WHI Voorhees SOL Unit WHI.3 Date

Transcription

1 SOL #/DAILY Objective s, s of the b) describing the social, political, and economic, including slavery. s, s of the b) describing the social, political, and economic, including slavery. s, s of the a) locating these s in time and place. c) explaining the religious traditions. d) describing the origins, beliefs, traditions, customs, and spread of Judaism. e) explaining the language and writing. s, s of the a) locating these s in time and place. c) explaining the religious traditions. d) describing the origins, beliefs, traditions, customs, and spread of Judaism. e) explaining the language and writing. s, s of the a) locating these s in time and place. c) explaining the religious traditions. d) describing the origins, beliefs, traditions, customs, and spread of Judaism. e) explaining the language and writing.

2 Essential Question (Big Q) Materials and Preparation COMPETENCY SKILLS Cognitive Levels: Remember Understand Apply Analyze Evaluate Create What are the basic we see in early humans? Patterns of PPt. copy notes create pictograms complete review What are the basic we see in early humans? Patterns of PPt. copy notes create pictograms complete review Where does farming first begin in the world? Why? Why does this also preempt many other firsts? PPt. breakdown chart book with map and rubric by Where does farming first begin in the world? Why? Why does this also preempt many other firsts? PPt. breakdown chart book with map and rubric by What similarities and differences do we see in the early s? PPt. breakdown chart book with map and rubric by

3 throughout book throughout book throughout book Daily Objective with content (what), conditions (tasks and activities), criteria/behavior (how will you know they know or reached mastery on the chunk you taught?) expected Assessment (Formative or ) How will students what they learned? they know and comprehend the of early humans as they civilized by completing Patterns of Patterns of Review they know and comprehend the of early humans as they civilized by completing Patterns of Patterns of Review they know location, time, specifics, and synthesize concerning all of the 7 featured s by completing the book Mesopotamia; breakdown chart, mapping, and book page they know location, time, specifics, and synthesize concerning all of the 7 featured s by completing the book Mesopotamia; breakdown chart, mapping, and book page they know location, time, specifics, and synthesize concerning all of the 7 featured s by completing the book Egypt; breakdown chart, mapping, and book page Activating Prior Knowledge Motivation and Connection Key Vocabulary NEW words introduced today Students write short essay: how did farming come about; describe scenario SLAVERY CUNEIFORM PICTOGRAMS HEIROGLYPHICS Students write short essay: how did farming come about; describe scenario LAW CODE SURPLUS IRRIGATION Students graffiti economic, social, and political of the s CIVILIZATION AGRICULTURE DOMESTICATION Students graffiti economic, social, and political of the s CIVILIZATION AGRICULTURE DOMESTICATION Students describe importance of Mesopotamia by stating at least three facts DELTA MUMMY

4 Direct Instructional activities/ Strategies/Guided Practice What active learning activities are planned? What will the teacher do? What will students do? Maranon Strategies used to teach this skill- denote with abbreviations: similarities and (S & differences D) summarizing (S & and note taking setting objectives and providing feedback cooperative learning homework and practice reinforcing effort and providing recognition generating hypothesis non-linguistic N.T.) (S.O. & P.F.) (C.L.) (H & P) (R.E. & P.R.) (G.H.) Present Patterns PPt., encourage discussion and provide Patterns PreAP- Teacher introduces Soapstone analysis- provide, read children s book, discuss process, apply the concept of basic in early humans by and review Copy text in red Create pictograms Complete review (N.L.) (C.L.) PreAP teacher willfacilitate Present Patterns PPt., encourage discussion and provide Patterns the concept of basic in early humans by and review Copy text in red Create pictograms Complete review (N.L.) (C.L.) Present Civs ppt. Provide images, info, and outline of notes to copy Provide Breakdown Chart Show video clips prior to each section Provide Book, assist/encourage creativity Demonstrate mapping each Specifics of each to be processed to chart after each section of notes Present review Assist color coding of Present Civs ppt. Provide images, info, and outline of notes to copy Provide Breakdown Chart Show video clips prior to each section Provide Book, assist/encourage creativity Demonstrate mapping each Specifics of each to be processed to chart after each section of notes Present review Assist color coding of Present Civs ppt. Provide images, info, and outline of notes to copy Provide Breakdown Chart Show video clips prior to each section Provide Book, assist/encourage creativity Demonstrate mapping each Specifics of each to be processed to chart after each section of notes Present review Assist color coding of

5 representations cues,, and advance organizers (C., Q., & A.O.) SOAPSTone analysis #1 Provide Hammurabi doc Provide SOAPSTone analysis sheet Provide example/key for Hammurabi assignment for comparison and example of expectations PreAP students will analyze Hammurabi excerpt; and organize to chart Review Hammurabi analysis by comparing teacher s example to assignment turned in Know,, map, and synthesize each of the and their and features by by throughout book (S & D) (S & N.T.) Know,, map, and synthesize each of the and their and features by by throughout book (S & D) (S & N.T.) Know,, map, and synthesize each of the and their and features by by throughout book (S & D) (S & N.T.)

6 Student Engagement How will students interact with and engage with this content? What process goals are required? Differentiation Content? Product/ Process? List briefly how it will be used in the lesson? summarizing summarizing summarizing Creation of Book Creation of Book Creation of Book Closure/Summarizing How will students the big idea? Reflection Notes for tomorrow s lesson or when I teach this lesson again

7 Process Goals - students can explain their thinking to others - Student can show how this relates to something they already know -students can come up with a solution to a problem, carry out the plan and assess the results - Students can create, analyze or describe how the skill/knowledge will affect real world situations - Students can create, analyze or use pictures to show their thinking Instructional (Marzano) Strategies Adapted from Classroom Instruction that Works (ASCD, 2001) Similarities and Differences-Comparing, contrasting, classifying, creating metaphors, creating analogies Summarizing and Notetaking- Teacher prepared notes,, graphic organizers for notes, outlines, Cornell method Setting Objectives - specific but flexible goals, contracts and Providing Feedback-corrective, timely specific to a criterion, specific to knowledge and skills, student led Cooperative Learning-positive interdependence, face-to-face promotive interaction, individual and group accountability, interpersonal and small group skills, group processing Homework and Practice- charting accuracy and speed, focus on specific elements of a complex skill or process, increasing conceptual ing of skills or processes. Reinforcing Effort and Providing Recognition personalized recognition, pause/prompt/praise, concrete symbols of recognition-(token system, stickers, coupons) Generating Hypotheses-problems solving, historical investigation, Invention, Experimental Inquiry, Decision making, students can explain their hypothesis and conclusions. Non Linguistic - Descriptive, timesequence, process/cause-effect, episode patters, generalization. principle patters, concept physical models, creating metal picture, drawing pictures and pictographs, kinesthetic activity Cues, Questions and Advance Organizers-explicit clues, elicit inferences, analytic, expository organizers, narrative organizers, graphic organizers, skimming before reading. Example Daily Objective TSW be able to utilize math manipulatives and daily items to solve practice problems involving volume and surface area of rectangle prisms and cylinders so they score a minimum of an 80% on a quiz/daily write-up OR so they can complete ONE problem correctly on their own before they leave class OR so they can repeat the steps in order correctly to a partner. (Remember that the criteria/behavior does not have to be a BIG DEAL but a check, either simple or complex, on how they show or share they know what you taught!!!)