Standard: Cal Hist 7.11.2., & 7.11.3 Objective: SWBAT describe the effects of long-distance trading in East-African city-states by finding the central ideas of a primary source document and writing a CEEEEL. Do Now: Step 1: Take out all items "On My Desk" & Take out your lesson 9 packet (Beavers Step 2: Take out your agenda, and write down your homework: 1) Finish Lesson 9 & 10 if not complete in class Step 3: Read a book Direct: 1) Approximately 40-50 minutes- Students will be given a brief introduction to historical writing. Students will practice with Lesson 9's CEEEEL requirement 2) Approximately 50 minutes- Students will work on Lesson 10 Do Now, Contextualization, Sources, and CEEEEL exit ticket (using new historical writing strategies)
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Standard: Cal Hist 7.11.2., & 7.11.3 Objective: SWBAT describe the effects of long-distance trading in East-African city-states by finding the central ideas of a primary source document and writing a CEEEEL. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your agenda, and write down your homework: 1) 12 iReady Lessons due Friday Step 3: Read a book Direct: Do Now, Contextualization, Introduce essential question: "What were the effects of long-distance trading in East-Africa City States?" Review CFS: Criteria for Success: I will be successful today if I…
Independent I: Students will read Document A, Part 1-3. Teacher will circulate and provide quick written/batch feedback as needed. CFS #1. Collaborative: Students will discuss the long-term effects of long-distance trading in East Africa in small groups, completing the graphic organizer in their packets. CFS #2. Exit Ticket: Students will complete the paragraph answering the essential question. Detailed CFS for the paragraph response is in student packet Standards: N/A Objective: SWBAT demonstrate understanding on ELA standards by completing Interim 3 test and notes. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out agenda, and write down your homework: 12 iReady lessons due Friday Step 3: Read a book Independent: Students will complete Interim tests, and note packets. Options if finished early: iReady Makeup Work Achieve 3000 Read Standards: N/A Objective: SWBAT demonstrate understanding on ELA standards by completing Interim 3 test and notes. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out agenda, and write down your homework: 12 iReady lessons due Friday Step 3: Read a book Independent: Students will complete Interim tests, and note packets. Options if finished early: iReady Makeup Work Achieve 3000 Read TOMORROW is your Interim 3. The last Interim of the year. Yes, this Interim will be graded. Yes, there will be a celebration for those who meet or exceed standards. Yes, you need to get a good night's sleep tonight. Standards: N/A Objective: SWBAT catch up on missing work in ELA/History class. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your agenda, and write down your homework: 12 iReady lessons due Friday Step 3: Read a book Independent: Today we will be working on eliminating zeros from the gradebook! Incentives/Rewards: 1 completed assignment/iReady lesson = 1 small sweet treat 3 completed assignments/iReady lessons= 1 raffle ticket 5 completed assignments/iReady lessons= 2 raffle tickets or a spicy treat 7 or more completed assignments/iReady lessons= 10 mins free computer time Students who are caught up, and ahead on this week's iReady lessons may read a book. Standards:
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Do Now: Step 1: Take out all items "On My Desk" Step 2: Turn in your Marco Polo article + extra credit to the cohort bin Step 3: Take out agenda, write down homework: Catch up on iReady and missing work Step 4: Read a book Whole Group: 1. Word of the day: Migration 2. Students will complete the warm up questions on the first page of the packet. 3. Teacher will present the essential question, criteria for success, and historical context for the lesson. CFS: I will be successful today if I…
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Morning Beavers and Bulldogs! Just as a heads up... here is out plan for the next week or so. We move fast in History, so make sure you are READY everyday!: Thursday (today): Lesson 7 Friday: Lesson 8 Monday: Lesson 9 Tuesday:Interim 3 Wednesday: Interim 3 Thursday: Lesson 10 Friday: Lesson 11. 7.3.4 Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty. 7.11.3 Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers. Objective: SWBAT determine what types of technology contributed to the rise of Indian Ocean trade routes by creating a claim. Do Now: Step 1: Take out all items "On My Desk" Step 2: Turn in your Lesson 6 packets (last night's homework) Step 3: Take out your agenda, and write down your homework: 1) 1. Marco Polo CATCH annotations towards the essential questions: What is the central article? How does this connect to what we have learned about the Silk Road thus far in class? due Friday 2. Marco Polo Extra Credit due Friday 3. 9 iReady Lessons due Friday Step 4: Read a book or work on your Marco Polo reading Direct: Do Now: Students will illustrate scenarios in which things might go wrong or be difficult on q long maritime (water) journey with precious cargo (items for sale). Introduce essential question, contextualize and read resources, engage in a small group discussion Criteria for Success: I will be successful today if I can… Accurately find the central ideas of Documents A-D. Identify 4 technology contributed to the rise of Indian Ocean trade routes? Answered the essential question by identifying the 4 technological aspects that contributed to the rise of Indian Ocean Trade Routes in the form of a claim Exit Ticket: Students will complete the paragraph answering the essential question. Standards: CAL HIST 7.3.4: Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty. CCSS.ELA-LITERACY.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Objective: SWBAT identify and describe the factors that enabled access to the Indian Ocean trade routes by finding the central ideas of primary and non-primary sources. Do Now: Step 1: Take out all items "On My Desk" Step 2: Turn in your completed film analysis work if you didn't yesterday (this was due today) Step 3: Take out agenda and write down homework: 1. Marco Polo CATCH annotations towards the essential questions: What is the central article? How does this connect to what we have learned about the Silk Road thus far in class? 2. Marco Polo Extra Credit due Friday 3. 9 iReady Lessons due Friday Step 4: Read a Book Direct: CFS: I will be successful today if I can… 1. Accurately find the central ideas of Documents A-C. 2. Identify 3 factors that enabled access to the Indian Ocean trade routes. 3. Describe at least 1 of these factors in details, using the best evidence from Documents A-C. -Teacher will lead the class in Do Now/ Contextualization of today’s essential question. We will be watching a short clip from Crash Course and completing notes on page 2 of the packet. -Students will complete Document Analysis for sources A-C (CFS #1). -Students will complete the “Small Group Discussion” in small groups. Since this is not an analytical question, there will not be a full collaborative discussion today. (this can be done in groups of 3 or 4) Students will be identifying the 3 factors that enabled access to the Indian Ocean Trade routes (CFS #2), matching each factor with a document, and providing 1 key detail to describe it. (10 minutes) -Exit Ticket: Scholars will write a brief paragraph answering the essential question (CFS #3). Independent (when complete with direct work) Step 1 and Step 2 are due Friday, start of class: STEP 1: Read your article about Marco Polo (one of the explorers along the silk road), complete CATCH annotations towards the essential questions: What is the central article? How does this connect to what we have learned about the Silk Road thus far in class? STEP 2: Extra Credit Opportunity! Read your instructions on your packet! Cross out Resource 3... the link is not working. Resource 1: Interactive Map of the Cities along the Silk Road Resource 2: Log into Brainpop and watch the video titled "Marco Polo" and "Silk Road". Use username: 123dog, password: 123cat Resource 3: NOT WORKING, DO NOT TRY THIS RESOURCE STEP 3: If all above is done, work on your iReady Lessons (9 lesson due by the end of the week) Standard: R.L.7. 7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film) Objective: SWBAT compare and contrast the novel and film versions of The Call of the Wild by completing a film analysis activity. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your agenda, and write down your homework: 1. 9 iReady lessons due Friday 2. Unfinished film analysis due Wednesday Step 3: Read a book Whole Group/Independent: Students will finish viewing the 1993 film version and complete the following two CFS: 1) Analyze the extent to which a filmed or live production of a story or drama stays faithful to/departs from the text or script. <-- during the film 2) Develop a written evaluation of the choices made by the director and actors in which you critique the differences you noted. <-- after the film With extra time, students should work on: 1) iReady Objective:
Step 1: Take out all items "On My Desk" Step 2: No Homework Step 3: Read a book Independent Station:
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