Teacher: Holmes

Lesson Date: Week 17, Dec 7-11

Subject: 6th Grade
Social Studies
GSE Assessment Limits/Standards: (What are the
Please indicate whether this plan is
skills being taught? Which standards are being
Monday, or Block specific plan. You
specifically addressed in this lesson?)
will need a plan for Monday and one
SS6CE5: The student will analyze different
for your Block A days and your Block
economic systems.
B days each week.
a. Compare how traditional, command, and market Monday
economies answer the economic question of 1what to produce 2-how to produce, and 3-for
whom to produce.

b. Explain how most countries have a mixed

economy located on a continuum between
pure and market and pure command.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the
lesson? What will they DO to learn it?)
Essential Question: Explain the difference between traditional, market, and command
economies.
TI
M
E

10
mi
n

10
mi
n

15
mi
n

10
mi
n

INSTRUCTIONAL SEQUENCE

Get started/Drill/Do Now: (What meaningful activity will students

complete as soon as they enter the classroom?)
Monday: Matching vocabulary activity (terms from last standard
addressed)
Engage/Motivation: (How will student interest be sparked? Is
there prior knowledge that should be tapped? Is there vocabulary
that must be cleared? Is there brainstorming that student need to
complete before the lesson begins?)
Monday: Integrated lesson Students will be given a preassessment on economics vocabulary words. The list of 24 words will
be provide by Quizlet flash cards. The 24 words are important to the
understanding of economy.
Brain Break
Whole Group Instruction: (Focus lessons [explicit
teaching/modeling, strategy demonstration, activate prior
knowledge], shared reading, shared writing, discussion, writing
process.)
Monday: Students will take Cornell notes to enhance their current
knowledge about economy. They will be instructed on economics,
traditional economy, command economy, market economy, mixed
economy, international trade, barter, trade barriers, tariffs, quotas,
embargoes, and currency.
Group Practice/Small Group Instruction: (teacher-facilitated
group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process)
Monday: Students will work in groups to create vocabulary flash

FORMATIVE
ASSESSMENT
Note: A variety of
formative
assessments
should be used at
key points
throughout the
lesson.
BRAIN BREAK
EVERY 20 MIN.

cards covering economy.

Brain Break
Independent Practice: (individual practice, discussion, writing
5
process.)
mi
Monday: Complete K.I.M. charts picture and sentences for new
n
academic vocabulary.
Evaluate Understanding/Assessment: (How will I know if
5
students have achieved todays objective?)
mi
Monday: Coach Prep Pages 145-149. Read and discuss. Students will
n
answer questions 375-382.
Closing Activities/Summary/DLIQ: (How will I tie up loose ends,
Indicates
5
mi reinforce/revisit the objective and connect the lesson to the unit?)
understanding or
n
Monday: DLIQ
lack thereof
Enrichment/Extension/Re-teaching/Accommodations: (How will
my lesson satisfy the needs of all learners?)
Monday: PC students should be able to make an analogy to
some other group(s) that may have had similar results from
the economy.
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
SLDS, table maps, textbooks, you tube, maps, power point, videos, charter paper, art
supplies, interactive notebook, homework links, Cornell notes, unit resource book on Europe.
Sticky notes
Notes:
Structure
Whole Group

Guided
Practice/Small
group

Independent
Practice

Instructional Strategies Used- Please highlight, bold, or underline

-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Text annotation
-Think aloud
-Think/Pair/Share
-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Literature Circles
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Reading conferences
-Reciprocal teaching
-Strategy groups
-Text annotation
-Think aloud
-Think/Pair/Share
-Writing Conferences
-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Literature Circles
-Questioning the Author
-Question-Answer-Relationships (QAR)
-Reading conferences
-Reciprocal teaching
-Strategy groups
-Text annotation
-Think aloud
-Think/Pair/Share
-Writing Conferences

CMS Lesson Plan

Teacher: Holmes
Nov. 9-13

Subject: 6th Grade Social Studies

GSE Assessment Limits/Standards: (What are the

skills being taught? Which standards are being
specifically addressed in this lesson?)
SS6CE5: The student will analyze different
economic systems.
a. Compare how traditional, command, and market
economies answer the economic question of 1what to produce 2-how to produce, and 3-for
whom to produce.
b. Explain how most countries have a mixed

Lesson Date: Week 14,

Please indicate whether this plan is

Monday, or Block specific plan. You
will need a plan for Monday and one
for your Block A days and your Block
B days each week.
Tuesday/Wednesday
Block A
Block B

economy located on a continuum between

pure and market and pure command.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the
lesson? What will they DO to learn it?)
Essential Question: How are the economic systems found in the United Kingdom, Germany,
Russian alike and how are they different?
TI
ME

10
mi
n
15
mi
n

INSTRUCTIONAL SEQUENCE

Get started/Drill/Do Now: (What meaningful activity will students

complete as soon as they enter the classroom?)
Tuesday/Wednesday: Vocabulary review
C.L.E.A.R.
Engage/Motivation: (How will student interest be sparked? Is
there prior knowledge that should be tapped? Is there vocabulary
that must be cleared? Is there brainstorming that student need to
complete before the lesson begins?)
Tuesday/Wednesday: Students will take Cornell notes to enhance
their current knowledge about the next 12 economy terms. They will

FORMATIVE
ASSESSMENT
Note: A variety of
formative
assessments
should be used at
key points
throughout the
lesson.
BRAIN BREAK
EVERY 20 MIN.

What prior
knowledge do
they have about
the topic and
have they begin
able to retain

25
mi
n

25
mi
n

5
mi
n

5
mi
n

5
mi
n

be instructed on the terms of Human Capital, Capital Resources,

Natural Resources, Scarcity, Goods, Services, Supply, Demand,
Entrepreneur, Consumer, and Producer.

and make
connections from
the previous
lesson?

Whole Group Instruction: (Focus lessons [explicit

teaching/modeling, strategy demonstration, activate prior
knowledge], shared reading, shared writing, discussion, writing
process.)
Tuesday/Wednesday: Cornell notes and power point presentation
covering the different terms of economics. *See www.polk.k12.ga.us.
YouTube: Types of Economic Systems.
Group Practice/Small Group Instruction: (teacher-facilitated
group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process)
Tuesday/ Wednesday: Students will work in small groups to read
and complete a close strategy on an overview of the types of
economic systems. Say-Me-Matter strategy.

Formative
Assessment: oral
questioning at
intervals
throughout the
power point.

Brain Break
Independent Practice: (individual practice, discussion, writing
process.)
Tuesday/ Wednesday): Coach Prep Pages 150-153. Read and
discuss. Students will answer questions Pages 383-393.
Evaluate Understanding/Assessment: (How will I know if
students have achieved todays objective?)
Tuesday/ Wednesday: Students will take a brief assessment on
economics.
HW: Study for test on SS6E5.

Individual
conferencing

Quiz

Closing Activities/Summary/DLIQ: (How will I tie up loose ends,

reinforce/revisit the objective and connect the lesson to the unit?)
Tuesday/ Wednesday: DLIQ
Enrichment/Extension/Re-teaching/Accommodations: (How will
my lesson satisfy the needs of all learners?)
Tuesday/ Wednesday: PC students will analyze the types of
economics and relate them to different countries.

PC students will
analyze cartoons
both before and
after they have
learned the
M.A.I.N. causes
of WWI
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
SLDS, table maps, textbooks, you tube, maps, power point, videos, charter paper, art
supplies, interactive notebook, homework links, Cornell notes, unit resource book on Europe.
Sticky notes
Notes:

Structure
Whole Group

Guided

Instructional Strategies Used- Please highlight, bold, or underline

-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Text annotation
-Think aloud
-Think/Pair/Share
-Anticipatory guides/sets
-Book/author talks

Practice/Small
group

Independent
Practice

-Cornell Notes
-Close Reading
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Reciprocal teaching
-Strategy groups
-Think aloud
-Think/Pair/Share
-Anticipatory guides/sets
-Cornell Notes
-Close Reading
-Questioning the Author
-Question-Answer-Relationships (QAR)
-Reciprocal teaching
-Strategy groups
-Think aloud
-Think/Pair/Share

Teacher: Holmes
Subject: 6th Grade Social Studies

-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences

CMS Lesson Plan

Lesson Date: Week 17. Dec. 7-11

GSE Assessment Limits/Standards: (What are the

skills being taught? Which standards are being
specifically addressed in this lesson?)
SS6E6 Student will analyze the benefits of barriers to
voluntary trade in Europe.
a. Compare and contrast different types of trade
barriers, such as, tariffs, quotas, and embargoes.
b. Explain why international trade requires a

Please indicate whether this plan is

Monday, or Block specific plan. You
will need a plan for Monday and one
for your Block A days and your Block
B days each week.
Thursday/Friday
Block A
Block B

system for exchanging currencies between

nations.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the
lesson? What will they DO to learn it?)
Essential Question:
How do embargoes help when countries need negotiation power?
TI
M
E

10
mi
n

INSTRUCTIONAL SEQUENCE

Get started/Drill/Do Now: (What meaningful activity will students

complete as soon as they enter the classroom?)

FORMATIVE
ASSESSMENT
Note: A variety of
formative
assessments
should be used at
key points
throughout the
lesson.
BRAIN BREAK
EVERY 20 MIN.

Thursday/Friday:
C.L.E.A.R. Students will read from text book about economic terms.

20
mi
n

15
mi
n

20
mi
n

Engage/Motivation: (How will student interest be sparked? Is

there prior knowledge that should be tapped? Is there vocabulary
that must be cleared? Is there brainstorming that student need to
complete before the lesson begins?)
Thursday/Friday: Students will give examples of ways countries
may use trade barriers, tariffs, quotas, and embargoes when
negotiating with other countries.
Brain Break
Whole Group Instruction: (Focus lessons [explicit
teaching/modeling, strategy demonstration, activate prior
knowledge], shared reading, shared writing, discussion, writing
process.)
Thursday/Friday: Cornell notes about trade barriers, tariffs, quotas,
and embargoes.
Group Practice/Small Group Instruction: (teacher-facilitated
group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention writing process)
Thursday/Friday:
Students will work in groups to complete a one-page list on the
following: Human Resources and Capital Resources. Coach Prep
Pages 154-155. Read and discuss. Students will answer questions
Pages 394-399.
Brain Break
Independent Practice: (individual practice, discussion, writing
process.)

5
mi
n

5
mi
n

Thursday/Friday: Students will write a summary on their own and

write 1 Level 1 question, 2 Level 2 questions, and 3 Level 3 questions
on WWI and its causes.
Brain Break
Evaluate Understanding/Assessment: (How will I know if
students have achieved todays objective?)
Thursday/Friday: Formal Assessment on SS6E5, SS6E6 and
SS6E7

Closing Activities/Summary/DLIQ: (How will I tie up loose ends,

reinforce/revisit the objective and connect the lesson to the unit?)
Thursday/Friday: DLIQ
Enrichment/Extension/Re-teaching/Accommodations: (How will
my lesson satisfy the needs of all learners?)
Thursday/Friday:
Resources/Instructional Materials Needed: (What do I need in order to
5
mi
n

Discussion as
formative
assessment.

Teacher will
monitor to
determine if
students have
acquired a better
understanding of
the information
and/or the way
the test was
worded.
Questions
students create
will determine
their depth of
knowledge
(based on Level 2
and 3 questions)
SHORT
ASSESSMENT (4
QUESTION QUIZ)
Indicates
understanding or
lack thereof

teach the lesson?)

SLDS, table maps, textbooks, you tube, maps, power point, videos, charter paper, art
supplies, interactive notebook, homework links, Cornell notes, unit resource book on Europe.
Sticky notes
Notes:
Structure
Whole Group

Instructional Strategies Used- Please highlight, bold, or underline

-Anticipatory guides/sets
-Book/author talks

Guided
Practice/Small
group

Independent
Practice

-Cornell Notes
-Close Reading
-Questioning the Author
(QtA)
-Question-Answer-Relationships (QAR)
-Text annotation
-Think aloud
-Think/Pair/Share
-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Literature Circles
-Questioning the Author (QtA)
-Question-Answer-Relationships (QAR)
-Reading conferences
-Reciprocal teaching
-Strategy groups
-Text annotation
-Think aloud
-Think/Pair/Share
-Writing Conferences
-Anticipatory guides/sets
-Book/author talks
-Cornell Notes
-Close Reading
-Literature Circles
-Questioning the Author
-Question-Answer-Relationships (QAR)
-Reading conferences
-Reciprocal teaching
-Strategy groups
-Text annotation
-Think aloud
-Think/Pair/Share
-Writing Conferences