Grade 6 · Quarter 1 · Week 6 · Tuesday

Hatshepsut — The Female Pharaoh

Egypt III — The New Kingdom & Daily Life — Hatshepsut, Tut, daily life along the Nile.

Week standards: 6.EE.A.1 · 6.EE.A.2 · RL.6.3 · W.6.3 · MS-LS1-2 · C3 D2.His.3.6-8

Suggested timing

8:30 Morning meeting · 8:45 Social Studies · 9:30 Math · 10:15 break · 10:30 ELA · 11:30 Science · 12:15 lunch · 1:00 specials & wrap-up

Social Studies

40 min

Trade expedition to Punt; her temple at Deir el-Bahari.

Learning target: I can trade expedition to Punt.

Step-by-step

Warm-up (5 min): one-question opener tied to yesterday's lesson.
Together (10 min): Trade expedition to Punt.
Independent practice (12 min): her temple at Deir el-Bahari..
Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home tip: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "Trade expedition to Punt".

Homework: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Resources to teach from

Textbook / OER reading: OpenStax World History Vol. 1 (full free textbook) — OpenStax — Rice University (https://openstax.org/details/books/world-history-volume-1)
Article: World History Encyclopedia — search — World History Encyclopedia (https://www.worldhistory.org/)

Math

50 min

Evaluate expressions for given values: x = 3, evaluate 4x − 1.

Learning target: I can evaluate expressions for given values: x = 3, evaluate 4x − 1.

Step-by-step

Number talk (5 min): mental-math warm-up tied to today's concept.
Mini-lesson (12 min): worked example of "Evaluate expressions for given values: x = 3, evaluate 4x − 1" with the teacher modeling thinking out loud.
We do (10 min): class works two problems together; students explain each step.
You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
Closure (5 min): one student presents a solution; class critiques the reasoning.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home tip: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of evaluate expressions for given values: x = 3, evaluate 4x − 1." Teaching it back is the fastest way to lock it in.

Homework: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

Resources to teach from

Textbook / OER reading: Illustrative Math 6 — Unit 6 'Expressions & Equations' — Illustrative Math (https://im.kendallhunt.com/MS/students/1/6/index.html)
Video: Intro to variables (5 min) — Khan Academy (https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-equations-and-inequalities-topic/cc-6th-variable/v/what-is-a-variable)
Textbook / OER reading: Illustrative Mathematics — Grade 6 (free, CCSS-aligned) — Illustrative Math (Kendall Hunt OER) (https://im.kendallhunt.com/MS/students/1/index.html)
Video: Khan Academy — Grade 6 math — Khan Academy (https://www.khanacademy.org/math/cc-sixth-grade-math)

ELA

45 min

Compare two accounts of Hatshepsut; whose voice is missing?

Learning target: I can compare two accounts of Hatshepsut.

Step-by-step

Warm-up (5 min): one-question opener tied to yesterday's lesson.
Together (10 min): Compare two accounts of Hatshepsut.
Independent practice (12 min): whose voice is missing?.
Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home tip: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Compare two accounts of Hatshepsut".

Homework: Independent reading 20 min + log title, pages, and one sentence of reaction.

Resources to teach from

Article: CommonLit — Grade 6 free reading library — CommonLit (https://www.commonlit.org/en/texts?grade_levels%5B%5D=6)
Article: ReadWorks — Grade 6 passages + questions — ReadWorks (https://www.readworks.org/find-content#!q:/g:6/t:/dt:/sb:relevance)

Science

45 min

Circulatory + respiratory systems work together — cooperative organ systems.

Learning target: I can circulatory + respiratory systems work together — cooperative organ systems.

Step-by-step

Phenomenon (5 min): show an image, video, or demo and ask, "What do you notice? What do you wonder?"
Mini-lesson (10 min): teacher introduces the science of "Circulatory + respiratory systems work together — cooperative organ systems" with a labeled diagram.
Investigation (20 min): students gather data — observe, measure, model, or run the lab.
Sense-making (8 min): students record a Claim-Evidence-Reasoning response in the lab notebook.
Share-out (2 min): one group presents data; class compares results.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home tip: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Circulatory + respiratory systems work together — cooperative organ systems" on a sticky note.

Homework: Finish lab notebook entry (sketch + CER paragraph) if not done in class.

Resources to teach from

Textbook / OER reading: OpenSciEd 6.4 'Cells & Systems' (free unit) — OpenSciEd (https://www.openscied.org/instructional-materials/6-4-cells-and-systems/)
Interactive / simulation: Cell Explorer — virtual microscope — CELLS Alive (https://www.cellsalive.com/)
Video: Inside the Cell (5 min) — Amoeba Sisters (https://www.youtube.com/watch?v=URUJD5NEXC8)
Interactive / simulation: BioDigital Human (free with signup) — BioDigital (https://www.biodigital.com/)

Materials & worksheet checklist

Bring every day

Sharpened pencil & eraser
Day's notebook (one section per subject)

End-of-day reflection (student)

One thing I learned today:

One question I still have: