Download Brunson-Dargan Elementary - Hartsville Middle School

Hartsville Middle School
Social Studies Lesson Plan Format
Teacher’s Name/Grade: ______Barbara Farrell/Sped______ Week of: _____Oct. 10-14, 2011______
Standard 6-1: The student will demonstrate an understanding of the transition of humans from nomadic to settled life in the
cradles of civilization.
Indicators Addressed:
6-1.3:
Use maps, globes, and models in explaining the role of the natural environment in
shaping early civilizations, including the role of the river systems of the Nile (Egyptian), Tigris-Euphrates (Sumerian, Babylonian,
Phoenician), Huang He (Chinese), and Indus (Harappan); the relationship of landforms, climate, and natural resources to trade and
other economic activities and trade; and the way that different human communities adapted to the environment. (G,H,E)
6-1.4: Compare the cultural, social and political features and contribution of civilizations in the Tigris and Euphrates, Nile, Indus, and
Huang He river valleys, including the evolution of language and writing systems, architecture, religious traditions, and forms of
social order, the division or specialization of labor, and the development of different forms of government
Spiral Review/Bellwork
(5-8 minutes)
Homework Review
Indicator Number(s)
Essential Question/
Focus Statement
(Objective)
Materials/Resources/
Equipment
Relevance to Students/
Monday
Tuesday
The set of 282 laws that Hammurabi was the
king of what city-state?
was established in
(Babylon)
Babylonia by
Hammurabi is known as
the
__________________.
(Code of Hammurabi)
6-1.3; 6-1.4
Who is the founder of
Judaism?
(Abraham)
6-1.3; 6-1.4
What is the name for the
first 5 books of the
Hebrew bible?
(Torah)
Textbooks, brown
Textbooks, white paper,
construction paper (2 8” strips of ribbon
pcs for each student),
crayons, glue stick
How many of you went How many of you have
Wednesday
What is the name for
the Hebrew bible?
(Torah)
Thursday
What was the new
kingdom founded by
King David? (Israel)
Friday
A Jewish house of
worship is called a
(synagogue).
6-1.3; 6-1.4
Explain the role of the
Phoenicians in the
development of the
modern alphabet.
6-1.3; 6-1.4
How can I apply
knowledge learned
about the Hebrews,
Phoenicians, and
Lydians to review for
the assessment?
Textbooks, “Facts
and Main Ideas”
sheet; extra plain
paper, scissors, glue
6-1.3; 6-1.4
How can I apply
knowledge learned
about the Hebrews,
Phoenicians, and
Lydians to complete
the assessment?
Individual copies of
Test
Textbooks;
teacher-made review
sheet (Chap. 2,
Lesson 4)
Well, we have the
Life Experience
Prior Learning
Key Terms
Instructional
Methods/Strategies
Differentiating
Instruction/
Modifications
to church yesterday?
Did you hear anything
about the Ten
Commandments? Do
you know who the
Bible says received the
Ten Commandments?
We’re actually at the
point tin history when
Moses was alive, so
some of what we hear
today might sound a
little familiar to you,
because you’ve most
likely heard about
Moses and the 10
Commandments.
Babylonia and Assyria
a Bible in your house? Phoenicians to thank
I’ll bet most of you do. for the fact that we’re
Today we’ll learn about
not still writing
a bible that’s probably a
cuneiform in clay
little different than the
tablets as they did
one you have and it’s
way back in ancient
called the Torah.
Sumer. We’re about
to see how a major
change took place in
written language.
Let’s read and see
how that happened.
Covenant, Canaan,
monotheism, Judaism,
slavery, Moses,
descendents, Ten
Commandments
Torah, Deborah, David,
Israel, Jerusalem,
Solomon, Judah
Abraham, Moses and
Judaism
Torah, King David,
Solomon, Hebrews,
development of
Judaism
Carthage, bartered
Phoenicians and
Lydians
Hebrews, Judaism,
Phoenicians, Lydians
All key terms
previously studied
this week
All key terms
previously studied
this week
Graphic Organizer:
Graphic Organizer:
Graphic Organizer:
Graphic Organizer:
Graphic Organizer:
Text Feature:
Text Feature:
Text Feature:
Text Feature:
Text Feature:
Teacher Modeling (I do)
Teacher Modeling (I do)
Teacher Modeling (I do)
Teacher Modeling (I do)
Teacher Modeling (I do)
Instruct students to
open to page 54 in
textbook. Read aloud
“Focus on the Main
Instruct students to turn
to page 56. Point out
the pictures of the
Torah and ask students
Briefly review the
development of
Judaism covered
yesterday and the role
Explain that today we
are reviewing Chapter Play “$25,000
Question” game.
2. Each student will
Divide class in half
be paired with a
Idea”, “Places”,
“People”, “Vocabulary”
and “Terms”
Read “You are There –
Hebrews, Phoenicians
and Lydians”.
Point out vocab words
on page 55, making the
point that students
probably see some
familiar words there
(Abraham, Moses, Ten
Commandments). Read
aloud page 55, “The
Hebrews”, calling on
students to read some as
well. CFU throughout
reading.
Point out Ten
Commandments tablets
on bottom of p. 55.
Read the
Commandments
together. Discuss
briefly.
Guided Practice (we do)
Pass out 3-question
review. Group works
together to answer.
Question 1) Who do
to compare it to the
Bible in their own
home. Are they alike?
Different?
Model identifying the
headings for today’s
reading.
of Solomon in leading
the Hebrew people.
Instruct students to
turn to page 58.
Model identifying the
heading, as well as the
title on the map.
Model using map key
at bottom of p.58.
partner. Students will
work as a team to
complete today’s
activity.
Guided Practice (we do)
Each team will be
given one “Facts and
Guided Practice (we do)
Main Ideas” sheet.
Guided Practice (we do)
Facts and main ideas
Read aloud together
Read aloud and
pages 56 and 57, using discuss (CFU) pages are mismatched on
sheet. Teams will cut
questions 5-8 in teacher 58-59.
text to CFU.
Question and answer apart the questions
and answers and
with Phoenician
Review meaning of
Trade Routes map on match them up
correctly, gluing them
“scroll”. Remind them p. 58 to CFU.
onto a new sheet of
that scrolls contained
laws for the Hebrew’s. Place copy of today’s paper. New paper
should then have
review sheet under
correctly matched
Hand out a sheet of
DocuCam. Read
white paper to each
aloud. Those who can questions/answers.
Students must work
person. Model rolling
may work ahead.
together to find
the paper like a scroll.
Independent practice (you correct answers.
do)
Instruct students to
write the 4 rules from
Complete review
our classroom on their
sheet.
scroll. Hand out pieces
of ribbon to tie the
scrolls together.
Independent practice (you
do)
and write team names
on board. Using test,
from today, review
with class by calling
on teams to answer
questions called out
by teacher. (Do not
inform students that
these are the test
questions. Just use it
as review.)
Guided Practice (we do)
Play game until all
questions have been
answered.
Independent practice (you
do)
Place copy of test
under DocuCam and
read aloud. Students
work independently
to complete.
Jewish people today
consider to be the first
Jew? (Abraham)
Question 2) Who was
the founder of Judaism?
(Abraham)
Question 3) The
worship of only one
God is known as
_________.
(Monotheism)
CFU and review as
necessary.
Independent practice (you
do)
When finished,
pass out 2 pieces of
brown construction
paper to each student.
Prior to start of class,
papers will be trimmed
to look like the tablets
from the
Commandments.
Students will write the
10 Commandments on
the “Tablets”, using
black crayons.
Independent practice (you
do)
Closure
Play “$25,000 Question”
Play “Hot Potato”
Use Lesson 4 Review
Ask several
Draw student name from on p. 59 as oral review.
comprehension
the Tapple jar. Hand
Toss hackey sack ball
questions about today’s student a potato (real, but to random students to
Use questions from
today’s “Facts and
Main Ideas” sheet to
review. Call on
reading. Correct
answers “win” $25,000.
Assessment
Homework
Early Finishers
Informal assessment of
student response to
closure activity
not actually hot). Tell
answer.
random students to
them the potato is really
answer.
hot so they have to keep
moving it back and forth
in their hand. Student
must answer
comprehension question
before they can pass the
“hot potato” to another
student. Play until all
students have a chance to
hold the “hot potato”.
Informal assessment of Informal assessment of Informal assessment of
student response to
student response to
student response to
closure activity.
closure activity.
closure activity.