Download 6th Grade Math Lesson Plans

Lesson Component
Standard(s)
Number of Standard
Kid Friendly Language
Monday-No School
Lesson Plans
Week of Jan8th-Jan10th
Tuesday-No School
Wednesday-Intro
Egypt/Geog
Thursday-Intro
Egypt/Geog
Friday-Social Classes
HST 2.The historical eras,
individuals, groups, ideas and
themes within regions of the
Eastern Hemisphere and their
relationships with one
another
HST 2.The historical eras,
individuals, groups, ideas
and themes within regions
of the Eastern Hemisphere
and their relationships with
one another
HST 2.The historical eras,
individuals, groups, ideas and
themes within regions of the
Eastern Hemisphere and
their relationships with one
another
GEOG 1. Use geographic
tools to gather data and make
geographic inferences and
predictions.
GEOG 1. Use geographic
tools to gather data and
make geographic inferences
and predictions.
CIV 1. Compare how various
nations define the rights,
responsibilities, and roles of
citizens
Color copies of Primary
Sources-in sheets
Color copies of Primary
Sources-in sheets
100 copies Day in the Life
Graphic Organizer
Copies of Maps for extra (kids
use computer versions)
Copies of Maps for extra
(kids use computer versions)
Lined Paper for Paragraphs
100 Copies of questions-1
each pair
100 Copies of questions-1
each pair
100 copies of blank Egypt
maps
100 copies of blank Egypt
maps
Notecards
Notecards
Objective
Teacher Centered
Using action Verbs
Bloom’s
Hess
Bell
Marzano
Students will be able to use
multiple print and online maps
to make inferences about
Ancient Egyptian movement,
building, isolation, and natural
resources.
Students will be able to use
multiple print and online
maps to make inferences
about Ancient Egyptian
movement, building,
isolation, and natural
resources.
SWBAT to use research skills
to work in small groups to
categorize different ancient
Egyptian social
classes/occupations and their
characteristics.
Learning Target:
Student “I Can…”
statement
I can use clues from several
Ancient Egyptian maps to
make inferences and create
connections to modern land in
Ancient Egypt.
1. What clues from the maps
show you that the Nile River
was the most important
geographical feature in
Ancient Egypt?
I can use clues from several
Ancient Egyptian maps to
make inferences and create
connections to modern land
in Ancient Egypt.
1. What clues from the maps
show you that the Nile River
was the most important
geographical feature in
Ancient Egypt?
I can categorize different
ancient Egyptian social
classes/occupations and their
characteristics.
Materials
Questions
Varied, high quality, DOK
2,3 that will be used
Written prior to lesson
Who is the most important
Egyptian? Who would that
be in American culture?
Who is at the bottom?
Strategies/Activities:
Hook to prior learning or
Anticipatory Set:
Modeling
I Do, We Do, You Do
Frequent check for
progress toward Mastery
2. What do you think is the
most likely reason all of the
pyramids were built near Giza
and the Nile Delta?
3. What might be a reason that
the Egyptian capital moved
from Memphis in the Old
Kingdom to Thebes during
the New Kingdom?
4. Some historians believe
Egypt was so successful
because it was isolated.
Protected by geographical
boundaries on all sides. What
geographical features (rivers,
mountains, oceans, etc.)
worked to isolate Egypt from
the rest of the world?
5. Looking at the resources
map, why do you think
invading and capturing Nubia
was so important in Egyptian
history? Nubia is the region
south of Egypt (modern day
Sudan.)
6. Describe how the Egyptian
Empire grew over the years.
Why do you think it didn’t
expand west, southwest, or
very far east?
2. What do you think is the
most likely reason all of the
pyramids were built near
Giza and the Nile Delta?
3. What might be a reason
that the Egyptian capital
moved from Memphis in the
Old Kingdom to Thebes
during the New Kingdom?
4. Some historians believe
Egypt was so successful
because it was isolated.
Protected by geographical
boundaries on all sides. What
geographical features (rivers,
mountains, oceans, etc.)
worked to isolate Egypt from
the rest of the world?
5. Looking at the resources
map, why do you think
invading and capturing Nubia
was so important in Egyptian
history? Nubia is the region
south of Egypt (modern day
Sudan.)
6. Describe how the Egyptian
Empire grew over the years.
Why do you think it didn’t
expand west, southwest, or
very far east?
Can you go from being in
one social class to another?
Hook: Egyptian Primary
Sources (NEED PAPER
COPIES) for class. Class will
work in partners to make
DOK Level 1-4 inferences
and answer questions about all
documents (20 min)
Hook: Egyptian Primary
Sources (NEED PAPER
COPIES) for class. Class will
work in partners to make
DOK Level 1-4 inferences
and answer questions about
all documents (20 min)
Hook:
Pyramids on large paper and
many cutouts of Ancient
Egyptian people.
Students must place the
people where they think they
go.
Quick Review with PPT.
We do: Partners get a set of
maps from the KIMBEHM
folder to use on their laptops.
We do: Partners get a set of
maps from the KIMBEHM
folder to use on their laptops.
Use blank map to complete
mapping activity.
Use blank map to complete
mapping activity.
Students will then look at the
maps to answers the
questions.
Students will then look at the
maps to answers the
questions.
Discussion: We do-Go over
Discussion: We do-Go over
Closure/Student Reflection
If you could be a member of
any social class except the
pharaoh, who would you
choose to be and why?
What were the advantages
and disadvantages of life as a
priest? soldier? craftsman?
woman?
We do/Discussion: Ask
students to define the term
"social class". Take three to
five minutes to talk about
what social class is, factors
that determine a person's
social class, the ability of
people to move from one
class to another, and
students' general opinions
questions as a class
questions as a class
(60-70 total)
(60-70 total)
Closure: Note cards-Why was
the Nile River important to
the Egyptians?
Closure: Note cards-Why was
the Nile River important to
the Egyptians?
about societies sorting people
by social class.
End the discussion by
explaining that social classes
have been part of society
since ancient times, and in
Egypt, there were very
specific classes of people.
Tell students that they may
be surprised to discover
some of the similarities
between the ancient Egyptian
class system and the way
people are divided into
classes today.
Modeling: Using the
Egyptian Society and the A
Day in the Life features on
the Egypt's Golden Empire
Web site, explore the daily
lives of the ancient
Egyptians. Allow students to
work in small groups of two.
We do (partners): Ask them
to read about the various
social classes as well as the
jobs held by everyday people.
Use this information to
complete the A Day in the
Life Scavenger Hunt
We do: After all students
have completed the
scavenger hunt, discuss the
questions so students can
compare the information
they found with what other
groups learned. Facilitate a
short discussion about the
various social classes and
lifestyles using questions such
as:
 If you could be a
member of any
social class except
the pharaoh, who
would you choose

to be and why?
What were the
advantages and
disadvantages of life
as a priest? soldier?
craftsman? woman?
Assessments/Check for
Mastery:
Frequent Formative
How will you know they
know?
What will you do if they do
or don’t demonstrate
mastery?
Closure: Note cards-Why was
the Nile River important to
the Egyptians?
Closure: Note cards-Why was
the Nile River important to
the Egyptians?
Write 1-5 paragraphs
answering one of the
questions;
 If you could be a
member of any
social class except
the pharaoh, who
would you choose
to be and why?
 What were the
advantages and
disadvantages of life
as a priest? soldier?
craftsman? woman?
Varied Learning Abilities
Period 1A-work with whole
class to complete questions.
Period 1A-work with whole
class to complete questions.
1 paragraph-ELL/SPED
(use evidence from online
text)
What are you doing to
address the unique needs of
students
3 paragraphs-ALL
(use evidence from online
text)
5 paragraphs-Advanced
(use evidence from online
text)
Key Vocabulary Terms
Nile
Isolation
Egypt
Egyptians
Delta
Nile
Isolation
Egypt
Egyptians
Delta