August 26-30,2019

2019/2020 Rowan County Middle School Lesson Plan

Week of: August 26-30,2019

Teacher: Rowland

Subject: Social Studies

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)                                                                     

Standard being taught/assessed:

am Learning Targets 

I can identify how the physical geography of the Arabian Peninsula influenced Arab civilization. 

I can explain how an empire was created with the spread of Islam. 

 I can compare the ways in which the Turks, Safavids, and Mongols ruled their empires. 

I can discuss key components of Islam. ____ I can differentiate between Sunnis and Shi’ites. 

 I can summarize Muslims contributions in mathematics, science, and the arts.

Inquiry Standards: Questioning

 

Essential Standard(s):

  • 7.E.IC.2 Analyze the impact of growth and expansion on the allocation of resources and economic incentives

  • 7.G.MM.1 Analyze the push and pull factors that influenced movement, voluntary migration and forced migration in the societies and empires of Afro-Eurasia and the Americas between 600-1600.

  • 7.H.CO.1  Explain how religion influenced state-building, trade and cultural interactions between 600-1600.

  • 7.C.CP.1 Compare political institutions and their impacts on people in empires between 600- 1600.

 

Pre-Planned Questions: (2-3)

Compelling Question: How can geography and culture shape an empire?

Supporting Questions:

  1. How did the expansion of Islam impact the allocation of resources and economic incentives?

  2. What push and pull factors influenced voluntary and forced migration in the Middle East and North Africa and how did that influence the spread of religion?

  3. What are the similarities and differences between political institutions of various Islamic Empires?

 

DO: Instructional activities each day (How will they learn it)

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Bell Ringer: 

What role did religion play in the expansion of the Muslim Empire?

 

Plan: I can explain how an empire was created with the spread of Islam. 

 

Do:  

Knowledge Rating - Vocabulary Strategy

The Magic of Baghdad

The Growth and Spread of Islam

Guided Notes

Empires of Faith PBS




 

Formative Assessment – 

Knowledge Rating  Chart

Cornell Notes Check


 

Bell Ringer: 

How did the Abbasids build a powerful empire?

 

Tuesday:

Plan:   I can summarize Muslim contributions in mathematics, science, and the arts.

Do: 

Word Web

The Islamic Golden Age

Islamic Achievements Ranking Activity




 

Formative Assessment-

 

Quizizz Review


 

Bell Ringer:

 

Wednesday:

Plan:  

I can compare the ways in which the Turks, Safavids, and Mongols ruled their empires.

Do: 

Sinbad and the Sailor pg 126 Literature Connection

The Legacy of the Golden Age Foldable

Kagan Groups

 

Formative Assessment: 

Quizlet Live

Bell Ringer:

Why did trade often lead to cultural exchange?

 

Thursday: 

Plan:  I can describe the growth and expansion of trade in Arab society in the 600’s.

Do: 

Crash Course History- John Green

Jewels of Wisdom Vocab Game

Early Caliphs in Islam

Primary Source Activity

 

Formative Assessment: Exit Ticket

Notebook checks

Bell Ringer:

In what ways does Islam affect the personal lives of Muslims?

 

Friday: 

Plan:  I can analyze the issue behind the split in the Islamic community.

 

Do: 

Unit Test-Islam

NewsEla Article  Sunni/ Shia

Article of the Week, Current Events, Close Reading Activity/Socratic Seminar

 

Formative Assessment: Close Reading Assignment, Quiz

       

Assessment:  (How Can We Measure That They’ve Learned It)

Cornell Notes Check 

Exit Slip

Teacher Survey

Go Formative

Quizizz

Interventions:  (What steps are in place if they haven’t learned it)

Based on assessment data - student specific. 

Providing extra time for a student to complete the same test/assignments as his/her peers 

• Reading a test to a student 

• Providing preferential seating

• Providing an evidence-based one-on-one intervention to improve a student’s reading comprehension for 30 minutes twice per week. 

Specific Skills (non-negotiables) standard and student need specific

Close Reading

Cornell Notes 

Thinking Like a Historian 


 

Vocabulary Focus/Word Wall

(Critical Vocabulary)

Primary Source

Secondary Source

Sourcing

Context

HIstorians

Close Reading 

Artifacts

Evidence

Islam

Muslim

Hijrah

Qur’an

Sunnah

mosque



 








 


 

Mon:

Tue:

Wed:

Thu:

Fri:

 

Differentiated Instruction:  (How do we go deeper if they’ve already learned it)   Be specific.  How are we pushing for growth? Extensions and variations

  • Design lessons based on students’ learning styles.

  • Group students by shared interest, topic, or ability for assignments.

  • Assess students’ learning using formative assessment.

  • Manage the classroom to create a safe and supportive environment.

  • Continually assess and adjust lesson content to meet students’ needs.




 

Study: (Data driven decisions) What does the data tell you?  What do you need to reteach? ) Share bi-weekly in PLC and do it

 

1st- 81%

3rd- 88%

6th- 78%


 

Act: (Continuous improvement/How will we do it differently next week?)  This should be included in your next PDSA/Lesson Plan. What do the students say worked?  What Didn’t work? Share bi-weekly in PLC

 

RTI reading

Reading strategies to address struggling readers