TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31
Tuesday 2/21: Language & Culture Preview
Face to Face
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content
Curriculum Standards
GSE: SS6H1 Explain conflict and change in Latin America
• Describe the influence of the Spanish and the Portuguese on the
language and religions of Latin America.
AKS: 6SS.L.51 Explain conflict and change in Latin America
• 51.b: Describe the influence of the Spanish and Portuguese on the
language and religions of Latin America as a result of the Columbian
Exchange by analyzing graphs and diagrams.
Learning Objective/Goal(s)
Learning Objectives & Historically Responsive Literacies (HRL)
• Skills: Students will describe the influence of the Spanish and the
Portuguese on the language and religions of Latin America as a result of
the Columbian Exchange.
• Intellect: Students will illustrate their understanding of the development of
various languages and culture in Latin America through the visualization
on maps describing the Columbian Exchange
• Joy: Students will show Joy because I will connect the slides for the day to
my personal life, showing my travels in Latin America. My students love
learning new things about me.
Learning Objective(s):
Students will be able to:
• Identify, describe, explain, and analyze conflict and change in Latin America
• Analyze, citing evidence, conflict and change that occurred in Latin
America, including the influence of the Spanish and Portuguese on the
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
ISTE Technology Standard
1.7 Global Collaborator
Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally
and globally.
• 1.7.d Students explore local and global issues and use collaborative
technologies to work with others to investigate solutions.
Assessment
Formative & Summative
Assessment:
Informal assessment will occur throughout the lesson.
Introduction:
Students will fill out their bell ringer sheet and share with the class any
thoughts they may have or any answers they may have.
Body:
Students are to complete a short narrative about the first set of slides. Students
will write in 3 to 4 sentences summarizing their knowledge about religion,
culture, and language in Latin America. Students will complete a see-think-and
wonder activity and type their inferences on the google slides, that will be
shared with the teacher. Students will answer a probing question on the last
slide and type what their thinking may be.
Evaluation Criteria & Feedback:
Students will receive oral feedback during the activities as the teacher walks
around the class and checks on various tables. There is no rubric for this lesson
Middle and Secondary Education Fall 08.22.2022 Page 1
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31
language and religions of Latin America as a result of the Columbian
Exchange by analyzing graphs and diagram
Introduction or Student Spark (5 minutes)
Students will be shown a bell ringer slide via google
slides. The bell ringer will instruct students to view
graph and create a title for the information
presented in front of them, and then to formulate a
question based upon the numerical data.
The teacher will allow students 2 to 5 minutes to fill
in their bell ringer sheet. After students write down
their responses the teacher will start conversation
about the topic and learn what different ideas the
class may have.
After this discussion the teacher will transition the
lesson and discuss what the day’s activities will look
like.
Transition to Body: We are starting a new unit
within Latin America today. We learned about the
geography, now we will learn about its history and
historical contributions throughout this week.
Instructors’ Notes:
• Ask specific students what ideas they may
have **
** students who may not speak up in the classroom
and fly under the radar.
Bell Ringer Sheets are required by my school
because the teacher is just gauging for understanding. If there is a lack of
understanding the teacher will facilitate any discussion with the student or
small group.
Learning Activities
Body (35 minutes) Closure (10 minutes)
Assignment(s): Ticket Out the Door:
• A brief history of Spanish Video (5 mins) Students will share their inferences with the class as
• Latin America History: Language, Religion, and a ticket out of the door.
Culture Slide Show (10 Mins)
• Slide Show Written Summary (10 mins) Leading to next day:
• See-Think-Wonder Slides (10Mins) Students today learned about the spread of
language, religion, and culture. Students will learn
The teacher will play a TED-Ed video that talks how the indigenous people assimilated to European
about the history and evolution of the Spanish cultures and norms through the Columbian
language, from its origins in the 3rd century BCE to Exchange. Students will spend the next two days
modern day. This video will serve as a preview to learning about the Columbian Exchange, and how it
the student’s lesson for the day. influenced Latin American society.
The teacher will tell the students to take out their
Chromebook and log into eClass. The teacher will
instruct students to crack their Chromebook and
turn the monitor towards the teacher. After all of
that is done the teacher will tell the students to pay
attention to the board, and to follow along with the
slides, because they will be writing a summary
about them.
The teacher will display Latin America History:
Language, Religion, and Culture slides to the
students. The teacher has prepared information that
students will find valuable for their upcoming test.
In this slideshow the students will learn about how
civilization in Latin America has changed due to
European exploration and colonization.
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 2
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

Once all slides have been shown the teacher will

instruct the students to turn their Chromebook back
around and refresh their eClass to view the once
hidden slideshow. The students will type a summary
on the last slide of the slideshow. The teacher will
be able to see their responses and use them as a
form of formative assessment. The teacher will then
call on a select number of students to share their
responses out loud.

The teacher will instruct to the students that they

will be doing a see-think-wonder activity based on
the maps and diagrams the students will see.
Students will view maps and images of Latin
America’s languages in the past and present to
draw conclusions about the impact of the Spanish
and Portuguese on the culture of Latin America.

The teacher will inform students that they will be

viewing and analyzing the images using the See-
Think-Wonder strategy. The teacher will encourage
students to make connections between each slide.
Students complete the See-Think-Wonder activity
on slide 1. The teacher will then ask students to
share their responses to the first slide, and help
students draw conclusions and share insightful
responses.

Repeat activity for slides 2 and 3. Throughout the

slideshow there are probing questions they teacher
will ask the class. The teacher will allow the class to
think about what they would like to say, and then
share out loud.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 3
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

Students answer the question on the last slide

(What inferences can you make about the impact of
Europe on the languages of Latin America today?),
making connections between the documents. The
teacher will provide time for the students to answer
the prompt. Afterwards the teacher will call on
students to share what inferences they made.
Differentiated instruction (DI) Modification & Accommodation
Introduction: There are no students with Individual Education Plans (IEP), 504 Plans, who are
Throughout this entire lesson I am differentiating instruction. In my gifted or need English language support in this class.
introduction students are greeted with a bell ringer, which immediately sets the
tone for the learning environment. When students walk into the classroom Students who are late or absent will have access to all the materials of the
there are no lights only natural lighting and the smartboard screen that lesson as they will be posted on eClass along with their instructions. I will follow
projects their bell ringer. There are clear guidelines and expectations that have up with these students when they return to ensure they understand the
helped develop routines in my classroom. materials.

Body: This assignment will be available to students accessible through eClass.

In this lesson I am differentiating process and access to content. I am offering Students will be to access the material in case they are late, absent, or cannot
different amounts of teacher/student support for a task. Students will be able see the board from far distances.
to collaboratively work with their peers for this lesson is primarily student-
centered. When it is time to break away into groups students are being Students are seated by level of understanding. Students will be able to help
provided information through various computer programs to convey concepts each other through the assigned course work. I pair students based on
to varied learners. confidence level, how their grades are being reflected, and overall standing in
the class.
Facilitation & Safety
• Classroom activities are posted on the whiteboard in the front of the classroom. This ensures that every student knows what we are learning for the day.
These same materials are also located on the students eClass page, which is accessible by their school issued Chromebook.
• Interruptions/disruptions are a rare occasion in my class period. In the event that this happens I will redirect conversation to an appropriate topic. If the
interruption is so heinous, I will assign power lunch to the student. It is school policy to discipline in “steps”.
• Additional support is always available in the classroom for students who may be disengaged or for those who do not understand. Morning help days are
available, but if it is something that needs immediate remediation, I typically sit with the students personally and dissect the issue. If there are multiple
students who need help, but not the majority I divide them into a small group and focus on student-centered small group instruction.
• Students have an understanding on how we transition to the next lesson via classroom expectations. Students are to come in and immediately fill out their
bell ringer and get ready to discuss with the class. After that students get out their chrome books and we move on with the lesson.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 4
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

• The only supplies needed for this lesson are their school issued chrome books and their social studies book. If the student forgot their Chromebook, they
may borrow and additional one that we keep in the classroom.
• Students’ desks are arranged in 3 singular rows facing the board. Having their desks like this allows my mentor teacher and I to freely move around the
classroom and see their computer screens.
References
Layered Texts and Other Learning Materials
• Bell Ringer https://docs.google.com/presentation/d/1OtfL48TypZE3g04hfEya6zyBuC2iEy-aAaERPjFVLGc/edit?usp=sharing
• A Brief History of Spanish https://youtu.be/qAXh9DHOm48
• Latin America: Language, Religion, and Culture Slides
https://docs.google.com/presentation/d/1Z7JeqxVUGA1MWLSBqvNDd8zUVcm2U8h4ZT3hqs3zAp0/edit?usp=sharing
• See, Think, and Wonder Slide Show https://docs.google.com/presentation/d/1bCEIsXwnUjsEZ-jshBOs1HW5LDW19MlvLDmgmrq9Mc4/edit?usp=sharing
Research & Theory References
• Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically
responsive literacy.
• Georgia Department of Education. Grade 6 - Social Studies Georgia Standards of Excellence (GSE) https://www.georgiastandards.org/Georgia-
Standards/Pages/Social-Studies-Grade-6.aspx
• International Society for Technology in Education (ISTE). (2022). ISTE Standards: Students. https://www.iste.org/standards/iste-standards-for-students
• Gwinnett County Public Schools. (2022) AKS Standards: Social Studies https://www.gcpsk12.org/Page/33223

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 5
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31
Wednesday 2/22 : Columbian Exchange Introduction
Face to Face
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content
Curriculum Standards
GSE: SS6H1 Explain conflict and change in Latin America
• Describe the influence of the Spanish and the Portuguese on the
language and religions of Latin America.
AKS: 6SS.L.51 Explain conflict and change in Latin America
51.b: Describe the influence of the Spanish and Portuguese on the language
and religions of Latin America as a result of the Columbian Exchange by
analyzing graphs and diagrams.
Learning Objective/Goal(s)
Learning Objectives & Historically Responsive Literacies (HRL)
• Skills: Students will describe the influence of the Spanish and the
Portuguese on the language and religions of Latin America as a result of
the Columbian Exchange.
• Intellect: Students will illustrate their understanding of the development of
various languages and culture in Latin America through the visualization
on maps describing the Columbian Exchange
• Joy: Students will feel a sense of joy because they will be allowed to work
with their group members, and they will be allowed to choose who they
are to work with.
Learning Objective(s):
Students will be able to:
• Identify, describe, explain, and analyze conflict and change in Latin America
Analyze, citing evidence, conflict and change that occurred in Latin America,
including the influence of the Spanish and Portuguese on the language and
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
ISTE Technology Standard
1.7 Global Collaborator
• 1.7.a Students use digital tools to connect with learners from a variety
of backgrounds and cultures, engaging with them in ways that broaden
mutual understanding and learning.
• 1.7.b Students use collaborative technologies to work with others,
including peers, experts or community members, to examine issues
and problems from multiple viewpoints.
Assessment
Formative & Summative
Assessment:
Informal assessment will occur throughout the lesson.
Introduction:
Students will fill out their bell ringer sheet and share with the class any
thoughts they may have or any answers they may have.
Body:
Students will work collaboratively with group members, and the teacher will
assess their learning.
Evaluation Criteria & Feedback:
Students will receive oral feedback during the activities as the teacher walks
around the class and checks on various tables. There is no rubric for this lesson
because the teacher is just gauging for understanding. If there is a lack of
understanding the teacher will facilitate any discussion with the student or
small group.
Middle and Secondary Education Fall 08.22.2022 Page 6
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

religions of Latin America as a result of the Columbian Exchange by analyzing

graphs and diagram
Introduction or Student Spark (5 minutes)
Students will be shown a bell ringer slide via google
slides. The bell ringer will instruct students to
answer what things do they believe was traded in
the Columbian Exchange.
The teacher will allow students 2 to 5 minutes to fill
in their bell ringer sheet. After students write down
their responses the teacher will start conversation
about the topic and learn what different ideas the
class may have.
After this discussion the teacher will transition the
lesson and discuss what the day’s activities will look
like.
Learning Activities
Body (35 minutes)
Assignment(s):
• Columbian Exchange Introduction Slide
Show
• Columbian Exchange Map Analysis
• Columbian Exchange I Am Poem
Teaching:
The teacher will instruct students to open their
Chromebook and follow along with the lesson for
the day. Students will learn about the Columbian
Exchange through the slides, and complete a
inference at the final slide and share aloud with
the class.
Closure (10 minutes)
Ticket Out the Door:
Students will watch a TED-Ed video, “History vs.
Christopher Columbus.” In this video students will
be watching to understand the negatives of
Columbus’ voyage, and that Columbus Day is not
only a holiday to get off from school but that it has
a deeper and more twisted history.
Leading to next day:
Students will further their learning on the
Columbian Exchange

Transition to Body: Today we are going to learn
about the Columbian Exchange.
Instructors’ Notes:
• Ask specific students what ideas they may
have **
** students who may not speak up in the classroom
and fly under the radar.
Bell Ringer Sheets are required by my school
The teacher will display/have students open the
accompanying deck and begin by asking
students to share a few facts they already know
about the Columbian Exchange (Slide 2). The
teacher will type the responses in as they are
shared.
The class will view the map on Slide 3 (Languages).
As a class, discuss 2-3 observation statements
made by students.

The teacher will ask, “What have we learned about

this region, that would explain why Spanish and
Portuguese are the predominant languages?”

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 7
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

The class will view the map on Slide 4 (Religion).

As a class, discuss 2-3 observation statements
made by students. The teacher will ask, “What
have we learned about this region, that would
explain why Christianity is the predominant
religion?

The students will work in pairs on a single slide

within the deck, to write one question about each
map. Students will then answer the questions
posed by their partner (or shared with the class).
Share out as time allows.

If there is any extra time the teacher will instruct

students to start their Columbian Exchange, I Am
Poem. This poem will roughly take 2 class
periods.
Differentiated instruction (DI) Modification & Accommodation
Introduction: There are no students with Individual Education Plans (IEP), 504 Plans, who are
Throughout this entire lesson I am differentiating instruction. In my gifted or need English language support in this class.
introduction students are greeted with a bell ringer, which immediately sets the
tone for the learning environment. When students walk into the classroom Students who are late or absent will have access to all the materials of the
there are no lights only natural lighting and the smartboard screen that lesson as they will be posted on eClass along with their instructions. I will follow
projects their bell ringer. There are clear guidelines and expectations that have up with these students when they return to ensure they understand the
helped develop routines in my classroom. materials.

Body: This assignment will be available to students accessible through eClass.

In this lesson I am differentiating process and access to content. I am offering
different amounts of teacher/student support for a task. Students will be able
to collaboratively work with their peers for this lesson is primarily student-
centered. When it is time to break away into groups students are being
provided information through various computer programs to convey concepts
to varied learners.
Students will be to access the material in case they are late, absent, or cannot
see the board from far distances.
Students are seated by level of understanding. Students will be able to help
each other through the assigned course work. I pair students based on
confidence level, how their grades are being reflected, and overall standing in
the class.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 8
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

Facilitation & Safety

• Classroom activities are posted on the whiteboard in the front of the classroom. This ensures that every student knows what we are learning for the day.
These same materials are also located on the students eClass page, which is accessible by their school issued Chromebook.
• Interruptions/disruptions are a rare occasion in my class period. In the event that this happens I will redirect conversation to an appropriate topic. If the
interruption is so heinous, I will assign power lunch to the student. It is school policy to discipline in “steps”.
• Additional support is always available in the classroom for students who may be disengaged or for those who do not understand. Morning help days are
available, but if it is something that needs immediate remediation, I typically sit with the students personally and dissect the issue. If there are multiple
students who need help, but not the majority I divide them into a small group and focus on student-centered small group instruction.
• Students have an understanding on how we transition to the next lesson via classroom expectations. Students are to come in and immediately fill out their
bell ringer and get ready to discuss with the class. After that students get out their chrome books and we move on with the lesson.
• The only supplies needed for this lesson are their school issued chrome books and their social studies book. If the student forgot their Chromebook, they
may borrow and additional one that we keep in the classroom.
• Students’ desks are arranged in 3 singular rows facing the board. Having their desks like this allows my mentor teacher and I to freely move around the
classroom and see their computer screens.
References
Layered Texts and Other Learning Materials
• Bell Ringer https://docs.google.com/presentation/d/1OtfL48TypZE3g04hfEya6zyBuC2iEy-aAaERPjFVLGc/edit?usp=sharing
• Columbian Exchange Introduction Slide Show https://docs.google.com/presentation/d/1kFzn66kL9AuhlFoibTyh_OsZQKqJiB89qfKH-
uD0Cmw/edit?usp=sharing
• Columbian Exchange Map Analysis https://docs.google.com/presentation/d/1S_0bm-VgKfPj112oXw5kI_87yd2JbgEh5zUTLAHWN1M/edit?usp=sharing
• Columbian Exchange I Am Poem https://docs.google.com/document/d/1O7iO18oRvA1umLy82G-FegjKOtooBT5k6op9knVarqg/edit?usp=sharing
• History vs. Christopher Columbus https://youtu.be/GD3dgiDreGc
Research & Theory References
• Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically
responsive literacy.
• Georgia Department of Education. Grade 6 - Social Studies Georgia Standards of Excellence (GSE) https://www.georgiastandards.org/Georgia-
Standards/Pages/Social-Studies-Grade-6.aspx
• International Society for Technology in Education (ISTE). (2022). ISTE Standards: Students. https://www.iste.org/standards/iste-standards-for-students
• Gwinnett County Public Schools. (2022) AKS Standards: Social Studies https://www.gcpsk12.org/Page/33223

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 9
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

Thursday 2/23 : Columbian Exchange

Face to Face
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content ISTE Technology Standard
Curriculum Standards
GSE: SS6H1 Explain conflict and change in Latin America 1.7 Global Collaborator
• Describe the influence of African slavery on the development of the Students use digital tools to broaden their perspectives and enrich their
Americas. learning by collaborating with others and working effectively in teams locally
AKS: 6SS.L.51 Explain conflict and change in Latin America and globally.
• 51.a: Describe the influence of African slavery on the development of • 1.7.d Students explore local and global issues and use collaborative
the Americas as a result of the Triangular Trade by analyzing graphs technologies to work with others to investigate solutions.
and diagrams.
Learning Objective/Goal(s) Assessment
Learning Objectives & Historically Responsive Literacies (HRL) Formative & Summative
• Skills: Students will describe the influence of the Spanish and the Assessment:
Portuguese on the language and religions of Latin America as a result of Informal assessment will occur throughout the lesson.
the Columbian Exchange.
Introduction:
• Intellect: Students will illustrate their understanding of the development of Students will fill out their bell ringer sheet and share with the class any
various languages and culture in Latin America through the visualization thoughts they may have or any answers they may have.
on maps describing the Columbian Exchange
Body:
• Identity: Students will feel tap into their own identity by creating a poem Students will complete a poem
that taps into their own personal beliefs and opinions.
Evaluation Criteria & Feedback:
Learning Objective(s): Students will receive oral feedback during the activities as the teacher walks
Students will be able to: around the class and checks on various tables. There is no rubric for this lesson
• Identify, describe, explain, and analyze conflict and change in Latin America because the teacher is just gauging for understanding. If there is a lack of
• Analyze, citing evidence, conflict and change that occurred in Latin understanding the teacher will facilitate any discussion with the student or
America, including the influence of the Spanish and Portuguese on the small group.
language and religions of Latin America as a result of the Columbian
Exchange by analyzing graphs and diagram

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 10
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

Introduction or Student Spark (5 minutes)
Students will be asked to take their seats silently
and to take out their Chromebook and put any
additional items into their bookbags. Bookbags are
placed in front of student’s desks.
Learning Activities
Body (40 minutes) Closure (5 minutes)
Assignment(s): Ticket Out the Door:
• Columbian Exchange I Am Poem Read Textbook
• Textbook Reading
Leading to next day:
Teaching: Students have learned about the Columbian
This day is cut short as students are to only work Exchange they will then learn about a byproduct of
on their Columbian Exchange, I am Poem per this system called the Triangular Trade. Students
school request. If time permits students will will know that the Columbian Exchange was the
independently read out of their textbooks. exchange of goods and know the Triangular Trade
was the exchange of people.

Differentiated instruction (DI) Modification & Accommodation

Introduction:
Throughout this entire lesson I am differentiating instruction. In my
introduction students are greeted with a bell ringer, which immediately sets the
tone for the learning environment. When students walk into the classroom
there are no lights only natural lighting and the smartboard screen that
projects their bell ringer. There are clear guidelines and expectations that have
helped develop routines in my classroom.
There are no students with Individual Education Plans (IEP), 504 Plans, who are
gifted or need English language support in this class.
Students who are late or absent will have access to all the materials of the
lesson as they will be posted on eClass along with their instructions. I will follow
up with these students when they return to ensure they understand the
materials.

This assignment will be available to students accessible through eClass.

Students will be to access the material in case they are late, absent, or cannot
see the board from far distances.

Students are seated by level of understanding. Students will be able to help

each other through the assigned course work. I pair students based on
confidence level, how their grades are being reflected, and overall standing in
the class.
Facilitation & Safety
• Classroom activities are posted on the whiteboard in the front of the classroom. This ensures that every student knows what we are learning for the day.
These same materials are also located on the students eClass page, which is accessible by their school issued Chromebook.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 11
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

• Interruptions/disruptions are a rare occasion in my class period. In the event that this happens I will redirect conversation to an appropriate topic. If the
interruption is so heinous, I will assign power lunch to the student. It is school policy to discipline in “steps”.
• Additional support is always available in the classroom for students who may be disengaged or for those who do not understand. Morning help days are
available, but if it is something that needs immediate remediation, I typically sit with the students personally and dissect the issue. If there are multiple
students who need help, but not the majority I divide them into a small group and focus on student-centered small group instruction.
• Students have an understanding on how we transition to the next lesson via classroom expectations. Students are to come in and immediately fill out their
bell ringer and get ready to discuss with the class. After that students get out their chrome books and we move on with the lesson.
• The only supplies needed for this lesson are their school issued chrome books and their social studies book. If the student forgot their Chromebook, they
may borrow and additional one that we keep in the classroom.
• Students’ desks are arranged in 3 singular rows facing the board. Having their desks like this allows my mentor teacher and I to freely move around the
classroom and see their computer screens.
References
Layered Texts and Other Learning Materials
• Bell Ringer https://docs.google.com/presentation/d/1OtfL48TypZE3g04hfEya6zyBuC2iEy-aAaERPjFVLGc/edit?usp=sharing
• Columbian Exchange I Am Poem Directions https://docs.google.com/document/d/1O7iO18oRvA1umLy82G-
FegjKOtooBT5k6op9knVarqg/edit?usp=sharing
• Columbian Exchange Poem Topics https://docs.google.com/document/d/1rHycKoy2-MOinV0byIDqwOSZDI4iQD8Cj9hXoDB7bgI/edit?usp=sharing
• Columbian Exchange I Am Poem Brainstorming https://docs.google.com/document/d/1jzVonroE1lyd8WJN-
UXqYpBTSrec4yQ_Hg2ZpIJjuwo/edit?usp=sharing
• Columbian Exchange I Am Poem Example https://docs.google.com/document/d/1LTHPE-U8RKg0fqr8lBWG1tNGEUod8L28OrckJj63ixs/edit?usp=sharing
Research & Theory References
• Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically
responsive literacy.
• Georgia Department of Education. Grade 6 - Social Studies Georgia Standards of Excellence (GSE) https://www.georgiastandards.org/Georgia-
Standards/Pages/Social-Studies-Grade-6.aspx
• International Society for Technology in Education (ISTE). (2022). ISTE Standards: Students. https://www.iste.org/standards/iste-standards-for-students
• Gwinnett County Public Schools. (2022) AKS Standards: Social Studies https://www.gcpsk12.org/Page/33223

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 12
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

Friday 2/22 : Influence of African Slave Trade on Americas

Face to Face
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content
Curriculum Standards
GSE: SS6H1 Explain conflict and change in Latin America
• Describe the influence of African slavery on the development of the
Americas.
AKS: 6SS.L.51 Explain conflict and change in Latin America
• 51.a: Describe the influence of African slavery on the development of
the Americas as a result of the Triangular Trade by analyzing graphs
and diagrams.
Learning Objective/Goal(s)
Learning Objectives & Historically Responsive Literacies (HRL)
• Skills: Students will describe the influence of African slavery on the
development of the Americas as a result of the Triangular Trade by
analyzing graphs and diagrams.
• Intellect: Students will illustrate their understanding of Latin America’s
impact and influence on the development of Slavery in the Americas
through the visualization on graphs and diagrams describing Triangular
Trade.
• Criticality: Students will be able to connect economics and history by
making inferences as to why Latin America, more specifically the West
Indies, and New England took part in the Triangular Trade. Students will
then be able to connect their inferences to today.
Learning Objective(s):
Students will be able to:
• Describe the influence of Triangular Trade and the enslavement of Africans
on the development of the Americas.
ISTE Technology Standard
1.5 Computational Thinker
Students develop and employ strategies for understanding and solving
problems in ways that leverage the power of technological methods to develop
and test solutions.
• 1.5.b Students collect data or identify relevant date sets, use digital
tools to analyze them, and represent data in various ways to facilitate
problem-solving and decision-making.
Assessment
Formative & Summative
Assessment:
Informal assessment will occur throughout the lesson.
Introduction:
Students will fill out their bell ringer sheet and share with the class any
thoughts they may have or any answers they may have.
Body:
Students are to answer a I notice, and I wonder question on the assigned
slideshow for the day. Students will then also answer various questions
throughout the slide show that will require a critical thinking lens.
Evaluation Criteria & Feedback:
Students will receive oral feedback during the activities as the teacher walks
around the class and checks on various tables. There is no rubric for this lesson
because the teacher is just gauging for understanding. If there is a lack of
understanding the teacher will facilitate any discussion with the student or
small group.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 13
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

• Identify, describe, explain, and analyze conflict and change in Latin America
• Analyze, citing evidence, conflict and change that occurred in Latin
America, including the influence of African slavery on the development of
the Americas as a result of the Triangular Trade by analyzing graphs and
diagrams.
Learning Activities
Introduction or Student Spark (5 minutes) Body (30 minutes) Closure (10 minutes)
Students will be shown a bell ringer slide via google Assignment(s): Ticket Out the Door:
slides. The bell ringer will instruct students to • The Atlantic slave trade: What too few
answer, “what was the biggest positive to the Textbooks Told You Video (STOP AT 2:30) The teacher will call on 3 students to share their
Columbian Exchange in their opinion.” • Animated Interactive History of the Atlantic responses to the question, “How did slavery and
Slave Trade Triangular Trade impact Latin America’s
The teacher will allow students 2 to 5 minutes to fill • Impact of the Triangular Trade Slide Show development (history) and cause lasting change?
in their bell ringer sheet. After students write down • Critical Thinking Questions
their responses the teacher will start conversation After my student’s share their responses I will then
about the topic and learn what different ideas the We have learned that Europeans explored the call on a next set of 3 students to share their
class may have. globe and began to colonize, or take over, land responses to the final question that asked, “What
in Latin America. The goal of these European was the Triangular Trade?”
After this discussion the teacher will transition the nations was to make a profit in these lands.
lesson and discuss what the day’s activities will look However, the Columbian Exchange, which was Leading to next day:
like. the movement of people, animals, plants, ideas,
Students will learn about the Cuban Missile Crisis
and diseases, had a significant impact on the
Transition to Body: We are continuing off our on Monday.
indigenous people
lesson from yesterday talking about culture,
religion, and language of Latin America. You will all
Teaching:
learn about the Triangular Trade as a preview to the
Today we will look at the impact of the diseases
Columbian Exchange.
brought by Europeans and the effects of the
Instructors’ Notes: Europeans’ desire to make a profit.
• Ask specific students what ideas they may
have ** The teacher will tell students to open their
** students who may not speak up in the classroom Chromebook, and to log in. After the students
and fly under the radar. have logged into their Chromebook the teacher
Bell Ringer Sheets are required by my school

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 14
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

will tell them to flip their computers around and

pay attention to the board.

Students will watch an interactive video of the

history of the Atlantic Slave Trade. The teacher
will prompt the students to think carefully when
watching the interactive video, and then the
teacher will prompt questions regarding the
video.

The teacher will then ask the students to turn

around their Chromebook and click on the
assignment for the day.

The teacher will Asks students to complete the I

Notice, I Wonder activity on the first slide of the
document, a map of the Slave Trade. The teacher
will call on students to share their answers. The
teacher will review the information about the
map with the students.

The teacher will tell the students that they will be

previewing the Columbian Exchange, but instead
they will be learning about the Triangular Trade
(a product of the Columbian Exchange) and how
the colonization of the Americas led to the slave
trade. The teacher will tell the students that they
will go more in depth with the Columbian
Exchange later on in the week.

Tell students that today you will learn how the

Columbian Exchange and the colonization of the
Americas led to the slave trade. The teacher will

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 15
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

read the slides with the students, and the

students will continue to work independently.

The teacher will tell the class as we continue our

unit on Latin America, we will continue to see the
impact of the Columbian Exchange and
Triangular Trade. We will also see the impact of
colonization in other parts of the world later this
year and in 7th grade as well.
Differentiated instruction (DI) Modification & Accommodation
Introduction: There are no students with Individual Education Plans (IEP), 504 Plans, who are
Throughout this entire lesson I am differentiating instruction. In my gifted or need English language support in this class.
introduction students are greeted with a bell ringer, which immediately sets the
tone for the learning environment. When students walk into the classroom Students who are late or absent will have access to all the materials of the
there are no lights only natural lighting and the smartboard screen that lesson as they will be posted on eClass along with their instructions. I will follow
projects their bell ringer. There are clear guidelines and expectations that have up with these students when they return to ensure they understand the
helped develop routines in my classroom. materials.

This assignment will be available to students accessible through eClass.

Students will be to access the material in case they are late, absent, or cannot
see the board from far distances.
Students are seated by level of understanding. Students will be able to help
each other through the assigned course work. I pair students based on
confidence level, how their grades are being reflected, and overall standing in
the class.
Facilitation & Safety
• Classroom activities are posted on the whiteboard in the front of the classroom. This ensures that every student knows what we are learning for the day.
These same materials are also located on the students eClass page, which is accessible by their school issued Chromebook.
• Interruptions/disruptions are a rare occasion in my class period. In the event that this happens I will redirect conversation to an appropriate topic. If the
interruption is so heinous, I will assign power lunch to the student. It is school policy to discipline in “steps”.
• Additional support is always available in the classroom for students who may be disengaged or for those who do not understand. Morning help days are
available, but if it is something that needs immediate remediation, I typically sit with the students personally and dissect the issue. If there are multiple
students who need help, but not the majority I divide them into a small group and focus on student-centered small group instruction.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 16
TI Name: Mollie Davy
Day & Date: 2/21 to 2/24
Subject Area & Grade Level: Social Studies 6th Grade
Number of Students in Class: 31

• Students have an understanding on how we transition to the next lesson via classroom expectations. Students are to come in and immediately fill out their
bell ringer and get ready to discuss with the class. After that students get out their chrome books and we move on with the lesson.
• The only supplies needed for this lesson are their school issued chrome books and their social studies book. If the student forgot their Chromebook, they
may borrow and additional one that we keep in the classroom.
• Students’ desks are arranged in 3 singular rows facing the board. Having their desks like this allows my mentor teacher and I to freely move around the
classroom and see their computer screens.
References
Layered Texts and Other Learning Materials
• Bell Ringer https://docs.google.com/presentation/d/1OtfL48TypZE3g04hfEya6zyBuC2iEy-aAaERPjFVLGc/edit?usp=sharing
• The Atlantic slave trade: What too few textbooks told you Video https://youtu.be/3NXC4Q_4JVg
• Animated Interactive History of the Atlantic Slave Trade https://slate.com/news-and-politics/2021/09/atlantic-slave-trade-history-animated-
interactive.html
• Impact of The Triangular Trade ppt & critical thinking questions https://docs.google.com/presentation/d/1LUo_vld0LJUzLJ4ZUHsUYMzI-
PzAInPA1omISrnWLy8/edit?usp=sharing
Research & Theory References
• Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically
responsive literacy.
• Georgia Department of Education. Grade 6 - Social Studies Georgia Standards of Excellence (GSE) https://www.georgiastandards.org/Georgia-
Standards/Pages/Social-Studies-Grade-6.aspx
• International Society for Technology in Education (ISTE). (2022). ISTE Standards: Students. https://www.iste.org/standards/iste-standards-for-students
• Gwinnett County Public Schools. (2022) AKS Standards: Social Studies https://www.gcpsk12.org/Page/33223

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 17