Teacher: Adrian Lea

Subject & Grade

NC Common Core/ES Goal

NC Common Core/ES
Objective(s)

Materials
Lesson Title

6th Grade Social Studies

Date: 11/9/2016

6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations,
societies and regions (i.e. Africa, Asia, Europe, and the Americas) over time.
ELA 4 Interpret words and phrases as they are used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning or tone.
ELA 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of
the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development
of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and
spread of culture).
6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies
and regions over time.
6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals
and cultural groups.
6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and
regions.
ELA 4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELA 5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text
and contributes to the development of the theme, setting, or plot.
Pencils, whiteboard, connecting cords, laptop computer, smart projector, guided/fill-in note handouts
Ancient Chinese river valley civilization part 2; history, dynasties, and culture.

ANTICIPATORY SET
(Get my attention)

Students will have a Do Now asking for a minimum of two facts about Ancient Chinas geography. Then an inclass review, with student participation, asking questions on the key points from lesson #1. Having students
realize how the information from the previous lesson relates to this new lesson. Introduction of new
vocabulary for the students to add to their already established vocabulary lists.

OBJECTIVES
(Tell me what Ill do; do not
use LEARN or
UNDERSTAND)
PRESENTATION OF
MATERIAL
(Explain and show it to me)

Today in class students will begin to discover more information about Ancient China. Essentially the history,
culture, and the dynasties of China. Students will learn the subject matter from my powerpoint and the
integration of minor details/supplemental information from my instruction.

GUIDED PRACTICE
(Do it with me)

I will verbally go over new vocabulary definitions from the lesson, finding synonyms or relevant situations to
relate to the vocabulary so students are able to connect the information. Using a call-and-response strategy
when going over key terms. Constantly observing student body language and responses to questions/student
participation, or lack thereof, to determine if students understand the material.

INPUT (Teach the Information)

Students will receive a handout of the guided/fill-in notes. I will introduce new vocabulary that the students
will encounter for todays lesson and have them continue their vocabulary list for the unit. New information
will be taught using my created powerpoint for the lesson, focusing on Ancient Chinas social history and
ancient dynasties; covering as many dynasties as class time allows.
MODEL (Show Examples and/or Explain Expectations)
Students will be able to see from the powerpoint how the guided/fill-in notes correspond with my
powerpoint. All of the text, from the powerpoint and the guided/fill-in notes, will be color coordinated so
students will be able to see where they are supposed to write-in the important information.
CHECK FOR UNDERSTANDING (Ask specific Questions Taught in Input)
While moving through the powerpoint there will be images that correspond with important information.
Having images along with the text will help the students connect the information and retain it for when they
see it again, which they certainly will. I will ask leading questions to students throughout instruction and use
a call-and-response style format when the class comes to pertinent information and key terms/material.

INDEPENDENT PRACTICE
(Let me do it myself)

Student Options/Choices for classwork, or homework (if time becomes an issue), assignments:
At the end of my powerpoint presentation and at the bottom of the students guided/fill-in notes will be
More websites/supplemental resources that I will suggest that students visit. Explaining to all that they can
use these supplemental resources to get a information that we covered during the lesson and in further
detail.
Homework: Students will write detailed summaries, using their own words, about what they learned from
the Ancient Chinese lessons.

CLOSURE

Have an open class discussion about the details of the Ancient China lessons. Review todays lesson material
and ask students questions to see if they comprehend how todays material relates to yesterdays lesson.

Teacher Notes Make sure that I do not rush through my instruction. Make sure that students are participating and
actually taking notes and are able to keep up with/follow my instruction. Handle any classroom management issues that
may arise effectively. Write new vocabulary for students on the whiteboard. Remember homework assignment for
students.
Reflection This is my second mini-lesson that I actually taught in my content area. I think I did a better job of
gauging my transition to the next slide and noticing the writing speeds of the students that I were teaching. Making a
decision to review the previous lesson at the beginning of instruction was beneficial to the students retaining subject
matter. For the fourth core, since there were a lot of students who were not focused and/or on-task, at the beginning of
this core I did a review, but at the same time I allowed those students who were not able to complete their fill-in notes
the opportunity to do so. I did not see it or think of it this way, but the cooperating teacher let me know that this was a
way of differentiating instruction.