Social Studies 3

Rebecca Traficante Content Area: Social Studies Grade: 6th Date: 9/25/13 Big or Essential Question: Can the
student explain three facts about Mesopotamia? Curriculum Standard: PA Common Core Standard CC.8.5.: Reading Informational Text: Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. Lesson Objective: The student will be able to explain facts about Mesopotamia by responding to text-dependent questions with 75% accuracy. Lesson Assessment: The teacher will assess the students ability to explain facts about Mesopotamia by collecting the students text-dependent questions and checking for understanding and also by having the student complete an exit slip that has the students list three facts about Mesopotamia.
Vocabulary: BC- Before Christ Silt- fine soil deposited by the two rivers Surplus- more of something is made than is actually needed Irrigation canals- designed to alleviate flood conditions and to utilize the same water for farming Alleviate- make less severe
Materials and Resources: Ancient Mesopotamian Geography and Location close reading Text-dependent questions that are adapted for the students ability level Pencil
Computer access for pictures and maps related to article to use while reading Highlighter ELMO projector Blank paper Coloring tools For extension: o o o o Wax paper Cookie dough White, green, blue icing Candies for symbols
Anticipatory Set: Pass out blank paper to the students and ask them to draw a picture of what they think of when they hear the word Mesopotamia. Review with the students the lessons from the past two days. Give ideas to the students like fertile soil and civilization. Allow students about five minutes to draw a picture.
Procedures: 1. Have the students in their seat for the start of class 2. Review with students the lesson from yesterday pages 83-86 in textbook 3. Anticipatory Set 4. Distribute close reading and questions to students 5. Read the questions to the students first so that while reading students can be looking for key words 6. Read the entire close reading to the students 7. After reading the entire article, go back to the beginning and read a paragraph at a time and discuss each paragraph before moving on 8. Use the computer to project images and maps on the Elmo projector, so students can see what the reading is talking about. 9. Have students highlight key information within each paragraph (this should relate to questions) 10. After all paragraphs have been discussed, start the questions with the students 11. Read question one. Guide students to highlighted words in the text. Do this for all questions. Allow students to work ahead if they feel comfortable.
12. Closure Adaptations: 1. Read all material to the students 2. Adapted questions 3. Guide students to correct responses 4. Jacob has access to his TSS if he needs help with his fine-motor skills. 5. Jayden and Austin need extra prompting in order to stay on-task. 6. Jasavion needs to be in the front of the classroom because of a visual impairment. 7. Jaydens behavior may escalate if he gets frustrated: make sure not to overstimulate him. 8. Jayden and Jackson cannot work as partners because of conflict. 9. Jayden has not wanted to stay on task during classwork. If needed tell Jayden that he is on a three strike rule. Give him a small strip of paper with three lines on it. Each line is for an x. If he gets three xs then he will have to stay during lunch the next day to finish his classwork. 10. For Jayden, use words such as expected of you and not expected to help him stay on task. 11. Xavier and Austin cannot work together because of conflict. 12. Xavier has been defiant lately in Social Studies and does not want to complete work. Make sure to monitor and give extra prompts as needed. 13. Check for allergies
Closure: 1. Review the vocabulary words with the students. 2. Extension- If time allows, create cookie maps with the students. Since this is a geography reading, it would be beneficial for students to create their own maps of Mesopotamia. Give each student a piece of wax paper to work on. Give each student a section of cookie dough. Explain that the colored icing represents land or water. Have students create a key and label the map. The map should look something like the picture provided on the next page.

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Rebecca Traficante Content Area: Social Studies Grade: 6th Date: 9/25/13 Big or Essential Question: Can the

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