Embedded Files
November 19, 2024
Correlation to State Content Standard:
7.2.4: Discuss the expansion of Muslim rule through military conquest and treaties, emphazing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.
ELD Standard:
P1: A1, A2, A3, C10, C12
Expected Student Outcomes (Objective)
I will learn about Islam by:
Describing the spread of Islam under the first four caliphs.
Labeling the spread of Islam within the three continents.
Identifying & Explaining the Five Pillars of Islam.
Common Core Literacy Standard
RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiency.
WHST 8: Gather relevant information from multiple print and digital sources (primary and secondary sources).
WHST 9: Draw evidence from information texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
SDAIE: TPS/EQ/Chunked Reading: Starter: Students will read a chunked passage from the History Channel "This Day in History" and answer the essential question by annotating the evidence in the passage. If no evidence is there to answer the passage, students will answer "Not enough information."
Direct Instruction (10 min.)
SDAIE: Chunk/Close Read/QuicWrite/: Four Caliphs Tweet: Teacher will close read chunked passages from the textbook dealing with the first two Caliphs. Students will then have 3 minutes to complete a Tweet written in the First person point of view of the Caliph as they explain their greatest accomplishment using satire and humor as one does with they use the social media app twitter. By the 1:30 mark, teacher will display some of the important information that should be included in the tweet.
Guided Practice (5 min.)
SDAIE: TPS: Four Caliph Tweet: Teacher will provide clarification and examples of the tweets from the first two caliphs.
Independent Practice (25 min.)
SDAIE: Chunk/Close Read/QuicWrite/: Four Caliphs Tweet: Students will complete the last two tweets based on the third and fourth caliph. Students will then complete an essential question.
SDAIE: Visual: Spread of Islam: Students will use textbook page 124 to label the spread of Islam through the first four caliphs of Islam. They will complete this by shading in the appropriate expansion on a map.
SDAIE: Video Clip: Five Pillars of Islam: Students will complete an Edpuzzle dealing with the Five Pillars of Islam.
Homework.
Complete any missing assignments dealing with Islam.
Closure (3 min.)
1. Clean up.
2. Dismiss Class.
Lesson Modifications for GATE, RSP, and EL Students
EL: Projector (visuals), questioning, chunking, cognitive words, repetition, translation in Spanish.
RSP: Projector (visuals), questioning, modified assignments, check for understandings.
GATE: Require answers that will demonstrate depth and complexity of fertilization.
November 17, 2022
Correlation to State Content Standards
7.2.6: Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.
Expected Student Outcomes (Objective)
I am learning about the contributions made by Muslim scholars.:
Understand the role the Arabic language played in the spread of information.
Understand and Create two Quatrains.
Common Core Literacy Standard
RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Starter: CER: Students will read a chunked section of "This Day in History." Students are provided the CLAIM and will have to identify the EVIDENCE if there is one and write it in their own word.
Direct Instruction (10 min.)
SDAIE: Direct Teach: History of the Quatrain: Teacher will provide a quick History of popular literature amongst Muslim Scholars. Teacher will outline the components of said Quatrains.
Guided Practice (5 min.)
SDAIE: TPS/Close Paragraph: History of Quatrains: Students will fill in a close paragraph based on the lecture by teacher on the history of Quatrains. Teacher will also provide 4 examples of Quatrains.
Independent Practice (25 min.)
SDAIE: Metacognition/Scaffolding: Quatrains: Students will create two Quatrains keeping with the themes of Love and Nature. Graphic Organizer will be provided to students that has the assignment saccolfded for them. Teacher will also provide a link to a webiste to help them come up with words that rhyme incase they need it. Students will have to present poems to teacher for correct completion before turning them in.
Homework.
EdPuzzle Crash Course Islam due by Friday at 5 p.m.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
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