Download Lesson Plans for Traci Ratliff, 043

Lesson Plans for Traci Ratliff, 043 - Richland Middle School
Week of Monday, December 16, 2013
Monday, December 16, 2013
Day 73
Tuesday, December 17, 2013
Day 74
Wednesday, December 18, 2013
Day 75
Thursday, December 19, 2013
Day 76
Friday, December 20, 2013
Day 77
Monday, December 16, 2013
Day 73
Tuesday, December 17, 2013
Day 74
Wednesday, December 18, 2013
Day 75
Thursday, December 19, 2013
Day 76
Friday, December 20, 2013
Day 77
Social Studies, Grade 6
Social Studies, Grade 6
Social Studies, Grade 6
Social Studies, Grade 6
Social Studies, Grade 6
The student is expected to...
» express ideas orally based on research
and experiences.[6.22C]
» use social studies terminology correctly.
[6.22A]
» identify the elements of frame of
reference that influenced participants in
an event.[6.21E]
» identify different points of view about an
issue or current topic.[6.21D]
» organize and interpret information from
outlines, reports, databases, and visuals,
including graphs, charts, timelines, and
maps.[6.21C]
» analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting,
finding the main idea, summarizing,
making generalizations and predictions,
and drawing inferences and conclusions.
[6.21B]
» trace characteristics of various
contemporary societies in regions that
resulted from historical events or factors
such as invasion, conquests, colonization,
immigration, and trade.[6.1A]
» analyze the historical background of
various contemporary societies to
evaluate relationships between past
conflicts and current conditions.[6.1B]
» identify and describe the influence of
individual or group achievements on
various historical or contemporary
societies such as the classical Greeks on
government and the American Revolution
on the French Revolution.[6.2A]
» evaluate the social, political, economic,
and cultural contributions of individuals
and groups from various societies, past
and present.[6.2B]
» analyze the similarities and differences
among various world societies.[6.15E]
» identify and explain examples of conflict
and cooperation between and among
cultures.[6.15F]
» identify and describe how culture traits
such as trade, travel, and war spread.
[6.17A]
» identify and describe factors that
influence cultural change such as
improved communication, transportation,
and economic development.[6.17B]
» identify and define the impact of cultural
diffusion on individuals and world
societies.[6.17D]
» identify the location of major world
countries such as France, Germany, the
United Kingdom, Italy, Spain, Norway.
[6.4F]
The student is expected to...
» express ideas orally based on research
and experiences.[6.22C]
» use social studies terminology correctly.
[6.22A]
» identify the elements of frame of
reference that influenced participants in
an event.[6.21E]
» identify different points of view about an
issue or current topic.[6.21D]
» organize and interpret information from
outlines, reports, databases, and visuals,
including graphs, charts, timelines, and
maps.[6.21C]
» analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting,
finding the main idea, summarizing,
making generalizations and predictions,
and drawing inferences and conclusions.
[6.21B]
» trace characteristics of various
contemporary societies in regions that
resulted from historical events or factors
such as invasion, conquests, colonization,
immigration, and trade.[6.1A]
» analyze the historical background of
various contemporary societies to
evaluate relationships between past
conflicts and current conditions.[6.1B]
» identify and describe the influence of
individual or group achievements on
various historical or contemporary
societies such as the classical Greeks on
government and the American Revolution
on the French Revolution.[6.2A]
» evaluate the social, political, economic,
and cultural contributions of individuals
and groups from various societies, past
and present.[6.2B]
» analyze the similarities and differences
among various world societies.[6.15E]
» identify and explain examples of conflict
and cooperation between and among
cultures.[6.15F]
» identify and describe how culture traits
such as trade, travel, and war spread.
[6.17A]
» identify and describe factors that
influence cultural change such as
improved communication, transportation,
and economic development.[6.17B]
» identify and define the impact of cultural
diffusion on individuals and world
societies.[6.17D]
» identify the location of major world
countries such as France, Germany, the
United Kingdom, Italy, Spain, Norway.
[6.4F]
The student is expected to...
» evaluate the social, political, economic,
and cultural contributions of individuals
and groups from various societies, past
and present.[6.2B]
» create thematic maps, graphs, charts,
models, and databases depicting aspects
such as population, disease, and
economic activities of various world
regions and countries.[6.3D]
» explain the impact of geographic factors
on economic development and the
domestic and foreign policies of societies.
[6.5C]
» describe ways in which technology
influences human interactions with the
environment such as humans building
dams for flood control.[6.7C]
» describe ways in which the factors of
production (natural resources, labor,
capital, and entrepreneurs) influence the
economies of various contemporary
societies.[6.8A]
» identify and give examples of
governments with rule by one, few, or
many.[6.12A]
» analyze the efforts and activities
institutions use to sustain themselves over
time such as the development of an
informed citizenry through education and
the use of monumental architecture by
religious institutions.[6.16C]
» identify and describe how culture traits
such as trade, travel, and war spread.
[6.17A]
» explain how resources, belief systems,
economic factors, and political decisions
have affected the use of technology.
[6.20B]
» analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting,
finding the main idea, summarizing,
making generalizations and predictions,
and drawing inferences and conclusions.
[6.21B]
» organize and interpret information from
outlines, reports, databases, and visuals,
including graphs, charts, timelines, and
maps.[6.21C]
» identify different points of view about an
issue or current topic.[6.21D]
» identify the elements of frame of
reference that influenced participants in
an event.[6.21E]
» use appropriate mathematical skills to
interpret social studies information such
as maps and graphs.[6.21F]
» express ideas orally based on research
and experiences.[6.22C]
The student is expected to...
» trace characteristics of various
contemporary societies in regions that
resulted from historical events or factors
such as invasion, conquests, colonization,
immigration, and trade.[6.1A]
» identify and describe the influence of
individual or group achievements on
various historical or contemporary
societies such as the classical Greeks on
government and the American Revolution
on the French Revolution.[6.2A]
» evaluate the social, political, economic,
and cultural contributions of individuals
and groups from various societies, past
and present.[6.2B]
» pose and answer geographic questions,
including: Where is it located? Why is it
there? What is significant about its
location? How is its location related to the
location of other people, places, and
environments?.[6.3A]
» pose and answer questions about
geographic distributions and patterns for
various world regions and countries
shown on maps, graphs, charts, models,
and databases.[6.3B]
» create thematic maps, graphs, charts,
models, and databases depicting aspects
such as population, disease, and
economic activities of various world
regions and countries.[6.3D]
» identify and explain the geographic
factors responsible for patterns of
population in places and regions.[6.4B]
» define culture and the common traits
that unify a culture region.[6.15A]
» analyze the similarities and differences
among various world societies.[6.15E]
» identify and explain examples of conflict
and cooperation between and among
cultures.[6.15F]
» analyze the efforts and activities
institutions use to sustain themselves over
time such as the development of an
informed citizenry through education and
the use of monumental architecture by
religious institutions.[6.16C]
» identify and describe how culture traits
such as trade, travel, and war spread.
[6.17A]
» evaluate the impact of improved
communication technology among
cultures.[6.17C]
» identify and define the impact of cultural
diffusion on individuals and world
societies.[6.17D]
» identify examples of positive and
negative effects of cultural diffusion.
[6.17E]
The student is expected to...
» trace characteristics of various
contemporary societies in regions that
resulted from historical events or factors
such as invasion, conquests, colonization,
immigration, and trade.[6.1A]
» identify and describe the influence of
individual or group achievements on
various historical or contemporary
societies such as the classical Greeks on
government and the American Revolution
on the French Revolution.[6.2A]
» evaluate the social, political, economic,
and cultural contributions of individuals
and groups from various societies, past
and present.[6.2B]
» pose and answer geographic questions,
including: Where is it located? Why is it
there? What is significant about its
location? How is its location related to the
location of other people, places, and
environments?.[6.3A]
» pose and answer questions about
geographic distributions and patterns for
various world regions and countries
shown on maps, graphs, charts, models,
and databases.[6.3B]
» create thematic maps, graphs, charts,
models, and databases depicting aspects
such as population, disease, and
economic activities of various world
regions and countries.[6.3D]
» identify and explain the geographic
factors responsible for patterns of
population in places and regions.[6.4B]
» define culture and the common traits
that unify a culture region.[6.15A]
» analyze the similarities and differences
among various world societies.[6.15E]
» identify and explain examples of conflict
and cooperation between and among
cultures.[6.15F]
» analyze the efforts and activities
institutions use to sustain themselves over
time such as the development of an
informed citizenry through education and
the use of monumental architecture by
religious institutions.[6.16C]
» identify and describe how culture traits
such as trade, travel, and war spread.
[6.17A]
» evaluate the impact of improved
communication technology among
cultures.[6.17C]
» identify and define the impact of cultural
diffusion on individuals and world
societies.[6.17D]
» identify examples of positive and
negative effects of cultural diffusion.
[6.17E]
Monday, December 16, 2013
Day 73
[6.4F]
Tuesday, December 17, 2013
Day 74
[6.4F]
Lesson Plan Template
Lesson Plan Template
How Will You Cause Learning Today?
Wednesday, December 18, 2013
Day 75
Thursday, December 19, 2013
Day 76
Friday, December 20, 2013
Day 77
» express ideas orally based on research
and experiences.[6.22C]
» create written and visual material such
as journal entries, reports, graphic
organizers, outlines, and bibliographies
based on research.[6.22D]
» use standard grammar, spelling,
sentence structure, and punctuation.
[6.22E]
negative effects of cultural diffusion.
[6.17E]
» explain the relationship among religious
ideas, philosophical ideas, and cultures.
[6.19A]
» explain how resources, belief systems,
economic factors, and political decisions
have affected the use of technology.
[6.20B]
» differentiate between, locate, and use
valid primary and secondary sources such
as computer software; interviews;
biographies; oral, print, and visual
material; and artifacts to acquire
information about various world cultures.
[6.21A]
» analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting,
finding the main idea, summarizing,
making generalizations and predictions,
and drawing inferences and conclusions.
[6.21B]
» organize and interpret information from
outlines, reports, databases, and visuals,
including graphs, charts, timelines, and
maps.[6.21C]
» use appropriate mathematical skills to
interpret social studies information such
as maps and graphs.[6.21F]
» identify different points of view about an
issue or current topic.[6.21D]
» use social studies terminology correctly.
[6.22A]
» express ideas orally based on research
and experiences.[6.22C]
» create written and visual material such
as journal entries, reports, graphic
organizers, outlines, and bibliographies
based on research.[6.22D]
negative effects of cultural diffusion.
[6.17E]
» explain the relationship among religious
ideas, philosophical ideas, and cultures.
[6.19A]
» explain how resources, belief systems,
economic factors, and political decisions
have affected the use of technology.
[6.20B]
» differentiate between, locate, and use
valid primary and secondary sources such
as computer software; interviews;
biographies; oral, print, and visual
material; and artifacts to acquire
information about various world cultures.
[6.21A]
» analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting,
finding the main idea, summarizing,
making generalizations and predictions,
and drawing inferences and conclusions.
[6.21B]
» organize and interpret information from
outlines, reports, databases, and visuals,
including graphs, charts, timelines, and
maps.[6.21C]
» use appropriate mathematical skills to
interpret social studies information such
as maps and graphs.[6.21F]
» identify different points of view about an
issue or current topic.[6.21D]
» use social studies terminology correctly.
[6.22A]
» express ideas orally based on research
and experiences.[6.22C]
» create written and visual material such
as journal entries, reports, graphic
organizers, outlines, and bibliographies
based on research.[6.22D]
» describe ways in which the factors of
production (natural resources, labor,
capital, and entrepreneurs) influence the
economies of various contemporary
societies.[6.8A]
» compare ways in which various
societies organize the production and
distribution of goods and services.[6.9A]
How Will You Cause Learning Today?
UNIT
UNIT
Europe
Europe
GRADE
GRADE
6
6
TOPIC
TOPIC
European History
Lesson Plan Template
How Will
You Cause Learning Today?
UNIT
Europe
GRADE
6
European History
DATE
DATE
12/16-17/2013
12/16-17/2013
LENGTH
LENGTH
2 days
2 days
Guiding Questions: What historical
events and peoples brought the fall of
Greece and the rise of Rome?
Guiding Questions: What historical
events and peoples brought the fall of
Greece and the rise of Rome?
TOPIC
Feudalism in
Medieval Europe
DATE
12/18/2013
LENGTH
1 day
Essential
Question: What was life like in the
Middle Ages?
TEKS covered in this lesson:
TEKS covered in this lesson:
6.1 A. Trace characteristics of various
contemporary societies in regions that
resulted from historical events or factors
such as invasion, conquests, colonization,
immigration, and trade;
Objective of the Lesson
6.1 A. Trace characteristics of various
A
contemporary societies in regions that
statement or statements of what
resulted from historical events or factors students will be able to do AS A RESULT
such as invasion, conquests, colonization, of
immigration, and trade;
rather than AS PART OF the lesson.
6.1 B. Analyze the historical background
The
of various contemporary societies to
6.1 B. Analyze the historical background
objective should be observable,
evaluate relationships between past
of various contemporary societies to
behavioral, and measurable.
conflicts and current conditions.
evaluate relationships between past
Since
conflicts and current conditions.
an objective is a statement of a NEW
6.2 A. Identify and describe the influence
learning outcome, a Before-During-After
of individual or group achievements on
6.2 A. Identify and describe the influence
sequence is required for each objective.
various historical or contemporary
of individual or group achievements on
societies such as the classical Greeks on various historical or contemporary
SWBAT: Evaluate the
government and the American Revolution societies such as the classical Greeks on contributions and analyze the cause and
on the French Revolution; and
government and the American Revolution effect relationships of the feudal
on the French Revolution; and
system and the peoples in it as well
6.2 B. Evaluate the social, political,
as identify governments that rule by one.
economic, and cultural contributions of
6.2 B. Evaluate the social, political,
individuals and groups from various
economic, and cultural contributions of
societies, past and present.
individuals and groups from various
ASSESSMENT of the OBJECTIVES
societies, past and present.
Describe
6.15 E. Analyze the similarities and
how you will collect evidence that
Lesson Plan Template
How Will
You Cause Learning Today?
UNIT
Europe
GRADE
6
TOPIC
The Great
Schism & The Black Plague
DATE
Thursday, Dec 19, 2013
LENGTH
1 day
Essential
Questions: How did the Great Schism of
Christianity and the Black Plague affect
Lesson Plan Template
How Will
You Cause Learning Today?
UNIT
Europe
GRADE
6
TOPIC
Monday, December 16, 2013
Day 73
Tuesday, December 17, 2013
Day 74
societies, past and present.
6.15 E. Analyze the similarities and
differences among various world
societies;
6.15 F. Identify and explain examples of
conflict and cooperation between and
among cultures
6.17 A. Identify and describe how culture
traits such as trade, travel, and war
spread;
6.17 B. Identify and describe factors that
influence cultural change such as
improved communication, transportation,
and economic development;
6.15 E. Analyze the similarities and
differences among various world
societies;
6.15 F. Identify and explain examples of
conflict and cooperation between and
among cultures
6.17 A. Identify and describe how culture
traits such as trade, travel, and war
spread;
6.17 B. Identify and describe factors that
influence cultural change such as
improved communication, transportation,
and economic development;
6.17 D. Identify and define the impact of
cultural diffusion on individuals and world 6.17 D. Identify and define the impact of
societies
cultural diffusion on individuals and world
societies
6.21 B. Analyze information by
sequencing, categorizing, identifying
6.21 B. Analyze information by
cause-and-effect relationships,
sequencing, categorizing, identifying
comparing, contrasting, finding the main cause-and-effect relationships,
idea, summarizing, making
comparing, contrasting, finding the main
generalizations and predictions, and
idea, summarizing, making
drawing inferences and conclusions.
generalizations and predictions, and
drawing inferences and conclusions.
6.21 C. Organize and interpret information
from outlines, reports, databases, and
6.21 C. Organize and interpret information
visuals including graphs, charts, timelines, from outlines, reports, databases, and
and maps.
visuals including graphs, charts, timelines,
and maps.
6.21 D. Identify different points of view
about an issue or current topic.
6.21 D. Identify different points of view
about an issue or current topic.
6.21 E. Identify the elements of frame of
reference that influenced participants in
6.21 E. Identify the elements of frame of
an event.
reference that influenced participants in
an event.
6.22 A. Use social studies terminology
correctly
6.22 A. Use social studies terminology
correctly
B. Incorporate main and supporting ideas
in verbal and written communication
B. Incorporate main and supporting ideas
based on research;
in verbal and written communication
based on research;
6.22 C. Express ideas orally based on
research and experiences.
6.22 C. Express ideas orally based on
research and experiences.
Objective of the Lesson
Objective of the Lesson
A statement or statements of what
students will be able to do AS A RESULT A statement or statements of what
of rather than AS PART OF the lesson.
students will be able to do AS A RESULT
of rather than AS PART OF the lesson.
The objective should be observable,
behavioral, and measurable.
The objective should be observable,
behavioral, and measurable.
Wednesday, December 18, 2013
Day 75
Describe
how you will collect evidence that
individual
students have indeed met the lesson
objectives.
Thursday, December 19, 2013
Day 76
Questions: How did the Great Schism of
Christianity and the Black Plague affect
European
societies and development?
Friday, December 20, 2013
Day 77
TOPIC
The Great
Schism & The Black Plague
DATE
Teaching same lesson 2 days in a row as Friday, December 20, 2013
Journal
the days are half days and only seeing
LENGTH
entry, activity participation, and
half the classes
1 day
completed feudal pyramid
Essential
Objective of the Lesson
Questions: How did the Great Schism of
BEFOREREADING,
A
Christianity and the Black Plague affect
Viewing, or Listening
statement or statements of what
European
students will be able to do AS A RESULT societies and development?
TEACHER
of
STUDENTS
rather than AS PART OF the lesson.
Teaching same lesson 2 days in a row as
The
the days are half days and only seeing
·focusing attention, laying
objective should be observable,
half the classes
groundwork, creating interest, sparking behavioral, and measurable.
curiosity…think of it as setting the
Since
Objective of the Lesson
stage/setting them up for success
an objective is a statement of a NEW
A
·make sure students “get” the purpose
learning outcome, a Before-During-After
statement or statements of what
(not just agenda) of today; what it will
sequence is required for each objective. students will be able to do AS A RESULT
result in or lead to; the “why” of
of
what they’ll be doing
SWBAT: Identify, evaluate and analyze
rather than AS PART OF the lesson.
·strategies to get STUDENTS thinking
how the Great Schism of Christianity and The
about what they already know
the Black Plague affected European
objective should be observable,
·cause STUDENTS to bring to mind
societies and development over time and behavioral, and measurable.
similar ways of thinking, an analogous
in perspectives.
Since
idea, or previously-learned content or
an objective is a statement of a NEW
concepts
learning outcome, a Before-During-After
·STUDENTS are caused to think about
ASSESSMENT of the OBJECTIVES
sequence is required for each objective.
that element of today’s learning that is
Describe
most close to or familiar to them
how you will collect evidence that
SWBAT: Identify, evaluate and analyze
·
individual
how the Great Schism of Christianity and
students have indeed met the lesson
the Black Plague affected European
Read
objectives.
societies and development over time and
the Imagine article and OER in journals: Graph, journal, discussion participation
in perspectives.
What do you think life would have been and notes
like for you
in the Dark
BEFOREREADING,
ASSESSMENT of the OBJECTIVES
Ages? Why was it called that?
Viewing, or Listening
Describe
how you will collect evidence that
DURINGREADING,
TEACHER
individual
Viewing, or Listening
STUDENTS
students have indeed met the lesson
·strategy(ies) for active engagement with
objectives.
the new content that’s
·focusing attention, laying
Graph, journal, discussion participation
coming
groundwork, creating interest, sparking and notes
·what are students doing
curiosity…think of it as setting the
WHILE reading, viewing, or listening?
stage/setting them up for success
BEFOREREADING,
·make sure students “get” the purpose
Viewing, or Listening
1. Assign one student to play the
(not just agenda) of today; what it will
King/Queen.
result in or lead to; the “why” of
TEACHER
2. Assign two students to
what they’ll be doing
STUDENTS
be Nobles and 2 to be Vassals.
·strategies to get STUDENTS thinking
3. The remaining
about what they already know
·focusing attention, laying
students are Peasants and Serfs. (To
·cause STUDENTS to bring to mind
groundwork, creating interest, sparking
make the
similar ways of thinking, an analogous
curiosity…think of it as setting the
selection process fairer, students can
idea, or previously-learned content or
stage/setting them up for success
cast lots for these positions if
concepts
·make sure students “get” the purpose
desired).
·STUDENTS are caused to think about
(not just agenda) of today; what it will
4. Tell the
that element of today’s learning that is
result in or lead to; the “why” of
students that one of the Nobles has a
most close to or familiar to them
what they’ll be doing
Monday, December 16, 2013
Day 73
behavioral, and measurable.
Tuesday, December 17, 2013
Day 74
The objective should be observable,
behavioral, and measurable.
Since an objective is a statement of a
NEW learning outcome, a
Since an objective is a statement of a
Before-During-After sequence is required NEW learning outcome, a
for each objective.
Before-During-After sequence is required
for each objective.
SWBAT: Evaluate contributions of
peoples from various past societies, and
trace how cultural traits spread, analyze
information from a visual source and
various European societies as they
develop.
SWBAT: Evaluate contributions of
peoples from various past societies, and
trace how cultural traits spread, analyze
information from a visual source and
various European societies as they
develop.
ASSESSMENT of the OBJECTIVES
ASSESSMENT of the OBJECTIVES
Describe how you will collect evidence
that individual students have indeed met
the lesson objectives.
Completing Greek Fall and Roman Rise
form and timeline.
Describe how you will collect evidence
that individual students have indeed met
the lesson objectives.
Completing Greek Fall and Roman Rise
form and timeline.
BEFOREREADING, Viewing, or Listening
BEFOREREADING, Viewing, or Listening
Have students watch Youtube
video, Macedonia by historyteachers and
then discuss what they saw with their
shoulder partner. Then have students
watch it again and write their thoughts on
what they believe happened to the Greek
Empire and share it in a round robin.
Have students watch Youtube
video, Macedonia by historyteachers and
then discuss what they saw with their
shoulder partner. Then have students
watch it again and write their thoughts on
what they believe happened to the Greek
Empire and share it in a round robin.
DURINGREADING, Viewing, or Listening
DURINGREADING, Viewing, or Listening
Students WRAP read about Early
European History in Our World Today
textbook, pages 236-239 with their
shoulder partner. They will then create a
sequencing puzzle of the events that lead
to the Middle Ages.
Students WRAP read about Early
European History in Our World Today
textbook, pages 236-239 with their
shoulder partner. They will then create a
sequencing puzzle of the events that lead
to the Middle Ages.
AFTERREADING, Viewing, or Listening
AFTERREADING, Viewing, or Listening
Have students share their puzzle with
their face partners. Then watch Viva
Have students share their puzzle with
Wednesday, December 18, 2013
Day 75
4. Tell the
students that one of the Nobles has a
bigger estate than the other, and
split the Peasants unequally, such that
about 1/3 answers to the Vassal
for one of the Lords (Lord A) while the
other 2/3 of the Peasants live
on the estate of "Lord B' and so answer
to his / her Vassal.
5. Give each Peasant
a plastic cup with exactly ten M&Ms in it.
Let them know
that they are not to touch the M&M’s until
instructed. Tell the students
that the M&M’s represent the crops from
the land that thePeasants have tended.
Then tell the Peasants that
they must pay for the protection that they
receive from their Lords with
their crops. Their assigned Vassals will
confiscate seven M&M’s
(for classes under 20 students,
have Vassals confiscate seven M+Ms to
make this work better) from each
Peasant in that Noble’s fiefdom.
6. From each Peasant’s
payment, the Vassal may keep two of
theM&Ms
but he / she must give five of them to
his Noble to pay
for his loyalty.
7. From each of the Vassal’s
payment, the Noble may keep two M&Ms
for his / her
services but must give the
remaining three pieces to
the King / Queen.
8. At the end of
the exercise the Peasants should each
have the fewest M+Ms and the King /
Queen should have the most.
9. Ask each
different role or students how they feel
about what they received.
10. If desired a
discussion of the church and its power
could be added here. In the
middle ages, tithing (in which the biblical
suggestion that 10% of what one
earned should be provided to the church)
was taken very seriously. Have
the students calculate how much money
(M+Ms) would have gone to the church
had everyone in the group tithed their
income to the church. Given that
money and power are closely related in
most social systems, have the students
discuss the implications of this for the
power of the church during this
period.
11. Ask the
students if they think that the Feudal
Thursday, December 19, 2013
Day 76
that element of today’s learning that is
most close to or familiar to them
·
Friday, December 20, 2013
Day 77
result in or lead to; the “why” of
what they’ll be doing
·strategies to get STUDENTS thinking
about what they already know
In
·cause STUDENTS to bring to mind
journal: Have you ever had a terrible
similar ways of thinking, an analogous
argument with someone that grew into a idea, or previously-learned content or
huge problem for you and several
concepts
friends who ended up no longer being
·STUDENTS are caused to think about
your friend? How did you feel about that
that element of today’s learning that is
experience? Do you think adults ever
most close to or familiar to them
do this? If so, give an example. Be
·
ready to share with your shoulder partner.
In
DURINGREADING,
journal: Have you ever had a terrible
Viewing, or Listening
argument with someone that grew into a
·strategy(ies) for active engagement with huge problem for you and several
the new content that’s
friends who ended up no longer being
coming
your friend? How did you feel about that
·what are students doing
experience? Do you think adults ever
WHILE reading, viewing, or listening?
do this? If so, give an example. Be
ready to share with your shoulder partner.
Read
The Great Schism. Tell your shoulder
DURINGREADING,
partner who you think is
Viewing, or Listening
right and why. Be prepared to
·strategy(ies) for active engagement with
share. Then create a graphic organizer the new content that’s
of the Branches of Christianity with your coming
table team. Check for answers when
·what are students doing
complete. Then view historyteachers’
WHILE reading, viewing, or listening?
video Black
Plague and discuss what you noticed in Read
a round table and see how many
The Great Schism. Tell your shoulder
different things you learned with your
partner who you think is
table team. Then answer in round robin: - right and why. Be prepared to
Why do you think people said the Black
share. Then create a graphic organizer
Plague was a judgment from God? Would of the Branches of Christianity with your
this idea benefit anyone? If so, who and table team. Check for answers when
how?
complete. Then view historyteachers’
video Black
Plague and discuss what you noticed in
AFTERREADING,
a round table and see how many
Viewing, or Listening
different things you learned with your
·how will students apply new knowledge in table team. Then answer in round robin: a new way?
Why do you think people said the Black
·how will students check to see if their
Plague was a judgment from God? Would
understanding is correct?
this idea benefit anyone? If so, who and
·how will students be prompted to reflect how?
on what they learned?
·how will students be prompted to reflect
on how they learned it?
AFTERREADING,
[Also, Please Note: The
Viewing, or Listening
Assessment Occurs in the After Phase] ·how will students apply new knowledge in
a new way?
Journal
·how will students check to see if their
your thoughts on what it would have
understanding is correct?
been like to live during the Black
·how will students be prompted to reflect
Plague.
on what they learned?
·how will students be prompted to reflect
ASSESSMENT:
on how they learned it?
Graphic
[Also, Please Note: The
organizer, journal writing and unit
Assessment Occurs in the After Phase]
Monday, December 16, 2013
Day 73
Have students share their puzzle with
their face partners. Then watch Viva
Roma No. V, and share their thoughts on
what it would have been like to live in
Rome back then with their shoulder
partner.
Tuesday, December 17, 2013
Day 74
Wednesday, December 18, 2013
Day 75
11. Ask the
Have students share their puzzle with
students if they think that the Feudal
their face partners. Then watch Viva
System was fair and why / why
Roma No. V, and share their thoughts on not?
what it would have been like to live in
12. Ask them why
Rome back then with their shoulder
they think that the people at the
partner.
bottom might have put up with this for
centuries before eventually revolting
ASSESSMENT:
(http://www.zum.
ASSESSMENT:
de/whkmla/sp/0910/yes/yes1.html#iv) .
Indeed most of the wars during this
Completed sequence puzzle and unit test
period were between different monarchs,
Completed sequence puzzle and unit test or between different members of the
royal family seeking the power of the
monarchy. With rare exceptions (e.g.
Discussion
French Revolution) the peasants
Discussion
did not rise up in protest against this
Organizing
system, and indeed in some cases,
Organizing
fought to preserve the status quo.
Writing
13. If appropriate
Writing
(concerns about hygiene may intervene
Vocabulary
here!), allow students to eat their
Vocabulary
M&M’s, but don’t let the lower status
players have anymore to reinforce
Think-Pair-Share
the unfairness of the system.
Think-Pair-Share
14. Discuss the
Authentic Questions
simulation: Explain that in this system,
Authentic Questions
there are a few winners and
Seed Discussions
many losers. Also note that, if you are
Seed Discussions
higher up the chain, it is better to
Group Pattern Puzzles
have more peasants underneath
Group Pattern Puzzles
you. Explain that different kings
Group Graphic Organizers
and nobles had different sized
Group Graphic Organizers
kingdoms / estates and so, even within
Carousel
the upper classes, some people were
Carousel
better off than others.
Gallery Walk
Gallery Walk
Concentric Circles
AFTERREADING,
Concentric Circles
Viewing, or Listening
Clock Buddies
·how will students apply new knowledge in
Clock Buddies
a new way?
Group QARs
·how will students check to see if their
Group QARs
understanding is correct?
Capsule Vocabulary
·how will students be prompted to reflect
Capsule Vocabulary
on what they learned?
Power Thinking
·how will students be prompted to reflect
Power Thinking
on how they learned it?
Pattern Puzzles
[Also, Please Note: The
Pattern Puzzles
Assessment Occurs in the After Phase]
Graphic Organizers
Graphic Organizers
Students
Venn Diagram/Comparison
will complete the feudal pyramid on their
Venn Diagram/Comparison
own and then journal how they felt
Selective Underlining/Highlighting
about their role in the activity today.
Selective Underlining/Highlighting
They will then share their thoughts in a
Column Notes
round robin with their table
Column Notes
team.
History Frame/Story Map
History Frame/Story Map
ASSESSMENT:
Sticky Notes
Sticky Notes
Complete
Thursday, December 19, 2013
Day 76
Graphic
organizer, journal writing and unit
assessment
Discussion
Organizing
Writing
Vocabulary
Think-Pair-Share
Authentic
Questions
Seed
Discussions
Group
Pattern Puzzles
Group
Graphic Organizers
Carousel
Gallery
Walk
Concentric
Circles
Clock
Buddies
Group
QARs
Capsule
Vocabulary
Power
Thinking
Pattern
Puzzles
Graphic
Organizers
Venn
Diagram/Comparison
Selective
Underlining/Highlighting
Column
Notes
History
Frame/Story Map
Sticky
Notes
Opinion-Proof/Conclusion-Support
Problem-Solution
Summarizing
Sum
It Up
Framed
Paragraph
Writing Template
Journal/Learning
Log
RAFT
Spool
Paper
Sentence
Synthesis
Friday, December 20, 2013
Day 77
[Also, Please Note: The
Assessment Occurs in the After Phase]
Journal
your thoughts on what it would have
been like to live during the Black
Plague.
ASSESSMENT:
Graphic
organizer, journal writing and unit
assessment
Discussion
Organizing
Writing
Vocabulary
Think-Pair-Share
Authentic
Questions
Seed
Discussions
Group
Pattern Puzzles
Group
Graphic Organizers
Carousel
Gallery
Walk
Concentric
Circles
Clock
Buddies
Group
QARs
Capsule
Vocabulary
Power
Thinking
Pattern
Puzzles
Graphic
Organizers
Venn
Diagram/Comparison
Selective
Underlining/Highlighting
Column
Notes
History
Frame/Story Map
Sticky
Notes
Opinion-Proof/Conclusion-Support
Problem-Solution
Summarizing
Sum
It Up
Framed
Paragraph
Monday, December 16, 2013
Day 73
Tuesday, December 17, 2013
Day 74
Wednesday, December 18, 2013
Day 75
Sticky Notes
Sticky Notes
Opinion-Proof/Conclusion-Support
Complete
pyramid and unit test
Opinion-Proof/Conclusion-Support
Problem-Solution
Problem-Solution
Summarizing
Summarizing
Sum It Up
Discussion
Organizing
Writing
Vocabulary
Sum It Up
Framed Paragraph
Writing Template
Framed Paragraph
Writing Template
Journal/Learning Log
Journal/Learning Log
RAFT
RAFT
Spool Paper
Spool Paper
Sentence Synthesis
Word Combining
Sentence Synthesis
Word Combining
Word Map
Word Map
Concept of Definition Map
Concept of Definition Map
Graphic Organizers
Graphic Organizers
Sentence/Word Expansion
Sentence/Word Expansion
Word Combining
Word Combining
Capsule Vocabulary
Capsule Vocabulary
Semantic Feature Analysis
Semantic Feature Analysis
Journal/Learning Log
Journal/Learning Log
Think-Pair-Share
Authentic
Questions
Seed
Discussions
Group
Pattern Puzzles
Group
Graphic Organizers
Carousel
Gallery
Walk
Concentric
Circles
Clock
Buddies
Group
QARs
Capsule
Vocabulary
Power
Thinking
Pattern
Puzzles
Graphic
Organizers
Venn
Diagram/Comparison
Selective
Underlining/Highlighting
Column
Notes
History
Frame/Story Map
Sticky
Notes
Opinion-Proof/Conclusion-Support
Problem-Solution
Summarizing
Sum
It Up
Framed
Paragraph
Writing Template
Journal/Learning
Log
RAFT
Spool
Paper
Sentence
Synthesis
Thursday, December 19, 2013
Day 76
Friday, December 20, 2013
Day 77
Sentence
Synthesis
Framed
Paragraph
Word Combining
Word
Map
Concept
of Definition Map
Graphic
Organizers
Sentence/Word
Expansion
Word
Combining
Capsule
Vocabulary
Semantic
Feature Analysis
Journal/Learning
Log
Writing Template
Journal/Learning
Log
RAFT
Spool
Paper
Sentence
Synthesis
Word Combining
Word
Map
Concept
of Definition Map
Graphic
Organizers
Sentence/Word
Expansion
Word
Combining
Capsule
Vocabulary
Semantic
Feature Analysis
Journal/Learning
Log
Monday, December 16, 2013
Day 73
Tuesday, December 17, 2013
Day 74
Wednesday, December 18, 2013
Day 75
Sentence
Synthesis
Word Combining
Word
Map
Concept
of Definition Map
Graphic
Organizers
Sentence/Word
Expansion
Word
Combining
Capsule
Vocabulary
Semantic
Feature Analysis
Journal/Learning
Log
Thursday, December 19, 2013
Day 76
Friday, December 20, 2013
Day 77