1. Core Content Coaching Social Studies Grade 6
(Please allocate 45 – 50 minutes to view and discuss this module.)
Core Content Coaching Social Studies Grade 6
5th 6 Weeks
CRM 6

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

3. Yearly Itinerary: Pacing, SCA, Eligible TEKS
Yearly Itinerary information should be used along with school events calendar information to get an accurate picture of available instructional time.

4. Review CRM for Concepts, Transfer Statement, Enduring Understandings, Essential Questions, Units, Vocabulary, Arcs, Resources, Pacing…
Review each category as you plan.

5. Look at the TEKs being taught for the lesson, what students will need to know and be expected to do…
Look at the verbs, words, phrases …
What TEKS are going to be addressed during this lesson?
Which TEKS have been taught before?
How can you connect the TEKS previously taught TEKS to the new learning?
What academic vocabulary do students need to understand and use?
What words, phrases in the TEKS may not be understood by the students?
What probing question(s) will facilitate understanding and mastery?
What materials will I need to tech these TEKS?
What will the students know at the end of the instruction?
What will the students be able to do at the end of the instruction?
Process Skills TEKS:
6.22 B,C, D

6. 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/review the TEKS with the students?
How will your lesson reflect the mastery of the TEKS being studied?
Do the students understand what they need to master?
Can students identify the verbs in the TEKS?
How will you connect previously taught TEKS to the new learning?
How will you know when the student has accomplished/demonstrated mastery of the TEKS being studies?
How will the student know she/he has mastered the TEKS?
Note: When introducing new strategies to the students, they may seem very labor intensive. As the students practice the strategies and develop their background knowledge and academic vocabulary, these strategies will be implemented faster. Once you have laid the foundation, the results will be that student will know and understand the TEKS. At the end of your lesson, your students should be able to connect the new learning to the TEKS being taught and see the relationships to prior learning.

7. Deconstruct the TEKS for each unit, beginning with the Knowledge and Skills Statement

8. Continue to analyze the TEKS by deconstructing the SE

9. How do the TEKS drive instruction and assessment for each unit of study?

10. Integrate the Social Studies Process Skills into your instruction and student products

11. Assessment Evidence and Exemplar Lesson
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: tsunami, cyclone, archipelago, monsoon, demographics, population, population density, urban, rural, literacy rate, birth, death, and infant morality rates, fertility rate, etc..
Discuss in partners or in a group the formative and summative assessments listed.

12. Pacing a Lesson Arc 1… Regular Class Period Block Class Period
Warm Up: 10 Minutes
Pass out a KWL chart. Tell students that they will watch a PowerPoint about Asia and they are to write down things that they know about Asia, what the pictures make them think of about Asia as well as any questions that they think of based on what they see in the PowerPoint. The PowerPoint is located in the Teacher file to the exemplar lesson for Unit 1.
Instructional Activity: 35 Minutes
1.Display a world map and identify where in the world is Asia. Have students locate Asia on their desks map, Nystrom Maps or atlas. Have students state to you the names of the 2 continents that are located on this single landmass. Explain to students that a continental boundary exists on this landmass that separates Europe from Asia.
2.Reference the PowerPoint on Asia students saw in their warm-up. Ask students make observations about each image and how the physical features might affect how people live in this region. Students should use their KWL chart as an anchor of support.
3. Display a physical map of Asia. Discuss some of the unique physical features, such as : Indus River, Ganges River, Yellow River, Yangtze River, Gobi Desert, and Taklimakan Desert. Ask students how the major physical features affect how people might live in the region.
4.Provide your students with the physical map activity page found in the exemplar lesson portfolio for Unit 1. Students should complete this map, using more than one physical map as a reference, with a partner to pair-share and check each other’s work for accuracy. Students should annotate their maps, providing a statement about how the physical features identified impact life in the region. Physical features can be shaded in color for clarification.
Closing: 5 Minutes
Engage the class in a Total Physical Response Activity where they categorize the economic, military, and political implications of various features of the region.
Warm Up: 5 – 10 Minutes
Instructional Activity #1: 35 Minutes
4.Provide your students with the physical map activity page found in the exemplar lesson portfolio for Unit 1. Students should complete this map, using more than one physical map as a reference, with a partner to pair-share and check each other’s work for accuracy. Students should annotate their maps, providing a statement about how the physical features identified impact life I the region. Physical features can be shaded in color for clarification.
Instructional Activity #2: 35 Minutes
Display a political map of the region. Point out to the class the countries and read each country’s name as you identify it on a large map. Have students echo all of the countries to show the correct reading and pronunciation of each country. Have students label the political map found in the portfolio and annotate the map, explaining how physical features influence the location of major cities in this region.
Closing: 5 – 10 Minutes

13. Next Steps…
The following slides will provide some suggestions for planning during the 6 weeks

14. CRM—Unit 2
Visuals created about population can serve as an anchor of support

15. CRM: Unit 2 Arc 1 Performance Tasks and Assessment
Visit the Social Studies website and look for lessons. How will you adapt them for students to be able to complete the Performance Tasks?

16. Unit 2, Arc 2 Resource Suggestions
Population Reference Bureau has excellent resources and lessons about how to analyze population data.
World of 7 Billion helps students understand the impact population has on resources and standard of living.
National Geographic has lessons and resources to help students learn how to interpret population statistics.

17. Unit 3
Understanding the Push and Pull factors of migration will support learning in 7th and 8th grade. Talk with your peers about the terms they use and provide examples that support learning across grade levels.

18. Unit 3 Performance Tasks and Assessment
Look at the SEs eligible for testing.
How might these SEs be assessed?
Reviewing the essential question with the students broadens their understanding of population and migration.

19. Unit 3- Movement of the World’s Population Resource Suggestions
Wide Angle provides case studies from Africa and China about migration patterns and push-pull factors, as well as video clips and readings.
The Push and Pull Tug O’ War helps students make a vertical connection to 8th grade material and provides a tactile representation of population movement.
National Geographic has excellent lessons on how migration changes the cultural landscape.

20. Unit 4
What connections can be made to 7th and 8th grade material? Give examples of how Texas and the U.S. were shaped by colonization and immigration.

21. Unit 4 Performance Tasks and Assessment Evidence
Process Skills TEKS: 6.21C, 6.21D. 6.21E, 6.22D

22. Unit 4 Human Rights in the Global Population Resource Suggestions
The NIH has great lesson plans on human rights issues. Discover Human Rights Institute provides a free monthly newsletter with articles and lesson plans related to various human rights issues. One million bones provides links to lesson plans, TED talks and articles about Sudan and Rwanda. The University of Minnesota offers lessons and articles about how conquests shaped nations. The UN Refugee Agency offers lesson plans on the global plight of refugees.

23. This concludes the 5th 6 weeks CCC