2009AncientCiv

=Sixth Grade Unit 2: Ancient Civilization=

//What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// Students will || //Students will understand that. . .// • What are the big ideas? • What specific understandings about them are desired? • What misunderstandings are predictable? • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? || • What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to so as a result of such knowledge and skills? -Identify topic sentence and supporting details -Use time and order words when writing expository paragraph(s) -Plan their writing before drafting (i.e. outline their information before putting into sentences/paragraphs -Apply basic rules for citing sources in a bibliography -Reading and writing is an integral process for scholars and leaders -Good writers are reflective and detectives of their own work.** || ====//Students will be able to know . . .//==== • Through what authentic performance tasks will students demonstrate the desired understandings? • By what criteria will performances of understanding be judged? || ===Other Evidence:=== • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning? ||
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * ===Understandings:===
 * Scale of history (maybe?); how life shaped their beliefs about this world and other realms**
 * The Nile and it's place in Ancient Egyptian religion; How agriculture changed life and religion;**
 * Misunderstanding the scale, the place (geography), and the differences in technology and tools** || ===Essential Questions:===
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning? ||
 * ^  || ===Essential Background:===
 * ====//Students will know . . .//====
 * Read informational text about ancient civilizations and identify main idea and supporting details as well as draw conclusions and make inferences based on the information provided.**
 * -Summarize expository text
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * Kurtzman: They will write questions about an ancient civilization, and then research the answers.**
 * Liemthongsamout: Research 2 civilizations and write a report comparing and contrasting them. Report should identify key similarities and differences. Students can attach 2-4 pictures to their report.**
 * ==Stage 3 - Learning Plan== ||
 * ===Learning Activities:===

understand about Ancient Egypt and the importance of the Nile learning about the importance of the Nile to live in Ancient Egypt and how is allowed a huge civilization to flourish video on Ancient Egypt and the Nile comment about what we learned understand about the place of the Nile in Ancient Egypt's religions identify the importance of religion and the Nile in that religion in Ancient Egypt video on Ancient Egypt comment about what we learned understand about ancient civilization developing questions about ancient civilization to answer/pick cultures to compare model developing questions/ideas Mr. Kurtzman's class will develop questions to answer about ancient civilization; Ms. Liemthongsamout's class will decide which two ancient civilizations that want to compare and contrast learn about citations and how to avoid plagiarism researching ancient civilizations online to get main ideas, and learning how to cite resources show BrainPop on plagiarism, paraphrasing, and main idea, then model how to edit electronic text to create a main idea, and to paraphrase introduction to Diigo social bookmarking program; paraphrasing and main idea activity using expository text understand about ancient civilization researching ancient civilizations work on research question/compare and contrast essay
 * Week One**
 * Week Two**
 * Week Three**
 * Week Four**
 * Week Five**

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