Lesson Plans Subject to Change

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1 World History 6 th Grade Graves, Halter, Martin Week of: Unit : 2 Birth of Civilization Duration: 7 Weeks (3) Standard(s): SS.6.W.2.8 (FOCUS) Determine the impact of key figures from ancient Mesopotamian civilizations, Hammurabi, Zoroaster, Cyrus SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization, Cuneiform, Epic Literature, Architecture, and Technology. Learning Goal: Essential Question Assessment: Key Vocabulary Student created based on Unpacked standard Example: Students will identify key figures from ancient Mesopotamian civilizations and understand their impact. Students will describe the emergence of early river (Nile, Tigris-Euphrates), Egyptian, and the Meso and South American) civilizations. Post Test/ Maya DBQ Fertile Crescent, Mesopotamia, city-state, barter, polytheism, Ziggurat, and Cuneiform Monday -- Teacher Work Day Benchmark: SS Tuesday SW summarize important achievements of Babylon and the impact of key figures. Unpack SS.6.W.2.8

2 Lesson Plans Subject to Change Introduce the Babylonian Empire and the Fall of Sumer Understand achievements of the Babylonian Empire and key figures, pgs REFLECT: (Exit Ticket) Complete Cornell Notes on the Babylonian Empire using text, make corrections to critical content How did Babylonian culture influence later peoples? Wednesday ( Bell ringer) Same as Tuesday Which of the Babylonian achievements we learned yesterday do you believe affected the peoples daily life the most? I introduce Hammurabi s Code Evaluate the code and write in in terms we can understand, 3 laws. Compare Hammurabi s Code to modern laws (3 laws) Why was Hammurabi s Code so important? Thursday ( Bell ringer) SW summarize achievements of the Assyrian Empire and it s key figures. What is the importance of a library to a city? I introduce the Assyrian Empire Create Graphic Organizer using pgs REFLECT: Complete Graphic Organizer on Assyrian and Persian Empires Compare and contrast as standing army to the cavalry. (Exit Friday Benchmark: SS.6.W.2.7 & SS.6.W.2.8

3 SW summarize achievements of the Persian Empire and it s key figures How did Cyrus, The King of the World, use his wits to expand and unite his empire? I introduce the Persian Empire Continue work on Graphic organizer Complete organizer for HW How did Darius unify the Persian empire? Unit: Scale # Requirements for Level 4 I can describe important achievements of the Babylonian, Assyrian and Persian empires and their great leaders and apply the achievements to current civilization. 3 I can describe important achievements of the Babylonian, Assyrian and Persian empires including their key figures. 2 I understand the basic development of the Babylonian, Assyrian and Persian empires but I do not know why or how they contributed to the advancement of civilization. 1 I have some background knowledge and a few of the vocabulary words down, but I still need help with tasks. 0 I have no experience with this topic and I need to start at the beginning. Notes:

4 WICR Strategies used during each unit. Writing Inquiry Collaboration Reading Writing activities that help Questioning strategies Working together with a Any strategies in reading students understand the that help students partner or in a group of that help students content understand the content students to understand, to understand problem solve, or to complete a task/project Writing-to-Learn Higher level questioning Think Pair Share Before reading activities summaries in classes vocabulary activities Process writing Costa s Level 1: Students Sharing ideas with a accessing prior knowledge using a rubric as evaluation find the answers right there partner or in a group making predictions On-demand/Timed writing in the text. writing that is completed in class within a set amount of time Costa s Level 2: Students Carousel/Gallery Walk During reading activities marking the text grade is evaluated using a rubric Cornell Notes taking notes on the most important information must figure out the answer from information in the text. Problem solving in groups Projects in groups Cornell notes graphic organizers After reading strategies summarizing Costa s Level 3: Students summarizing using the notes to study apply what they have group projects Reflective writing learned or use what they students write about what they have learned and what they still need have learned to evaluate or create. Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction,.

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