Wurtland Middle School Lesson Plan

Teacher:____Marty Bayes______

Unit: Early Hominids and The Rise of Sumerian City-States / Duration: 1week / Progression: Week 2/Unit 2 and Week 1/Unit3
7th Grade World History
All classes watch CNNstudent news and B / Standards:
SS-07-2.1.1
Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted in unique perspectives
SS-07-3.1.1
Students will explain and give examples of how scarcity required individuals, groups and governments in early civilizations prior to 1500 A.D. to make decisions about how productive resources (natural resources, human resources, capital goods) were used.
SS-07-3.4.1
Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services were addressed in early civilizations prior to 1500 A.D.
SS-07-4.1.2
Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations prior to 1500 A.D. / I Can:
  • Map the development of early hominids, Neolithic towns, Sumerian city-states, and early empires.
  • Describe how social scientists such as archeologists, historians, and geographers investigate the past.
  • Make observations about the lives of early hominids and compare their ideas with those offered by social scientists.
  • Describe several important aspects of the lives of early hominids.
  • Describe how social scientists such as archeologists, historians, and geographers investigate the past.
  • Make observations about the lives of early hominids and compare their ideas with those offered by social scientists.
  • Describe several important aspects of the lives of early hominids.

Strategies/ Procedures / I Do/Before
Monday
  • Project Transparency 2A: Homo Habilis after reading Sections 2.2-2.3 and discussing it using scaffolding questioning.
  • Project Transparency 2B: Homo Erectus
  • Project Transparency 2C: HomoSapiens Neanderthalensis
Tuesday
  • Project Transparency 2D: Homo Sapiens Sapiens
Wednesday
  • Review Monday and Tuesday’s work
  • Explain to the students they will use the cartoon characters of Neolithic Nel and Neolithic Nick to create a comic book about what they learn in this lesson
Thursday
  • Reading sections 3.1-3.7
  • Distribute Student Handout 3A: Creating a Comic Book
  • Project Transparency 3: Sample Comic Book Story page
  • Distribute Student Handout 3B: Comic Book Cover Template, 3 of Student Handout 3C: Comic Book Story Page Template and one of the Student Handout 3D: comic Book Characters to each pair
Friday
  • Finish going over Comic books to ensure all is correct
  • Intro. New lessons on Sumer and distribute voc. Act.
/ We Do/ During
Monday
  • Read sections 2.2-2.3 for Trans. 2A
  • Read Sections 2.4-2.5 to complete Interactive Notebook
  • Read Sections 2.6-2.7 to complete Interactive Notebook
  • Read Sections 2.8-2.9 to complete Interactive Notebook
Tuesday
  • Read Section 2.10-2.11
  • Reading Challenge
Wednesday
  • Briefly review for test on Early Hominids
  • If time start reading section 3.1-3.2
Thursday
  • Read section 3.1-3.2
  • Examine the illustration on pg 25 discussing illustration on pg 24 also.
  • Read Section 3.3 and work with partner completing Interactive Notebook
  • Continue same procedure and discussing each of the remaining sections
Friday
  • Reading Challenge3
  • Read section 4.1-4.2
  • Class discussion on picture and graphic organizer on pages 32-33
/ You Do/After
Monday
  • Act It Out Activity
  • Complete Interactive Notebook
  • 6 word summary
  • Complete vocabulary chart
  • Preview 3
Tuesday
  • Complete Interactive Notebook
  • Finish Act-It-Out
  • Finish 6 Word Summary
Wednesday
  • Test on Early Hominids
Thursday
  • Begin working on their comic books with their partner
  • Peer read-around about comic books
Friday
  • Finish completing Comic book as their Processing assignment.
  • Vocabulary act. For Lesson 4: The Rise of Sumerian City-States

Agenda:
Monday-Tuesday:Act-It-Out and 6 word summary
Wednesday:Test on Ch2
Thursday: Comic Book
Friday:Voc. Act. / Anticipated Shortfalls:
Not enough time allotment
Multiple levels of students
Technology glitch
Assessment
Poll Everyone
Bellwork
Poll Everywhere
Comic Book
Assessment 3 / Possibility of Switching Wed and Thursday due to kids being out late on Tuesday night for the Fair.
Literacy/Writing Strategies
Interactive Notebook 2
6 word summaries
Comic Book
Vocabulary Act

All Students complete Bellwork

Period / 1 / 3 / 4-5 / 6-7 / Accommodations / Gap Reduction Strategies
Students will receive the appropriate accommodations needed, along with collaborating with special education staff to assist our students that need assistance.
# IEP / Modified assignments, reading, behavior strategies, extended time, prompting and cueing, enlarged text
# 504 / Extended time, behavior strategies
#GT / Challenging Extensions
4th / Class: US History (Economics)
Learning Target: Students will how to translate and apply the Bill of Rights and the Amendments to everyday life.
Agenda:
Monday
Finishing analyzing the Bill of Rights and begin on poster of their favorite Amendment.
Tuesday-Work on Amendment poster and the Modern Preamle
Wednesday- “Why Are We a Nation of Couch Potatoes?” and Salmon Act. Part 2
Thursday-Opportunity Cost and worksheet and
Friday-“Why Did the Cashier Let Bift Henderson Eat All the Free Mints?” activity
If time allows, we will also be looking at the Constitution. / 2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.
SS-08-1.1.3
Students will describe and give examples of the ways the Constitution of the United States is a document that can be changed from time to time through both formal and informal processes (e.g., amendments, court cases, executive actions) to meet the needs of its citizens.
SS-08-1.2.1
Students will identify the three branches of government, describe their functions and analyze and give examples of the ways the U.S. Constitution separates power among the legislative, executive and judicial branches to prevent the concentration of political power and to establish a system of checks and balances.
DOK
SS-08-1.2.2
Students will explain the reasons why the powers of the state and national/federal governments are sometimes shared and sometimes separate (federalism) and give examples of shared and separate powers.
DOK 2
Materials Needed for Reg. Classes:
Interactive Notebook Sheets, TCI internet, CD, Placards, colored pencils, , Handout for 6 word summaries, Kagan timer and spinner
Notes:
Monday-Wednesday:
Thursday-Friday:
Key Content Terms:
Early Hominids:
Hominids, migrate, anthropologist, paleoanthropologist, capabilities, Australopithecus Afarensis, Homo Habilis, Homo Erectus, Homo Sapiens Neanderthalensis, Neanderthals, Homo Sapiens Sapiens
From Hunter and Gatherers to Farmers:
Stone Age, Paleolithic Age, Neolithic Age, domesticate, agriculture, ore, trade
The Rise of Sumerian City-States:
Mesopotamia, Sumer, city-states, irrigation system, Sumerians, levee