Islam Review

November 19, 2024

Correlation to State Content Standard:

  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. 

ELD Standard:

P1: A1, A2, A3, C10, C12

Expected Student Outcomes (Objective)

 I will learn about the Arabian Peninsula by:

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

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 (5 min.)

            SDAIE: Direct Teach: Islam Review: Teacher will go over the directions to the Islam Review assignments and how it will be chunked.  Students will be allowed to work with their group using voice level of 2.  Teacher will also explain to students what assignments they will need to answer the questions within the review assignments.

Guided Practice (10 min.)

          SDAIE: Progress Monitoring: Islam Review:  Teacher will provide clarification and examples of the tweets from the first two caliphs.  After the time is up teacher will go over the answers to the questions and provide clarification and answer any questions students may still have.

Independent Practice (25 min.)

    SDAIE: Group/TPS: Islam Review: Students will work with their group members and use their 5 assignments that they have completed the past two weeks to answer review questions on the unit dealing with the Arabian Peninsula.

SDAIE: Visual: Kahoot: Students will play of game of Kahoot that will challenge students with 10 review questions.  Winning student will get a prize.

Homework.

            Study for the Arabian Peninsula Test.

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.

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.

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.:

1. Understand the role the Arabic language played in the spread of information.

2.  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.