Trousdale County Schools Focused Lesson Plan 2015­16 Teacher:​
​
Chelsea Rittenberry
Unit Name: Mesopotamia
Unit #: 2
Unit Length: 2 weeks
Week: 5
Week _​
_2__​
_ of __​
_3__​
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Subject:​​
6th grade social studies
Tennessee State Standard(s) to be taught:
● 6.9 Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city­states, identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi. ● 6.10 Trace the development of agricultural techniques that permitted economic surplus and the emergence of cities as centers of culture and power. ● 6.12 Explain the effects of how irrigations, metal­smithing, slavery, the domestication of animals, and the inventions such as the wheel, the sail, and the plow on the growth of Mesopotamian civilizations. ● 6.11 Explain the significance of polytheism as the religious belief of the people in Mesopotamian civilizations. ● 6.13 Analyze the important achievements of Mesopotamian civilization, including its system of writing, literature, monumental architecture, and art. I Can Statements :
1. I can summarize the cities, rulers, and achievements of Mesopotamian
civilization.
2. I can explain how agriculture, metallurgy, and new inventions led to the
emergence of cities.
3. I can explain the significance of Mesopotamian culture.
Accommodations for students, both regular and special populations :
● I will be making a hard copy of all texts for students that need them.
● I will be including a video about what the students are going to learn.
● I will be allowing the students to participate in class and group talks BEFORE I
require them to write.
● I will be accommodating student writing as indicated by their IEP.
● I will be accommodating student writing as determined by me.
Unit Vocabulary:
● prehistory ­ time before writing was invented ● historic­ something of importance in the past ● city­state­ ​
a state that has its own government and consists of a city and the area around it ● artisans­ someone who is skilled at making things by hand ● ziggurat­ Mesopotamian temple ● cuneiform­ writing system used in Mesopotamia; little wedge­shaped writing ● scribe­ a person whose job is to copy manuscripts and books ● priest­kings­ a ruler who was also viewed as the religious authority ● empire­ a region ruled by one ruler ● culture­ ​
the beliefs, customs, arts, etc., of a particular society, group, place, or time ● reign­ a period of time a ruler is in control of his empire ● civilization­ a well­organized and developed society ● polytheism­ the belief in more than one god Daily Agenda
Monday:
1.
2.
3.
4.
Bellringer
Standard 6.9
TEL articles
Writing
Resources, Technology, Formative and/or Summative
Assessments, Assignments, and a Daily Activity for
citing text based evidence in conversations and/or
writing
1. The students will finish reading
“Standard 6.9.”
2. As a class, we will discuss the
achievements of the cities and
civilizations of Mesopotamia.
3. Individually, students will fill out their
note pages.
4. Students will log into their CK12
account and open the article titled
“Sargon and Hammurabi.”
5. The student will read the article and
discuss the achievements of each
ruler with a partner.
6. Students will open the article titled
“Hammurabi’s Codes.”
7. Students will read and discuss the
severity of Hammurabi’s Codes.
8. In pairs, students will write about the
principle of justice in Hammurabi’s
Codes.
Technology: online textbook
Formative Assessment: Paragraph
Tuesday
1.
2.
3.
4.
Bellringer Standard 6.10 and 6.12 Notes Discussion Assignments: Readings in CK12, paragraph
on the principle of justice in Hammurabi’s
Codes.
1. Students will log onto their CK12 account and open up the document titled “Standards 6.10 and 6.12.” 2. With a partner, the students will read the document and discuss the advantages and disadvantages of Mesopotamian inventions. 3. With the same partner, students will fill in their notes with the advantages and disadvantages. 4. As a class, we will discuss how these inventions led to the growth of Mesopotamian cities. 5. Exit Ticket: How did irrigation, domestication, metallurgy and other inventions help with the growth of Mesopotamian cities? Technology: Chromebook, online textbook Formative Assessment: Notes, discussion, exit ticket Assignments: Reading on CK12, notes, discussion, exit ticket Wednesday
Same as Tuesday
Thursday 1. Bellringer 2. Go over rotating stations 3. Stations 1. Since this is the first time we have done stations in class, I will go over the rules and expectations. 2. There will be a station for each of the following topics: religion, writing, literature, architecture and art. 3. In the religion station, students will be required to read about Mesopotamian religion. When students finish, they will fill in their notes. 4. In the writing station, students will read about Mesopotamian writing (cuneiform) and why it was used. Students will write up to five sentences summarizing the article. Students will then practice writing their name in cuneiform. 5. In the literature station, students will read along to a youtube video telling the story of the Epic of Gilgamesh. When the students have finished listening to the video, they will create a comic strip depicting the Epic of Gilgamesh. 6. In the art and architecture station, students will use Chromebooks to learn about ziggurats (​
http://www.mesopotamia.co.uk/ziggur
ats/home_set.html​
). Students will then log onto their CK12 account and open the document titled “Mesopotamian Art.” With their group, students will read article and look at the pictures. When students have finished, they will write a paragraph summarizing what they have learned. Technology: Chromebook, online textbook Formative Assessment: activities from each station Assignments: activities in each station Friday
Same as Thursday