1. Core Content Coaching Social Studies Grade 6
2nd 6 Weeks
World Cultures Unit 1 Geographic Focus on the Americas, Unit 2 Human Geography
(Please allocate 45 – 50 minutes to view and discuss this module.)

2. Planning needs… School Calendar/Yearly Itinerary (YI)
Curriculum Road Map (CRM)
TEKS/ELPS/CCRS
Text: Our World Today
A resource for higher order question stems
Lesson plan template
… and most important, EACH OTHER
Insert a map of your country.

3. Yearly Itinerary: Pacing, SCA, Eligible TEKS
Grading Period
Assessment
Pacing Guide
2nd 6 weeks
25 Days
(12.5 Block Days)
Assessment:
SCA 1
Dates: November 2 –
11, 20912
TEKS eligible for testing:
6.4D, 6.4F, 6.7B, 6.7C, 6.15A, 6.15C, 6.16A, 6.16B, 6.17A, 6.17B
6.20A
Human Geography
Unit 1: Geographic Focus on the Americas
Estimated time frame: 3 Days (1.5 Block Days)
TEKS: 6.3A, 6.4A, 6.4D, 6.4F, 6.18A, 6.20A
Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time.

4. Insert a picture illustrating a season in your country.
Review CRM for Concept, Transfer Statement, Enduring Understandings, Essential Questions, Units, Vocabulary, Arcs, Resources, Pacing…
Review
each
category
as you
plan
Insert a picture illustrating a season in your country.

5. Look at the TEKS being taught for the lesson, What Students Will Need to Know and Will Be Able To …
Look at the verbs, words, and phrases…
What TEKS are addressed during this lesson?
What academic vocabulary do students need to understand and use?
What words or phrases in the TEKS may not be understood by the students?
What guiding question(s) will facilitate understanding and mastery?
Insert a picture of an animal and or plant found in your country.

6. Unit 1-- Geographic Focus on the Americas
What materials will I need to teach these TEKS?
What will the students know at the end of the lesson?
What will the students be able to do at the end of the lesson?
Add key points in the history of your country to the timeline.

7. TEKS: Look at the TEKS Verb, Words, Phrases…
Do you understand what students need to master?
Do you understand what the TEKS expect the students to learn?
How will you teach the students the vocabulary and phrases related to the TEKS?
How will you teach the TEKS to the students?
How will your lesson reflect the mastery of the TEKS being studied?
How will you know when the student has accomplished/demonstrated mastery of the TEKS being studied?

8. Students Will Know…Students Will be Able To …
Read the Students Will be Able To …
Do these sections reflect what is in the TEKS?
How will your teaching reflect these sections?
Oral language strategies
Written response strategies
Questioning strategies
Collaborative learning strategies
Discuss in your group and share
with each other: What activities
will I use to engage my students
and ensure mastery of these TEKS?

9. Lesson Planning Tools
Model Lesson

10. CRM Assessment Evidence…
Discuss in partners or in a group the formative and summative assessments listed.
Look at the first performance task. What learning needs to occur before the students can finish the sentence stem: “The Panama Canal was built because….”
If you have reviewed the words and phrases in the TEKS with your students and you use academic vocabulary and terms when speaking to your students, they will understand what you mean when you use the terms border, country, and Panama Canal.

11. Use a timer to keep on schedule.
Pacing a Lesson…
Block Class Period
Regular Class Period
Warm Up: 5 – 10 minutes Give students a blank map of North and South America. Give them 5 – 10 minutes to fill in the physical features and countries they recognize. Go over the student work in a large group to check for prior knowledge. Instructional Activities: 30 minutes Have the students turn over their prior knowledge map and given them a list of physical and political features that they need to fill on their map. (Great activity for working in pairs.)If map is not finished in class, it should be finished at home to turn in at the beginning of class. 20 minutes: After filling in the physical and political features on the map, the students will annotate the map to explain how the location/physical features will impact settlement, economic activities, natural resources, etc. Teacher may need to provide a reading to support this activity. 10 Minutes Show a Discovery Streaming video on the geography of the Americas if applicable and use the quiz provided with the video as a formative assessment. Anchors of Support: Our World Today, RA8 – RA15, pp. 474 – 481 and an atlas with other reference maps of North and South America. Both anchors will be used to locate the list of physical and political features provided by the teacher. Writing Activity: 5 – 10 minutes Quick-Write – You have the freedom to travel to any city or country in the Americas. Where would you go and why? Students should describe the relative or exact location of their city or country and describe the physical features they would see on their visit. Teacher asks for volunteers to read their writing samples. Summarizing/Closing: 5 minutes Teacher uses the sheet with the physical and political features and has students come up to display map and point to the feature the teacher has named.
Warm Up: 5 – 10 minutes Give students a blank map of North and South America. Give them 5 – 10 minutes to fill in the physical features and countries they recognize. Go over the student work in a large group to check for prior knowledge. Instructional Activity: 30 minutes Have the students turn over their prior knowledge map and given them a list of physical and political features that they need to fill on their map. (Great activity for working in pairs.) If map is not finished in class, it should be finished at home to turn in at the beginning of class the next day. Anchors of Support: Our World Today, RA8 – RA15, pp. 474 – 481 and an atlas with other reference maps of North and South America. Both anchors will be used to locate the list of physical and political features provided by the teacher. Writing Activity: 5 – 10 minutes Quick-Write – You have the freedom to travel to any city or country in the Americas. Where would you go and why? Student should describe the relative or exact location their city or country and describe/list the physical features they would see there. Summarizing/Closing: 5 minutes Using the sheet with the physical and political features have students come up to display map and point to the feature described by the teacher or show a Discovery Streaming video on the geography of the Americas ,if applicable, and use the quiz provided with the video as formative assessment.
Insert a picture of one of the points of interest for your country.
Use a timer to keep on schedule.

12. Unit 1: Geographic Focus on the Americas
This ends the CCC on the first unit in the 2nd 6 weeks
Now on to Unit 2: Human Geography

13. Unit 2: Human Geography Yearly Itinerary
Grading Period
Assessment
2nd 6 weeks
25 Days
(12.5 Block Days)
Assessment:
SCA 1
Dates: November 2 –
11, 20912
TEKS eligible for testing:
6.4D, 6.4F, 6.7B, 6.7C, 6.15A, 6.15C, 6.16A, 6.16B, 6.17A, 6.17B, 6.20A
Yearly Itinerary
Check the TEKS for this unit and the pacing for this unit.
Pacing Guide
Human Geography
Unit 2: Human Geography
Estimated time frame:
3 Days (1.5 Block Days)
TEKS: 6.7A, 6.7B, 6.7C

14. Unit 2: Human Geography
Review the areas with arrows for specific information for this unit.

15. Students Will Know… Students Will Be Able To …
Discuss in your
group and share
with each other:
What activities will
I use to engage my
students and ensure
mastery of these
TEKS?

16. CRM Assessment Evidence
Discuss in partners or in
a group the formative
and summative
assessments listed.
When you have reviewed the words and phrases in the TEKS with your students and used academic vocabulary
and terms when speaking to your students, they will
understand what you mean when you use the terms:
adaptation, environment, region, human geography,
modification, natural resources, region

17. CRM Lesson Planning Tools
On the Social Studies website Home Page, select the 2nd 6 weeks to look at the portfolio for the Model Lesson: “The Panama Canal”. Review the lesson and make adjustments based on the students you have, the background knowledge they have, and the content it covers.

18. Pacing a Lesson Regular Class Period Block Schedule
Warm Up: 5 – 10 minutes
Vocabulary quiz on this unit’s
vocabulary terms or have students match the picture, word, and meaning using manipulatives.
Instructional Activity: 30 minutes
Show the PowerPoint in the Panama
Canal portfolio and have the students answer the PowerPoint questions on the window pane handout.
Summarizing activity: 5 – 10 minutes
The handout includes summarizing
sentence stems: The Panama Canal was built because … The challenges encountered were…
vocabulary terms or have students match the picture, word, and meaning using manipulatives.
Students research other modifications to the physical features of the Americas. Students create a graphic organizer that describes two such modifications and the positive and negative impact on the geography of the area.

19. PowerPoint activity sheet: window pane

20. Units 1 and 2: Geographic Focus on the Americas and Human Geography
Next steps…
This concludes the Coaching Module for the 2nd 6 weeks Units 1 and 2.
Prepare a warm up for the next class session focusing on the TEKS from this lesson that are eligible for testing on the SCA: 6.4D, 6.4F, 6.20A (multiple choice questions, short answer, or sentence stems).