Day One: See Appendix A for lesson materials Teacher: Katie Subject: World Grade Level: 8th Porter History to 1500s Unit Duration: 10 Lesson Date: February 25, 2013 Unit Topic: Islam days Lesson Topic: Parallel Text Predominant Method/Model: The life of Directed Reading Lesson (including page Muhammad #s): Arquilevich, Gabriel. World Religions: Interdisciplinary Thematic Unit. Westminster, CA: Teacher Created Materials, 1999. Print. Curriculum Alignment (AHSGE, SAT, ACOS): AL-ALEX-2008.SS.8.11 Describe early Islamic civilizations, including the development of religious, social, and political systems. AL-ALEX-2008.SS.8.11.1 Tracing the spread of Islamic ideas through invasion and conquest throughout the Middle East, northern Africa, and western Europe Concurrent Skills/Competency Focus: main idea, key words, highlighting, listening, context clues Instructional Objectives: 1. TSW describe Arabia before the rise of Islam. 2. TSW explain how Muhammad began to unify the Arabian peninsula under Islam. 3. TSW identify Islamic beliefs and practices. INSTRUCTIONAL PROCEDURES MATERIALS/RESOURCES (Designating Set and Closure) (Aligned with Procedures) Bellringer: Turn to the “Using TTW greet students at the door. Geography Skills” section on TSW complete the bellringer. page 374 in your book. TSW copy weekly agenda written on the board. Answer questions 1 and 2 in TTW collect bellringers from the previous week. complete sentences. TTW review the daily bellringer with the class by White board, dry erase asking a student to answer each question. This can be markers, textbook done with equity sticks. TTW pass out the guided reading passage. (See attached passage) The passage selected is pages 91-93 Equity sticks Guided reading passage, of Arquilevich, Gabriel. World Religions: highlighter, pen Interdisciplinary Thematic Unit. Westminster, CA: Teacher Created Materials, 1999. Print. The majority of the students can read this passage in twenty minutes. Those that cannot finish in time will be able to highlight and underline as class progresses. I. PRE-READING: TTW expand background readiness by evaluating the text. TTW assume that TSW know nothing of the material. The text is written for the appropriate age group, so there should be no misinformation or reading struggles. TSW be expected to underline the text for key features as they go. To review their underlined words TTW have them highlight the text as a class. TTW attend to key vocabulary by a method used during the classroom often: word wall. TSW add words that they do not understand to the word wall so they take ownership of their vocabulary acumen. TTW preview structural features by review the text that is divided into brief paragraphs over three pages. TTW anticipate TSW question the necessity of underlining the text. TTW inform the students that this is a continuation of the note taking skills achieved and honed during the Christianity unit. TSW be motivated to read the passage because TTW be patrolling and stopping by every desk to look over the underlined portions. This will allow for formative assessment. (All) Learners do not need an overview of information because this is an introductory piece for them to understand Islam. SET: TTW ask the students the name of the class. TSW respond with: World History to 1500. TTW explain that TSW treat the history of Islam as they would any other ancient civilization. TTW ask the students what they learned about the history of Christianity that shocked them. From there TTW address preconceived notions and dissuade the students from using them for a potentially controversial topic like Islam. II. CONCURRENT READING: TTW facilitate the comprehension of the text by having the student underline what they find to be important. TTW walk around the room after about five minutes of reading and annotating and assess their underlined portions. (All) TTW induce visualization by reminding them of their note taking tools: logographic cues, shorthand, and other symbols. TTW monitor for understanding by walking around the room and assessing every student's paper during reading time. This will reinforce their note taking skills. III. POST READING TTW develop skills learning by utilizing equity sticks to ask for examples of underlined portions of the text. (All) Then, after about ten examples, TTW ask the class to choose what should be highlighted. Every student will highlight the portions that the class decided were the most important. Thus, TSW have their own annotations bolstered by the examples from the class. TTW ask for feedback or questions. CLOSURE: TTW close by reiterating the purpose of note taking and address any other concerns that emerged from the class. ASSESSMENT (Of Objectives) TTW monitor student progress by analyzing their highlighted portions, asking various questions about the text, and adding any unknown terms or words to the class word wall. Modifications: ELL students will be allowed to bring in electronic translators. In certain circumstances, students will be allowed to work with a bilingual peer. The notes will be on the blog and the students are familiar with free online translation tools. Day Two: See Appendix A for lesson materials Teacher: Katie Subject: World Grade Level: 8th ASSIGNMENT (For Review, Practice, and/or Extension) The students will finish annotating and highlighting their handout if left unfinished at the end of class. Porter Unit Topic: Islam Lesson Topic: Arabian Peninsula geography, Muhammad’s early life, and the Beginnings of Islam History to 1500s Unit Duration: 10 Lesson Date: 26 February 2013 days Parallel Text Predominant Method/Model: Direct Instruction with Lecture as the method of (including page delivery #s): Spielvogel, Jackson J. Glencoe World History: Journey through Time :. Alabama ed. New York: Glencoe/McGrawHill, 2005. Print. The Early Ages. Chapter 11. Curriculum Alignment (AHSGE, SAT, ACOS): AL.ALEX.2008.SS.8.11: Describe early Islamic civilizations, including the development of religious, social and political systems. Concurrent Skills/Competency Focus: Note-taking, listening, making connections Instructional Objectives: 1. TSW describe Arabia before the rise of Islam. 2. TSW explain how Muhammad began to unify the Arabian Peninsula under Islam. INSTRUCTIONAL PROCEDURES MATERIALS/RESOURCES (Designating Set and Closure) (Aligned with Procedures) TTW greet the students at the door. I. ENTRY: PREPERATION FOR LEARNING SET: TTW state the daily agenda and objectives: complete the bellringer, copy the assignments, there will be a lecture where TSW be taking notes, and then there will be a collaborative review at the end of the lecture. The instructional objectives for the lesson will be mentioned at this time. They are: TSW describe Arabia before the rise of Islam and TSW explain how Muhammad began to unify the Arabian Peninsula under Islam. TTW take attendance as the students complete the bellringer written on the front board. The bellringer for this lesson will be: Bellringer: There were three questions for the bellringer today: What is a synonym for Semitic? Whiteboard, markers What does Ka’bah mean in Arabic? What number occurred multiple times through out the text? The bellringer will act as the SET. TTW monitor the class for participation and completion of the bellringer. TTW ask a pre-selected student to answer the bellringer questions. Since there are different classroom climates, these students may be picked using equity sticks or students may be asked to answer the bellringer if they struggled with the material the previous day. II. PRESENTATION Equity sticks TTW have prepared a PowerPoint on the following topics: Arabian Peninsula geography, Muhammad’s early life, and the Beginnings of Islam. TTW monitor the students’ understanding of the material by asking questions such as: Who was Muhammad’s wife? Khadijah What covers the majority of the Arabian Peninsula? Desert Who spoke to Muhammad in the cave? The angel Gabriel PowerPoint Slides TSW be taking notes during the lecture. They will need their own paper and pen. Students lacking their own supplies will be issued a detention. III. CLOSURE: REVIEW OF LEARNING TTW end the lecture and prepare a final slide titled: Check for Understanding. TSW answer the questions on a blank piece of paper. TTW review the answers with the class. TTW tell the students that they will be reviewing Muslim dynasties tomorrow. TTW dismiss the students as the bell rings. ASSESSMENT (Of Objectives) TTW pose questions throughout the lecture as well as the exit activity with the “Check for Understanding” questions. ASSIGNMENT (For Review, Practice, and/or Extension) Read 11.1 for homework. 11.1 Content quiz on Friday, March 1st. Modifications: ELL students will be allowed to bring in electronic translators. In certain circumstances, students will be allowed to work with a bilingual peer. The notes will be on the blog and the students are familiar with free online translation tools. Day Three: See Appendix A for lesson materials Teacher: Katie Subject: World History to 1500s Grade Level: 8th Porter Unit Duration: 10 days Lesson Date: 27 February Unit Topic: Islam 2013 Lesson Topic: Parallel Text (including page #s): Predominant Muslim Spielvogel, Jackson J. Glencoe World Method/Model: Dynasties History: Journey through Time :. Alabama Direct Instruction with Lecture ed. New York: Glencoe/McGraw-Hill, as the method of delivery 2005. Print. The Early Ages. Chapter 11. Curriculum Alignment (AHSGE, SAT, ACOS): AL.ALEX.2008.SS.8.11: Describe early Islamic civilizations, including the development of religious, social and political systems. Concurrent Skills/Competency Focus: Note-taking, listening, making connections Instructional Objectives: 1. TSW identify important facts from the following Muslim political and social systems: Caliphs, Rightly-Guided caliphs, Sunni/Shi’ites, Umayaads, Abbasids, and the Seljuk Turks. INSTRUCTIONAL PROCEDURES MATERIALS/RESOURCES (Designating Set and Closure) (Aligned with Procedures) TTW greet the students at the door. I. ENTRY: PREPERATION FOR LEARNING SET: TTW state the daily agenda and objectives: complete the bellringer, copy the assignments, there will be a lecture where TSW be taking notes, and then there will be a collaborative review at the end of the lecture. The instructional objective for the lesson will be mentioned at this time. It is: TSW identify important facts from several Muslim political and social systems. TTW take attendance as the students complete the bellringer written on the front board. The bellringer for this lesson will be the “Using Geography Skills” questions on page 380 of their textbook. The bellringer will act as the SET. TTW monitor the class for participation and completion of the bellringer. TTW ask a pre-selected student to answer the bellringer questions. Since there are different classroom climates, these students may be picked using equity sticks or students may be asked to answer the bellringer if they struggled with the material the previous day. II. PRESENTATION Whiteboard, dry erase markers Equity sticks Textbook PowerPoint (see attached) TTW have prepared a PowerPoint on the following topics: Caliphs, Rightly-Guided caliphs, Sunni/Shi’ites, Umayaads, Abbasids, and the Seljuk Turks (see attached). TTW monitor the students’ understanding of the material by asking questions such as: Why was hiring mercenaries a sign of a civilization’s decline? It shows that the civilization does not care about the wars it is fighting. Where do the majority of Shi’ite’s live? Iran and Iraq Why were they called Rightly-Guided? Because they personally knew Muhammad. Within the PowerPoint, there is a chart on the four Rightly-Guided Caliphs. TSW use their notes to fill in the chart of Muhammad’s closest disciples. TTW walk around the room assessing for understanding and answering any questions. TTW ask students to help fill in the chart with their answers. TSW self-check their charts for accuracy and fill in pieces their peers added. Note taking supplies Computer Projector III. CLOSURE: REVIEW OF LEARNING TTW end the lecture and prepare a final slide titled: Collaboration Review. TSW be grouped into fours. TSW will be assigned numbers: 1,2,3,4. Using their notes only, the 1s will analyze the Rightly-Guide caliphs. The 2s will research the Umayyads; the 3s the Abbasids; and the 4s the Seljuk Turks. TSW be looking for these groups’ significant developments in Islam as well as their periods of rule. This activity should take about 10 minutes. After the ten minutes, the students will share their findings with their groups and fill in the collaboration review chart. CLOSURE: TTW review the collaboration review charts with the class. If the students have not finished their charts it will be homework. TTW tell the students that they will be studying the Five Pillars of Islam the following day and to prepare for an interactive activity. They will only need their notebooks and a writing utensil. ASSESSMENT ASSIGNMENT (Of Objectives) 1. TSW identify important facts from the following Muslim political and social systems: Caliphs, RightlyGuided caliphs, Sunni/Shi’ites, Umayyads, Abbasids, and the Seljuk Turks by successfully completing the collaboration review. Modifications: ELL students will be allowed to bring in electronic translators. In certain circumstances, students will be allowed to work with a bilingual peer. The notes will be on the blog and the students are familiar with free online translation tools. (For Review, Practice, and/or Extension) Complete the collaboration review if not finished in class. Day Four: See Appendix A for lesson materials Teacher: Katie Subject: World History to 1500s Grade Level: 8th Porter Unit Duration: 10 days Lesson Date: 28 February 2013 Unit Topic: Islam Lesson Topic: Parallel Text (including page #s): Predominant Method/Model: The Five Pillars Spielvogel, Jackson J. Glencoe Direct Instruction with Lecture and of Islam World History: Journey through deductive concept attainment as the Time :. Alabama ed. New York: modes of delivery Glencoe/McGraw-Hill, 2005. Print. The Early Ages. Curriculum Alignment (AHSGE, SAT, ACOS): SS.8.11.1 Concurrent Skills/Competency Focus: Working together, making connections, note taking Instructional Objectives: TSW identify Islamic beliefs and practices. INSTRUCTIONAL PROCEDURES (Designating Set and Closure) I. Daily review TTW greet the students at the door. SET: TSW begin the bellringer written on the left hand corner of the front board. The bellringer is: Answer the DBQ on page 382 of your textbook. TTW review the agenda for the day, covering assignments for the week. TSW have a quiz on Friday on 11.1. TTW transition to the lecture portion of the direct instruction lesson by preparing the whiteboard and projector. The PowerPoint will have already been prepared and loaded to the classroom computer. II. Structuring and presenting information TTW state the lesson’s objective as follows: TSW identify Islamic beliefs and practices. TTW present a very brief PowerPoint “setting the stage” for the lesson. It will cover the basics of the Five Pillars of Islam. TTW inform the students to pay very close attention to the lecture, as there will be a collaborative MATERIALS/RESOURCES (Aligned with Procedures) Textbook White board, dry erase markers PowerPoint Slides, computer, projector Five Pillars Graphic organizer activity that will require their understanding of the lecture. III. Guided practice I. Deductive Concept Attainment TTW pass out the Five Pillars Graphic Organizer (self generated/see attached) The concept will be identified as Islamic Beliefs and Practices. II. DEDUCING CONCEPT ATTRIBUTES TTW divide the classroom by columns (1-6). Column 1: Belief Column 2: Prayer Column 3: Charity Column 4: Fasting Column 5: Pilgrimage Column 6: The Five Pillars of Islam TTW have 25 words written on the board. TSW work within their column to determine which five words are associated with their assigned pillar. The sixth column will be working collaboratively to create a synthetic paragraph of the five pillars as a whole. After the column believes they have all of the words, TTW check for accuracy. Once all the columns are correct, each student will stand up and state a word associated with his or her respective column. The students will continue to stand until all 25 words have been accounted for. TSW copy their peers’ points on their own graphic organizer. II. Structuring and presenting information TSW read their paragraph out loud. TTW ask for feedback from the students. IV. Feedback and correctives TTW walk up and down each row assessing each student’s list of the concepts listed in the graphic organizer. See the attached graphic organizer labeled MOCKUP for the intended answers. V. Independent practice TSW complete the graphic organizers. VI. Weekly and monthly reviews TSW complete the 11.1 content quiz on Friday. CLOSE: TTW reiterate the importance of the Five Pillars of Islam and remind the students about their upcoming quizzes. TTW prepare an exit slip activity. TSW create a logographic cue for each of the five pillars and recreate it on the exit slip. Their five illustrations will garner them the ability to leave the classroom. ASSESSMENT (Of Objectives) TTW monitor students’ understanding by checking their graphic organizers for concept mastery, asking content questions during the presentations, and asking wrap up questions as time permits at the end of class. Modifications: ELL students will be allowed to bring in electronic translators. In certain circumstances, students will be allowed to work with a bilingual peer. The notes will be on the blog and the students are familiar with free online translation tools. Exit Slips ASSIGNMENT (For Review, Practice, and/or Extension) Prepare for the Word Wall quiz on Monday. Prepare for the 11.1 content quiz tomorrow. Day Five: See Appendix A for lesson materials Teacher: Katie Subject: World History to 1500s Porter Unit Duration: 10 days Unit Topic: Islam Lesson Topic: Parallel Text (including page #s): Trade and Spielvogel, Jackson J. Glencoe World everyday life, History: Journey through Time :. Alabama Muslim ed. New York: Glencoe/McGraw-Hill, achievements 2005. Print. The Early Ages. Chapter 11. Curriculum Alignment (AHSGE, SAT, ACOS): SS.8.11.1 Grade Level: 8th Lesson Date: March 1, 2013 Predominant Method/Model: SUBSTITUTE LESSON PLAN Concurrent Skills/Competency Focus: Note taking, outlining Instructional Objectives: TSW outline the cultural and scientific achievements of Muslim civilization, as well as about the daily life of the peoples of the Muslim empire. INSTRUCTIONAL PROCEDURES MATERIALS/RESOURCES (Designating Set and Closure) (Aligned with Procedures) SET: TSW complete the following bellringer: write a White board, dry erase complete sentence on each of the five pillars of Islam. markers TSW take a content quiz on 11.1. TSW outline 11.3. 11. 1 content quiz TSW prepare for the word wall quiz on Monday. The words are: accrue, affluence, implore, pilgrimage, purveyors, revelation, tedious. ASSESSMENT (Of Objectives) Textbook TTW assess the students’ understanding of the material by analyzing the 11.1 content quiz. Modifications: ELL students will be allowed to bring in electronic translators. In certain circumstances, students will be allowed to work with a bilingual peer. The notes will be on the blog and the students are familiar with free online translation tools. ASSIGNMENT (For Review, Practice, and/or Extension) Finish outlining 11.3 Prepare for the word wall quiz Day Six: See Appendix A for lesson materials Teacher: Katie Subject: World History to 1500s Grade Level: 8th Porter Unit Topic: Unit Duration: 10 days Lesson Date: 4 March 2013 Islam Lesson Topic: Parallel Text (including page #s): Predominant Ottoman Spielvogel, Jackson J. Glencoe World Method/Model: Empire, Mogul History: Journey through Time :. Direct Instruction with Empire Alabama ed. New York: Lecture as the mode of Glencoe/McGraw-Hill, 2005. Print. The delivery Early Ages. Curriculum Alignment (AHSGE, SAT, ACOS): 15.1-2 & 16. 1-3 & 17.1 Concurrent Skills/Competency Focus: Notetaking, listening, following directions, making connections Instructional Objectives: 1. TSW describe the Ottoman Empire’s origins. 2. TSW trace the expansion of Ottoman power. 3. TSW identify achievements under Suleiman the Lawgiver. 4. TSW explain the empire’s slow decline. 5. TSW describe the rise of the Mogul Empire. 6. TSW list the achievements of Akbar. 7. TSW list triumphs and failures of Akbar’s successors. 8. TSW explain why the empire declined. INSTRUCTIONAL PROCEDURES MATERIALS/RESOURCES (Designating Set and Closure) (Aligned with Procedures) TTW greet the students at the door. I. ENTRY: PREPERATION FOR LEARNING SET: TTW state the daily agenda and objectives: complete the bellringer, copy the assignments, take the Word Wall quiz, and there will be a lecture where TSW be taking notes. The instructional objectives for the lesson will be mentioned at this time. They are listed in instructional Dry Erase board/markers objectives (see above.) TTW take attendance as the students complete the bellringer written on the front board. Textbook The bellringer for this lesson will be the “Connecting to the Past” questions on page 389 of their textbook. The bellringer will act as the SET. Equity Sticks TTW monitor the class for participation and completion of the bellringer. TTW ask students to answer the bellringer questions. These students may be picked using equity sticks. Students that do not work on their bellringer in a timely fashion will be issued a detention. TTW write the seven terms on the board. TSW take out a piece of paper and prepare an MLA heading. TSW listen to the teacher say a definition three times, no more, no less, and write the word that corresponds with it. TSW pass up their word wall quizzes. II. PRESENTATION TTW have prepared a lecture on the following topics: The Ottoman and Mogul Empires. TTW monitor the students’ understanding of the material by asking questions such as: Who was the greatest Mogul leader? (Akbar) How did Suleiman weaken the Ottoman Empire? (He killed off any strong heirs due to fear of losing power.) What did Mehmed utilize to seize Constantinople? (Gunpowder and cannons to breach the walls) TSW be taking notes during the lecture. They will need their own paper and pen. Students lacking their own supplies will be issued a detention. III. CLOSURE: REVIEW OF LEARNING CLOSURE: TTW prepare the students for the lecture tomorrow concerning Muslim society and culture. TTW remind the students that they will need to review section 11.3 for the content quiz tomorrow. TTW stand at the door and bid farewell to the students after dismissal. ASSESSMENT (Of Objectives) TTW utilize the bellringers and formative questions during the lecture to gauge understanding. Modifications: ELL students will be allowed to bring in electronic translators. In certain circumstances, students will be allowed to work with a bilingual peer. The notes will be on the blog and the students are familiar with free online translation tools. See attached PowerPoint slides ASSIGNMENT (For Review, Practice, and/or Extension) 11.3 Content quiz on Tuesday, March 5. Day Seven: See Appendix A for lesson materials Teacher: Katie Subject: World History to 1500s Grade Level: 8th Porter Unit Topic: Unit Duration: 10 days Lesson Date: 5 March 2013 Islam Lesson Topic: Parallel Text (including page #s): Predominant Muslim Trade, Spielvogel, Jackson J. Glencoe World Method/Model: Muslim History: Journey through Time :. Direct Instruction with Farmers, Alabama ed. New York: Lecture as the mode of Muslim Cities, Glencoe/McGraw-Hill, 2005. Print. The delivery Muslim Early Ages. Architecture, Muslim Culture, Muslim Society Curriculum Alignment (AHSGE, SAT, ACOS): 15.1-2 & 16. 1-3 & 17.1 Concurrent Skills/Competency Focus: Note taking, listening, following directions, making connections Instructional Objectives: 9. TSW describe Islamic society. 10. TSW identify Muslim accomplishments in art and science. 11. TSW describe Muslim attitudes toward philosophy and religion. INSTRUCTIONAL PROCEDURES MATERIALS/RESOURCES (Designating Set and Closure) (Aligned with Procedures) TTW greet the students at the door. I. ENTRY: PREPERATION FOR LEARNING SET: TTW state the daily agenda and objectives: complete the bellringer, copy the assignments, take the content quiz, and there will be a lecture where TSW be taking notes. The instructional objectives for the lesson will be mentioned at this time. They are listed in instructional objectives (see above.) TTW take attendance as the students complete the bellringer written on the front board. The bellringer for this lesson will be the “Document-Based Question” questions on page 391 of their textbook. The bellringer will act as the SET. TTW monitor the class for participation and completion of the bellringer. TTW ask students to answer the bellringer questions. These students may be picked using equity sticks. Students that do not work on their bellringer in a timely fashion will be issued a detention. TTW pass out the classroom copies of the content Dry Erase board/markers Textbook Equity Sticks Content quizzes quiz. TSW take out a piece of paper and prepare an MLA heading. TSW write the answers to the quiz on the piece of paper. TSW pass up their content quizzes. II. PRESENTATION TTW have prepared a lecture on the following topics: The Ottoman and Mogul Empires. TTW monitor the students’ understanding of the material by asking questions such as: Who was the greatest Mogul leader? (Akbar) How did Suleiman weaken the Ottoman Empire? (He killed off any strong heirs due to fear of losing power.) What did Mehmed utilize to seize Constantinople? (Gunpowder and cannons to breach the walls) TSW be taking notes during the lecture. They will need their own paper and pen. Students lacking their own supplies will be issued a detention. III. CLOSURE: REVIEW OF LEARNING CLOSURE: TTW prepare the students for the lecture tomorrow concerning Muslim society and culture. TTW remind the students that they will need to review section 11.2 for the content quiz tomorrow. TTW stand at the door and bid farewell to the students after dismissal. ASSESSMENT (Of Objectives) TTW utilize the bellringers and formative questions during the lecture to gauge understanding. TTW assess the grades from the content quizzes to check for understanding. Modifications: ELL students will be allowed to bring in electronic translators. In certain circumstances, students will be allowed to work with a bilingual peer. The notes will be on the blog and the students are familiar with free online translation tools. See attached PowerPoint slides ASSIGNMENT (For Review, Practice, and/or Extension) 11.2 Content quiz on Tuesday, March 5. Day Eight: See Appendix A for lesson materials Teacher: Katie Subject: World History to 1500 Grade Level: 8th Porter Unit Topic: Unit Duration: 10 Days Lesson Date: March 6 2013 Islam Lesson Topic: Parallel Text (including page Predominant Method/Model: Muslim #s): Spielvogel, Jackson J. Comprehension Check Dynasties Glencoe World History: Journey through Time :. Alabama ed. New York: Glencoe/McGrawHill, 2005. Print. The Early Ages. Curriculum Alignment (AHSGE, SAT, ACOS): SS.8.11.1 Concurrent Skills/Competency Focus: sequence, cause/effect, notetaking, listening, following directions, creating timelines Instructional Objectives: 1. TSW create a timeline covering the Muslim Dynasties. INSTRUCTIONAL PROCEDURES (Designating Set and Closure) TTW greet the students at the door. MATERIALS/RESOURCES (Aligned with Procedures) I. ENTRY: PREPERATION FOR LEARNING SET: TTW state the daily agenda and objectives: complete the bellringer, copy the assignments, there will be a lecture where TSW be taking notes, and then there will be a collaborative review at the end of the lecture. The instructional objective for the lesson will be mentioned at this time. It is: TSW create a timeline covering the Muslim Dynasties. TTW take attendance as the students complete the bellringer written on the front board. The bellringer for this lesson will be the “Using Geography Skills” questions on page 383 of their textbook. The bellringer will act as the SET. TTW monitor the class for participation and completion of the bellringer. TTW ask a preselected student to answer the bellringer questions. Since there are different classroom climates, these students may be picked using equity sticks or students may be asked to answer the bellringer if they struggled with the material the previous day. TIMELINE PROCEDURES: Whiteboard, dry erase markers Equity sticks Textbook TTW split the class into rows according to their seating chart. The following numerals match up with the assigned rows: PowerPoint (see attached) Note taking supplies Computer Projector I. Muhammad’s life, Rightly-Guided Caliphs, Umayyads II. Sufis, Shhites, Sunnis III. Abbasids IV: Seljuk Turks V: Ottomans VI: Moguls For ten minutes each student will independently on his or her assigned topic. Then, topic-by-topic the class will collectively fill in an interactive timeline. Here are the timelines (First and sixth period were combined due to time restraints) I/VI: http://www.timetoast.com/timelines/muslim-empiresand-dynasties III: http://www.timetoast.com/timelines/muslim-expansiontimeline-third-period IV: http://www.timetoast.com/timelines/fourth-periodmuslim-timeline V: http://www.timetoast.com/timelines/fifth-periodtimeline-of-the-muslim-empires Close: TTW review the timeline chronologically and remind the students that their classroom timelines are attached to the blog. TTW allude to the review activity the students will be completing the next day in preparation for their test on Friday. ASSESSMENT (Of Objectives) TTW assess the class timelines for completeness and understanding of materials. ASSIGNMENT (For Review, Practice, and/or Extension) Begin preparations for the Unit test on Friday. Modifications: ELL students will be allowed to bring in electronic translators. In certain circumstances, students will be allowed to work with a bilingual peer. The notes will be on the blog and the students are familiar with free online translation tools. Day Nine: See Appendix A for lesson materials Teacher: Katie Subject: World History to 1500 Grade Level: 8th Porter Unit Duration: 10 Days Lesson Date: March 7 2013 Unit Topic: Islam Lesson Topic: Parallel Text (including page Predominant Method/Model: Islam Unit #s): Spielvogel, Jackson J. Review Activity for Test Preparation. Glencoe World History: Journey through Time :. Alabama ed. New York: Glencoe/McGraw-Hill, 2005. Print. The Early Ages. Curriculum Alignment (AHSGE, SAT, ACOS): SS.8.11.1 Concurrent Skills/Competency Focus: note taking, comprehension, study skills, working together Instructional Objectives: This review will cover all previous learning outcomes outlined in the previous lesson plans. INSTRUCTIONAL PROCEDURES (Designating Set and Closure) TTW greet the students at the door. MATERIALS/RESOURCES (Aligned with Procedures) I. ENTRY: PREPERATION FOR LEARNING SET: TTW state the daily agenda and objectives: complete the bellringer, copy the assignments, and then there will be a collaborative review. The instructional objective for the lesson will be mentioned at this time. It is: TSW review the Islam unit. TTW take attendance as the students complete the bellringer written on the front board. The bellringer for this lesson will be the “Using Geography Skills” questions on page 385 of their textbook. The bellringer will act as the SET. TTW monitor the class for participation and completion of the bellringer. TTW ask a pre-selected student to answer the bellringer questions. Since there are different classroom climates, these students may be picked using equity sticks or students may be asked to answer the bellringer if they struggled with the material the previous day. REVIEW PROCEDURES: TTW pass out the review questions. Whiteboard, dry erase markers Equity sticks Textbook Classroom copies of the review sheet TSW work independently for five-seven minutes answering as many questions as possible. TTW walk around the room, monitoring for completion. TTW allow the students to partner up. TSW work on the review questions together for 10 minutes. TSW then be allowed to use their notes for 10 minutes. TSW finally be allowed to use their books. Once ALL the answers are completed, TSW be able to bring the teacher the review sheet. TTW check for accuracy. TTW return the sheet to the student after finding the first error. TSW only mark the first error spotted, not every inaccuracy. The students that finish first get to choose their presentation slot for their cereal box projects. Close: TTW quickly review the answers to the review sheet with the whole class. TTW implore the students to study for the test and list the materials and resources available to them: The class blog, timelines, notes, PowerPoint slides, review quizzes, and the reading and study guide. ASSESSMENT (Of Objectives) TTW assess the review sheets for completeness and accuracy. Modifications: ELL students will be allowed to bring in electronic translators. In certain circumstances, students will be allowed to work with a bilingual peer. The notes will be on the blog and the students are familiar with free online translation tools. ASSIGNMENT (For Review, Practice, and/or Extension) Unit test on Friday. Day Ten: See Appendix A for lesson materials Teacher: Katie Subject: World History to Grade Level: 8th Porter 1500s Unit Duration: 10 days Lesson Date: 8 March 2013 Unit Topic: Islam Lesson Topic: Parallel Text (including page Predominant Method/Model: The Rise of Test Administration #s): Islam, Daily Spielvogel, Jackson J. Glencoe Life in Early World History: Journey Arabia, through Time: Alabama ed. Muhammad: New York: Glencoe/McGrawIslam’s Hill, 2005. Print. The Early Prophet, Ages. Islam’s Teachings, Islamic Empires, The Spread of Islam, Struggles Within Islam, Later Muslim Empires, Muslim Ways of Life, Trade and Everyday Life, Muslim Achievements,. Curriculum Alignment (AHSGE, SAT, ACOS): SS.8.11.1 Concurrent Skills/Competency Focus: Test preparation, test taking, making connections, reading comprehension Instructional Objectives: 2. TSW describe Arabia before the rise of Islam. 3. TSW will explain how Muhammad began to unify the Arabian Peninsula under Islam. 4. TSW identify Islamic beliefs and practices. 5. TSW describe how Muhammad’s successors spread Islam. 6. TSW list conflicts within the Umayyad Dynasty. 7. TSW explain how rivalries split Islam. 8. TSW describe society under the Abbasids. 9. TSW Identify Muslim accomplishments in art and science. 10. TSW describe Muslim attitudes toward philosophy and religion. 11. TSW describe the Ottoman Empire’s origins. 12. TSW trace the expansion of Ottoman power. 13. TSW identify achievements under Suleiman the Lawgiver. 14. TSW explain the empire’s slow decline. 15. TSW describe the rise of the Mogul Empire. 16. TSW analyze the achievements of Akbar. 17. TSW list triumphs and failures of Akbar’s successors. 18. TSW explain why the empire declined. INSTRUCTIONAL MATERIALS/RESOURCES PROCEDURES (Aligned with Procedures) (Designating Set and Closure) TTW greet the students at the door. TTW take attendance. Answer document (1 per student) TTW pass out the answer document for the White board, dry erase markers test. TTW write the following instructions for filling in the answer document on the board where the bellringer is written: Name: (Your name) Classroom copies of topic 15 test (30 Subject: Topic 12 Test Period (Your period) Date: March 8, 2013 normative, 7 accommodated) TTW hand out the classroom copies of the test. ELL students will receive an accommodated test. TTW monitor by walking around the classroom every 5-7 minutes. With 3 minutes left in the class period, TTW collect the answer documents by calling each student up individually according to the alphabet. TTW assign a student to collect the classroom copies of the test in numerical order. TTW dismiss the students as the bell rings. ASSESSMENT ASSIGNMENT (Of Objectives) (For Review, Practice, and/or Extension) TTW assess for mastery of the unit by End of Unit administering the test on Islam. Modifications: ELL students will be given an accommodated test. In certain circumstances they will be allowed to use an electronic translator.