Name: Caleb Angel Grade/Subject: 6th grade SS Date: 2/10/2024

1. Texas Essential Knowledge and Skills (TEKS): (C2) 6.1A

Trace characteristics of various contemporary societies in regions that resulted from historical events or
factors such as colonization, immigration, and trade.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Verb: Identify, explain, define

Content: events of the Ottoman Empire
Context: identify the era of the Ottoman Empire, describe the people who lived in the era, and map this Empire before it
was disassembled after WWI.
Ways to test: Answer questions describing this era and locate countries on the map that were a part of the Empire

3. SMART During class students will collaborate in groups of 3-4 to identify countries on the map during
Objective(s): (C3) the era of the Ottoman Empire known as SWANA or Southwest Asia and North Africa and its
people using the documents provided in Google classroom and the internet.

Essential Question: How did the location of the countries of the Ottoman Empire influence its
development and interactions with other civilizations?

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
The purpose of this lesson is to build on the knowledge of unlimited governments of the
European countries up to the 20th century. The student will identify and describe the era of the
Ottoman Empire and its culture by describing its characteristics and they will explain what
separates this empire from the rest in Europe.

Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn and
use to engage in the
content area in
meaningful ways.
I can describe what the Ottoman Empire was like before it was disassembled by Western
influence.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Students will identify and describe the era of the Ottoman Empire and its leaders and
people by its unique characteristics. The will explain why this era was the last of its kind
before influenced by the West.
Vocabulary (words, phrases, and/or symbols that are used within disciplines):

There are 4 language Islam, Constantinople, Silk Road, peninsula

demands to consider as
you require students to
read, write, speak, listen, Discourse (Structures of written and oral language, how will they talk, write, and participate in
demonstrate and perform. knowledge construction: discussions, reports, essays, multi-media presentations, performance):

Students will demsonstate understating through think, pair, share during lecture then be placed
into small groups to identify land characteristics.
 Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Students will complete a blank mapping assignment in small groups then prove their answers by
submitting answers on Blooket.

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Through lecture and power points the students will be led to identify and define various landforms,
The resources, events, and economy to explain why is was unique from other empires in the East.
representations, and
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. Create a digital word wall to be turned in on Google classroom
practice the concepts and
language they need to
learn within the 2. complete a Frayer model to define terms
discipline

Site the researcher’s

name as you refer to the Discourse strategies - (GO TO Page)
strategy. -Write: I think, because I see, something someone else said about the Ottoman Empire

-Talk: think, pair, share with a shoulder partner in the desk group.

Syntax - (GO TO Page)

1. students will complete a timeline of events from the beginning of the Ottoman Empire to the
disintegration of the empire.

2. stuents will complete a Venn diagram of similarities between the Ottoman Empire and after it
was disintegrated

Making Content Comprehensible (R9)

Adapt the Frayer model exercise by allowing sped and 504’s to view and recreate pictures to
illustrate vocabulary

I will have a content word wall using key words from the lesson that will allow ESL student to
build background information on the topic.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be Paper and pencil test compiled of multiple choice questions and mapping identification.
aligned to the TEKS,
and objectives.
Summative:

Students will work in pairs to prepare a project over one of the Sultans (leaders) during
the Ottoman Empire.
 Assessment of your language demands:
Formative: Students will present their project over said Sultan in a 1-2 minute report to the
class.

Summative:

Students will create a tri-fold over the Sultan of their choice from the era of the Ottoman
Empire that will include the date of rule, geography of conquest, and cultural impact on
the region.

8. Hook (C7) Hook activity (make connections to prior learning)

Students will participate in a pre-unit Conversation Starter. They will choose sides and share
opinions based on events that occurred during the time of the Ottoman Empire
Closure (C7)
Closure Activity: (make connections to prior learning)

Students will participate in a Gallery walk where they share their graphic representations from
Student Assets (C7) what they learned during the Unit.

Personal assets: students refer to specific background information that students being to the
learning environment
Cultural assets: students refer to the cultural background and practices like religion, language,
trade, politics during the Ottoman Empire
Community assets: students refer to the commonalities they share with people who lived
during the reign of the Ottoman Empire
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s) Using key terms I will use fill in the blanks to complete concepts of the era
(C9)

Be sure to include:
How will students learn
and use academic WE DO –
language?
Students will work in partners at their desk group and use their chromebooks to research
and discuss the terms for the lesson that will lead them to using their working defintions
Three higher order
thinking questions.

Marzano Strategy YOU DO –

Students will independently use a Frayer model to define the terms and concepts of the lesson

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):
 o Second Language learners / Cultural Diversity: for EL’s these students will receive tiered
instruction with an outline already filled in with terms and concepts. I will also use
Arabic language to provide insight.

o Gifted / advanced learners: An anchor activity will be assigned. A mapping assignment

of the region of the Ottoman Empire.

Technology: -(GO TO page)

Students will use the Canva app to produce a map of the Ottoman Empire to show where
leaders expanded the empire during conquest.

Marzano Strategy - (GO TO page)

Students will use think pair share to discuss key terms and concepts

Higher Order Thinking Questions (GO TO page)

1. How did the Ottoman Empire rise to power and become one of the most powerful
empires in the world?
2. What were some of the major accomplishments and contributions of the Ottoman
Empire to art, architecture, and culture?
3. How did the Ottoman Empire eventually decline and what were some of the factors to
their downfall?

Grouping / Partnering Technique: (Hattie)

Cooperative learning

Potential misconceptions and your plan to address it:

There were many practices and customs during the Era of the Ottoman Empire. It was not as
strict as it may be portrayed in terms of culture and religion.

10. Resources and

materials needed (C9) Printed outline, pencil, chromebook

(E7) (How might you differentiate materials and resources for learners with various needs?)
Visual timers, silently remind students of time remaining. Classroom seating, choice eases
student’s anxiety.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom 1. Positive phone call and emails home. These are simple and encourage positive behavior
Management Strategies 2. Offer free time that can be used in the classroom like sit by a friend, computer time
(CBM5) 3. Group contracts, can hold everyone accountable.
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
 12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Quantity- the amount of items a student needs to complete an assignment
strategies and planned
supports, will you employ to 2. Time- allowing students extra time to complete an assignment
meet the needs of each
student that has identified
3. output- give students a variety of ways to respond to stimuli
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Reduce the amount of homework questions

2. tests written at a lower level of understanding for student

3. grading based on completion

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Create lessons that have some terms already defined

2. Provide students with a word bank for fill in the blank questions
3. Provide students with extra time for completing homework assignments
4. Provide students with prompts for projects that have pre-selected information
5. Give students alternative forms of responses

DELIVERY PLAN
1. Objective (Rigor) - SMART and should be visible on your board daily.

During class students will collaborate in groups of 3-4 to identify countries on the map during the era of the Ottoman Empire
known as SWANA or Southwest Asia and North Africa and its people using the documents provided in Google classroom and
the internet.
3. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and emotional
level?

Students will participate in a “clear or cloudy” warm up exercise to state whether concepts and terms from the
upcoming lesson are clear or cloudy based on prior knowledge from previous units such as government types,
religion, trade, geography, and natural resources.

• What will you do to open the lesson to motivate and engage the students’ interest in the content?
• How will you help students make connections to prior knowledge?
• How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
• How will you identify / teach / assess language demands?
• How will you introduce language supports?
 • Is your opening congruent to the objective?

3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable steps). How
will you use strategies, technology, learning styles? What vocabulary and skills do the students need to master the
material? Are the strategies you plan to use congruent to the objective?

Information needed to learn by the students are government types, followed religions, natural resources present in
the area, economic practices that made the empire money. Every 2-3 days we will move to the next topic as long as
students prove they can connect their knowledge to the objective and material. By including all learning types I will
incorporate various senses (visual, auditory) to accommodate all learners in the classroom. Vocabulary needed to
master the material is Ottoman Empire, communism, oil, Islam. Strategies will be congruent to the objective.
 • Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language supports
needed.

I will fill in the blanks of worksheets to scaffold the students as they follow along during the lesson.

• Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as needed. “Praise,
prompt, and leave” is an excellent strategy to use. Outline your WE DO activities. Be sure to incorporate strategies and
academic language supports that are needed.

Students will work in partners at their desk group and use their chromebooks to research and discuss the
terms for the lesson that will lead them to using their working definitions.

• Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent application

of a new skill. Outline your YOU DO activities. Students demonstrate an independent application of new
skill. Be sure to praise and assess strategies and academic language supports that are being used.

Students will independently use a Frayer model to define the terms and concepts of the lesson

• Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes permanent. So,
make sure the students understand how to proceed before moving to the practice phase of the lesson. You
may need to stop and reteach, so students practice correctly. How do you plan to assess
understanding? What HOTQs will you ask? List at least 3

1. How did the Ottoman Empire rise to power and become one of the most powerful empires in the world?
2. What were some of the major accomplishments and contributions of the Ottoman Empire to art, architecture, and
culture?
3. How did the Ottoman Empire eventually decline and what were some of the factors to their downfall?

• How will you check for understanding or reteach?

To check for understanding students will complete exit tickets of various material throughout the unit
such as defining vocabulary terms, locating countries in the empire, explaining economics in the
empire. To reteach we will participate in a Blooket, with reflection and explanation after every
question.

4. Resources - What materials will you need for a successful lesson?

Pen or pencil, mapping colors, charged chromebook, visual aids such as functioning links to youtube videos,
handouts, and pictures printed in color
6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?

Complete exit tickets reflecting on the lesson for the day that can include important figures like Sultans of the
empire, important events like conquest of cities.

NOTES: