Embedded Files
Correlation to State Content Standards
7.3.3: Analyze the influences of Confucianism and changes in Confucian thought during the Song and Mongol periods.
Expected Student Outcomes (Objective/Learning Intent)
Students will be able to:
1. Identify the rise of the Mongol Empire.
2. Explain the role of Kublai Khan had on the Imperial China's government.
3. Describe the changes Kublai Khan made to China's civil serivce exam.
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 (10 min.)
SDIAE: Test Procedures: Starter Quiz: Students will complete a Starter Quiz based on last weeks Starters. Question area all DOK 1 questions and purpose of it is to teach students the skill of studying and taking a test..
SDIAE: Realia: Civil Service Exam #2: Students will have 5 minutes to answer four questions. The quiz is another example of a civil service exam but all questions will be focused on questions dealing with the teacher. If students can't answer the question it proves that they are not within the inner circle and will not be allowed to get a government job. This is to mimic the political changes made during the Mongol Dynasty in Imperial China.
Direct Instruction (I Do…) (5 min.)
SDIAE: Model: Direct Teach: The Period of Mongol Rule: Teacher will go over the directions to the assignments. Students will each select a chunked reading form the textbook. Teacher will explain how they will read their section, annotate the passage to correlate with their Cornell Notes, and the how they will share their answers with the rest of their groug members. Teacher will answer questions or comments.
Guided Practice (We Do…) (10 min.)
SDIAE: TPS: The Period of Mongol Rule: Teacher will go over the answer to the Mongol Rule Cornell Notes. While going over the answer teacher will provide a short lecture and provide further clarification through examples. Between each Cornell Notes subject teacher will show short video clips explaining the rise of the Mongol Empire.
Independent Practice (You Do…) (20 min.)
SDIAE: Chunked Reading/Jigsaw/Annotate/Talking to Text/Cornell Notes/Video Clip: Period of Mongol Rule Cornell Notes: Studentw will select one of four passages to read. They will read the chunked reading they selected and then annotate the passage that identifies the answers to the Cornell Notes. Students will take turns going over their answers. As one of the students explains their answers the other students will listen and complete the section of the Cornell Notes. Students will have 4 minutes to share their answers and write their answers in their Cornell Notes. After that teacher will lecture about the topic and provide further clarification. A short video clip will play between each topic.
Homework.
EdPuzzle due by Friday at 5p.m.
Closure (5 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
January 23, 2025
Correlation to State Content Standard:
7.3.3: Analyze the influences of Confucianism and changes in Confucian thought during the Song and Mongol periods.
ELD Standard:
P1: A1, A2, A3, C10, C12
Expected Student Outcomes (Objective)
I am learning about the government of Imperial China by:
Comparing Mongol Civil Service Exams to that of the Tang and Song Dynasty.
Understanding the rise of the Mongol Empire.
Explain the role Kublia Khan had on China's government.
1. Identify the rise of the Mongol Empire.
2. Explain the role of Kublai Khan had on the Imperial China's government.
3. Describe the changes Kublai Khan made to China's civil serivce exam.
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 (10 min.)
SDIAE: Realia: Starter: CER/TPS: Students will read four historical sentence that are written out of order. Students are to read and identify the order of the sentences to make a RACE response.
SDIAE: Realia: Civil Service Exam #2: Students will have 5 minutes to answer four questions. The quiz is another example of a civil service exam but all questions will be focused on questions dealing with the teacher. If students can't answer the question it proves that they are not within the inner circle and will not be allowed to get a government job. This is to mimic the political changes made during the Mongol Dynasty in Imperial China.
Direct Instruction (5 min.)
SDIAE: Model: Direct Teach: The Period of Mongol Rule: Teacher will go over the directions to the assignments. Students will each select a chunked reading form the textbook. Teacher will explain how they will read their section, annotate the passage to correlate with their Cornell Notes, and the how they will share their answers with the rest of their groug members. Teacher will answer questions or comments.
Guided Practice (10 min.)
SDIAE: TPS: The Period of Mongol Rule: Teacher will go over the answer to the Mongol Rule Cornell Notes. While going over the answer teacher will provide a short lecture and provide further clarification through examples. Between each Cornell Notes subject teacher will show short video clips explaining the rise of the Mongol Empire.
Independent Practice (20 min.)
SDIAE: Chunked Reading/Jigsaw/Annotate/Talking to Text/Cornell Notes/Video Clip: Period of Mongol Rule Cornell Notes: Studentw will select one of four passages to read. They will read the chunked reading they selected and then annotate the passage that identifies the answers to the Cornell Notes. Students will take turns going over their answers. As one of the students explains their answers the other students will listen and complete the section of the Cornell Notes. Students will have 4 minutes to share their answers and write their answers in their Cornell Notes. After that teacher will lecture about the topic and provide further clarification. A short video clip will play between each topic.
Homework.
EdPuzzle: due by Friday by 5 p.m.
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.
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