________________________________________________________________________ Name: Crystal Bible Grade Level: 6th Grade Subject: Social Studies- Traders, Explorers and Colonists

2 or 3 day lesson. ________________________________________________________________________ WVCSOs: SS.6.-8.L.10- Read and comprehend history/social studies texts at or above grade level text complexity band independently and proficiently. SS.6.H.CL3.1- Summarize the origins and contributions of the Italian Renaissance and its spread throughout Europe (e.g., art, architecture, literature and music). Students will be able to recognize and demonstrate the importance of trade routes between Europe and Asia via Think, Pair, and Share with at least 80% accuracy. Students will be able to identify Portuguese explorers and routes via Think, Pair, and Share with at least 80% accuracy. Students will be able to identify Spanish and English explorers and routes via Think, Pair, and Share with at least 80% accuracy. Students will be able to describe the effect of European exploration on Africa and North and South America via Think, Pair and Share with at least 80% accuracy.

Objectives:

21st Century Themes: Global Awareness

21st Century Skills: 21C.O.5-8.3.LS.1- Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures. 21C.O.5-8.2.LS.1- Student engages in a critical thinking process that supports synthesis and conducts evaluations by applying comprehensive criteria.

_____________________________________________________________________________ Materials: a. Computer b. LCD Projector c. Elmo d. Worksheets

Technology components: a. Computer b. LCD Projector c. Elmo

Teaching Methods and Critical Thinking Components: a. Lecture b. Critical thinking questions. Why do you think Prince Henry invites people with different kinds of knowledge to his school? What could you say about the maps, tools, and information given to early explorers? Why could the Portuguese explorers not sail directly through the Mediterranean Sea and into the Indian Ocean? Why did they have to take the long more hazardous route around the southern tip of Africa? Imagine that you are a crew member on one of the Portuguese ships and are writing a letter home about your experiences. What would your letter say? Activity- At great expense of lives and time, Ferdinand Magellans expedition was the first time human beings ever sailed all the way around the world. They faced violent storms, rough seas, lack of food and fresh water, disease, hostile peoples and years at sea. Imagine that you are a reporter in Spain who witnessed the return of the surviving members of Magellans crew. Have them write and orally present a two sentence breaking news report that summarizes the historic voyage. c. Think, Pair, Share Learning Activities: Students will prepare for class by answering the start up question for the day. Role will also be taken at this time. Approximately 5-10 minutes Two Students will pass back the graded map tests. We will then go over the next set of countries and capitals that we will be having a test one. This will take approximately 5- 10 minutes. The next map test will be Tuesday 2/26/13. Remind students that their renaissance projects are due on the 25th and 26th! The students will watch clips from Cinderella to note the style of the time to help them with their renaissance projects. This will take approximately 10 minutes. Students will be given a guided reading sheet. Students where give a specific shape and number when they arrived in the classroom. Explain to the students that they will be working in groups today. They will be completing a learning activity called a Think, Pair, and Share. Explain to

students that they will split up into their home group according to whatever shape they have. Then explain to them that they will split again based off of what number they have one through four. Each number group is assigned a portion of the text book to read/ fill out the guided reading. The must find at least two key ideas/point out of their section. This will take approximately 20 minutes. Student will return to their home groups and share what they learned about the section that they were assigned. This will take approximately 20 minutes. Bring the students back for whole group instruction. Begin reviewing the section from the book while filling in the guided reading sheet on the Elmo and asking critical thinking questions. Also, prompt the students to tell you what they thought were important from the section. This will provide for effective modeling. This will take approximately 40 minutes.

Modifications: a. In order to insure that my students with IEPs are being properly responded to, when I decide the grouping for the Think, Pair, Share, Ill make sure that they are working with at least one person that they know and can work effectively with. b. This activity is designed in a way that the students will be able to help one another and reading should not be a problem because most of this work is done orally. ________________________________________________________________________

Assessment: Assessment method Tier 1 Question of the day Think, Pair, and Share with at least 80% accuracy. Classroom discussion Exit Slip Individual assessment needs Tiers 2, 3 Preferential seating/grouping AL, CW Limited written responses KB, DH, AL Oral Responses KB, AL Oral directions, assignments, read aloud KB, AB,CB,AZ,DH,AL,LP,SP,DR,AT,CT, CW, AL, SC

Lesson objective(s) Students will be able to recognize and demonstrate the importance of trade routes between Europe and Asia via Think, Pair, and Share with at least 80% accuracy.

Students will be able to identify Portuguese explorers and routes via Think, Pair, and Share with at least 80% accuracy.

Question of the day Think, Pair, and Share with at least 80% accuracy. Classroom discussion Exit Slip

Preferential seating/grouping AL, CW Limited written responses KB, DH, AL Oral Responses KB, AL Oral directions, assignments, read aloud KB, AB,CB,AZ,DH,AL,LP,SP,DR,AT,CT, CW, AL, SC

Students will be able to identify Spanish and English explorers and routes via Think, Pair, and Share with at least 80% accuracy.

Question of the day Think, Pair, and Share with at least 80% accuracy. Classroom discussion Exit Slip

Preferential seating/grouping AL, CW Limited written responses KB, DH, AL Oral Responses KB, AL Oral directions, assignments, read aloud KB, AB,CB,AZ,DH,AL,LP,SP,DR,AT,CT, CW, AL, SC Preferential seating/grouping AL, CW Limited written responses KB, DH, AL Oral Responses KB, AL Oral directions, assignments, read aloud KB, AB,CB,AZ,DH,AL,LP,SP,DR,AT,CT, CW, AL, SC

Students will be able to describe the effect of European exploration on Africa and North and South America via Think, Pair and Share with at least 80% accuracy.

Question of the day Think, Pair, and Share with at least 80% accuracy. Classroom discussion Exit Slip

_______________________________________________________________________ Appendices: Develop and include any worksheets, handouts, et cetera that you plan to use in your lesson. Also include a bibliography of outside sources you used to create your lesson, any materials, and the website for the CSOs. See attached. Reflection: Answer the following questions as thoughtfully and completely as possible. a. If you could teach this lesson again, what would you keep the same and why? b. What would you change and why? c. Which group of students did well in this lesson? d. How do you know? e. What do you plan to do differently for them in the next lesson? f. Which group of students did not do well in this lesson? g. How do you know? h. What do you plan to do differently for them in the next lesson?