 Subject: World Cultural Studies
Date / Bell Ringer
This is the activity that students will be expected to do before class begins. / TEKS/STUDENT EXPECTATIONS
OBJECTIVES
What will students know and be able to do? How will you let them know the goals? Write in student friendly language. / INSTRUCTIONAL ACTIVITIES (ANAG)
Accessing Prior Knowledge, New Information, Apply Knowledge, Generalization / ASSESSMENT
How will students show you that they know and can do using a variety of formative assessments? / ACCOMMODATIONS FOR SPECIAL NEEDS
(What different teaching strategies are used to teach all students including GT, 504,LEP, and Special Ed?) / RESOURCES MATERIALS
Mon
A
(1-4) / LABOR DAY
NO CLASSES
Tues
B
(5-8) / World Geography—Continents
SIN Setup
SPEAK YOUR MIND!!! Homework Assignment
(20) / I can analyze the complexity of culture.
I can define the term culture.
Big Idea: Culture gives people a sense of who they are.
Essential Question: What is culture? / Introduction toWorld Cultural Studies 6 (5): Provide formal definition of culture; complete 3-Column Chart—Elements of Culture, Cultural Groups, Importance of Culture (I Do-We Do-You Do, Think-Pair-Share)
New Information (15): Defining Terms (Pump Up the Vocab)—culture, communal, ethnicity, heritage
Guided Practice (15): Who Am I? “Cori” and “Kaya” (I Do-We Do-You Do)
Independent Practice 30): Culture Bumper Sticker
Assessment of Mastery (10): Revisit and add to 3-column chart; sentence stem—Culture is… / Think-Pair-Share
Pump Up the Vocabulary
Sentence Stems / 3-Column Chart
Think-Pair-Share
I Do-We Do-You Do
Think Aloud
Pump Up the Vocabulary
Sentence Stem / World Cultural Studies Diagnostic Exam
3-Column Chart/Vocabulary Terms
Who Am I?handouts
SMART Board
Wed
A
(1-4)
Thurs
B
(5-8) / What is Culture?
Speak your Mind!!!
(10) / Using maps, graphs, charts, models, and databases, I can pose and answer questions about geographic distributions and patterns for various world regions and countries.
I can organize and understand information, form outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
I can use math skills to interpret social studies information found on maps and graphs.
Big Idea: Graphic representations of information and data often express relationships and patterns in the physical and human geography of a place/region.
Essential Question:How does the physical geography of a place affect settlement patterns? / Introduction toWorld Interpreting Maps (10): Learning Targets Pre-Assessment; using a Think-Pair-Share strategy, students will brainstorm a list of real-world map uses such as getting driving directions, planning a trip, etc. Each pair will share one item from their list to create a whole class list.
New Information (20): Defining Terms (Pump Up the Vocab)—Types of Maps—physical, political, special purpose; TODALSIG
Guided Practice (15): PowerPoint—Exploring Africa Through Maps (Think-Pair-Share)—students will use TODALSIG analysis tool to draw conclusions about the worldview of the author of the maps.
Independent Practice 30): Using the Three Levels of Question Stems and Starters handout, in groups, students will generate questions based on a particular type of map. Once questions have been created, groups will trade and answer question sets.
Assessment of Mastery (10):Learning Targets Post-Assessment/Evidence of Learning / Learning Targets Pre-Post Assessment
Think-Pair-Share
Pump Up the Vocabulary
TODALSIG Map Analysis & Questioning
Do I Really Get It? / Turn the Light On
Think-Pair-Share
Pump Up the Vocabulary
TODALSIG Map Analysis & Questioning
Do I Really Get It? / SMARTBoard
Learning Targets Self-Assessment
Exploring Africa Through Maps PPT
Interpreting Maps handout
Three Levels of Questions Stems and Starters handout
Fri
A
(1-4)