Sixth Grade
Module 7: "The Hebrews and Judaism"
Pages 228-235
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Resources Page for a detailed explanation of procedures and expectations.
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World Civilizations, HMH Social Studies
Module 7: "The Hebrews and Judaism"
Pages 228-235
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Resources Page for a detailed explanation of procedures and expectations.
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World Civilizations, HMH Social Studies
Week Of October 1, 2018
Homework Tuesday, October 2, 2018: None
Classwork, Monday, October 1, 2018
Homework Tuesday, October 2, 2018: None
Classwork, Monday, October 1, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- 6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 630 C.E): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems.
- (Standard: 2; Themes: ID, SOC)
- 6.4a Civilizations and complex societies developed belief systems and religions that have similar, as well as different, characteristics.
- 6.4b Belief systems and religions are based on sets of mutually held values.
- Activate Prior Knowledge:
- You and your family are herders, looking after larger flocks of sheep. Your grandfather is the leader of your tribe. One day your grandfather says that your whole family will be moving to a new country where there is more water for your sheep. The trip will be long and difficult.
- How you do you feel about moving to a faraway land?
- Miss Morris will explain the connection between what the students already know and what they are going to learn next.
- Learning Target:
- Today you will learn about Judaism, several important people, and many conquests of the Hebrews
- Students will analyze various text features, maps, and pictures to better understand life of the Israelites
- Concept Development:
- Students will learn about Moses, Abraham, the Israelites, Judaism, the Ten Commandments, and how their lives affected civilizations in the future
- Students will learn about the Hebrew Bible and how the Israelites based their lives off of those beliefs
- What beliefs do you have and what do you live by?
- Skill Development:
- Students will analyze various text features, maps, and pictures to better understand life of the Israelites
- Students will compare and contrast their life to that of the Israelites.
- Students will identify different reasons why the Israelites acted like they did and why those events were important
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Students will have opportunities to compare their beliefs with that of the Israelites and how their life is similar and different to the lives of the Israelites.
- Guided Practice:
- Miss Morris will explain what we will be learning today: Today you will learn about Judaism, several important people, and many conquests of the Hebrews
- Students will begin by imagining that they were living in that time period. How would they feel? What would they be thinking?
- Miss Morris will explain that today they will be learning about a new people group called the Hebrews
- What is Judaism? What is the Hebrew Bible?
- How was Abraham? Who was Moses? Why were they so important?
- Students will learn about the Pharaoh in Egypt who did not want to let Moses’ people go
- Students will be able to connect this learning with that of the prior Egypt unit
- How did the Israelites shape their society? What did they believe in?
- King Saul, King David, King Solomon – why were they so important?
- What were the women’s roles in society? How does this compare with our society?
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Students will be asked to write down two things that they learned from today’s lesson
- Independent Practice:
- The students will take part in several different writing prompts throughout class and will be graded on their active engagement and participation.
POWERPOINT:
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Homework Thursday and Friday, October 4 and 5, 2018: Read pages 86-88 in the workbook and answer ALL questions on these pages.
Classwork, Wednesday and Thursday, October 3 and 4, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- 6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 630 C.E): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems.
- (Standard: 2; Themes: ID, SOC)
- 6.4a Civilizations and complex societies developed belief systems and religions that have similar, as well as different, characteristics.
- 6.4b Belief systems and religions are based on sets of mutually held values.
- Activate Prior Knowledge:
- “If you were there…” “You live in a small town in ancient Israel. Some people in your town treat strangers very badly. You have been taught to be fair and kind to everyone, including strangers. One day, you tell one of your neighbors he should be kinder to strangers. He asks why you feel that way.”
- How will you explain your belief in kindness?
- Miss Morris will explain the connection between what the students already know and what they are going to learn next.
- Learning Target:
- Today you will learn about Jewish beliefs and the different texts their society had.
- Students will do this by engaging in several think, pair, share questions and analyzing various paragraphs within their textbook
- Concept Development:
- Students will learn about the Jewish beliefs and texts and how those texts played a vital role in the lives of many people
- Students will learn about the Hebrew Bible and how many people base their life off of those principles
- What beliefs do you have and what do you live by?
- Skill Development:
- Students will analyze various text features and pictures to better understand life of the Jews
- Students will compare and contrast their life to that of the Jews
- Students will identify different reasons why the Jews acted like they did and why those events were important
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Students will have opportunities to compare their beliefs with that of the Israelites and how their life is similar and different to the lives of the Jews
- Guided Practice:
- Miss Morris will explain what we will be learning today: Today we will be learning about the Jews and the various beleifs and texts that held their principles
- Miss Morris will explain how students will be creating a poster with all of the Jewish texts and beliefs on it for homework throughout the next week starting tomorrow (Thursday, October 4, 2018)
- Students will begin with an “If you were there…” quick write
- In the PowerPoint students will be able to discover:
- What is monotheism?
- What was Jewish education like?
- What is the difference between justice and righteousness?
- What are the: Moral laws, the Ten Commandments, the Torah, The Dead Sea Scrolls, Mosaic Laws, and Commentaries
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Students will be asked to write down two things that they learned from today’s lesson
- Independent Practice:
- The students will take part in several different writing prompts throughout class and will be graded on their active engagement and participation.
- Homework: Read pages 86-88 in the workbook and answer ALL questions on these pages.
POWERPOINT:
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Homework Tuesday, October 9, 2018: Read pages 86-88 in the workbook and answer ALL questions on these pages.
Classwork, Friday, October 5, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- 6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 630 C.E): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems.
- (Standard: 2; Themes: ID, SOC)
- 6.4a Civilizations and complex societies developed belief systems and religions that have similar, as well as different, characteristics.
- 6.4b Belief systems and religions are based on sets of mutually held values.
- Activate Prior Knowledge:
- Remind students of what they have been learning about – The Jews and their sacred texts and beliefs
- What were some of these laws and beliefs?
- How did this influence their life?
- Learning Target:
- Today you will begin creating a poster of the Jewish texts and beliefs
- Concept Development:
- Students will learn about the Jewish beliefs and texts and how those texts played a vital role in the lives of many people
- Students will have further opportunity to engage in the textbook and go deeper in learning about these various texts and beliefs that the Jews had/have
- What beliefs do you have and what do you live by?
- Students will fill out a graphic organizer highlighter the key details of these laws and beliefs
- Skill Development:
- Students will analyze various text features and pictures to better understand life of the Jews
- Students will compare and contrast their life to that of the Jews
- Students will identify different reasons why the Jews acted like they did and why those events were important.
- Students will spend time in the textbook analyzing the various sacred texts and laws that the Jewish people live by
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Students will have opportunities to compare their beliefs with that of the Israelites and how their life is similar and different to the lives of the Jews
- Guided Practice:
- Miss Morris will explain what we will be learning today: Today we will be beginning the first step of the poster that we discussed yesterday in class.
- Today you will be handed a graphic organizer asking you to name the texts and beliefs and WHY these are important.
- Show some examples to the class of prior posters
- Note all of the details and what was included in them
- Tell students that they will have today in class to gather the necessary information and that the poster is due on the day of the test next week (Thursday, October 11, 2018 *subject to change*)
- What they do not get done in class needs to be finished in study hall or at home
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Students will be graded based on their active participation in class and in their engagement with the text and with the graphic organizer.
SCROLL POSTER DIRECTIONS:
posterdirections.pdf | |
File Size: | 992 kb |
File Type: |
SCROLL POSTER EXAMPLE:
exampleposter.pdf | |
File Size: | 1134 kb |
File Type: |
GRAPHIC ORGANIZER:
graphicorganizer.jpg | |
File Size: | 845 kb |
File Type: | jpg |
TEST REVIEW SHEET:
reviewsheet.pdf | |
File Size: | 927 kb |
File Type: |
Week of October 8, 2018
* No school on Monday, October 8, 2018*
Homework Wednesday and Thursday, October 10 and 11, 2018: Read pages 92 – 94 and answer ALL of the questions and Study for the test on Friday, October 12, 2018
Classwork, Tuesday and Wednesday, October 9 and 10, 2018
* No school on Monday, October 8, 2018*
Homework Wednesday and Thursday, October 10 and 11, 2018: Read pages 92 – 94 and answer ALL of the questions and Study for the test on Friday, October 12, 2018
Classwork, Tuesday and Wednesday, October 9 and 10, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- 6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 630 C.E): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems.
- (Standard: 2; Themes: ID, SOC)
- 6.4a Civilizations and complex societies developed belief systems and religions that have similar, as well as different, characteristics.
- 6.4b Belief systems and religions are based on sets of mutually held values.
- Activate Prior Knowledge:
- If you were there… “Foreign soldiers have taken over your homeland and are forcing you to obey their laws. Some people are urging you to stand up and fight for freedom. Your conquerors come from a huge, powerful empire. If your people revolt, you have little change of winning.
- Will you join the rebellion? Why or why not?
- Miss Morris will explain the connection between what the students already know and what they are going to learn next.
- Learning Target:
- Today you will learn about different revolts, migration, cultural traditions, and how Jews celebrate their holidays.
- Students will do this by engaging in several think, pair, share questions and analyzing various paragraphs within their textbook
- Concept Development:
- Students will learn about the Jewish revolts
- Students will learn about the migration and diaspora of the Jews
- What are Zealots? What did they do?
- Were the Jews successful in the revolts?
- Who were rabbis? What were their jobs?
- What customs were different after the dispersal of the Jews?
- What were some of the holidays and traditions? Why were these so important/
- Skill Development:
- Students will analyze various text features and pictures to better understand life of the Jews
- Students will compare and contrast their life to that of the Jews
- Students will identify different reasons why the Jews acted like they did and why those events were important
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Students will have opportunities to compare their beliefs with that of the Israelites and how their life is similar and different to the lives of the Jews
- Guided Practice:
- Miss Morris will explain what we will be learning today: Today you will learn about different revolts, migration, cultural traditions, and how Jews celebrate their holidays
- Students will answer the quick write “If you were there section in their notebooks
- We will discuss as a class some of their thoughts
- Students will be able to look at numerous reasons why Jews believe the things that they do and how their traditions and holidays
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Students will be asked to write down two things that they learned from today’s lesson
- Independent Practice:
- The students will take part in several different writing prompts throughout class and will be graded on their active engagement and participation.
- For future studying purposes, a jeopardy game can be found https://www.playfactile.com/hebrewsjudaism/play
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Essential Question: How did the Hebrews defend themselves and maintain their beliefs?
Essential Question: How did the Hebrews defend themselves and maintain their beliefs?
- What you will learn: In this chapter you will study the history and culture of the Jewish people.
- Section 1: The Early Hebrews
- The Big Idea: Originally desert nomads, the Hebrews established a great kingdom called Israel.
- Section 2: Jewish Beliefs and Texts
- The Big Idea: The central ideas and laws of Judaism are contained in sacred texts such as the Torah.
- Section 3: Judaism over the Centuries
- The Big Idea: Although many Jews were forced out of Israel by the Romans, shared beliefs and customs helped Jews maintain their religion.
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
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New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
Download File
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
Download File
RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
Download File
why.does.it.matter.12.7.17.docx
Download File
Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
Download File
COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Video:
The Dead Sea Schrolls: http://www.smm.org/scrolls
Websites:
Vocabulary and Review Questions:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Video:
The Dead Sea Schrolls: http://www.smm.org/scrolls
Websites:
- Fascinating Facts about the Dead Sea Scrolls: http://www.centuryone.com/25dssfacts.html
- Judaism and Jewish History Resource Packet: http://www.icsresources.org/content/curricula/JResourcePacket.pdf
- Patheos Library: http://www.patheos.com/Library/Judaism.html
- Chabad.org: http://www.chabad.org/library/article_cdo/aid/68870/jewish/Jewish-History.htm
- The Dead Sea Scholls: http://www.smm.org/scrolls
Vocabulary and Review Questions:
Chapter 7: "The Hebrews and Judaism" Study Guide
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WEEK OF JANUARY 16, 2018
Homework due Wednesday, 17, 2018:
- Questions 1-4 p.207 in textbook (Please do on loose leaf OR in your Social Studies Notebook)
- Quizlet
- Study Guide Due Thursday 1/25/18
Classwork Tuesday January 16th-18th, 2018
Introduction to Judaism PowerPoint:
- Questions 1-4 p.207 in textbook (Please do on loose leaf OR in your Social Studies Notebook)
- Quizlet
- Study Guide Due Thursday 1/25/18
Classwork Tuesday January 16th-18th, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- New York State Next Generation English Language Arts Learning Standards:
- 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- 3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered).
- Objectives: Today you will be able to:
- Explain who Abraham and Moses were and their significance
- Analyze features in the text to further your understanding of maps, settlement, and specific routes taken by Jews by their leaders.
- Evaluate specific vocabulary and why it is significant to Israelite history.
- Judaism, Exodus, Moses, Abraham, Diaspora, Ten Commandments David, Solomon
- Identify the kings who united the Israelites
- Identify cause and effect throughout the section in a chart
- Activate Prior Knowledge
- “Take a moment to think about the things that you and your family believe.”
- Question: What is Judaism? Analyze the picture on 199; what are your questions about this picture?
- Graffiti Board: Judaism word
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- Learning Target (Concept Development and Skill Development)
- Concept Development
- Definition of concept: Judaism – Show Video: https://www.youtube.com/watch?v=auM94_yDD40
- Take notes: 5 Bullet points
- Examples: Refer back Graffiti Board Judaism: What can we add?
- Why is this topic academically important to learn?
- Definition of concept: Judaism – Show Video: https://www.youtube.com/watch?v=auM94_yDD40
- Skill Development
- p.202 Students will read the scenario “If YOU were there…”
- How would you feel about moving to a faraway land? Leaving everything you know to go out to the unknown just because you were told to? (Add in some background about Abraham… Abraham was told by God to move to a faraway land.
- p.202 Students will read the scenario “If YOU were there…”
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will work through a power-point on “The Early Hebrews”
- “Throughout this section of the chapter, we are going to be filling out a ‘key-figure’ chart to emphasize the importance of the people in this chapter and WHY they are significant to Israelite history.”
- Ms. Taggart will explain how to fill in “Key Figure (People/Beliefs): Contribution” Chart. (This will be happening SIMUTANEOUSLY as Miss. Taggart is teaching with power-point.)
- Ms. Taggart will demonstrate.
- Figure: Abraham
- Contribution: Abraham was told by God to leave Mesopotamia and go to Canaan. This shows obedience.
- Ms. Taggart will share the story of Queen Esther and why she is seen as such a remarkable woman
- Figures that students must add into chart:
- Abraham
- Moses
- King David
- King Solomon
- Temple
- Ten Commandments
- Queen Esther (Knowledge from Mrs. Taggart)
- Ms. Taggart will work through a power-point on “The Early Hebrews”
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently by asking students if they have questions about the power-point or chart they are to fill out.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Have the students met the objectives?
- Independent Practice:
- The students will:
- Fill out “Figure: Contribution” chart
- The students will:
- Exit Ticket:
- What characters from this section helped to establish the land of Israel?
Introduction to Judaism PowerPoint:
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Homework due January 18th, 2018:
- Read Pages 208- 213 and answer the question: "What are the beliefs of Judaism?" in RACER format.
- Finish GRAPES organizer if not done in class:
- pgs. 208-213 --> Only filling out the "G", "A", and "S" Sections
- pgs. 208-213 --> Only filling out the "G", "A", and "S" Sections
- Students will study the words on Quizlet (Link Above)
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- New York State Next Generation English Language Arts Learning Standards: 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- 3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered).
- Objectives: Today you will be able to:
- Explain the important Jewish beliefs
- Analyze features in the text to further your understanding of Jewish beliefs
- Evaluate specific vocabulary and why it is significant to Jewish history.
- Monotheism, Torah, synagogue, prophets, Talmud, Dead Sea Scrolls
- Create a Sea Scroll
- Activate Prior Knowledge
- What is the definition of a belief?
- Think of your major beliefs.
- Question: From your knowledge of the text, (AND your RACER homework) what are some beliefs of Jews? How do your beliefs compare and contrast to the beliefs of the Jews? (T-Chart)
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- What is the definition of a belief?
- Learning Target (Concept Development and Skill Development)
- Concept Development
- Definition of concept: Beliefs
- Think/Pair/Share with partner next to you and create a definition of a belief
- Partners will post their definitions on the board
- Skill Development
- Students will complete a GRAPES organizer for pgs. 208-213
- Filling in the “R”, “A”, and “S” parts if applicable!!
- Students will use the GRAPES organizer for Dead Sea Scroll Video
- Students will complete a GRAPES organizer for pgs. 208-213
- Does anyone have any reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will go over the expectations of the Dead Sea Scroll project. This will be in class. They will have two days to complete it!
- Students will create a Sea Scroll with the beliefs of Judaism
- Ms. Taggart will explain the purpose for this project:
- To fully comprehend the beliefs of Judaism.
- Ms. Taggart will go over the expectations of the Dead Sea Scroll project. This will be in class. They will have two days to complete it!
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will:
- Create a Sea Scroll
- The students will:
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Homework due January 22, 2018: Students will complete “The Hebrews and Judaism Vocabulary Builder Packet” sections 1, 2, and 3. Read the directions carefully. You will be assessed on correct answers and how well you follow the directions. Due Thursday January 25th, 2018
- Quizlet
Classwork due January 22nd -24th, 2018
- Quizlet
Classwork due January 22nd -24th, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge
- p. 214 “If YOU were there…Foreign soldiers have taken over your homeland and are forcing you to obey their laws. So, some people are urging you to stand up and fight for freedom. But your conquerors come from a hug, powerful empire. If your people revolt, you have a little chance of winning. Will you join the rebellion? Why or why not?”
- Students share their responses with class.
- Mrs. Taggart will explain the connection between what the students already know and what they are going to learn next.
- p. 214 “If YOU were there…Foreign soldiers have taken over your homeland and are forcing you to obey their laws. So, some people are urging you to stand up and fight for freedom. But your conquerors come from a hug, powerful empire. If your people revolt, you have a little chance of winning. Will you join the rebellion? Why or why not?”
- Activate Prior Knowledge
- Learning Target (Concept Development and Skill Development)
- Concept Development
- Big Idea: “Although many Jews were forced out of Israel by the Romans, shared beliefs and customs helped Jews maintain their religion.” (p.214).
- Skill Development
- Students will observe the power-point and take notes in their social studies notebooks, on each slide to further their understanding of the chapter.
- Students will identify the route of migration the Jews took when leaving Jerusalem by mapping out the route on a worksheet (provided)
- Students will explain what Hanukah, Passover, and The Holy Days are, and why it is important to Jewish tradition. They will do this by using their text book pages (218-219) and internet sources to answer the given questions on the slide 7.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will go over power-point
- Pausing when needing to further explain something or show a visual to keep students engaged.
- Ms. Taggart will show important videos and photographs to show students what visual examples represent this chapter, and how they connect to what we are learning.
- Students will complete a Migration worksheet: Mapping out the route in which the Jews traveled when migrating away from the Holy Land.
- Students will write a 4 paragraph essay on loose leaf paper answer the questions posted on slide 7 of the power-point.
- Ms. Taggart will demonstrate/model the importance of citing referenced materials
- Ms. Taggart will go over power-point
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the big idea that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Independent Practice:
- The students will:
- Finish their essays at home if not finished in class
- Review all vocabulary words from the unit.
- The students will:
jewish_migration_worksheet.pdf | |
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_sixth_grade__chapter_7_-_part_3.pdf | |
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_sixth_grade__chapter_7_-_part_3.pptx | |
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File Type: | pptx |
Homework Due Tuesday, February 28, 2017: Complete pages 200-201, Facts and Opinions about the Past, questions 1-4.
Classwork: Monday, February 27, 2017
Classwork: Monday, February 27, 2017
- What is "Judaism"? Students will write down their thoughts.
- Students will peruse pages 199- 221 in their social studies text book, jotting down questions that they might have about the chapter. Students will also analyze the photo on page 199. What questions do you have about the photo or chapter?
- Now what comes to mind when you hear the words "Hebrews, Judaism, Jews"?
- Why do we study ancient Hebrew history?
- Facts and Opinions about the Past: Complete pages 200-201 together in class.
Homework Wednesday, and Thursday, March 1, and 2, 2017: Read pages 208-213. Work on Jewish Beliefs and Hebrew Texts Scroll. Completed project due Thursday, March 2,
Classwork: Tuesday, Wednesday, February 28, March 1, March 2, and March 3, 2017
Classwork: Tuesday, Wednesday, February 28, March 1, March 2, and March 3, 2017
- As a class, we will read pages 210-213 and discuss the important Hebrew texts.
- If Mrs. Looney were to create a PowerPoint of the Hebrew texts what images would she include? What texts would she include? What facts would she include?
- Using the work from pages 208-213 and today, students will write the main Jewish beliefs on a scroll.
- Jewish Texts and Beliefs Scroll
· Students will create an example of a scroll.
· Write your information using at least two different columns.
· In one of your columns, list and describe all of the Jewish texts that are mentioned in the social textbook.
· In another column, list and explain the Jewish beliefs.
· You will be graded for accuracy of facts, the amount of evidence you provide, and neatness. - This is to be competed for homework and is due on Friday, March 3, 2017.
Jewish Beliefs and Jewish Texts Scroll:
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The Chapter 7 Social Studies test will be on Thursday, March 9, 2017.
Homework Wednesday, and Thursday, March 1, and 2, 2017: Read pages 208-213. Work on Jewish Beliefs and Hebrew Texts Scroll. Completed project due Thursday, March 2,
Classwork: Tuesday, Wednesday, February 28, March 1, March 2, and March 3, 2017
Homework Wednesday, and Thursday, March 1, and 2, 2017: Read pages 208-213. Work on Jewish Beliefs and Hebrew Texts Scroll. Completed project due Thursday, March 2,
Classwork: Tuesday, Wednesday, February 28, March 1, March 2, and March 3, 2017
- Be sure to begin studying!
- Review the Guided Reading Worksheets.
- Students will begin to work on the Test Review Sheet.
- It may take several days to complete this sheet.
- BE SURE TO BE WORKING ON THIS SHEET EACH NIGHT IN ORDER TO COMPLETE IT BEFORE THE TEST ON WEDNESDAY.
- THE REVIEW SHEET IS DUE ON TUESDAY, MARCH 7, 2017.
- Study the Review Sheet.
- Students may want to use the computers in study hall or use a computer at home to use the flash card websites and Quizlet as well as play some of the study games that are listed above at the top of the page.
The Hebrews and Judaism Test Review Sheet:
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Homework Due Wednesday, March 10, : Reading Check pages 216, 218, and 219. Begin working on the review sheet. Review Sheet is due on Thursday, March 12, 2015.
Classwork: Monday, March 9, .
Classwork: Monday, March 9, .
- Students will read pages 214-219 in the social studies textbook.
- Students will complete Reading Check on pages 216, 218, and 219.
Due Monday, March 6, 2017: None.
Classwork: Friday, March 3,2017
- Students will share their scrolls with the class.
- Students will annotate as they read pages 76-78, The Hebrews and Judaism, Section 2.
- Follow the instructions in the margins of the worksheets.
- Students will have the end of the class period to work on this assignment.
- Finish the work for homework.
- These Guided Reading Sheets will be great resources to use to study for your test.
Homework Due Thursday, February , : Venn Diagram, Leaders in Jewish History, pp. 202-205, complete in social studies notebook.
Classwork: Wednesday, February ,
Classwork: Wednesday, February ,
- As a class, we will read pages 202-204 in the social studies text book.
- Notice that the "story in this section of the text is narrated in a sequential, or chronological, fashion according to the dates of each event."
- Students will draw a Venn diagram in their social studies notebooks.
- Using the Venn diagram, students will compare and contrast two major leaders in Jewish history. Compare and contrast the historical significance of Abraham and Moses in Jewish History.
- Be sure to title your diagram.
- Be sure to add as many details from the text as possible. Write the page number and paragraph number next to each of the facts that you find.
- If you are quoting directly from the text be sure to use quotation marks.
- Be sure that the facts that are chosen for Abraham and for Moses compare and contrast the historical significance of both leaders in Jewish History.
- This is to be completed for homework and will be graded.
Homework Due Friday, February , : Compare and contrast essay, Leaders in Jewish History, pp. 202-205, complete on loose-leaf.
Classwork: Thursday, February ,
Classwork: Thursday, February ,
- Students have already read pages 202-204 in the social studies text book and have already created a Venn diagram that compares and contrasts two major leaders in Jewish history. The Venn diagram that was created last night for homework compares and contrasts the historical significance of Abraham and Moses in Jewish History.
- See above for instructions.
- Students will write an easy to compare and contrast the historical significance of both Abraham and Moses in Jewish History.
- Also, you will compare and contrast the author's purpose for presenting the information about each Jewish leader.
- Compare and contrast how the author presents the information: in chronological order, narrative form, or as a persuasive piece.
- Answer the following question in your essay: How does the way the author presents the information help us determine the author's purpose?
- This essay will focus on all of the steps of writing an extended-response essay that we have discussed and practiced in writing class.
- This is to be completed for homework and will be graded.
Homework Due Tuesday, , : The Hebrews and Judaism, Guided Reading Worksheet, section 1, pages 73-75.
Classwork: Monday, ,
Classwork: Monday, ,
- In pairs, students will read the Guided Reading Worksheet, Section 1, pages 73-75.
- ***Students will follow the instructions in the margins of the worksheets.
- Be sure to annotate as you read.
- Complete page 75 of the Guided Reading Worksheet.
- Students will have the entire class period to finish this assignment.
- Finish the work for homework.
- This is for a grade.
- These Guided Reading Sheets will be great resources to use to study for your test.
Homework Due Wednesday, February 25, : Finding the central idea, pages 205-207.
Classwork: Tuesday, February 24,
Classwork: Tuesday, February 24,
- We will go over the main points of the similarities and differences between Abraham and Moses.
- Students will read pages 205-207 in the social studies text book. After reading, students will write the central idea of each section.
- Using the headings as a guide, students will write the central idea of the information that is found under each heading.
- Be sure to have a sentence for each of the headings, including the headings in blue and red.
- Students will be writing the sentences in their own words and will not be using quotations.
- Write in complete sentences.
Homework Due Thursday, February 26, : Pages 208-210, list of Jewish beliefs.
Classwork: Wednesday, February 25,
Classwork: Wednesday, February 25,
- Students will read pages 208-210.
- Write a list of the main Jewish beliefs that are listed in the text. Write the central idea next to each of the main Jewish beliefs.
- Give an example of each belief.
- We will go over the directions for Thursday assignment. Thursday's assignment is due Friday.
Homework Due Monday, March 9, : Complete pages 79-80, The Hebrews and Judaism, Section 3 packet. Begin studying for the test. The test will be Thursday, March 12, 2015.
Classwork, Friday, March 6, :
Classwork, Friday, March 6, :
- Students will annotate as they read pages 79-80, The Hebrews and Judaism, Section 3.
- Follow the instructions in the margins of the worksheets.
- Students will have the end of the class period to work on this assignment.
- Finish the work for homework.
- These Guided Reading Sheets will be great resources to use to study for your test.
Homework Due Wednesday and Thursday, March 12, : Study for test.
Classwork: Tuesday, March 11, . Review for the test.
Classwork: Tuesday, March 11, . Review for the test.
Homework Due Friday, March 13, : Make corrections on the test that was given back in class today. HAND IN BY 8:00AM.
Classwork, Thursday, March 12, :
Classwork, Thursday, March 12, :
- Students have the opportunity to correct the mistakes that they have made on the Chapter 7 test.
- Students will make the corrections NEXT TO THE ANSWER THAT WAS WRONG.
- Using a marker to make the corrections makes it easier for Mrs. Looney to see the correction.
- In order to receive half of the points back, students must hand the test back by 8:00 tomorrow morning.
- In order to receive half of the points back, students must write the page number of where the correct answer was found next to the correct answer.
Due day, March , 201: Homework: Make corrections to your social studies test in order to gain points on the test.
Classwork: Thursday, March th. Map Activity, Jewish Migration After AD 70, pages 16-17.
Classwork: Thursday, March th. Map Activity, Jewish Migration After AD 70, pages 16-17.
- As a class, we will go over the instructions to the Map Activity.
- Students will have the class period to complete this work.
- Students will complete the Map Activities numbers 1-5.
- Students will complete "Analyzing Maps" questions 1-4.
- The "Extension Activity" may be completed.
Extra Credit Due sday, March : Homework: King Solomon Essay.
Classwork: day, March , 201.
Classwork: day, March , 201.
- Students will read the "King Solomon" article.
- Students will answer the two questions in essay form.
- Take the time and put extra effort into making sure that you use plenty of evidence AND EXPLAIN THE EVIDENCE WELL!
Homework Due sday, March : Homework:
Please note: see the "Sixth Grade Writing, Unit 5, Prompted Essays, text-based" page for information about the "Esther, Queen of Persia" article and essay assignment.Classwork: day, March , 201.
Please note: see the "Sixth Grade Writing, Unit 5, Prompted Essays, text-based" page for information about the "Esther, Queen of Persia" article and essay assignment.Classwork: day, March , 201.
- As a class we will read and discuss pages 214-219.
Homework Due Tuesday, Wednesday, Thursday, Friday, February 2, 3, 4, 5, : Due to Project Know, the 6th Graders will not have homework in social studies this week.
Classwork: Monday, Tuesday, Wednesday, Thursday, and Friday, February 2, 3, 4, 5, 6,
Classwork: Monday, Tuesday, Wednesday, Thursday, and Friday, February 2, 3, 4, 5, 6,
- Due to Project Know, Mrs. Looney will only be meeting with the third period 6th Grade Social Studies Class this week.
- The third period social studies class will create a special PowerPoint that will help depict the vocabulary words for this chapter.
- Students will receive the study guide for Chapter 7. Students will use the words on the study guide to create the PowerPoint slides. The PowerPoint will be mailed to Mrs. Looney's email: [email protected]
- Students will present their PowerPoint presentations to the class.
- Students will create a quiz for the class using the vocabulary words.
- Students will act out the vocabulary words to help the class understand the words more fully.
Homework Due Wednesday, February , : Section Quiz, Section 1, page 109. Students will be given the homework at the beginning of class. THIS IS FOR A GRADE.
Also, complete pages 200-201, Facts and Opinions about the Past, questions 1-4.
Classwork: Tuesday, February ,
Also, complete pages 200-201, Facts and Opinions about the Past, questions 1-4.
Classwork: Tuesday, February ,
- Students will complete the handout "The Hebrews and Judaism, Section Quiz, Section 1, page 109." Students may work in small groups to complete the task.
- Students will use their social studies text book to find the answers. What part of the text book will you use to find the answers?
- They will have the entire class period to finish the assignment.
- This will be for a grade.
- Each student will be responsible for teaching the class one of the definitions. The word and definition should be written out for the class to see. Illustrations may be included. Words and definitions could also be acted out to show the meaning.
Homework Due Friday, February 27, :The Daily Bellringer assignment, Chapter 7, Section 2 handout and essay is due Friday at 8:00. The essay is to be completed on loose-leaf.
Classwork: Thursday, February 26,
Classwork: Thursday, February 26,
- In pairs, students will take turns reading the quotes that are found on the handout "The Hebrews and Judaism, Daily Bellringer, Chapter 7, Section 2.
- The group members will try to guess who is "speaking." Write the name of the speaker next to the number. Use your text book. Write the number of the page on which you found your answer next to the answer.
- In essay form, write an opinion letter to your neighbor explaining your belief in kindness and explaining why you think your neighbor should be kinder to his slaves. See the Daily Bellringer sheet for more details.
- This is to be completed on loose-leaf.
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will
- The students will
To view the video for today's lesson:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in today's lesson.
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in today's lesson.
New York State Standards:
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File