1 st 6 Weeks 6 th Grade World Cultures Unit 1: Understanding Maps and Globes, Arc 1: Maps: Elements and Use Middle School Austin Independent School District

School Calendar/Yearly Itinerary (YI) Curriculum Road Map (CRM) TEKS/ELPS/CCRS Adopted Text Book A resource for quality texts A resource for higher order question stems Lesson plan template Planning for Rigor Document …and most especially, EACH OTHER!

Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time. YI Grading Period Assessment Pacing Guide 1 st 6 weeks 29 days (14.5 Block days) Assessment: SCA 1 Dates: September 28 - October 4, 2012 TEKS eligible for testing: 6.3A, 6.3B, 6.4A, 6.4D, 6.6A, 6.13A, Environment Unit 1: United States Geography and Identity Estimated time frame: 5 days TEKS: 8.10A, 8.10B, 8.10C, 8.11A, 8.11B, 8.19F Environment Unit 2: European Settlement of the United States Estimated time frame: 20 days TEKS:8.1A, 8.1B, 8.1C, 8.2A, 8.2B, 8.3B, 8.3C, 8.10A, 8.10B, 8.10C, 8.11A, 8.12A, 8.15A, 8.23A We are working on Unit 1, Arc 1

CRM Name and discuss each part.

Look at the TEKs being taught in the lesson, What students will need to know and be expected to do…. What TEKS are going to be addressed during this lesson? What academic vocabulary do students need to understand and use? What words, phrases in the TEKS may not be understood by the students? What guiding questions(s) will facilitate understanding and mastery?

Do students understand what they need to master? Do they understand what the TEKS expect them to learn? Do the students understand the vocabulary related to the TEKS? After reading and discussing each TEKS, the student needs to be able to articulate what he/she needs to learn/do to accomplish mastery of the TEKS. (Then you as the teacher know that the student understands the TEKS and is knowledgeable of the task.)

Think about what the student may now be wondering? Yes, you are competing with all these thoughts, but you must bring them back to your classroom. Direct them back to the TEKS being studies, and what you are preparing to teach, and they need to learn.

1.Rewrite the TEKS we are working on in your own words. 2.List the assignments that we did for the TEKS. Courtesy of Sean Piper 3. Write the verbs from the TEKS you want to perform. Gorzycki MS 4.Using the assignments, discuss where we performed the verbs in a sentence or two. Explain what you learned based on the TEKS.

Why do they need to acquire this knowledge? Why is it important? Students need to connect to/and believe the information is important to them. Let them come up with some answers. You will need to have some ideas to support or supplement their answers in order to make the learning relevant to them. The answer will depend on the TEKS being studied. (Take a couple of minutes and talk to a partner about some possible reasons why students need to know about maps and their purposes.) Answers can be simple: If I want to know how far a vacation destination is… (map types and map scale). When I go to Colorado I want to know the altitude…(types of maps). Where is the “ring of fire”. (location, coordinates) There are various kinds of maps and uses for them. The information we get from them makes our lives easier because the knowledge gained from maps expands our information about many different people. It is important to know how to use map tools to help us learn about the geography of places and regions and how geography impacts the way people live and interact with each other..

Read the Students Will Know… and the Students Will be Able to … Do these sections reflect what is in the TEKS? How will your teaching reflect these sections? o Oral language strategies o Written response strategies o Questioning strategies o Multiple strategies Discuss as a group and share with each other

What formative and summative assessments will you use in your teaching to check for understanding? o Knowledge level questions o Comprehension level questions o Application level questions o Analysis level questions o Synthesis level questions o Evaluation level Discuss in partners or in a group the formative and summative assessments listed. Are there questions any you might want to add? What questions will you ask that addresses the rigor of the TEKS/SE that extend the learning? ASSESSMENT EVIDENCE Student Work Products/Assessment Evidence Performance Tasks Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.)  Students will create a Venn diagram comparing and contrasting types of maps.  Use a GIS simulation to locate GIS points for their school and create a community map of 5 community points of interest with their GIS points  Students will create an animated vocabulary game to use for review and re-teaching. Short Cycle Assessment SCA Testing Window: September 28 – October 1 SEs eligible for testing include, but are not limited to: 6.3C, 6.4A, 6.4D, 6.4E, 6.4F Additional Suggestions for Assessment  Interactive student notebook entries  After researching by using databases, a Venn diagram will be created to analyze the usefulness of the diagram.  Develop a criteria chart to judge the suitability of a location for a future settlement  Graphic organizers

Take a couple of minutes to discuss as a small group/ partners and share with each other. Examples of Models or Examples of Support The TEKS studied need to be written out for students to see and connect to what is being studied. Anchors of support: textbook, other books, resources, websites, newspapers, magazines, posters, word walls, and academic vocabulary and supportive vocabulary, student work, Discovery Education Streaming, Interactive Student Notebook, foldables, etc. of Models or Ex What will your instruction include? Interactive Student Notebook, foldables, graphic organizers, collaboration: small group and partner work, shared and independent, reading, research TASK The student task is aligned to the TEKS/SE The task is aligned to students’ differentiations (SpEd, ELL) Students are complaint with tasks Students are on task and able to articulate learning Students are engaged and learning is student directed.

An exemplar lesson will be lined for teachers to use. The lesson is in a portfolio. Open the portfolio using AcrobatPro 9.

 Students can explain the meaning of… and give examples of … using academic vocabulary.  Students can use the tools(maps…) to document their knowledge.  Students have high expectations for themselves to document their learning.  Students can explain and justify their mastery of the TEKS to the teacher and their peers verbally/writing/product.  Essential Questions can be used throughout the unit to measure student understanding. When students know what they are suppose to comprehend, they will be able to articulate when they have achieved mastery. Let them list the TEKS in their Interactive Student Notebooks (ISN) and write what they have learned that demonstrates this mastery. Students will have a documented list of their accomplishments to review.

ELPS These standards are required by law and are not only designed to make content comprehensible and develop academic language for ELL’s but support quality instruction for all learners in listening, speaking, reading, and writing. CCRS These standards were approved in 2008 to ensure that Texas students are graduating from high school with all the skills necessary to be successful in college. These focus not only on content but the intellectual skills and underlying understandings of the structure of knowledge necessary to be highly equipped for post-secondary education. Framework for 21 st Century Learning Framework for 21 st Century Learning This framework is designed to outline the skills, knowledge, and expertise students need to be successful in life, work, and globally. They focus on aptitudes such as, creativity, technology, collaboration, critical thinking, problem solving, and communication.

Academic Vocabulary … 6 th Grade Unit 1: Understanding Maps and Globes Essential Vocabulary cartographer, physical, political, thematic maps, cardinal directions, intermediate directions, compass rose, key, scale, elevation,hemisphere, latitude, parallel, Equator, longitude, meridian, Prime Meridian, coordinates, Tropic of Capricorn, Arctic Circle, Antarctic Supporting vocabulary link Student pre-requisite knowledge Interpret basic information on a map or globe, such as cardinal directions, latitude and longitude, and map legends. Resources: ; Atlas, Inspiration, “Building Geography Skills for Life”( Glencoe Ancillaries) desk maps, History Alive! Contemporary World Cultures: “ Learning Essential Map Skills I” ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.English Language Proficiency Standards (ELPS) ARC 1 : Maps: Elements and UseArc Pacing: 15 Days (7.5 Block Days) Targeted Vocabulary: Cartographer, physical, political, thematic maps, cardinal directions, intermediate directions, compass rose, key, scale, elevation Resources: ; Atlas, Discovery Education video, Inspiration, desk mapshttp:// What guiding questions and/or stems are being used to promote the use of academic vocabulary? o Teacher provides questions to promote academic vocabulary o Teacher provided sentence stems o Teacher did not provide opportunities to use academic vocabulary  Use words in reading and speaking context.  Students draw pictures/use graphic organizers to support word meaning.  Students speak in complete sentences with meaning and understanding.

The word compass rose means a symbol on a map that indicates the north, south, east, west directions. This word makes me think of: A wagon wheel that goes around in circles. The compass rose from the map made in the 1400s is like a work of art. Use in a sentence: Each map drawn in this class will include a compass rose. Synonyms: Cardinal points Direction symbol Points on a compass Antonyms: None

Example: Maps Thematic Physical Political Climate Economic /Resource Road

Name: Human Geography and Culture Pacing  29 days (14.5 Block Days)  August 27 – October 5, 2012 DESIRED RESULTS Making Meaning Transfer: Students will be able to independently use the learning to focus on the questions of “where?” and “why?” What students should learn/be able to demonstrate. Enduring Understandings: Geographers use specific terms to describe absolute relative location. The Big Idea Essential Questions: 1.Where are the continents and oceans located geographically on earth? 2.How do people use maps to find locations and places? Students will be able to answer these questions after this concept is taught.

The Social Studies grade level textbook is a great place to start. The CRM has resources listed under the Unit and the Arc. Check out the Social Studies Website for more resources in your grade level. The Library Services Media Center using IBISTRO: The Enclyclopedia Britanica and the World Book are online. Many other District licensed internet resources are also there, along with usernames and passwords, including Discovery Education Streaming. (Go the AISD website, type in IBISTRO, click on Portal Knowledge.) The school library and if your school has one, the literacy library

Planning Instruction: Read your CRM as a whole document to get the gist of what students need to learn and you need to teach. Read each separate part of your CRM for background knowledge. Review the TEKS: Your lesson must be tied to the TEKS. How will your students demonstrate (assessment) that they have mastered the learning? How will you know they have the Essential Understanding? Are able to answer the Essential Questions? What strategies, best practices will you use to get the outcome of mastery from each of your students? What differentiation accommodations will you need to add to your lesson so that all students meet the standards?

The first part of differentiating instruction involves: finding out where your students are starting in their knowledge base and anticipating areas where clarification may be necessary. There are formal and informal ways to acquire this information. What background knowledge, prior learning, and habits do students need in order to be successful with the new concept? What misconceptions need to be clarified before new learning takes place? How will instruction be differentiated to address the needs of all learners? At what level of proficiency (in English/prerequisite skills) are my students? What supports/scaffolds would support the student understanding? Who can I ask for help? The school SPED teacher, the District SPED office, ESL teachers at the school, the District Bilingual Dept. and of course the Social Studies Dept.

Because Teaching and Assessing have a reciprocal relationship Plan your lessons with these questions… Best Practices: How will the teacher model/explain clear expectations for the students’ learning? (Such as developing a criteria chart with the students) What anchors of support can be created to help students in their thinking? Which 21 st Century Skills can be targeted? How will students be held accountable for their new learning, as well as make their thinking and learning public? How will accountable discussions and collaboration be encouraged in an atmosphere of mutual respect? How will students be grouped for rigorous thinking (problem solving)? What role might technology play in making the learning more accessible and at the same time, more rigorous?

Assessment Formative-How will I know all students are understanding the new concept as it is being taught? Scaffolding- What adjustments/reteaching needs to happen as a result of misunderstanding? Summative-How will I know all students have mastered the new concept? (Performance tasks) How can the academic testing language be embedded into daily instruction and? How will the lesson build skills necessary for success on Performance Tasks?

Knowledge and Skill Statement and Student Expectations posted and referenced in the classroom. What models or anchors of support will we use? How will students be held accountable for their learning and make their thinking public? How will discussion and collaboration be encouraged and expected? How will students be grouped for rigorous thinking and problem solving?

I Do: Teacher begins with a question, problem to solve, or hook. Engagement -Read Aloud/Think Aloud/Questioning/Text Evidence -Teacher models performance task We Do: Shared construction of task/task/facilitates class and small group discussion Develop criteria/rubric for task You Do: Students read / complete task independently Judge task based on criteria or rubric

Small groups (Distribute to each small group a set of different kinds of maps. The students help each other to identify the defining characteristics of each type of map.) ISN reflection (After studying the different types of maps students explain which and why certain maps are needed to plan a vacation.) Exit Slips (As students leave the room, they write a description of the difference between absolute and relative location.)

Students might: Write reflections ( In your ISN write a reflection on your ideal location for a summer home.) Interpret maps (Using a population map, students will research a world location for the specific reason(s) where the urban areas are located.) Keep graphic organizers (Students create a web of the different kinds of maps and their distinguishing characteristics.)

The teacher ensures that the new vocabulary comes up many, many, many, many times. Partner Practice/Quizzes Games Class and small group discussions

 Praise  Rewards  Use in speaking and writing  Word Walls/Banks  Correct the Teacher  “Give” the word to the student  Use vocabulary in writing tasks The teacher finds ways to encourage the students to actively use the new vocabulary.

Expository: Factual writing, cause and effect, summaries, lists, outlines, note-taking for research… Personal : Reflections on what was learned. Connections made to learning Encourage your students to write in complete sentences unless sentences are inappropriate for the task such as creating a list.

This concludes your planning for Social Studies Weeks 1 and 2. You will repeat the process weekly for planning the TEKS/SEs for Weeks 3-4 using your YI, CRM, and Model Lessons. It is a lot to think about, but after you experience it, it will go much faster and become a unconscious habit.