LESSON PLANS
Grade/Subject World History
Date: September 22-26
Learning Goal: Describe the emergence of early river (Nile,
Tigris, Euphrates, Indus, Huang (also known as Yellow)
civilizations.
Monday
SPECIAL NOTES
Bell Ringer
Tuesday
Prepared by: B. Veatch
Daily Objective: Students will evaluate the emergence of
early civilizations by understanding the economic,
political, social, and religious makeup of these early
civilizations.
Wednesday
Thursday
Substitute Teacher
What are the 4 civilizations
that we are discussing?
Review Vocabulary
Why is shelter so
important to a river valley
civilization?
Besides water, what did
the rivers offer the people?
Review the important
rivers worksheet that we
began on Thursday.
Review vocabulary with
students.
Go
over
worksheet.
Divide students into pairs.
Hand out Project
Directions slip-Shelter to
students.
Divide students into pairs.
Hand out Project
Directions slip-Shelter to
students.
WE DO:
Discuss worksheet. Check
progress and understanding
level.
Begin worksheet. Check
for understanding.
Go over Project
Directions slip-Shelter
with students, answering
any questions. Have
students hand out supplies.
Go over Project
Directions slip-Shelter
with students, answering
any questions. Have
students had out supplies.
YOU DO:
Break into pairs and
complete remainder of
worksheet.
In small group, complete
worksheet.
Students have remaining
class time to design and
construct what they think
would be a safe shelter for
their civilization.
Students have remaining
class time to design and
construct what they think
would be a safe shelter for
their civilization.
How would you compare
the early river valley
civilizations to the early
agricultural communities?
How would you compare
the early river valley
civilizations to the early
agricultural communities?
Procedure:
I DO:
*You may read an AR
book if your finish.
Essential
Question
How would you compare
the early river valley
civilizations to the early
agricultural communities?
Friday
Special presentation.
none
We will attend a “cyberbullying workshop in the
cafeteria during this time.
Assessment
Materials
Students will design and
construct a sturdy shelter
representing the early river
valley.
Project materials: glue,
wooden sticks,
construction paper,
Students will design and
construct a sturdy shelter
representing the early river
valley.
Project materials: glue,
wooden
sticks,
construction paper,
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s LEP and IEP’s in the Lesson
Plan folder.
Students will defend the
design and construction of
their shelter to the class.
Completed projects
Key Vocabulary:
Nile, Tigris-Euphrates, Indus, Huang (Yellow) river valley civilizations
Content and Context Clues/ Gestures
Multi media
Individual Instruction
Peer Tutoring/grouping
Alternative Assessments
Adapted Assignments
Read aloud while students follow along
Seating
Visual Aids
Strategies
LESSON PLANS
Date: September 22-26
Grade/Subject Civics
Learning Goal: Explore the purpose of government and
evaluate natural rights.
Monday
SPECIAL NOTES
Tuesday
Prepared by: B. Veatch
Daily Objective(s): Analyze various documents that formed
and changed our country during its formative years.
Wednesday
Thursday
Read the Declaration of
Independence
Substitute Teacher
Finish assignment from
yesterday.
Read the Declaration of
Independence
Read the Declaration of
Independence
Read the Declaration of
Independence
I DO:
Reread the Declaration of
Independence with you.
Reread the Declaration of
Independence with you.
Discuss
the
founding
fathers with you
Review vocabulary,
Review lessons from this
week for tomorrows quiz.
WE DO:
Discuss how we could
bring the Declaration of
Independence into kid
friendly terms.
Discuss how we could
bring the Declaration of
Independence into kid
friendly terms.
Choose a founding father
to create your “Face Place”
page for.
Have an open discussion
for any questions, concerns
and vocabulary questions.
YOU DO:
With your partner, rewrite
the Declaration of
Independence to reflect the
changing times and in a
kid friendly point of vies
With your partner, rewrite
the Declaration of
Independence to reflect the
changing times and in a
kid friendly point of vies
Complete your “Face
Place” worksheet. Upon
completion, compare and
share with your neighbor.
Work in pairs playing
word games for vocabulary
and Round Robin for
content.
Essential
Question
Many people do not know
about the ideas that helped
in the writing of the
Constitution and Bill of
Rights; in today’s
oppositional society, what
do you feel is most
important to inform people
about to remember our
roots as a country?
Many people do not know
about the ideas that helped
in the writing of the
Constitution and Bill of
Rights; in today’s
oppositional society, what
do you feel is most
important to inform people
about to remember our
roots as a country
Many people do not know
about the ideas that helped
in the writing of the
Constitution and Bill of
Rights; in today’s
oppositional society, what
do you feel is most
important to inform people
about to remember our
roots as a country
Many people do not know
about the ideas that helped
in the writing of the
Constitution and Bill of
Rights; in today’s
oppositional society, what
do you feel is most
important to inform people
about to remember our
roots as a country
Bell Ringer
Friday
We will be attending a
Cyber Bullying Seminar
Procedure
Assessment
Working on project.
Completion of project.
Completion of Face Place
worksheet
Participation for group
study session
Materials
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s IEP
Content and Context Clues/ Gestures
Multi media
Individual Instruction
Peer Tutoring/grouping
Alternative Assessments
Adapted Assignments
Read aloud while students follow along
Seating
Visual Aids
Strategies
Key Vocabulary:
Constitution, Bill of Rights, Declaration of Independence, Founding Fathers
LESSON PLANS
Date: September 22- 26
Grade/Subject
Learning Goal: Analyze the impact of economic decisions
Monday
SPECIAL NOTES
Bell Ringer
Tuesday
US History
Prepared by: B. Veatch
Daily Objectives: Student will explore DBQ: What Drove the
Sugar Trade?
Wednesday
Thursday
Substitute Teacher
Think about everything
you eat in one day? How
much sugar do you think
you consume?
What is your favorite
recipe where the main
ingredient is sugar?
Re-examine your DBQ
documents. According to
this document what was
one of the most important
factors that drove the sugar
trade?
What do you think drove
the sugar trade more land
and climate or Consumer
Demand?
I DO:
Introduce DBQ on the
Sugar Trade to the students
Read document portion of
DBQ to students
Read portion of document
that contains the Caribbean
colonization
Read portion of document
that contains the Caribbean
colonization
WE DO:
Read the DBQ together
and check for
understanding.
Examine document to
determine to see how it
relates to the Sugar trade.
Review DBQ with students
Review DBQ with students
YOU DO:
Practice making
connections between
economic events.
Practice reading the
documents and checking
for connections/
Answer prompts given by
teacher.
Answer prompts given by
teacher.
Essential
Question
What is a DBQ?
(Document Based
Question)
How did land and climate
drive the sugar trade?
Do you think consumer
demand drove the sugar
trade?
What is the main idea of
document 4?
Assessment
Written response to DBQ,
what question is it asking?
Written response to teacher
driven questions.
Completion of DBQ
packet.
Materials
DBQ packet
Written
response
determining how the DBQ
relates to the sugar trade
DBQ packet
DBQ packet and teacher
driven questions.
DBQ packet and teacher
driven questions.
Procedure
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s IEP
Friday
We will be attending a
Cyber bullying seminar
Key Vocabulary:
Stimulants, relinquish, capital, auxiliary, mercantilism, industry, cultivation
Content and Context Clues/ Gestures
Multi media
Individual Instruction
Peer Tutoring/grouping
Alternative Assessments
Adapted Assignments
Read aloud while students follow along
Seating
Visual Aids
Strategies