LESSON PLANS
Date: September 29-October 3 Grade/Subject World History Prepared by: B. Veatch
Learning Goal: Describe the emergence of early river (Nile, Tigris, Euphrates, Indus, Huang (also known as Yellow) civilizations. / Daily Objective: Students will evaluate the emergence of early civilizations by understanding the economic, political, social, and religious makeup of these early civilizations.Monday / Tuesday / Wednesday / Thursday / Friday
SPECIAL NOTES / Substitute Teacher / Special presentation.
Bell Ringer / What are the 4 civilizations that we are discussing? / Review Vocabulary / Why is shelter so important to a river valley civilization? / Besides water, what did the rivers offer the people? / none
Procedure:
I DO:
WE DO:
YOU DO: / Review the important rivers worksheet that we began on Thursday.
Discuss worksheet. Check progress and understanding level.
Break into pairs and complete remainder of worksheet.
*You may read an AR book if your finish. / Review vocabulary with students. Go over worksheet.
Begin worksheet. Check for understanding.
In small group, complete worksheet. / Divide students into pairs. Hand out Project Directions slip-Shelter to students.
Go over Project Directions slip-Shelter with students, answering any questions. Have students hand out supplies.
Students have remaining class time to design and construct what they think would be a safe shelter for their civilization. / Divide students into pairs. Hand out Project Directions slip-Shelter to students.
Go over Project Directions slip-Shelter with students, answering any questions. Have students had out supplies.
Students have remaining class time to design and construct what they think would be a safe shelter for their civilization. / We will attend a “cyber- bullying workshop in the cafeteria during this time.
Essential
Question / How would you compare the early river valley civilizations to the early agricultural communities? / How would you compare the early river valley civilizations to the early agricultural communities? / How would you compare the early river valley civilizations to the early agricultural communities?
Assessment / Students will design and construct a sturdy shelter representing the early river valley. / Students will design and construct a sturdy shelter representing the early river valley. / Students will defend the design and construction of their shelter to the class.
Materials / Project materials: glue, wooden sticks, construction paper, / Project materials: glue, wooden sticks, construction paper, / Completed projects
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s LEP and IEP’s in the Lesson Plan folder.
Content and Context Clues/ Gestures Adapted Assignments
Multi media Read aloud while students follow along
Individual Instruction Seating
Peer Tutoring/grouping Visual Aids
Alternative Assessments Strategies / Key Vocabulary:
Nile, Tigris-Euphrates, Indus, Huang (Yellow) river valley civilizations
LESSON PLANS
Date: September 29-October 3 Grade/Subject Civics Prepared by: B. Veatch
Learning Goal: Explore the purpose of government and evaluate natural rights. / Daily Objective(s): Analyze various documents that formed and changed our country during its formative years.Monday / Tuesday / Wednesday / Thursday / Friday
SPECIAL NOTES / Substitute Teacher
Finish assignment from yesterday. / We will be attending a Cyber Bullying Seminar
Bell Ringer / Read the Declaration of Independence / Read the Declaration of Independence / Read the Declaration of Independence / Read the Declaration of Independence
Procedure
I DO:
WE DO:
YOU DO: / Reread the Declaration of Independence with you.
Discuss how we could bring the Declaration of Independence into kid friendly terms.
With your partner, rewrite the Declaration of Independence to reflect the changing times and in a kid friendly point of vies / Reread the Declaration of Independence with you.
Discuss how we could bring the Declaration of Independence into kid friendly terms.
With your partner, rewrite the Declaration of Independence to reflect the changing times and in a kid friendly point of vies / Discuss the founding fathers with you
Choose a founding father to create your “Face Place” page for.
Complete your “Face Place” worksheet. Upon completion, compare and share with your neighbor. / Review vocabulary, Review lessons from this week for tomorrows quiz.
Have an open discussion for any questions, concerns and vocabulary questions.
Work in pairs playing word games for vocabulary and Round Robin for content.
Essential
Question / Many people do not know about the ideas that helped in the writing of the Constitution and Bill of Rights; in today’s oppositional society, what do you feel is most important to inform people about to remember our roots as a country? / Many people do not know about the ideas that helped in the writing of the Constitution and Bill of Rights; in today’s oppositional society, what do you feel is most important to inform people about to remember our roots as a country / Many people do not know about the ideas that helped in the writing of the Constitution and Bill of Rights; in today’s oppositional society, what do you feel is most important to inform people about to remember our roots as a country / Many people do not know about the ideas that helped in the writing of the Constitution and Bill of Rights; in today’s oppositional society, what do you feel is most important to inform people about to remember our roots as a country
Assessment / Working on project. / Completion of project. / Completion of Face Place worksheet / Participation for group study session
Materials
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s IEP
Content and Context Clues/ Gestures Adapted Assignments
Multi media Read aloud while students follow along
Individual Instruction Seating
Peer Tutoring/grouping Visual Aids
Alternative Assessments Strategies / Key Vocabulary:
Constitution, Bill of Rights, Declaration of Independence, Founding Fathers
LESSON PLANS
Date: September 29- October 3 Grade/Subject US History Prepared by: B. Veatch
Learning Goal: Analyze the impact of economic decisions / Daily Objectives: Student will explore DBQ: What Drove the Sugar Trade?Monday / Tuesday / Wednesday / Thursday / Friday
SPECIAL NOTES / Substitute Teacher / We will be attending a Cyber bullying seminar
Bell Ringer / Think about everything you eat in one day? How much sugar do you think you consume? / What is your favorite recipe where the main ingredient is sugar? / Re-examine your DBQ documents. According to this document what was one of the most important factors that drove the sugar trade? / What do you think drove the sugar trade more land and climate or Consumer Demand?
Procedure
I DO:
WE DO:
YOU DO: / Introduce DBQ on the Sugar Trade to the students
Read the DBQ together and check for understanding.
Practice making connections between economic events. / Read document portion of DBQ to students
Examine document to determine to see how it relates to the Sugar trade.
Practice reading the documents and checking for connections/ / Read portion of document that contains the Caribbean colonization
Review DBQ with students
Answer prompts given by teacher. / Read portion of document that contains the Caribbean colonization
Review DBQ with students
Answer prompts given by teacher.
Essential
Question / What is a DBQ? (Document Based Question) / How did land and climate drive the sugar trade? / Do you think consumer demand drove the sugar trade? / What is the main idea of document 4?
Assessment / Written response to DBQ, what question is it asking? / Written response determining how the DBQ relates to the sugar trade / Written response to teacher driven questions. / Completion of DBQ packet.
Materials / DBQ packet / DBQ packet / DBQ packet and teacher driven questions. / DBQ packet and teacher driven questions.
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s IEP
Content and Context Clues/ Gestures Adapted Assignments
Multi media Read aloud while students follow along
Individual Instruction Seating
Peer Tutoring/grouping Visual Aids
Alternative Assessments Strategies / Key Vocabulary:
Stimulants, relinquish, capital, auxiliary, mercantilism, industry, cultivation