Islam Review

Correlation to State Content Standards

7.2.1: Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life. 

7.2.2: Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.

7.2.4: Discuss the expansion of Muslim rule through military conquests and treaties, empha­sizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the 

7.6.4. Discuss the causes and course of the religious Crusades and their effects on the Chris­ tian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world. 

Expected Student Outcomes (Objective)

I am learning about the physical, political, and economic climate of the Arabian Peninsula.

                   1. Review the impact of trade, religion, and the expansion of Islam throughout the Arabian Peninsula in the 6th century.

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 (3 min.) Daily Journals: Students will read their starters, write a question (DOK 1) and then underline or highlight the answer within the text.

Anticipatory Set (5 min.)

Starter Quiz: Metacognition: Students will complete a starter quiz dealing with last weeks starters based on the chunked reading of "This Day in History."  Purpose is to promote study and test taking skills and strategies. 

Direct Practice.   (5 min)

SDAIE: Model: Kahoot: Teacher will go over the procedures for playing kahoot and describe the prize and point system.  

SDAIE: Direct Teach: Islam Review Graphic Organizer: Teacher will give students 8 minutes to complete 3 questions.  Teacher will verify the students completion of these questions given the alloted time.  Once time is over teacher will go over and clarify the review questions.

Guided Practice (10 min.)

SDAIE: Progress Monitor: Kahoot: Teacher will progress monitor students as they play the Kahoot game dealing with a review on the unit of Islam.

SDAIE: TPS: Islam Review Graphic Organizer: Teacher will call on students using the bingo cage to generate participation of scholars.  Scholar will answer the question and teacher will add some more information to clarify the answer being reviewed drawing on students prior knowledge.

Independent Practice (20 min.)

SDAIE: Metacognition: Kahoot Islam Review: Students will play a Kahoot Islam review game.  Students will be given 10 questions to compete for a snack prize. All questions are dealing with the physical, political, and economic climate of the Arabian Peninsula during the 6th century.

SDAIE: TPS/Group/Talk to the Text/Graphic Organizer: Islam Review: Students will work on complete a series of 7 questions on the unit of Islam.  Questions range from geography, economy, origins of Islam, and the expansion of Islam in the Arabian Peninsula.  Assingment will be chunked in 8 minute intervals.  Students will have 8 minutes to answer 3 questions with their groups and have them verified by the teacher.  After the time has expired, teacher will go over the answer with the help of the students.

Homework.

         N/A

Closure (3 min.)

1. Clean up.

2. Take question/comments/announcements

3. Dismiss Class.