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Grade 6 · Quarter 2 · Week 18 · Tuesday

Etruscans & Early Influence

Beginnings of Rome & Q2 Culminating Project — Founding of Rome; the early Republic. Mid-year synthesis week.

Week standards: 6.RP.A.3 · 6.NS.C.7 · 6.EE.B.7 · W.6.7 · MS-LS1-5 · C3 D2.Civ.5.6-8

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

Etruscan kings; arches, augury, gladiatorial games inherited.

Learning target: I can etruscan kings.

Step-by-step

  1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
  2. Together (10 min): Etruscan kings.
  3. Independent practice (12 min): arches, augury, gladiatorial games inherited..
  4. 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 "Etruscan kings".

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 — Ch. 2 'Early Humans' — OpenStax (Rice University) (https://openstax.org/books/world-history-volume-1/pages/2-introduction)
  • Primary source: The Standard of Ur (artifact) — British Museum (https://www.britishmuseum.org/collection/object/W_1928-1010-3)
  • Primary source: Cuneiform tablets collection — British Museum (https://www.britishmuseum.org/collection/search?keyword=cuneiform)
  • Video: Mesopotamia (8 min) — Khan Academy — Big History (https://www.khanacademy.org/humanities/ap-art-history/ancient-mediterranean-AP/ancient-near-east-a/v/standard-of-ur)

Math

50 min

Cumulative practice: integers, coordinate plane.

Learning target: I can cumulative practice: integers, coordinate plane.

Step-by-step

  1. Number talk (5 min): mental-math warm-up tied to today's concept.
  2. Mini-lesson (12 min): worked example of "Cumulative practice: integers, coordinate plane" with the teacher modeling thinking out loud.
  3. We do (10 min): class works two problems together; students explain each step.
  4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
  5. 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 cumulative practice: integers, coordinate plane." 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

  • Interactive / simulation: Graph Mole — coordinate plane game — Funbrain (https://www.funbrain.com/games/graph-mole)
  • Video: Coordinate plane intro (5 min) — Khan Academy (https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-negative-number-topic/cc-6th-coord-plane/v/the-coordinate-plane)
  • 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 Roman myth to Greek myth; common themes.

Learning target: I can compare Roman myth to Greek myth.

Step-by-step

  1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
  2. Together (10 min): Compare Roman myth to Greek myth.
  3. Independent practice (12 min): common themes..
  4. 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 Roman myth to Greek myth".

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

Resources to teach from

  • Primary source: The Odyssey — Butler translation — Project Gutenberg (https://www.gutenberg.org/files/1727/1727-h/1727-h.htm)
  • Video: Why is Vincent van Gogh so popular? not this — try 'Odyssey' on TED-Ed — TED-Ed (https://ed.ted.com/lessons/everything-you-need-to-know-to-read-homer-s-odyssey-jill-dash)
  • 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

Mid-year lab practical: microscope or measurement station.

Learning target: I can investigate mid-year lab practical: microscope or measurement station.

Step-by-step

  1. Phenomenon (5 min): show an image, video, or demo and ask, "What do you notice? What do you wonder?"
  2. Mini-lesson (10 min): teacher introduces the science of "Mid-year lab practical: microscope or measurement station" with a labeled diagram.
  3. Investigation (20 min): students gather data — observe, measure, model, or run the lab.
  4. Sense-making (8 min): students record a Claim-Evidence-Reasoning response in the lab notebook.
  5. 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 "Mid-year lab practical: microscope or measurement station" 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)
  • Printable: CER (Claim-Evidence-Reasoning) graphic organizer — Stanford SCALE (https://www.nextgenscience.org/sites/default/files/Using%20Phenomena%20in%20NGSS.pdf)

Materials & worksheet checklist

Bring every day

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

Math

  • Graph paper

Science

  • Final: Mid-Year Final Assessment (Units 1 + 2) [Mid-Year] · 60 min
  • Lab notebook
  • Microscope & prepared slides
  • Graph paper for data

End-of-day reflection (student)

One thing I learned today:

One question I still have:

SixthGrade · Quarter 2 · Week 18 · TuesdayPrinted for classroom use

Part of the K–6 Homeschool Curriculum series · Grade 6 · Eastern Hemisphere & Ancient Civilizations