Embedded Files
November 8, 2024
Correlation to State Content Standard:
7.2: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
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.
ELD Standard:
P1: A1, A2, A3, C10, C12
Expected Student Outcomes (Objective)
I will learn about the origins of Islam by:
Describing the early life of Muhammad.
Tracing the origins 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/EQ/Sentence Stem/Lexile/TPS/Video Clip: Islam and the Town of Meeca: Teacher will close read three paragraphs dealing with Islam and the city of Mecca. Students will then answer a DOK 1 essential question. Before the answer is revealed, students will share their answers with their group members. As teacher goes over the answer, teacher will provide clarification and then show a video clip (under 1 minute) that goes along with the reading.
Guided Practice (10 min.)
SDAIE: TPS: Muhammad Starts Islam: Teacher will go over the answers to the Cornell Notes, provide clarification, and show a video clip after each section. Teacher would have already corrected the assignment from students who finished it and completed it on their own and documented it on Google Classroom.
Independent Practice (20 min.)
SDAIE: Chunk Reading/C. Notes/Talk to the Text/Text to Speech/EQ: Muhammad Starts Islam: Students will read three chunk passages from the textbook that traces the orgins of Islam. Student could use headphones and have it read to them if they want. After completing the reading, students will use that to complete their Cornell Notes and use the Talk to the Text hints to guide their reading comprehension and pick out what is important from the text. Students will then use their notes to answer the essential question.
SDAIE: Video Clip/VBN: Islam Misconceptions and Truths: Students will watch a video that exposes Western misconceptions of Islam. They will explain the truth behind the misconception in their graphic organizer.
Homework.
EdPuzzle due by Saturday at 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.
November 28, 2023
Correlation to State Content Standards
7.2: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
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.
Expected Student Outcomes (Objective)
I am learning about the Arabian Peninsula in the 6th century B.C.:
Explain the religion in the Arabian Peninsula prior to Islam.
Describe Mecca around the time of Muhammad's birth.
Explain the significance of Mecca as a prosperous city.
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/Chunked: Students will read a chunked passage from "This Day in History" from the History Channel. Students will find evidence in the reading to support the CLAIM that is provided by the teacher.
Direct Instruction (10 min.)
SDAIE: Direct Teach: Islam Tier 2 and 3 Vocabulary: Teacher will go over the directions on how to complete the vocabulary section of the Graphic Organizer. Students will be given 8 vocabulary terms and will have to match those to six images. They will have to locate each work and explain in the connection box why they chose that word.
SDAIE: Chunk/Close Read/Talk to Text/Annotate: Islam and Muhammad: Teacher will close read two paragraphs dealing with Islam and Muhammad. After the passage is read teacher will summarize and explain what is going on. Students will then listen to the audio of "talk to the text" and annotate the important information from each passage.
SDAIE: Direct Teach: Islam Misconceptions (Box 4): Teacher will introduce students to misconcpetions of Islam. Teacher will talk about it and why people have those misconceptions.
Guided Practice (10 min.)
SDAIE: TPS: Islam Tier 2 and 3 Vocabulary: Students will look up 8 tier 3 words terms for this unit. Once students look up the word they will have to analyze 6 pictures and match the pictures to one of the terms. Two terms will not be used. Teacher will go over the answers and explain the terms in the process.
Independent Practice (20 min.)
SDAIE: TPS: Vocabulary Pictures: Students will look up 8 tier 3 words terms for this unit. Once students look up the word they will have to analyze 6 pictures and match the pictures to one of the terms. Two terms will not be used. Students will then use one word from the definition that helped them match the word with the picture and write it in purple. Teacher will go over the answers and explain the terms in the process.
SDAIE: Chunking/Focus Notes: Islam and Muhammad: Students will complete a series of focus notes dealing with the three essential questions. Students will use the chunked passage to find only the evidence and facts that will support the answers to those essential questions. Students will then answer the essential question.
SDAIE: Video Clip/VBN: Islam Misconceptions and Truths: Students will watch a video that exposes Western misconceptions of Islam. They will explain the truth behind the misconception in their graphic organizer.
Homework.
EdPuzzle Crash Course: Islam due by Friday at 5 p.m.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
November 28, 2023
Correlation to State Content Standards
7.2: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
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.
Expected Student Outcomes (Objective)
I am learning about the Arabian Peninsula in the 6th century B.C.:
Explain the religion in the Arabian Peninsula prior to Islam.
Describe Mecca around the time of Muhammad's birth.
Explain the significance of Mecca as a prosperous city.
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/Chunked: Students will read a chunked passage from "This Day in History" from the History Channel. Students will find evidence in the reading to support the CLAIM that is provided by the teacher.
Direct Instruction (10 min.)
SDAIE: Direct Teach: Islam Tier 2 and 3 Vocabulary: Teacher will go over the directions on how to complete the vocabulary section of the Graphic Organizer. Students will be given 8 vocabulary terms and will have to match those to six images. They will have to locate each work and explain in the connection box why they chose that word.
SDAIE: Chunk/Close Read/Talk to Text/Annotate: Islam and Muhammad: Teacher will close read two paragraphs dealing with Islam and Muhammad. After the passage is read teacher will summarize and explain what is going on. Students will then listen to the audio of "talk to the text" and annotate the important information from each passage.
SDAIE: Direct Teach: Islam Misconceptions (Box 4): Teacher will introduce students to misconcpetions of Islam. Teacher will talk about it and why people have those misconceptions.
Guided Practice (10 min.)
SDAIE: TPS: Islam Tier 2 and 3 Vocabulary: Students will look up 8 tier 3 words terms for this unit. Once students look up the word they will have to analyze 6 pictures and match the pictures to one of the terms. Two terms will not be used. Teacher will go over the answers and explain the terms in the process.
Independent Practice (20 min.)
SDAIE: TPS: Vocabulary Pictures: Students will look up 8 tier 3 words terms for this unit. Once students look up the word they will have to analyze 6 pictures and match the pictures to one of the terms. Two terms will not be used. Students will then use one word from the definition that helped them match the word with the picture and write it in purple. Teacher will go over the answers and explain the terms in the process.
SDAIE: Chunking/Focus Notes: Islam and Muhammad: Students will complete a series of focus notes dealing with the three essential questions. Students will use the chunked passage to find only the evidence and facts that will support the answers to those essential questions. Students will then answer the essential question.
SDAIE: Video Clip/VBN: Islam Misconceptions and Truths: Students will watch a video that exposes Western misconceptions of Islam. They will explain the truth behind the misconception in their graphic organizer.
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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