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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.