Johnston Middle School Lesson Plan 2015-2016
Teacher: Braxton
Subject: World Cultures
3: North Africa and Southwest Asia
Unit:
Week Of:
November 2nd - 6th, 2015
ELPS
TEKS
Student Objective (The students will)
Teaching, Reteaching, Enrichment,
Assessment Activities
Resources/Materials
C.1c,
C.3f,
C.3g
6.1A,
6.2B,
6.21A,
6.21B,
6.22A
Trace characteristics of various contemporary societies
in regions that resulted from historical events or factors
such as invasion, conquests, colonization, immigration
and trade; Evaluate the social, political, economic, and
cultural contributions of individuals and groups from
various societies, past and present
S/w learn the academic vocabulary words: civilization, invasion,
conquests, colonization, immigration, ancient, trade, BC/BCE,
AD/CE, relative/absolute chronology; S/w create sketch maps of the
two ancient civilizations of Ancient Egypt and Mesopotamia; S/w
answer the Essential Questions: 1. How did fertile river valleys
contribute to the establishment of early urbanized societies? 2. How
do contributions of early civilizations impact people's lives in the
21st century?
Textbook Glossary, pp. 412 428, blank maps of Ancient
Egypt and Mesopotamia;
colored pencils, black and blue
pens, and pencils, Cornell
Notes, Vocabulary Word sheet
C.1c,
C.3f,
C.3g
Trace characteristics of various contemporary societies
in regions that resulted from historical events or factors
such as invasion, conquests, colonization, immigration
and trade; Evaluate the social, political, economic, and
cultural contributions of individuals and groups from
various societies, past and present
S/w learn the academic vocabulary words: civilization, invasion,
conquests, colonization, immigration, ancient, trade, BC/BCE,
AD/CE, relative/absolute chronology; S/w create sketch maps of the
two ancient civilizations of Ancient Egypt and Mesopotamia; S/w
answer the Essential Questions: 1. How did fertile river valleys
contribute to the establishment of early urbanized societies? 2. How
do contributions of early civilizations impact people's lives in the
21st century?
Textbook Glossary, pp. 412 428, blank maps of Ancient
Egypt and Mesopotamia;
colored pencils, black and blue
pens, and pencils, Cornell
Notes, Vocabulary Word sheet
C.1c,
C.3f,
C.3g
Differentiate between, locate, and use valid
primary and secondary sources such as computer
software, interviews, biographies, oral, print, and
visual material, and artifacts to acquire information
about various world cultures; Analyze information
by sequencing, categorizing, cause/effect, etc
S/w use SPRITES organizational chart to create a graphic
organizer comparing information about the two ancient civilizations Ancient Egypt and Mesopotamia - to guide student thinking; Review
ESPN categorization to the students using the ESPN Interview
graphic organizer as a key skill to use throughout each unit; Do the
Three-Minute Pauses Reading Strategy; S/w do the Learning
Target Assessment at the end of the class
Blank SPRITES pages,
ESPN Interview sheets,
Learning Target sheets,
textbook pages of Ancient
Egypt/Mesopotamia, pens,
pencils (old txtbk, pp. 82-86)
C.1c,
C.3f,
Thurs. C.3g
Differentiate between, locate, and use valid
primary and secondary sources such as computer
software, interviews, biographies, oral, print, and
visual material, and artifacts to acquire information
about various world cultures; Analyze information
by sequencing, categorizing, cause/effect, etc
S/w use SPRITES organizational chart to create a graphic
organizer comparing information about the two ancient civilizations Ancient Egypt and Mesopotamia - to guide student thinking; Review
ESPN categorization to the students using the ESPN Interview
graphic organizer as a key skill to use throughout each unit; Do the
Three-Minute Pauses Reading Strategy; S/w do the Learning
Target Assessment at the end of the class
Blank SPRITES pages,
ESPN Interview sheets,
Learning Target sheets,
textbook pages of Ancient
Egypt/Mesopotamia, pens,
pencils (old txtbk, pp. 82-86)
Venn
Diagram of
Ancient
Civilizations
Differentiate between, locate, and use valid
primary and secondary sources such as computer
software, interviews, biographies, oral, print, and
visual material, and artifacts to acquire information
about various world cultures; Analyze information
by sequencing, categorizing, cause/effect, etc
S/w use SPRITES organizational chart to create a graphic
organizer comparing information about the two ancient civilizations Ancient Egypt and Mesopotamia - to guide student thinking; Review
ESPN categorization to the students using the ESPN Interview
graphic organizer as a key skill to use throughout each unit; Do the
Three-Minute Pauses Reading Strategy; S/w do the Learning
Target Assessment at the end of the class
Blank SPRITES pages,
ESPN Interview sheets,
Learning Target sheets,
textbook pages of Ancient
Egypt/Mesopotamia, pens,
pencils (old txtbk, pp. 82-86)
Venn
Diagram of
Ancient
Civilizations
Mon.
✔
P
G
Tues.
✔
P
G
Wed.
✔
P
G
✔
P
G
Fri.
✔
P
G
C.1c,
C.3f,
C.3g
Homework
* This lesson plan addresess individual IEP's or service plans for students in specific classes.
** Lesson plans are subject to change
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