Mr. Tillman’s Lesson Plans for Monday November 6, 2017 through Friday November 10, 2017

Seventh Grade Social Studies

Monday November 6th, 2017

Standard(s)/Benchmark(s): 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and Complete Chapter 6 DRTAs.

Key Content Terms: empire, capital, tribute, code of laws, economy, siege

Essential Question: What were the most important achievements of the Mesopotamian empires?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Review Game for Chapter 6 Key Content Terms
  3. Whole Group:
    1. Review Directed Reading and Thinking Activities (DRTA)
    2. Introduce Chapter Exploring Four Empires of Mesopotamia pages 55-63
    3. Discuss Section DRTAs
  4. Independent Practice:
    1. Complete Section DRTAs

Assessment (Formal Assessment= FA and Informal Assessment= IA):       

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Discussion about Chapter 6 Key Content Terms
  • IA: Section DRTAs

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to comprehend text and answer essential question using DRTAs.
  • Students will be able to summarize key details from readings in 20 words.

Tuesday November 7th, 2017

Standard(s)/Benchmark(s): 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and Complete Unit 1 Exam.

Key Content Terms: empire, capital, tribute, code of laws, economy, siege

Essential Question: What were the most important achievements of the Mesopotamian empires?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Unit 1 Exam
  3. Whole Group:
    1. Review Test CHAMPS

Assessment (Formal Assessment= FA and Informal Assessment= IA):       

  • FA: Vocabulary Quiz Chapter 6 Key Content Terms
  • FA: Unit 1 Exam

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will show what they have learned about Unit 1

HOMEWORK


Wednesday November 8th, 2017

Standard(s)/Benchmark(s): 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and Complete Unit 1 Exam.

Key Content Terms: empire, capital, tribute, code of laws, economy, siege

Essential Question: What were the most important achievements of the Mesopotamian empires?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Unit 1 Exam
  3. Whole Group:
    1. Review Test CHAMPS

Assessment (Formal Assessment= FA and Informal Assessment= IA):       

  • FA: Vocabulary Quiz Chapter 6 Key Content Terms
  • FA: Unit 1 Exam

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will show what they have learned about Unit 1

Thursday November 9th, 2017

Standard(s)/Benchmark(s): 7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and Complete IDENTIFY and label places on a map.

Key Content Terms: Topography, vegetation, Nile River, Egypt, Kush, Mediterranean Sea, Canaan, Jordan River

Essential Question: How did geography affect early settlement in Egypt, Kush, and Canaan?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: K-W-L chart about Ancient Egypt
  3. Whole Group:
    1. Discuss Geography Skills

Assessment (Formal Assessment= FA and Informal Assessment= IA):       

  • IA: Completed Ancient Egypt Geography Map
  • IA: Answers to Geography skills questions

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to identify and label a map

HOMEWORK


Friday November 10th, 2017

***FIELD TRIP TO KALAMAZOO NATURE CENTER 9:00AM-2:00PM***

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Mr. Tillman’s Lesson Plans for Monday October 30th, 2017 through Thursday November 2nd, 2017

Seventh Grade Social Studies

Monday October 30th, 2017

Standard(s)/Benchmark(s): 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and Create Vocabulary Maps of Chapter 6 Key Content Terms.

Key Content Terms: empire, capital, tribute, code of laws, economy, siege

Essential Question: What were the most important achievements of the Mesopotamian empires?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Chapter 6 Preview Type 1 Question
  3. Whole Group:
    1. Introduce Chapter 6 Key Content Terms and Vocabulary Maps
  4. Independent Practice:
    1. Complete Vocabulary Maps for Chapter 6 Key Content Terms

Assessment (Formal Assessment= FA and Informal Assessment= IA):       

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Completed Chapter 6 Vocabulary Maps

 Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will comprehend Chapter 6 Key Content Terms

Tuesday October 31st, 2017

Standard(s)/Benchmark(s): 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and Complete Chapter 6 DRTAs.

Key Content Terms: empire, capital, tribute, code of laws, economy, siege

Essential Question: What were the most important achievements of the Mesopotamian empires?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Review Game for Chapter 6 Key Content Terms
  3. Whole Group:
    1. Introduce Directed Reading and Thinking Activities (DRTA)
    2. Introduce Chapter Exploring Four Empires of Mesopotamia pages 55-63
    3. Discuss Section DRTAs
  4. Independent Practice:
    1. Complete Section DRTAs

Assessment (Formal Assessment= FA and Informal Assessment= IA):       

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Discussion about Chapter 6 Key Content Terms
  • IA: Section DRTAs

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to comprehend text and answer essential question using DRTAs.
  • Students will be able to summarize key details from readings in 20 words.

HOMEWORK


Wednesday November 1st, 2017

Standard(s)/Benchmark(s): 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and Complete Chapter 6 DRTAs.

Key Content Terms: empire, capital, tribute, code of laws, economy, siege

Essential Question: What were the most important achievements of the Mesopotamian empires?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Review Game for Chapter 6 Key Content Terms
  3. Whole Group:
    1. Review Directed Reading and Thinking Activities (DRTA)
    2. Introduce Chapter Exploring Four Empires of Mesopotamia pages 55-63
    3. Discuss Section DRTAs
  4. Independent Practice:
    1. Complete Section DRTAs

Assessment (Formal Assessment= FA and Informal Assessment= IA):       

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Discussion about Chapter 6 Key Content Terms
  • IA: Section DRTAs

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to comprehend text and answer essential question using DRTAs.
  • Students will be able to summarize key details from readings in 20 words.

Thursday November 2nd, 2017

Standard(s)/Benchmark(s): 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and Complete Unit 1 Exam.

Key Content Terms: empire, capital, tribute, code of laws, economy, siege

Essential Question: What were the most important achievements of the Mesopotamian empires?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Unit 1 Exam
  3. Whole Group:
    1. Review Test CHAMPS

Assessment (Formal Assessment= FA and Informal Assessment= IA):       

  • FA: Vocabulary Quiz Chapter 6 Key Content Terms
  • FA: Unit 1 Exam

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will show what they have learned about Unit 1

HOMEWORK


 

Mr. Tillman’s Lesson Plans for Monday October 2nd, 2017 through Friday October 6th, 2017

Monday October 2nd, 2017 ***GUEST TEACHER***

Standard(s)/Benchmark(s):

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and use Close Reading Strategies to comprehend and interact with text.

Key Content Terms: anthropologist, hominid, capability, migrate

Essential Question: What Capabilities helped hominids survive?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Review Close Reading Strategies
  3. Whole Group:
    1. Introduce readings Lascaux Cave Paintings, Life During the Cenozoic Era, and Jane Goodall
  4. Independent Practice:
    1. Complete comprehension activities for Lascaux Cave Paintings, Life During the Cenozoic Era, and Jane Goodall readings

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Comprehension activities for Lascaux Cave Paintings, Life During the Cenozoic Era, and Jane Goodall readings

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will comprehend Lascaux Cave Paintings, Life During the Cenozoic Era, and Jane Goodall readings

Tuesday October 3rd, 2017

Standard(s)/Benchmark(s): 7-W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and create a Tree Map to classify early hominids

Key Content Terms: anthropologist, hominid, capability, migrate

Essential Question: What Capabilities helped hominids survive?

Activities:

Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format

  1. Accessing Prior Knowledge: Review Game for Chapter 2 Key Content Terms
  2. Whole Group:
    1. Early Hominids PowerPoint
    2. Introduce Tree Maps
    3. Discuss Classifications of early hominids
  3. Independent Practice:
    1. Complete Branches of the Tree Map for Early Hominids

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Early Hominid Tree Map

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to classify Early Hominids and compare and contrast them.

HOMEWORK


Wednesday October 4th, 2017

Standard(s)/Benchmark(s): 7-W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and create a Tree Map to classify early hominids

Key Content Terms: anthropologist, hominid, capability, migrate

Essential Question: What Capabilities helped hominids survive?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Review Australopithecus Afarensis and Homo Habilis
  3. Whole Group:
    1. Early Hominids PowerPoint
    2. Review Tree Maps
    3. Discuss Classifications of early hominids
  4. Independent Practice:
    1. Complete Branches of the Tree Map for Early Hominids

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Early Hominid Tree Map

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to classify Early Hominids and compare and contrast them

Thursday October 5th, 2017

Standard(s)/Benchmark(s): 7-W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, create a poster of an early Hominid

Key Content Terms: anthropologist, hominid, capability, migrate

Essential Question: What Capabilities helped hominids survive?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Review Homo Erectus and Homo Sapiens Neanderthalensis
  3. Whole Group:
    1. Review Tree Maps
    2. Discuss Classifications of early hominids
    3. Introduce Chapter 2 Processing Activity
  4. Independent Practice:
    1. Complete Branches of the Tree Map for Early Hominids
    2. Early Hominid Poster

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Completed Tree Map
  • IA: Completed Hominid Poster

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to classify Early Hominids and compare and contrast them

HOMEWORK


Friday October 6th, 2017

Standard(s)/Benchmark(s): 7-W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and complete Chapter 2 Assessment

Key Content Terms: anthropologist, hominid, capability, migrate

Essential Question: What Capabilities helped hominids survive?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Assessment
  3. Whole Group:
    1. Review Test CHAMPS

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • FA: Vocabulary Quiz and Chapter 2 Test

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will able to answer how social scientist interpret the past

Mr. Tillman’s Lesson Plans for Monday September 23rd, 2017 through Friday September 29th, 2017

Monday September 25th, 2017

Standard(s)/Benchmark(s): 7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and complete Interactive Student Journal Activities using text.

Key Content Terms: Archaeologist, historian, geographer, artifact, prehistoric, ritual

Essential Question: How do social scientists interpret the past?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Review ISN Sections 2 and 3
  3. Whole Group:
    1. Investigating the Past PowerPoint
    2. Introduce Section 4 and 5 ISN Activity
    3. Discuss Section 4 and 5 ISN Activity
  4. Independent Practice:
    1. Complete Section 4 and 5 ISN Activity

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: class discussion about Sections 2-5 Activities
  • IA: ISN Activities for sections 2-5

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students learn how social scientists reconstruct the lives of prehistoric humans by examining images of cave paintings and other artifacts.

Tuesday September 26th, 2017

Standard(s)/Benchmark(s): 7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and complete Interactive Student Journal Activities using text.

Key Content Terms: Archaeologist, historian, geographer, artifact, prehistoric, ritual

Essential Question: How do social scientists interpret the past?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Review Key Content Terms
  3. Whole Group:
    1. Investigating the Past PowerPoint
    2. Introduce Sections 6,7,8,9 ISN Activity
    3. Discuss Sections 6,7,8,9 ISN Activity
  4. Independent Practice:
    1. Complete Sections 6,7,8,9 ISN Activity

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: class discussion about Sections 6,7,8,9 Activities
  • IA: ISN Activities for sections 6-9

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students learn how social scientists reconstruct the lives of prehistoric humans by examining images of cave paintings and other artifacts.

HOMEWORK


Wednesday September 27th, 2017

Standard(s)/Benchmark(s): 7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and complete Chapter 1 Assessment

Key Content Terms: Archaeologist, historian, geographer, artifact, prehistoric, ritual

Essential Question: How do social scientists interpret the past?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Assessment
  3. Whole Group:
    1. Review Test CHAMPS

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • FA: Vocabulary Quiz and Chapter 1 Test

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will able to answer how social scientist interpret the past

Thursday September 28th, 2017

Standard(s)/Benchmark(s): 7-W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and create Vocabulary maps for Chapter 2 Key Content Terms

Key Content Terms: anthropologist, hominid, capability, migrate

Essential Question: What Capabilities helped hominids survive?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Chapter 2 Preview
  3. Whole Group:
    1. Introduce Vocabulary Maps for Key Content Terms
    2. Discuss Key Content Terms for Chapter 2
  4. Independent Practice:
    1. Vocabulary Maps

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Discussing Key Content Terms for Chapter 2
  • IA: Vocabulary Maps

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will comprehend Chapter 2 key content terms

HOMEWORK


Friday September 29th, 2017

Standard(s)/Benchmark(s): 7-W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and create a Tree Map to classify early hominids

Key Content Terms: anthropologist, hominid, capability, migrate

Essential Question: What Capabilities helped hominids survive?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Review Game for Chapter 2 Key Content Terms
  3. Whole Group:
    1. Early Hominids PowerPoint
    2. Introduce Tree Maps
    3. Discuss Classifications of early hominids
  4. Independent Practice:
    1. Complete Branches of the Tree Map for Early Hominids

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Early Hominid Tree Map

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to classify Early Hominids and compare and contrast them.

 

Mr. Tillman’s Lesson Plans for Monday September 18th, 2017 through Friday September 22nd, 2017

Monday September 18th, 2017

Standard(s)/Benchmark(s):

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, use documents to better understand the United States Constitution, and use CLOSE READING STRATEGIES to interact with and comprehend text.

Key Content Terms: U.S. Constitution, Bill of Rights, Amendment

Essential Question: What is the U.S. Constitution and why is it important to you?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Type 1 questions- What is the United States Constitution? What is an AMENDMENT?
  3. Whole Group:
    1. S. Constitution PowerPoint and videos
    2. Class Discussion videos
    3. Review Close Reading Strategies
    4. Introduction “US Constitution and the Bill of Rights” reading
    5. Discuss “US Constitution and the Bill of Rights” reading
  4. Independent Practice:
    1. Use CLOSE READING STRATEGIES to interact and answer comprehension questions for “US Constitution and the Bill of Rights” reading

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: class discussion about “US Constitution and the Bill of Rights” reading

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to describe the importance of the U.S. Constitution based on various documents

Tuesday September 19th, 2017 ***There will be a substitute teacher teaching class today***

Standard(s)/Benchmark(s):

Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, use documents to better understand the United States Constitution, and use CLOSE READING STRATEGIES to interact with and comprehend text.

Essential Question: What is the U.S. Constitution and why is it important to you?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Type 1 questions- What is the United States Constitution?
  3. Whole Group:
    1. Review what the US Constitution is
    2. Introduce “Excerpt from the U.S. Constitution, Article II” document and assignment
    3. Discuss “Excerpt from the U.S. Constitution, Article II” comprehension questions
    4. Introduce “Michael Beschloss’ Comments on the New Encasement of Page 2 of the Constitution” document and assignment
    5. Discuss “Michael Beschloss’ Comments on the New Encasement of Page 2 of the Constitution” comprehension questions
  4. Independent Practice:
    1. Use CLOSE READING STRATEGIES to interact and answer comprehension questions for “Excerpt from the U.S. Constitution, Article II” and “Michael Beschloss’ Comments on the New Encasement of Page 2 of the Constitution”

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: class discussion about “Excerpt from the U.S. Constitution, Article II” and “Michael Beschloss’ Comments on the New Encasement of Page 2 of the Constitution” comprehension questions

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to describe the importance of the U.S. Constitution based on various documents

HOMEWORK


Wednesday September 20th, 2017

Standard(s)/Benchmark(s): 7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, Identify places on a map, and label places on a map.

Key Content Terms: Archaeologist, historian, geographer, artifact, prehistoric, ritual

Essential Question: How do social scientists interpret the past?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Investigating the Past Preview Activity
  3. Whole Group:
    1. Introduce Geography Skills activity for Unit 1
    2. Discuss Investigating the Past Preview Activity
  4. Independent Practice:
    1. Investigating the Past Preview Activity
    2. Geography Skills Map Activity

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Discussing Investigating the Past Preview Activity
  • IA: Geography Skills Map

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able identify and label places on a map

Thursday September 21st, 2017

Standard(s)/Benchmark(s): 7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and create Vocabulary maps for Chapter 1 Key Content Terms

Key Content Terms: Archaeologist, historian, geographer, artifact, prehistoric, ritual

Essential Question: How do social scientists interpret the past?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Type 1 Questions: What is a Vocabulary Map?
  3. Whole Group:
    1. Introduce Vocabulary Maps for Key Content Terms
    2. Discuss Key Content Terms for Chapter 1
  4. Independent Practice:
    1. Vocabulary Maps

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Discussing Key Content Terms for Chapter 1
  • IA: Vocabulary Maps

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will comprehend Chapter 1 key content terms

HOMEWORK


Friday September 22nd, 2017

Standard(s)/Benchmark(s): 7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and create Vocabulary maps for Chapter 1 Key Content Terms

Key Content Terms: Archaeologist, historian, geographer, artifact, prehistoric, ritual

Essential Question: How do social scientists interpret the past?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Review Game for Chapter 1 Key Content Terms
  3. Whole Group:
    1. Investigating the Past PowerPoint
    2. Introduce Social Studies Interactive Student Notebook (ISN)
    3. Introduce Section 2 and 3 ISN Activity
    4. Discuss Section 2 and 3 ISN Activity
    5. Introduce Section 4 and 5 ISN Activity
    6. Discuss Section 4 and 5 ISN Activity
  4. Independent Practice:
    1. Complete Section 2 and 3 ISN Activity
    2. Complete Section 4 and 5 ISN Activity

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: class discussion about Sections 2-5 Activities
  • IA: ISN Activities for sections 2-5

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students learn how social scientists reconstruct the lives of prehistoric humans by examining images of cave paintings and other artifacts.

Mr. Tillman’s Lesson Plans for Monday September 11th, 2017 through Friday September 15th, 2017

Monday September 11th, 2017

Standard(s)/Benchmark(s):

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, and use CLOSE READING STRATEGIES to interact with and comprehend text.

Essential Question: What happened on September 11th, 2001 and how did al-Qaeda begin?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: TYPE 1 Question- What do you know about September 11th, 2001?
  3. Whole Group:
    1. Watch New Yorkers Remember 9/11
    2. Introduce/Model CLOSE READING STRATEGIES
    3. Introduce How al-Qaeda Began reading
    4. Discussion about comprehension questions
  4. Independent Practice:
    1. Read and use CLOSE READING STRATEGIES with What Happened on 9/11? article
    2. Answer comprehension questions about What Happened on 9/11?
    3. Read and use CLOSE READING STRATEGIES with How al-Qaeda Began reading
    4. Answer comprehension questions about How al-Qaeda Began

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: Checking students use of CLOSE READING STRATEGIES
  • IA: class discussion about comprehension questions

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to use CLOSE READING STRATEGIES to interact with and comprehend text
  • Students will be able to describe events from 9/11/2001
  • Students will be able to explain why al-Qaeda began

Tuesday September 12th, 2017

Standard(s)/Benchmark(s):

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, complete Seventh Grade Common Growth Assessment (CGA), and complete a BUBBLE MAP describing “WHO I AM”.

Essential Question: What words describe who I am?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Seventh Grade CGA and reviewing “Who I Am” Circle Map
  3. Whole Group:
    1. Review TEST CHAMPS and bubble answer sheets
    2. Introduce BUBBLE MAPS and how to create a “WHO I AM” Bubble Map
  4. Independent Practice:
    1. Complete Seventh Grade CGA
    2. Complete “Who I Am” Bubble Map

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • FA: Seventh Grade CGA
  • IA: Checking “Who I Am” Bubble Maps

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to create Bubble Maps using adjectives to describe themselves
  • Students will show what prior knowledge they have on Seventh Grade Social Studies Standards

Wednesday September 13th, 2017

Standard(s)/Benchmark(s):

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, complete Seventh Grade Common Growth Assessment (CGA), and complete a BUBBLE MAP describing “WHO I AM”.

Essential Question: What words describe who I am?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Seventh Grade CGA and reviewing “Who I Am” Circle Map
  3. Whole Group:
    1. Review TEST CHAMPS and bubble answer sheets
    2. Introduce BUBBLE MAPS and how to create a “WHO I AM” Bubble Map
  4. Independent Practice:
    1. Complete Seventh Grade CGA
    2. Complete “Who I Am” Bubble Map

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • FA: Seventh Grade CGA
  • IA: Checking “Who I Am” Bubble Maps

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to create Bubble Maps using adjectives to describe themselves
  • Students will show what prior knowledge they have on Seventh Grade Social Studies Standards

Thursday September 14th, 2017

Standard(s)/Benchmark(s):

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, create a FLOW MAP explaining important events in my life, and use CLOSE READING STRATEGIES to interact with and comprehend text.

Essential Question: What are 5 important events that have happened in my life?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Type 1 questions- What are some important events that have happened in my life? What is Geography?
  3. Whole Group:
    1. Introduce/Model how to create a FLOW MAP sequencing 5 important events in my life
    2. Introduce “What is Geography” Reading
    3. Review SMALL GROUP CHAMPS and CLOSE READING STRATEGIES
    4. Discuss “What is Geography” comprehension questions
  4. Independent Practice:
    1. Complete Flow Map of 5 important events in my life
    2. Use CLOSE READING STRATEGIES to interact and answer comprehension questions for “What is Geography”

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: class discussing about “What is Geography” comprehension questions
  • IA: Checking 5 Important Events Flow Maps

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to sequence 5 life events using a Flow Map
  • Students will describe what Geography is

HOMEWORK


Friday September 15th, 2017

Standard(s)/Benchmark(s):

 Objective: I-Canwrite TYPE 1 papers correctly, identify 4 important details from Channel One News, use documents to better understand the United States Constitution, and use CLOSE READING STRATEGIES to interact with and comprehend text.

Essential Question: What are 5 important events that have happened in my life?

Activities:

  1. Warm-Up: Watch Channel One News and write down 4 details using TYPE 1 writing format
  2. Accessing Prior Knowledge: Type 1 questions- What is the United States Constitution?
  3. Whole Group:
    1. Watch Crash Course: US Constitution and take Lancer Notes
    2. Class Discussion about Crash Course: US Constitution
    3. Introduce “Excerpt from the U.S. Constitution, Article II” document and assignment
    4. Discuss “Excerpt from the U.S. Constitution, Article II” comprehension questions
    5. Introduce “Michael Beschloss’ Comments on the New Encasement of Page 2 of the Constitution” document and assignment
    6. Discuss “Michael Beschloss’ Comments on the New Encasement of Page 2 of the Constitution” comprehension questions
  4. Independent Practice:
    1. Use CLOSE READING STRATEGIES to interact and answer comprehension questions for “Excerpt from the U.S. Constitution, Article II” and “Michael Beschloss’ Comments on the New Encasement of Page 2 of the Constitution”

Assessment (Formal Assessment= FA and Informal Assessment= IA):      

  • IA: Checking TYPE 1 writings for 4 details and answer to TYPE 1 questions
  • IA: class discussion about “Excerpt from the U.S. Constitution, Article II” and “Michael Beschloss’ Comments on the New Encasement of Page 2 of the Constitution” comprehension questions

Learner Outcome:

  • Students will be able to write TYPE 1 papers correctly
  • Students will be able to describe the importance of the U.S. Constitution based on various documents

Accommodations: Modified assignments as needed.

Lesson Plans for Tuesday September 5th, 2017 through Friday September 8th, 2017

Tuesday 9/5/2017

Objectives: I-Can follow my new schedule, meet my new teachers, have a positive start to the year, and learn about the 2017/2018 Tardy Policy, Non-Negotiables, Success Kit, RTP, and Lancer Core Values for: Arrival, Bathrooms, Cafeteria, and dismissal.

Key Content Terms: Respect, Responsible, Caring Honest

 Activities:

  • 1st Hour: Hand out schedules and other important paperwork
  • 2nd Hour: Non-Negotiables PowerPoint
  • 3rd Hour: Tardy Policy
  • 4th Hour: Success Kit
  • 5th Hour: RTP Process
  • 6th Hour: Lancer Core Values PowerPoint

HOMEWORK


Wednesday 9/6/2017

Objectives: I-Can follow my new schedule, review CHAMPS, Watch Channel One News, write Type 1 papers, and create “Who I Am” Circle Map.

Key Content Terms: CHAMPS, Type 1, and Circle Map

 Activities:

  1. Practice entering and exiting classroom.
  2. Review CHAMPS expectations for Warm-Up, Whole Group, and Independent Work.
  3. Review Type 1 writings
  4. Watch Channel One News and take Type 1 notes
  5. “Who I Am” introduction
  6. Create Circle Map for “Who I Am”

Thursday 9/7/2017

Objectives: I-Can follow my new schedule, review CHAMPS, Watch Channel One News, write Type 1 papers, create “Who I Am” Bubble Maps, Know locker number and combination.

Key Content Terms: CHAMPS, Type 1, and Bubble Map

 Activities:

  1. Practice entering and exiting classroom.
  2. Review CHAMPS expectations for Warm-Up, Whole Group, and Independent Work.
  3. Review Type 1 writings
  4. Watch Channel One News and take Type 1 notes
  5. Get Locker number, combination, and practice opening lockers.
  6. Review “Who I Am” Circle Maps
  7. Create Bubble Maps for “Who I Am”

Friday 9/8/2017

Objectives: I-Can follow my new schedule, review CHAMPS, Watch Channel One News, write Type 1 papers, share “Who I Am” Bubble Maps, and create Circle Map about my life’s important events.

Key Content Terms: CHAMPS, Type 1, and Circle Map

 Activities:

  1. Practice entering and exiting classroom.
  2. Review CHAMPS expectations for Warm-Up, Whole Group, and Independent Work.
  3. Review Type 1 writings
  4. Watch Channel One News and take Type 1 notes
  5. Share Bubble Maps for “Who I Am”
  6. “My Life’s Important Events” preview
  7. Create Circle Map for “My Life’s Important Events”

Lesson Plans for Tuesday May 30th, 2017 through Friday June 2nd, 2017

Tuesday 5/30/2017

Objectives: 7 – C1.1.1 Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.

Essential Question: What were the characteristics of the Roman Republic and how did they change over time?

I-Can…correctly complete Type 1 writings and Interactive Student Notebooks

Key Content Terms: Patrician, Plebeian, Republic, Senate, Consul, Tribune, Veto, Constitution

 Activities:

  1. Warm-Up: Type 1 notes on CNN 10 News
  2. Read pages 346-351 Chapter 33: The Rise of the Roman Republic
  3. Complete ISN for Chapter 33: The Rise of the Roman Republic
  4. Class discussions about Chapter 33: The Rise of the Roman Republic ISN

HOMEWORK


Wednesday 5/31/2017

Objectives: 7 – W3.1.5 Describe major achievements from Mediterranean civilizations inthe areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.

Essential Question: did the benefits of Roman expansion outweigh the costs? 

I-Can…correctly complete Type 1 writings and Vocabulary Maps

Key Content Terms: Civil War, Dictator, Punic Wars, Julius Caesar, Caesar Augustus, Pax Romana

 Activities:

  1. Warm-Up: Type 1 notes on CNN 10 News
  2. Chapter 34: From Republic to Empire Preview
  3. Chapter 34: From Republic to Empire Vocabulary Maps for Key Content terms

Thursday 6/1/2017

Objectives: 7 – W3.1.5 Describe major achievements from Mediterranean civilizations inthe areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.

Essential Question: did the benefits of Roman expansion outweigh the costs? 

I-Can…correctly complete Type 1 writings and Vocabulary Maps

Key Content Terms: Civil War, Dictator, Punic Wars, Julius Caesar, Caesar Augustus, Pax Romana

 Activities:

  1. Warm-Up: Type 1 notes on CNN 10 News
  2. Read pages 352-363 Chapter 34: From Republic to Empire
  3. Complete ISN for Chapter 34: From Republic to Empire
  4. Class discussions about Chapter 34: From Republic to Empire ISN

Friday 6/2/2017

Objectives: 7 – W3.1.5 Describe major achievements from Mediterranean civilizations inthe areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.

Essential Question: How did wealth affect daily life in the Roman Empire? 

I-Can…correctly complete Type 1 writings and Vocabulary Maps

Key Content Terms: Forum, Rule of law, Paterfamilias, Colosseum, Circus Maximus

 Activities:

  1. Warm-Up: Type 1 notes on CNN 10 News
  2. Chapter 35: Daily Life in the Roman Empire Preview
  3. Read pages 364-375Chapter 35: Daily Life in the Roman Empire
  4. DRTA sections 2, 3, 4, and 5 for Chapter 35: Daily Life in the Roman Empire
  5. Class discussion of DRTA sections 2, 3, 4, and 5 for Chapter 35: Daily Life in the Roman Empire

 

Lesson Plans for Monday May 22, 2017 through Friday May 26, 2017

Monday 5/22/2017

Objectives: 7 – W3.1.1 Describe the characteristics that classical civilizations share (institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries).

7 – W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

Essential Question: How did the Etruscans and Greeks influence the development of Rome?

 I-Can…correctly complete Type 1 writings and Vocabulary Maps

Key Content Terms: Rome, Etruscan, Cuniculus, Gladiator, Greco-Roman

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 32: Geography and the Early Development of Rome Preview
  3. Chapter 32: Geography and the Early Development of Rome Vocabulary Maps for Key Content terms

Tuesday 5/23/2017

Objectives: 7 – W3.1.1 Describe the characteristics that classical civilizations share (institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries).

7 – W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

Essential Question: How did the Etruscans and Greeks influence the development of Rome?

 I-Can…correctly complete Type 1 writings and Interactive Student Notebooks

Key Content Terms: Rome, Etruscan, Cuniculus, Gladiator, Greco-Roman

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Read pages 338-345 Chapter 32: Geography and the Early Development of Rome
  3. Complete ISN for Chapter 32: Geography and the Early Development of Rome
  4. Class discussions about Chapter 32: Geography and the Early Development of Rome ISN

HOMEWORK


Wednesday 5/24/2017

Objectives: 7 – C1.1.1 Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.

Essential Question: What were the characteristics of the Roman Republic and how did they change over time?

I-Can…correctly complete Type 1 writings and Vocabulary Maps

Key Content Terms: Patrician, Plebeian, Republic, Senate, Consul, Tribune, Veto, Constitution

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 33: The Rise of the Roman Republic Preview
  3. Chapter 33: The Rise of the Roman Republic Vocabulary Maps for Key Content terms

Thursday 5/25/2017

Objectives: 7 – C1.1.1 Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.

Essential Question: What were the characteristics of the Roman Republic and how did they change over time?

I-Can…correctly complete Type 1 writings and Interactive Student Notebooks

Key Content Terms: Patrician, Plebeian, Republic, Senate, Consul, Tribune, Veto, Constitution

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Read pages 346-351 Chapter 33: The Rise of the Roman Republic
  3. Complete ISN for Chapter 33: The Rise of the Roman Republic
  4. Class discussions about Chapter 33: The Rise of the Roman Republic ISN

Friday 5/26/2017 ***LAST DAY TO TURN IN MISSING WORK FROM 5/19 AND BEFORE***

Objectives: 7 – W3.1.5 Describe major achievements from Mediterranean civilizations inthe areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.

Essential Question: did the benefits of Roman expansion outweigh the costs? 

I-Can…correctly complete Type 1 writings and Vocabulary Maps

Key Content Terms: Civil War, Dictator, Punic Wars, Julius Caesar, Caesar Augustus, Pax Romana

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 34: From Republic to Empire Preview
  3. Chapter 34: From Republic to Empire Vocabulary Maps for Key Content terms

 

Lesson Plans for Monday May 8th, 2017 through Friday May 12th, 2017

Monday 5/8/2017

Objectives: 7-W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another.

Essential Question: How did Alexander build his empire?

 I-Can…correctly complete Type 1 writings, use DRTA to comprehend text, and complete Vocabulary maps for Chapter 30n Key Content Terms

Key Content Terms: Peloponnesian War, Macedonia, Aristotle, Alexander the Great, Custom, Alexandria

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Complete DRTA for Chapter 29 pages 302-311
  3. Chapter 30 Alexander the Great and His Empire preview activity
  4. Vocabulary Maps for Chapter 30 Alexander the Great and His Empire Key Content Terms

Tuesday 5/9/2017

Objectives: 7-W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another.

Essential Question: How did Alexander build his empire?

 I-Can…correctly complete Type 1 writings, use DRTA to comprehend text, and complete a Brace Map

Key Content Terms: Peloponnesian War, Macedonia, Aristotle, Alexander the Great, Custom, Alexandria

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Read pages 312-315
  3. Complete DRTA for sections 30.2, 30.3, and 30.4
  4. Class discussion about sections 30.2, 30.3, 30.4
  5. Introduce a Brace Map: Whole Part Relationship
  6. Create Brace Map answering How did Alexander build his empire?

– Alexander spreads Greek Ideas page 316

– Alexander used Religion page 317

– Alexander adopted the ways of conquered cultures page 318

  1. Classroom discussion about Brace map and the end of Alexander’s Empire

HOMEWORK


Wednesday 5/10/2017

Objectives: 7-W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another.

Essential Question: How did Alexander build his empire?

 I-Can…correctly complete Type 1 writings and Lancers Notes

Key Content Terms: Peloponnesian War, Macedonia, Aristotle, Alexander the Great, Custom, Alexandria

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Lancer Notes on Alexander the Great documentary

Thursday 5/11/2017

Objectives: 7-W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another.

Essential Question: How did ancient Greece contribute to the modern world?

 I-Can…correctly complete Type 1 writings and use DRTA to comprehend text.

Key Content Terms: Geometry, latitude, longitude, biology

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 31 The Legacy of Ancient Greece preview Activity
  3. Read pages 320-327 Chapter 31 The Legacy of Ancient Greece
  4. Complete DRTA for:

– Literature and History, Government, Medicine, Mathematics, Astronomy, Geography, Biology, Architecture, Theater, Sports

  1. Class discussion about Chapter 31 DRTA

Friday 5/12/2017

Objectives: 7-W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another.

Essential Question: How did ancient Greece contribute to the modern world?

 I-Can…correctly complete Type 1 writings and try my best on Unit 6 ancient Greece Test

Key Content Terms: Unit 6 Key content terms

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Unit 6 ancient Greece Assessment