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:
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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:
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TTW facilitate the comprehension of the text by
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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
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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
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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
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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
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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:
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Who was Muhammad’s wife? Khadijah
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What covers the majority of the Arabian
Peninsula? Desert
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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
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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
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



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)
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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
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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.