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Mr.

Newton's Lesson Plans: Week 1010/14-10/18 6th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
4 Mesopotamia World Lit Lesson: Epic of Gilgamesh Epic of Gilgamesh 84-85 Research, Evidence, and Point of view: 4 Students assess the credibility of Primary sources and draw sound conclusions from them.

Tuesday
4 Mesopotamia 2 Mesopotamian Empires First Empires 86-87 Chronological and Spatial Thinking: 1 Students explain how major events are related to one one another in time. Research, Evidence and Point of view: 3 students distinguish relevant from irrelevant information, essential from incidental information and verifiable from unverifiable information in historical narratives and stories. 6.2.4 Know the significance of Hammurabi Code

Wednesday
4 Mesopotamia 2 Mesopotamian Empires Assyrian Empire 87-89 Chronological and Spatial Thinking: 1 Students explain how major events are related to one one another in time. Research, Evidence and Point of view: 3 students distinguish relevant from irrelevant information, essential from incidental information and verifiable from unverifiable information in historical narratives and stories.

Thursday
4 Mesopotamia 2 Mesopotamian Empires Chaldean Empire 89-93

Friday
4 Mesopotamia Chapter Review Chapter Review 94-95

Chronological and Review of all state Spatial Thinking: standards from chapter 1. Students explain how 4. major events are related to one another in time.

Goals/ Objectives

SWDK of the importance of the Epic of Gilgamesh to understanding Sumerian mythology and values. SWBA to 3 out of 5 facts about the E. of G. as measured by teacher assessment. SWBA to interpret Sumerian values from reading a portion of the E. of G. as measured by teacher assessment. SWBA to predict certain outcomes based of literary foreshadowing as measured by teacher assessment.

SWDK of SWDK of Assyrian Mesopotamian Empires Empire SWBA to pick out essential information about Mesopotamian Empires to create an outline with major points and sub points as measured by teacher assessment. SWBA to explain the importance of Hammurabi code as measured by teacher assessment SWBA to list 3 important facts about the Akkad Empire and the early Babylonian Empire as measured by teacher assessment. SWBA to pick out essential information about Assyrian Empires to create an outline with major points and sub points as measured by teacher assessment. SWBA to differentiate between the three Empires studied

SWDK of Chaldean Empire's achievements SWBA to determine cause and effect that lead to the rise of the Chaldean Empire as measured by teacher assessment. SWBA to compare the strengths and weaknesses of the Chaldean Empire as measured by teacher assessment. SWBA to explain the reasons for the fall of the Chaldean Empire as measured by teacher assessment.

Review of all goals and objectives from chapter 4

Introduction

Journal: What has been your favorite adventure so far?

Journal: What motivates people to build empires?

Journal: What is needed Journal: Look at pg. 91. to help people work Imagine seeing that in together? real life for the first time. Describe what you see. 1. Students create outline from text pg. 87-89 2. Students see how well their outlines are by answering teacher generated ?'s 3. Creative thinking skills pg. 88-89 4. OTO Map Assyrian Empire; Use ?'s from text to review map 1. Students create a SQ4R of pg. 89-93. 2. Ask: What lead to the rise of the Chaldean Empire? 3. Create T Chart to have students write strengths and weaknesses. 4. Ask: What lead to the fall of the Chaldean Empire.

What contribution from Mesopotamia do you find the most interesting? 1. Review the Lesson 2 review with class. 2. Have students create a Graphic Organizer to remember important facts from chapter (see page 94) 3. Students form groups to answer the Enduring understanding questions. -How did civilization survive in Mesopotamia despite the rise and fall of a series of kingdoms and empires? -How did the advances and developments made by one civilization continue to influence later civilizations? Reminders: 1. Test Monday 2. Turn in journal

Activities

1 Read Content background knowledge 2. Read section pg 85. 3. Discuss: heroes, fear, foreshadowing 4. Students break into groups and create a Help wanted poster for Gilgamesh. Pretend he is looking for a hero partner. What qualifications must he possess?

1 Display Meso map on board. Review parts. Show where Akkad and Babylonian Empires were. 2 Students complete a Compare/Contrast study between Sargon and Hammurabi. 3. Each student creates one rule they think should exist and the punishment for breaking it. Display student rules 4. Introduction to Hammurabi code

Closing Additional Needs

What beliefs and values Ticket out the door: does this story portray? What the Hammurabi Are they yours as well? code fair or not? Why or why not? Construction paper for Wanted Posters Photo copy compare/contrast sheet

Why was the Assyrian army so strong?

Lesson 2 Review Study Guide Lesson 2

Mr. Newton's Lesson Plans: Week 1010/14-10/18 7th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
17 Imperial China 3 Mongols in China Mongol Expansion and Conquest 489-495 Chronological and Spatial Thinking 2. Students construct various time lines of key events, people , and periods of the historical ere they are studying. Research, Evidence and Point of view: 3. Students distinguish relevant from irrelevant information essential fro incidental information and verifiable from unverifiable information in historical narratives and stories. 7.3.4: Understand the importance of both overland trade and maritime expeditions between China and other civ. During the Mongol Ascendancy

Tuesday
17 Imperial China World Lit: Monkey Monkey King 496-497 Research, Evidence and Point of view: 3. Students distinguish relevant from irrelevant information essential fro incidental information and verifiable from unverifiable information in historical narratives and stories.

Wednesday
17 Imperial China 4 Ming Dynasty Ming Dynasty 498-503 7.3.4: Understand the importance of both overland trade and maritime expeditions between China and other civ. In the Ming Dynasty. 7.3.6: Describe the development of the imperial state and the scholar-official class.

Thursday
17 Imperial China Review of Lessons 1-4 Chapter Review N/A Review of all State standards covered in Chapter 17 Test Test N/A

Friday
17 Imperial China

Test of all State standards covered in Chapter 17

Goals/ Objectives

SWDK of who the Mongols were and what they were able to accomplish during and after the life of Genghis Khan. And Kublai Khan SWBA to list 3 of 4 events that lead to the conquest of Chine be the Mongols as measured by teacher assessment. SWBA to describe the leaders Genghis Khan as measured by teacher assessment SWBA to list 5 characteristics of Mongol rule in China as measured by teacher assessment.

SWDK of Imperial SWDK of the rise and Chinese literature in the fall of the Ming Monkey by Wu Dynasty in China. Cheng'en SWBA to sequence 3 SWBA to define what a out of 5 important parable and allegory are events during the Ming as measured by teacher Dynasty as measured assessment. by teacher assessment SWBA to interpret an allegorical story as measured by teacher assessment. SWBA to sequence an allegorical story to show cause and effect as measured by teacher assessment SWBA to predict 3 to 5 results of the arrival of Europeans in China as measured by teacher assessment.

Review of all Goals and Test of all Goals and Objectives covered in Objectives covered in Chapter 17 Chapter 17

Introduction

Journal: Have you ever ridden on a horse? What was it like? If not , what was the coolest thing you have ever ridden on? 1. Graphic organizer pg. 489 2. Bio sketch Genghis Khan pg 492 3. Map activity: students use Eurasian map to chart the Genghis Khan Empire with the whole Mongol Empire. 4. Lecture: Mongols in China. 5. Read article about Marco Polo's travels How were the Mongols influenced by their opponents? Lesson 3 review Study Guide Lesson 3 Copy of Eurasian map, color pencils Find and copy of an article of Marco Polo's travels.

Journal: Is their something from a different culture that you really admire?

Journal: Relate a time when you went exploring.

What was your favorite Do you feel ready for Dynasty? Why this test?

Activities

1. Share Marco Polo stories. 2. Review Lesson 3 review 3. Read and discuss 496-497. 4. Ask: What is a parable? How we interpret them?

1. Share Monkey stories 2. Divide students up into teams assign parts of lesson to teams. Teams research and present findings. 3. Students complete staircase time line for the rise and fall of the Ming Dynasty

1. Go over Lesson 4 reviews 2. Chapter quiz review

Test

Closing

Have students write a 3 paragraph story about what happens next to the Monkey King.

Lesson 4 Review pg. 503 Study Guide Lesson 4 Review Copy of staircase timeline

STUDY FOR THE TEST!!!

Collect tests

Additional Needs

Mr. Newton's Lesson Plans: Week 1010/14-10/18 8th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
2 Forging a New Constitution A Need for Change 184-186 Historical Interpretation: 2. Students understand and distinguish cause and effect, sequence, and correlation in historical events, including the long and short-term causal relations. 8.3.5: Know the significance of domestic resistance movements and ways in which the central government responded to such movements.

Tuesday
2 Forging a New Constitution The Constitutional Convention 187-189 8.2.3: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions: Great Compromise, 3/5 Compromise, presence of the slave trade, and the addition of a bill of rights.

Wednesday
2 Forging a New Constitution Agreeing to Compromise 190-191 8.2.3: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions: Great Compromise, 3/5 Compromise, presence of the slave trade, and the addition of a bill of rights.

Thursday
What do you think?

Friday
Constitution Unit

7 A More Perfect Union 7 A More Perfect Union 7 A More Perfect Union 7 A More Perfect Union 7 A More Perfect Union

Should the Constitution Getting organized and be retified? motivated for the test 192-193 Research, evidence, and Point of view: 5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made. 8.2.2: Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence. N/A 8.2: Students analyze the political principles underlying the US Constitution and compare the enumerated and implied powers of the federal government. 8.3: Students understand the foundation of the American political system and the ways in which citizens participate in it.

Goals/ Objectives

SWDK of how the presence of slavery and Shay's Rebelling led to the realization of the need for a new form of government SWBA to describe the factors that lead up to Shay's Rebellion as measured by teacher assessment. SWBA to analyze if Daniel Shay's actions were justified or not. Then formulate a age level appropriate argument as measured by teacher assessment. SWBA to describe the differing attitudes towards slavery in the North and South and distinguish the POV for each group as measured by teacher assessment.

SWDK of the gender, race and occupational makeup of the 55 framers of the Constitution. SWDK of the Virginia and New Jersey plans. SWBA to describe 1 characteristic of each branch of govt in both the Virginia and New Jersey Plans

SWDK of the major SWDK of the anticompromises that make federalists and the up our Constitutional Federalists attitudes towards the SWBA to evaluate constitution. which of the 5 compromises SWBA to evaluate the mentioned in the book strengths and is the most important weaknesses of the two and why. SWBA to arguments present in defend their argument the book as measured as measured by teacher by teacher assessment. assessment

SWDK of the importance of learning the Constitution SWBA to organize their Constitution folder as measured by teacher assessment. SWBA to give three reasons why learning the Constitution is important as measured by teacher assessment.

Introduction Activities

Journal: Do you have a different POV than your parents? In What ways? 1. Review lesson review 1 from last week. 2. Graphic organizer: Cause and Effect Lead students into a discussion of how Shay's rebellion and the Presence of slavery lead to the realization of a need for a new form of government. 3. Student discussion: Should Daniel Shay have rebelled?

Journal: Have you ever What do you know been faced with two about George good ideas, and you Washington? couldn't decide? 1. OTO Chart55 Framers 2. Quotes by Founding Fathers 3. Virginia vs the New Jersey Plan 1. Divide class into 5 groups. Have groups argue if the compromise they are given was well done or poorly done. 2. Present to class

What do you know about Ben Franklin?

How do you feel about the Constitution Test?

1. Review lesson 2 2.Read arguments page 192-193 3. OTO Chart: Comparing the Articles of Confederation and the Constitution.

1. Lesson 1 and 2 quiz 2. Pass out Constitution folders. 3. Explain that everything in this folder is testable. It will include Chapter 7 Lesson 3; all of Chapter 8 and the Constitution secion 219 to 242.

Closing

Critical Thinking Skills Visual Skills pg 187 pg. 186

Why did these leaders push so hard for compromise? Lesson 2 Review pg 191 Study Guide lesson 2

Student's complete the What do you think?

Tichet out the Door: Folder with name and initial pages in it.

Additional Needs

Copies of quotes about life from the 55 Framers

Pass out Constitution folders.

Mr. Newton's Lesson Plans: Week 1010/14-10/18 9th Grade Chapter Title Lesson #/Name Subject Pages State Standards Monday
Ancient Greeks 3 Classical Greece Classical Greece 73-77 Chronological and Spatial Thinking: 1. Students compare the present with the past evaluating the consequences of past events and decisions and determining the lessons that were learned. Historical Interpretation: 4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other direction. SWDK of Classical Greek life SWBA to demonstrate how unity helped the Greeks during the Persian War and how disunity hurt the Greeks during the Peloponnese War as measured by teacher assessment SWBA to describe Athenian democracy and the Age of Pericles as measured by teacher assessment.

Tuesday
Ancient Greeks 4 Classical Greek Culture Greek Religion 78 Historical Interpretation: 1. Students show the connections, casual and otherwise, between particular historical events and the lager social, economic, and political trends and developments.

Wednesday
Ancient Greeks 4 Classical Greek Culture Greek Art 79-80 Historical interpretation: 3. Students interpret past events and issues within the context in which and event unfolded rather that solely in terms of present-day norms and values.

Thursday
Ancient Greeks 4 Classical Greek Culture Greek Philosophy 81-82 Historical Interpretation: 1. Students show the connections, casual and otherwise, between particular historical events and the lager social, economic, and political trends and developments.

Friday
Ancient Greeks 5 Alexander and the Hellenistic Era Phillip and Alexander 83-84 Chronological and Spatial Thinking: 1. Students compare the present with the past evaluating the consequences of past events and decisions and determining the lessons that were learned. Historical Interpretation: 4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other direction. SWDK of the Greek Empire under Alexander the Great. SWBA to map out the extent of Alexander's conquests as measured by teacher assessment. SWBA to interpret the motives behind Alexander's actions as measured by teacher assessment.

Goals/ Objectives

SWDK of Greek Mythology SWBA to identity 8 members of the Greek Pantheon along with their corresponding power as measured by teacher assessment SWBA to describe how Greeks used their beliefs to make decisions.

SWDK of Greek Art SWBA to describe art in classical Greece comparing sculpture, architecture, dramas and writing as measured by teacher assessment.

SWDK of Greek Philosophy SWBA to compare the teaching of Socrates, Plato and Aristotle as measured by teacher assessment. SWBA to describe the Socratic Method

Introduction Activities

What causes people to What do you do when want to divide so you need to make an much? Cliques, politics, important decision? race... 1. Review Lesson 2 review. 2. Divide room into three groups: Persian War, Athenian Empire, and Peloponnesen War Students will share historical facts and comment on the use of or lack of unity and it's effect of society. Lesson 3 Review 1. Students create a Family Portrait of the Greek Pantheon labeling each member along with their power. 2. Share a few Greek myth stories with students.

How much do you enjoy your art class?

Pick one of the following: What is truth? What is valuable? What is real? 1. Use the graphic organizer on page 78 to organize the thought of the 3 great philosophers of Greece: Socrates, Plato, and Aristotle. 2. Discuss: Critical thinking skills pg. 81

Have you ever misjudged someone or has someone ever misjudged you? 1. Review lesson 3 2. Map project of Alexander's empire 3. Why did Alexander stop his conquests? 4. Was Alexander really great?

1. Create slide show to show the Art, architecture, drama and writing of Classical Greece.

Closing Additional Needs

Ticket out the door: 32-1

In What ways did Classical Greek culture search for perfection?

Lesson 4 review

What would process someone to try to take over that much land?