6th Grade Humanities Per. 5 (Keiller Leadership Academy)

Due: 06/16/2017

Fri, 02 Jun 2017 10:41:02 PDT

Make a Copy and Rename It (Your Name - Ancient Civilization Project)

Google Slides and Notes Due June 16

Presentations: June 19- June 22

Name:_______________________________________

Your assignment:

The museum has a new area for an ancient civilization exhibit. You are a student archaeologist that is an expert on ancient civilizations. You have been asked to pick your favorite ancient civilization and create an exhibit. Your exhibit will include two parts:, research notes on your civilization, and a Google Slides slide show presentation based on your research.

Choices: Ancient Egypt, Ancient China, Ancient India, Ancient Africa, Ancient Rome, Ancient Greece, Mayan Civilization, Aztec Civilization, Inca Civilization.

I have chosen the ___________________________ civilization for to do my research on.

Role	Audience	Format	Topic

You may work with a partner of your choosing or work independently

Sources of information might include your Social Studies textbook, an encyclopedia, books from the library and the internet. http://www.Mrdonn.org is a great website to start with! Also http://www.seaford.k12.ny.us/Page/1395. You will have class time to work on your power point. Most of the research (finding information and taking notes) will also be done in class but may need to be done at home as well. The artifact should be created at home. Please ask questions early and often. There should be no stress or confusion at the last minute. I have read the research project guidelines and I understand the requirements and due dates.

Each part has specific requirements.

Research Notes - Add notes into the document below: You must come to class with notes to use to create your power point slides. Use the questions below to collect information about each of the cultural aspects for your civilization. You must also have proper works cited or bibliography page in your power point stating where you got all your information for your notes. I will provide you with an outline and also index cards to be sure you have all your topics covered. Your notes will be checked. You must turn in a 'works cited' page, on a piece of paper or a note card, listing the sources you used to gather information. (Books, websites, encyclopedias, etc) (50 Points)

Google Slides Slide Show To receive an "A" grade, your power point must include the following slides:

A title slide which includes the name of the civilization, your name, and an appropriate, colorful graphic
A timeline of the Ancient Civilization’s most important events, minimum of 5 events.
A map of the world showing the location of the civilization you have researched.
A slide on each of the 7 Themes of history for your civilization
A slide for the important people.
A slide about the interesting features in the cicilization.
A works cited slide.
A 10 question quiz at the end.(100 points)

Take notes under each topic

5 Important Events-

Notes

Geography and Environment -Find a map of your Acient Civilization- How did the people adapt to their land, climate (what type of climate), and natural resources?

Notes:

Economic System - What were the jobs, slavery, trade and money?

Notes:

Technology - Inventions, tools, weapons, things we use today from the culture.

Notes:

Religion and Belief System - What were the religious beliefs and practices, birth and death rituals, myths, values?

Notes:

Government and Leadership - Political System - Who ruled, what type of government, how were they chosen, laws, how were conflicts resolved?

Notes:

Daily Life - What did a normal person do in their life? What kind of food did they eatWhat were the roles of men, women, and children? Describe family life and the people in it?

Notes:

Culture Are there any traditions or customs for this group? Describe the art, literature, architecture, leisure activities, and other items considered valuable and beautiful by the culture. Writing style: Name of it and method; was it letters, numbers, symbols, pictures?

Notes:

Important people-Identify the roles and contributions of famous leaders in the civilization you chose.

Notes:

An interesting or unique feature of this civilization (for example Greek mythology, Egyptian Pyramids or the Great Wall of China)

Notes:

Works Cited slide- You must use at least 5 different resources and three different styles of literature (internet site, text book, magazine etc.) Each slide must include enough written information to explain the cultural aspect in the civilization you researched. You may choose outline (bullets) or paragraph form for your writing.

Your presentation should have a uniform appearance - in other words the style (background, font, and layout) of the slides should all be similar.,

All Google Slides must have a 10 question quiz at the end

Works Cited Slide

Plagiarism:

Remember that it is illegal to use an author’s words without giving them the proper credit (works cited). Please read the section in your Write Source book on plagiarism if you are not sure what this means. Page 229 will help you.

Works Cited:

1.___________________________________________________________________

_____________________________________________________________________

2.___________________________________________________________________

_____________________________________________________________________

3.___________________________________________________________________

____________________________________________________________________

4.___________________________________________________________________

____________________________________________________________________

5.___________________________________________________________________

____________________________________________________________________

Due: 05/22/2017

Mon, 15 May 2017 11:31:59 PDT

Practice and Training Test

Due: 05/18/2017

Mon, 15 May 2017 11:29:17 PDT

Lesson at a Glance

VOCABULARY ACTIVITIES

REVIEW: SUMMARIZING

Students review the evidence they gathered about each character's argument to summarize each argument. (5 min.)

SELECT TEXT: ARACHNE'S ACTIONS

Students select text about Arachne's behavior and explain their choices to focus their ideas prior to responding to the Writing Prompt. (7 min.)

WRITE: THE CHARACTER ARACHNE

Students respond to a Writing Prompt to describe the character trait that motivates one of Arachne's actions. (12 min.)

EMERGING

WRITING PROMPT:

1) Choose one of Arachne's behaviors from the list below.

Arachne laughs when someone suggests that Minerva may be a better weaver than she is.
Arachne challenges Minerva to a contest.
Arachne shouts at the old woman.

2) Describe which trait motivates that behavior. Why does she do what she does? Include at least two details from two different moments in the text to support your idea.

The following sentence frames will help you get started:
Arachne does ________, because she is __________.
Arachne feels ________, so she ________.
Arachne is ________, so she ________.

EXPANDING

WRITING PROMPT:

1) Reread the following quotes have been selected to help you get started.

“Her sole instructor, she claimed, was her inborn skill.” [29]
“As she spat at her: ‘Your brain totters / Like your decrepit body. / You have lived too long.’” [55–57]
“Why doesn’t she take up my challenge?” [65]

2) What character traits do these quotes reveal? Find two other details that show the same traits, and explain why you chose them.

3) Describe which trait motivates that behavior. Why does she do what she does? Include at least two details from two different moments in the text to support your idea.

The following sentence frames will help you get started:
Arachne does ________, because she is __________.
Arachne feels ________, so she ________.
Arachne is ________, so she ________.

BRIDGING

WRITING PROMPT:

Pick one of Arachne's behaviors and describe the character trait that motivates it. Cite 2–4 details that support your claim, and make sure those details come from at least two moments in the passage.

The following sentence starters will help you organize your writing.

This passage shows that Arachne...
I think that Arachne...

CORE

WRITING PROMPT:

Writing Prompt

Choose one of Arachne's behaviors or actions from the table and describe which trait motivates it. Why does she do what she does? Include at least two details from two different moments in the text to support your idea.

ADVANCED LEARNERS

WRITING PROMPT:

Identify Arachne’s main character trait. Cite at least three details that support your claim, and make sure those details from two different moments in the passage. Next, list at least one other character trait Arachne displays, and provide evidence from the text to support your answer. How do the traits you’ve listed connect to each other? Is Arachne a simple or complicated person?

SHARE: WRITING

Volunteers share their writing to receive feedback about a specific place in their writing that made an impact on listeners. (10 min.)

WRITING PROMPT:

Original Writing Prompt

WRAP-UP: POLL

Students underline the main point in their Writing Responses and respond to a poll. (3 min.)

WRITING PROMPT:

Directions

With your teacher, review the “Guidelines for Citing and Punctuating a Direct Quote From a Poem.”
Check that you have correctly punctuated and cited your direct quotes.
Underline the sentence in your Writing Response that best summarizes your understanding of Arachne’s attitude.

SOLO

Students read and annotate, then answer multiple choice questions to focus their understanding. (25 min.)

Due: 05/17/2017

Mon, 15 May 2017 11:28:00 PDT

Lesson at a Glance

VOCABULARY ACTIVITIES

PRESENT: ARACHNE MYTH

Students learn the background and context for the Arachne myth to prepare for close reading and discussion of this text. (5 min.)

READ: THE ARACHNE MYTH

Students reread the Solo passage and answer questions to help focus their understanding. (10 min.)

SELECT TEXT: EVIDENCE OF ARGUMENTS

Students gather evidence to support each character's argument. (10 min.)

DISCUSS: EVIDENCE OF ARGUMENTS

Students discuss the evidence they highlighted for each character to compare their arguments. (10 min.)

WRAP-UP: POLL

Students respond to a poll to show whether they think Minerva or Arachne is right. (5 min.)

SOLO

Students have time for independent reading. Let them know that this activity is not optional.(25 min.)

Due: 05/16/2017

Mon, 15 May 2017 11:25:16 PDT

Lesson at a Glance

VOCABULARY ACTIVITIES

HOW TO USE THIS LESSON

Students learn how to complete the lesson activities, and you assign them to activity streams.(5 min.)

RECOGNIZING VERBS AND TIME MARKERS

Students review the basic components of verbs and time markers and answer questions to assess their basic recognition. (5 min.)

BASIC VERB TENSES

Students review common tenses of regular and irregular verbs (present, past, future), and answer questions to assess their understanding. (5 min.)

PERFECT TENSES

Students receive instruction in the formation and common usage of the perfect tense and answer questions to assess their understanding. (5 min.)

FINDING AND FIXING COMMON ERRORS

Students receive instruction and practice on how to use verb tense consistently and in accordance with the rules of standard English in specific situations. (5 min.)

RA & WRITING PROMPT: BASIC VERB TENSES

Students apply the skills they just practiced to a revision and writing activity, allowing you to assess the impact of this practice. (25 min.)

WRITING PROMPT:

Directions

Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
Copy and paste your writing into this new writing space.
Reread your writing and underline two sentences that contain two (or more) verbs in each sentence.
Skip to the bottom of the writing and rewrite each sentence, using a different verb tense (past, present, or future), but maintaining the correct sequence of time between the actions.

EXAMPLE:

Original Sentence: Almost before Odysseus has finished speaking, the Cyclops grabs one of his men.

Revised Sentence: Almost before Odysseus had finished speaking, the Cyclops grabbed one of his men.

WRITING PROMPT:

Writing Prompt

Write about a dialogue about a moment when you tried to persuade someone to do something. Include the dialogue of what people said and narration to describe what you and others did and looked like.

(When you finish writing, reread your prompt and check whether your verb tenses are correct and help the reader understand the sequence of dialogue and narration.)

DEFINING A COMPLETE SENTENCE

Students review the basic components of a complete sentence and answer questions to assess their understanding. (5 min.)

THE SIMPLE SUBJECT: VERBALS

Students review key aspects of the simple subject and answer questions to assess their understanding. (5 min.)

10.

THE SIMPLE PREDICATE: AUXILIARY VERBS

Students review key aspects of the simple predicate and answer questions to assess their understanding. (5 min.)

11.

IDENTIFYING AND FIXING COMPLETE SENTENCES I

Students apply their understanding of the basic sentence components to identify complete sentences. (5 min.)

12.

RA & WRITING: SUBJECT AND PREDICATE

Students apply the skills they just practiced to a revision and writing activity, allowing you to assess the impact of this practice. (25 min.)

WRITING PROMPT:

Directions

Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
Copy and paste your writing into this new writing space.
Copy three complete sentences from this writing.
Skip to the bottom of your writing and paste these sentences.
Underline the simple subject and italicize the simple predicate in each sentence.

WRITING PROMPT:

Writing Prompt

Write about a moment that happened in three minutes or fewer.

13.

REVISION AND WRITING IN RESPONSE TO TEXT

Students return to an earlier response to text to practice the skill of Focus or Use of Evidence. Then, they complete a new writing activity. (30 min.)

WRITING PROMPT:

Revision Assignment: Use of Evidence

WRITING PROMPT:

Directions

Go to My Work and find a recent writing activity (or your teacher will identify one for you). Copy and paste your writing into this new writing space.
Reread your writing and underline a sentence(s) where you used details from the book to develop your idea.
Reread that part of the book and identify 1–2 more details that connect to your idea.
Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.

WRITING PROMPT:

Revision Assignment: Focus (in Response to Text)

WRITING PROMPT:

Directions

Go to My Work and find a recent writing activity (or your teacher will identify one for you). Reread the question you were asked to answer in this writing activity.
Copy and paste your writing from that activity into this new writing space.
Reread your writing and find a place where you focused on one idea about the reading.
Skip a line at the bottom of your writing and write 3–5 focused sentences, using details from the reading and your own observations to further describe your idea.

WRITING PROMPT:

Writing Prompt

Reread the last piece of reading you were assigned (or your teacher will assign one to you).
Copy and paste one passage from this reading assignment that surprised or interested you.
Paraphrase the passage that you copied (restate the passage into your own words).
Describe what you notice about this passage and why it is so surprising or interesting.

14.

SOLO

Students read and annotate, and then answer multiple choice questions to focus their understanding. (15 min.)

Due: 05/15/2017

Mon, 15 May 2017 11:23:46 PDT

Lesson at a Glance

VOCABULARY ACTIVITIES

READ: ODYSSEUS AND HIS MEN

Students reread the Solo passage and answer questions to help focus their understanding. (10 min.)

SHARE: EVIDENCE OF ODYSSEUS'S CHARACTER

Students work in pairs to share the evidence they've highlighted concerning Odysseus’s character. (5 min.)

WRITE: ODYSSEUS'S DEFINING CHARACTER TRAIT

Students respond to a Writing Prompt to explain what they think is Odysseus's defining character trait. (12 min.)

EMERGING

WRITING PROMPT:

4) What is the most important character trait Odysseus shows in this passage? Give two reasons based on the text that explain your answer.

EXPANDING

WRITING PROMPT:

Use the following quotes to help you identify Odysseus’s main character trait illustrated in this passage:

“I shouted out derisive words at Polyphemus.” [44/1]
“I was about to shout something else to the Cyclops, but from all parts of the ship my men called out, trying to restrain and pacify
me.” [45/5]
“But my temper was up; their words did not dissuade me, and in my rage I shouted back at him once more.” [47/1]

What is the most important character trait Odysseus shows in this passage? Give one or two reasons based on the text that explain your answer.

Use these sentence frames to help you identify Odysseus’s character traits illustrated in this passage:

The things Odysseus shouts to Polyphemus tell me Odysseus is a _____ man.
Odysseus’s men try to calm him down but he won’t listen, which shows that he is a ____ man.

BRIDGING

WRITING PROMPT:

What is Odysseus's defining character trait? Be sure to give three reasons based on the text that explain your answer.

Use these sentence starters to help you talk about Odysseus’s characteristics:

I would describe Odysseus as …
I think that Odysseus is…

CORE

WRITING PROMPT:

What is Odysseus's defining character trait? Be sure to give three reasons based on the text that explain your answer.

ADVANCED LEARNERS

WRITING PROMPT:

What is Odysseus's defining character trait? Be sure to give three reasons based on the text that explain your answer.

Next, list at least two other character traits Odysseus displays, and provide evidence from the text to support your answer. How do all the traits you’ve listed connect to each other? Is Odysseus a simple or complicated person? Does looking at all the traits together help you understand why Odysseus behaves the way he does?

SHARE: WRITING

Volunteers share their writing to receive feedback about a specific place in their writing that made an impact on listeners. (10 min.)

WRITING PROMPT:

Original Writing Prompt

What is Odysseus's defining character trait? Be sure to give three reasons based on the text that explain your answer.

WRAP-UP: LIST ODYSSEUS'S TRAITS

Students generate a list of traits that Odysseus exhibits to show the complexity of this character. (3 min.)

SOLO

Students have time for independent reading and have the opportunity to write a personal narrative for extra credit. Let them know that the independent reading is required. (25 min.)

WRITING PROMPT:

EXTRA CREDIT

Now that you’ve studied how Odysseus and Polyphemus both tried to trick each other, think about a moment in your own life that involved trickery. Write about a time when you tried to trick someone else. Did it work? Use as many showing details as you can to help your reader understand what happened.

EXTRA: ADDITIONAL TEXT WRITING PROMPT

This extra Writing Prompt asks learners to read a new text at a similar level of complexity, and provides practice writing to multiple texts. (30 min.)

WRITING PROMPT:

Read the passage from Nathaniel Hawthorne’s “Circe’s Palace.” (Ulysses is the Latin name for Odysseus.)
Does Hawthorne’s description of Ulysses (Odysseus) confirm the same character trait that you originally selected? If it does, give three reasons based on the text that explain why.
Does Hawthorne's description point to another defining character trait of Ulysses (Odysseus)? What is it? Be sure to give three reasons based on the text to explain your choice.

BEFORE NEXT LESSON

Here’s what you’ll need to do to get ready for the Flex Day.

Due: 05/12/2017

Mon, 08 May 2017 10:06:10 PDT

Lesson at a Glance

VOCABULARY ACTIVITIES

READ: THE ESCAPE

Students reread the Solo passage and answer questions to help focus their understanding. (10 min.)

SHARE: THE LISTS OF PARTS OF PLAN

Students work together to compare their lists of the parts of Odysseus's escape plan and to put the parts in the correct order. (10 min.)

DISCUSS: ORDERING THE LIST

Students discuss the order of their lists to come to agreement on the order. (5 min.)

SELECT TEXT: CLUES FOR POLYPHEMUS

Students select text to show the clues Polyphemus had that something was abnormal. (10 min.)

TEACHER ONLY: DISCUSS CONCLUSION

Students discuss the passage's conclusion to express their views on whether this tale has a hero and whether Odysseus deserved to escape. (10 min.)

SOLO

Students read and annotate, and then answer multiple choice questions to focus their understanding. (15 min.)

Due: 05/11/2017

Mon, 08 May 2017 10:54:50 PDT

Ancient Greece Is….

Name:____________________________

One Pager

Use pages 355-365 in the World History Ancient Civilizations Textbook

Complete the 1-pager on the back of this paper

Your individual poster must include the following.

5 quotes or pieces of evidence from the reading about “Ancient Greece”.

Ten words that describe or represent Ancient Greece..
Five visual images or pictures that represent Ancient Greece
Cluster around these images captions that describe the images.
Two thoughtful questions and answers about Ancient Greece
Use lots of color!

___/10 Five quotes

___/10 Ten words that describe Ancient Greece

___/10 Five visual images/pictures

___/10 Captions for pictures

___/10 Two questions with answers

___/10 Color

___/60 Total

Due: 05/10/2017

Mon, 08 May 2017 10:04:25 PDT

Lesson at a Glance

VOCABULARY ACTIVITIES

READ: TRICKY CHARACTERS

Students reread the Solo passage and answer questions to help focus their understanding. (10 min.)

SELECT TEXT: EVIDENCE OF TRICKINESS

Students work in pairs to identify evidence to show how each character tries to trick and deceive the other. (15 min.)

TEACHER ONLY: DISCUSSION

Students participate in a class discussion to evaluate which character is trickier. (10 min.)

WRAP-UP: POLL

Students respond to a poll to show which character they consider trickier. (5 min.)

SOLO

Students read and annotate, and then answer multiple choice questions to focus their understanding. (15 min.)

Due: 05/09/2017

Mon, 08 May 2017 10:02:21 PDT

Self Reflection/Quality of Work