1. Core Content Coaching Social Studies Grade 6
1st 6 Weeks 6th Grade World Cultures
28 days (14 blocks)
August 26 – October 4, 2013
September 27 is American Indian Heritage Day
CRM 2 includes Celebrate Freedom Week September
Unit 1: Understanding Maps and Globes
Arc 1: Maps: Elements and Use
Arc 2: Mapping Our World
Austin Independent School District
Components of
Effective Planning
CRM
TEKS
Differentiation
Text Selection
Best Practice and Assessment

2. What you may need: School Calendar/Yearly Itinerary (YI)
Curriculum Road Map (CRM)
TEKS/ELPS/CCRS
Adopted Text Book
A resource for quality texts
A resource for higher order question stems
Lesson plan template
Planning for Rigor Document
…and most especially, EACH OTHER!

3. Start with getting an overview of how much time you have…..YI
Grading Period
Assessment
Pacing Guide
1st 6 weeks
29 days
(14.5 Block days)
Assessment:
SCA 1
Dates: September 28 - October 4, 2013
TEKS eligible for testing: 6.3A, 6.3B, 6.3C, 6.4A, 6.4D, 6.6A, 6.13A,6.13B, 6.14A, 6.14B, 6.20A
CRM 1: Physical and Human Geography
Unit 1/Arc 1: Understanding Maps and Globes/Maps: Elements and Use
 Estimated time frame: 9 days
 TEKS: 6.3A, 6.3B, 6.3C, 6.4A, 6.4D, 6.4E, 6.4F
Unit 1/Arc 2: Mapping Our World
Estimated time frame: 5 days
TEKS: 6.3A, 6.4D, 6.6A
Physical and Human Geography
 Unit 2/ARC 1: Physical Geography/Physical Processes that Shape the Earth
 Estimated time frame: 7 days
TEKS: 6.4D, 6.6A, 6.20A, 6.20C
Unit 2/ARC 2:
Physical Geography/Physical Features
Estimated time frame: 7 days
TEKS: 6.3C, 6.4D, 6.6A
CRM 2: Civic Competence and Social Understanding
Unit 1/ARC 1: Civic Engagement/Celebrate Freedom Week
Estimated time frame: 1 day
TEKS: 6.13A, 6.13B, 6.14A, 6.14B
Yearly
Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time.

4. Review CRM for Concept, Transfer, Enduring Understandings, Units, Vocabulary, and Arcs, Resources
Name and discuss each part.

5. Look at the TEKS verb, words, phrases…
Look at the TEKs being taught in the lesson,
What students will need to know and be expected to do….
What TEKS are going to be addressed during this lesson?
What academic vocabulary do students need to understand and use?
What words, phrases in the TEKS may not be understood by the students?
What guiding questions(s) will facilitate understanding and mastery?

6. TEKS: Look at the TEKS verb, words, phrases
Do students understand what they need
to master?
Do they understand what the TEKS expect them to learn?
Do the students understand the vocabulary related to the TEKS?
After reading and discussing each TEKS, the student needs to be able to articulate what he/she needs to learn/do to accomplish mastery of the TEKS.
(Then you as the teacher know that the student understands the TEKS and is knowledgeable of the task.)

7. TEKS: Look at the TEKS verb, words, phrases…
Think about what the student may now
be wondering?
Yes, you are competing with all these thoughts, but you must bring them back to your classroom.
Direct them back to the TEKS being studies, and what you are preparing to teach, and they need to learn.

8. An activity for students… (Your students will do this activity several different times during the lesson.)
Rewrite the TEKS we are working on in your own words.
List the assignments that we did for the TEKS.
Courtesy of
Sean Piper
3. Write the verbs from the TEKS you want to perform Gorzycki MS
Using the assignments, discuss where we performed the verbs in a sentence
or two. Explain what you learned based on the TEKS.

9. TEKS continued…Why are we learning about maps?
Why do they need to acquire this knowledge?
Why is it important?
Students need to connect to/and believe the information is important to them.
Let them come up with some answers. You will need to have some ideas to support or supplement their answers in order to make the learning relevant to them. The answer will depend on the TEKS being studied.
(Take a couple of minutes and talk to a partner about some possible reasons why students need to know about maps and their purposes.)
Answers can be simple: If I want to know how far a vacation destination is… (map types and map scale). When I go to Colorado I want to know the altitude…(types of maps). Where is the “ring of fire”. (location, coordinates) There are various kinds of maps and uses for them. The information we get from them makes our lives easier because the knowledge gained from maps expands our information about many different people.
It is important to know how to use map tools to help us learn about the geography of places and regions and how geography impacts the way people live and interact with each other..

10. Students will Know…Students Will Be Able To
Discuss as a group and
share with each other
Read the Students Will Know… and the Students Will be Able to …
Do these sections reflect what is in the TEKS?
How will your teaching reflect these sections?
Oral language strategies
Written response strategies
Questioning strategies
Multiple strategies

11. CRM Assessment Evidence:
What formative and summative assessments will you use in your teaching to check for understanding?
Knowledge
level questions
Comprehension
Application level
questions
Analysis level
Synthesis level
Evaluation level Discuss in partners or in a group the formative and summative assessments listed. Are there
questions any you might want to add?
What questions will you ask that addresses the rigor of the TEKS/SE that extend the learning?
ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.)
Students will create a Venn diagram comparing and contrasting types of maps.
Use a GIS simulation to locate GIS points for their school and create a community map of 5 community points of interest with their GIS points
Students will create an animated vocabulary
game to use for review and re-teaching.
Short Cycle Assessment
SCA Testing Window: September 28 – October 1
SEs eligible for testing include, but are not limited to: 6.3C, 6.4A, 6.4D, 6.4E, 6.4F
Additional Suggestions for Assessment
Interactive student notebook entries
After researching by using databases, a Venn diagram will be created to analyze the usefulness of the diagram.
Develop a criteria chart to judge the suitability of a location for a future settlement
Graphic organizers

12. Examples of Models or Examples of Support
CRM: Models/Anchors of Support…, Instruction…, and Student Task…. Your classroom needs to reflect the TEKS and what is being studied.
Take a couple of minutes to discuss
as a small group/
partners and share
with each other.
Examples of Models or Examples of Support
The TEKS studied need to be written out for students to see and connect to what is being studied.
Anchors of support: textbook, other books, resources, websites, newspapers, magazines, posters, word walls, and academic vocabulary and supportive vocabulary, student work, Discovery Education Streaming, Interactive Student Notebook, foldables, etc.
of Models or Ex
What will your instruction include?
Interactive Student Notebook, foldables, graphic organizers, collaboration: small group and partner work, shared and independent, reading, research
TASK
The student task is aligned to the TEKS/SE
The task is aligned to students’ differentiations (SpEd, ELL)
Students are complaint with tasks
Students are on task and able to articulate learning
Students are engaged and learning is student directed.

13. CRM Planning Tools…
An exemplar lesson will be lined for teachers to use. The lesson is in a portfolio. Open the portfolio using AcrobatPro 9.

14. Evidence of Learning… Students can explain the meaning of…
and give examples of … using academic vocabulary.
Students can use the tools(maps…) to document their knowledge.
Students have high expectations for themselves to document their learning.
Students can explain and justify their mastery of the TEKS to the teacher and their peers verbally/writing/product.
Essential Questions can be used throughout the unit to measure student understanding.
When students know what they are suppose to comprehend, they will be able to articulate when they have achieved mastery. Let them list the TEKS in their Interactive Student Notebooks (ISN) and write what they have learned that demonstrates this mastery. Students will have a documented list of their accomplishments to review.

15. Don’t forget ELPS, CCRS, and 21st Century Framework….
These standards are required by law and are not only designed to make content comprehensible and develop academic language for ELL’s but support quality instruction for all learners in listening, speaking, reading, and writing.
CCRS
These standards were approved in 2008 to ensure that Texas students are graduating from high school with all the skills necessary to be successful in college. These focus not only on content but the intellectual skills and underlying understandings of the structure of knowledge necessary to be highly equipped for post-secondary education.
Framework for 21st Century Learning
This framework is designed to outline the skills, knowledge, and expertise students need to be successful in life, work, and globally. They focus on aptitudes such as, creativity, technology, collaboration, critical thinking, problem solving, and communication.

16. Academic Vocabulary Academic Vocabulary … 6th Grade
Unit 1: Understanding Maps and Globes
Essential Vocabulary
cartographer, physical, political, thematic maps,
cardinal directions, intermediate directions, compass rose, key, scale, elevation ,hemisphere, latitude, parallel, Equator, longitude, meridian, Prime Meridian, coordinates, Tropic of Capricorn, Arctic Circle, Antarctic
Supporting vocabulary link
Student pre-requisite knowledge
Interpret basic information on a map or globe, such as cardinal directions, latitude and longitude, and map legends.
Resources: ; Atlas, Inspiration, “Building Geography Skills for Life”( Glencoe Ancillaries) desk maps, History Alive! Contemporary World Cultures: “ Learning Essential Map Skills I”
ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.
ARC 1 : Maps: Elements and Use
Arc Pacing: 15 Days (7.5 Block Days)
Targeted Vocabulary: Cartographer, physical, political, thematic maps, cardinal directions, intermediate directions, compass rose, key, scale, elevation
Resources: ; Atlas, Discovery Education video, Inspiration, desk maps
What guiding questions and/or stems are being used to promote the use of academic vocabulary?
Teacher provides questions to promote academic vocabulary
Teacher provided sentence stems
Teacher did not provide opportunities to use academic vocabulary
Use words in reading and speaking context.
Students draw pictures/use graphic organizers to support word meaning.
Students speak in complete sentences with meaning and understanding.

17. Elaboration
The word compass rose means a symbol on a map that indicates the north, south, east, west directions.
This word makes me think of:
A wagon wheel that goes around in circles.
The compass rose from the map made in the 1400s is like a work of art.
Use in a sentence: Each map drawn in this class will include a compass rose.
Synonyms:
Cardinal points
Direction symbol
Points on a compass
Antonyms:
None

18. Elaboration Example: Economic/Resource Thematic Climate Maps Physical
Road
Political

19. Enduring Understandings and Essential Questions
Name: Human Geography and Culture
Pacing
29 days (14.5 Block Days)
August 27 – October 5, 2012
DESIRED RESULTS
Making Meaning
Transfer: Students will be able to independently use the learning to focus on the questions of “where?” and “why?” What students should learn/be able to demonstrate.
Enduring Understandings:
Geographers use specific terms to describe absolute relative location.
The Big Idea
Essential Questions:
Where are the continents and oceans located geographically on earth?
How do people use maps to find locations and places?
Students will be able to answer these questions after this concept is taught.

20. Selecting just the right resources…
The Social Studies grade level textbook is a great place to start.
The CRM has resources listed under the Unit and the Arc.
Check out the Social Studies Website for more resources in your grade level.
The Library Services Media Center using IBISTRO: The Enclyclopedia Britanica and the World Book are online. Many other District licensed internet resources are also there, along with usernames and passwords, including Discovery Education Streaming. (Go the AISD website, type in IBISTRO, click on Portal Knowledge.)
The school library and if your school has one, the literacy library

21. Planning is the KEY… Planning Instruction:
Read your CRM as a whole document to get the gist of what
students need to learn and you need to teach.
Read each separate part of your CRM for background knowledge.
Review the TEKS: Your lesson must be tied to the TEKS.
How will your students demonstrate (assessment) that they have mastered the learning? How will you know they have the Essential Understanding? Are able to answer the Essential Questions?
What strategies, best practices will you use to get the outcome of mastery from each of your students?
What differentiation accommodations will you need to add to your lesson so that all students meet the standards?

22. Addressing the needs of diverse learners…
The first part of differentiating instruction involves: finding out where your
students are starting in their knowledge base and anticipating areas where
clarification may be necessary. There are formal and informal ways to acquire this information.
What background knowledge, prior learning, and habits do students need in order to be
successful with the new concept?
What misconceptions need to be clarified before new learning takes place?
How will instruction be differentiated to address the needs of all learners?
At what level of proficiency (in English/prerequisite skills) are my students?
What supports/scaffolds would support the student understanding?
Who can I ask for help? The school SPED teacher, the District SPED office, ESL teachers at the
school, the District Bilingual Dept. and of course the Social Studies Dept.

23. Best Practices applied to teaching and assessing
Because Teaching and Assessing have a reciprocal relationship
Plan your lessons with these questions…
Best Practices:
How will the teacher model/explain clear expectations for the students’ learning?
(Such as developing a criteria chart with the students)
What anchors of support can be created to help students in their thinking?
Which 21st Century Skills can be targeted?
How will students be held accountable for their new learning, as well as make their thinking and learning public?
How will accountable discussions and collaboration be encouraged in an atmosphere of mutual respect?
How will students be grouped for rigorous thinking (problem solving)?
What role might technology play in making the learning more accessible and at the same time, more rigorous?

24. Assessment: Checking for Understanding
Formative-How will I know all students are understanding the new
concept as it is being taught?
Scaffolding- What adjustments/reteaching needs to happen as a result of
misunderstanding?
Summative-How will I know all students have mastered the new concept?
(Performance tasks)
How can the academic testing language be embedded into daily instruction and?
How will the lesson build skills necessary for success on Performance Tasks?

25. Review : Clear Expectations
Knowledge and Skill Statement and Student Expectations posted and referenced in the classroom.
What models or anchors of support will we use?
How will students be held accountable for their learning and make their thinking public?
How will discussion and collaboration be encouraged and expected?
How will students be grouped for rigorous thinking and problem solving?

26. Gradual Release I Do: Teacher begins with a question, problem
to solve, or hook. Engagement
-Read Aloud/Think Aloud/Questioning/Text Evidence
-Teacher models performance task
We Do: Shared construction of task/task/facilitates class and small group discussion
Develop criteria/rubric for task
You Do: Students read / complete task independently
Judge task based on criteria or rubric

27. Student Engagement/ Formative Assessment
Small groups (Distribute to each small
group a set of different kinds of maps. The students
help each other to identify the defining
characteristics of each type of map.)
ISN reflection (After studying the different types of maps students explain which and why certain maps are needed to plan a vacation.)
Exit Slips (As students leave the room, they write a description of the difference between absolute and relative location.)

28. Interactive Student Notebooks
Students might:
Write reflections ( In your ISN write a reflection on your ideal location for a summer home.)
Interpret maps (Using a population map, students will research a world location for the specific reason(s) where the urban areas are located.)
Keep graphic organizers (Students create a web of the different kinds of maps and their distinguishing characteristics.)

29. Reminders: Repetition
The teacher ensures that the new vocabulary comes up many, many, many, many times.
Partner Practice/Quizzes
Games
Class and small group discussions

30. Active Use of Vocabulary
The teacher finds ways to encourage the students to actively use the new vocabulary.
Praise
Rewards
Use in speaking and writing
Word Walls/Banks
Correct the Teacher
“Give” the word to the student
Use vocabulary in writing tasks

31. Encourage Writing Expository: Factual writing, cause and
effect, summaries, lists, outlines, note-taking for
research…
Personal : Reflections on what was learned. Connections made to learning
Encourage your students to write in complete sentences unless sentences are inappropriate for the task such as creating a list.

32. Next Steps… This concludes your planning for
Social Studies Weeks 1 and 2. You will repeat the
process weekly for planning the TEKS/SEs for
Weeks 3-4 using your YI, CRM, and Model
Lessons.
It is a lot to think about, but after you experience it, it will go much faster and become a unconscious habit.