Mining For Salt (Claim, Evidence, Reason) QW

Correlation to State Content Standards

7.4.3 Describe the role of the trans-Saharan caravan trade in the changing cultural characteristics of West Africa.

Expected Student Outcomes (Objective)

Students will be able to:

1. Analyze how natural resources contributed to success in trade.

Common Core Literacy

RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.

RH 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

History Journal: The Great Depression began with the stock market crash of 1929 and was made worse by the 1930s Dust Bowl. President Franklin D. Roosevelt responded to the economic calamity with programs known as the New Deal. The Neal Deal was a series of programs, public work projects, financial reforms and regulations between 1933 and 1936.

NOVEMBER 30: students will take their quiz on the historical facts for the week.

Direct Instruction (10 min.) I DO…

SDAIE: Direct Teach: CER MODEL: Teacher will explain the Claim, Evidence, and Reason model to the students. Teacher will also explain the writing assignment and review the tech rules and procedures.

NOVEMBER 30

SDAIE: TPS/QW/CER/Graphic Organizer: Teacher will guide students in started to write the first three sentences by using the CER model and graphic organizer in which they gathered their information.

Guided Practice (15 min.) We Do…

SDAIE: Scaffold/Metacognition: Salt trade: Teacher and students will come up with the claim and evidence of the essential question ¨Explain the process of the salt trade in Africa?¨

Independent Practice (25 min.) You Do…

SDAIE: TPS/Video Clip/Graphic Organizer: Students will watch a video about the process about mining salt. As the students watch the video they will find evidence that supports how the process is difficult. Once they complete that they will share their findings with their group peers. They will write down other of their peers evidence that they agree that supports the claim. Students will then share out one of those evidence with the group. Once they have come up with the two best pieces of evidence they will come up with the reason.

NOVEMER 30, 2018

SDAIE: QW/Graphic Organizer: Students will write their QW summary using the CER model they completed yesterday. Students will be responsible for the second Evidence, Reason, and the conclusion portion of the QW.

Homework.

N/A

Closure (2 min.)

1. Clean up.

2. Dismiss Class.

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