Unit 2 Week 1 - L'Artiste de La Semaine

?DHS Weekly Lesson PlanTeacher: KesselDate: 01/23/17-01/27/17Subject: World History Grade: 10Unit Name: Unit 1: Connecting Themes and The Rise of Civilization Key Standard(s) Addressed: Standards: SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism. SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE. a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka. b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism. c. Describe the development of Chinese civilization under the Zhou and Qin. d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea. e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.Key Elements Addressed: SSWH3- Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.- Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.- Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion ofGreek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar.Data to be considered: (Formative and summative data. Benchmarks, standardized tests, teacher made quiz, grade level unit exam, etc. Student reading levels.) Students’ Present level of Performance and Knowledge - Benchmark data results and/or teacher’s anecdotal notes specific to the weekly focus and CCGPS:Summative AssessmentsStudent work will be evaluated based on comprehensibility and work should exhibit the use of new vocabulary and structuresFormative AssessmentsWalk around and observe student work and listen to their responses: The teacher will monitor students’ progressOral evaluation in Class discussions that indicate students' knowledge Sponge response and exit ticketsChapter exercises Vocabulary quizClassroom Layout: Describe any special classroom arrangements that will facilitate the planned lessons.Teacher desk/table remains at front of the classroom for specific assignment completion and appropriate monitoring during assignments student desks will be arranged in a variety of ways to facilitate group work, projects, and activitiesStudent Groupings: Heterogeneous/Homogeneous-ability, learning styles, interest, etc.Students will be grouped in pairs and work collaborativelyWork individuallyGrouped by proficiency level and by level of needsDifferentiation Strategies: Technology training for technology-lovers, oral practice, mixed modality learning including auditory and visual techniques, sentence starters, visual aids, ask open ended questionsGifted students: Additional activities to expand the learning on the lesson contentGifted students: Employ the use of open ended questions, provide more abstract resources for gaining personal understanding, focus on interdisciplinary units, encourage students to tutor their peers, allow students to suggest changes in process or products for their learningOpen brainstorm for new unit Other learners (please specify for each group): How will you adapt the learning for students who need pre-requisite skills or remediation? Remediation activities include methods to develop skills or re-teach the learning for students who need more.(IEP) Preview of content, concepts, and vocabularyAdditional after school tutoring for struggling students, additional exercises Speaking- allow adequate time to form responses, introduce vocabulary explicitly, encourage usage of language verbally with peersAdditional time for skill masteryPreview of content, concepts, and vocabularyHave the student repeat directions back to the class to check for understandingStudent working with an assigned partnerVisual presentation, check work frequently for understandingStudent Products: What artifact(s) or products will result from the lesson to provide information about student learning? Examples: performance task, a critical experience and/or observation record, writing assignment, project, oral explanation, lab notebook, a picture, a journal entry, reader and/or writer’s response, etc…)Notes (guided) Graphic organizers, chapter book work, daily exit tickets, primary source analysis, Greece video questionsFormative vocabulary quizClass discussion, question and responseGreek trading cards activity, Materials Needed: Teacher-made warm-up activities, poster paper for brainstorm, construction paper for name tags, website resources like Textbook, promethean board, quiz, worksheet and handouts, graphic organizers, dry erase markers, chart paper, white board, otherEssential Questions: 1. How do the institutions of religion, government, and the economy shape the development of civilizations? 2. How did the role of religion in society change with the rise of the major world religions and ethical systems of Hinduism, Judaism, Confucianism, Buddhism, and Christianity? 3. How did ancient civilizations interact with each other? 4. How did the rule of law evolve throughout the rise and fall of ancient empires? 5. How did the Greek culture develop? 6. How did Athens differ from Sparta?LundiMardi MecrediJeudiVendrediWarm up (do now)Exit ticket from Friday about India“Connect to Today,” questions 1-2, Chapter 2 & Chapter 3Primary source analysis – students interpret the writings of Aristotle, Plato and Socrates“Analyzing Key Concepts,” questions 1-2, Chap 5“Connect to Today,” questions 1-2, Chapter 5OpeningReview all exit tickets thus farReview spongeReview sponge and discuss standardsReview sponge and discuss standardsReview spongeWork PeriodHammurabi's Code vs. 10 CommandmentsCommandments for classThe 6 ancient major world religions graphic organizers Vocab./Past Code gamesAncient India & China Powerpoint & notesP.P. to prep. for vocab. QuizVocab quizAnalyzing Art, Chapter 2If time: Ashoka & Gupta reading and q'sSlide show – images of ancient Greek architecture, artifacts, and maps + placards activity Sparta vs Athens, Persian Wars, Greek Golden AgeIf time: Democracy simulation “Standards Based Assessment,” questions 1-3, Chapter5Quiz remediation from TuesdayGreek Guided Notes and PowerpointGroup activity –Greek trading cards: Groups compete to identify Greek GodsAlt. If we have Ipods or computer lab: Greek Gods webquestAlexander the Great, notes and videoKahoot Review gameClosing/Summarizing Exit ticket q'sWhy study Greek Hisory? Intro. To the Greeks: Minoans, Homer, the Greek polis (roots of democracy)Daily exit ticketDaily Exit ticketDaily Exit ticketAssessment of LearningExit ticketClass discussion Compare and contrastCorrect and explain material coveredVocab. gameOral responseExit ticketClass participationBook warm upVocab. quizCorrect and explain material coveredCritical analysis skills Chapter exercisesEvaluation of student notesPrimary source analysis Oral responseChapter exercisesClass discussion and responseEvaluation of student notesOral responseClasswork Class participation HomeworkEvaluation of student notesExit ticketCooperative groupsExit ticketClass discussion Video questionsCorrect and explain material coveredExit ticketHomeworkStudy for vocab. quizP. 84 #1-8, #14-18, P.85 #1-2, P. 117 #1-3Same as yesterdayGreek City States & Philosophy HWBracketology extra credit ................
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