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Daily Lesson Plan

Day 8 Objectives: TSW: Interpret what key role merchants play in trade in the urban communities (DOK 2) TSW: Use a timeline to interpret how the Muslim Empires ell! (DOK ") Materials: 1. Student #) $e%tbook (My World History: Early Ages) &) 'ritin( Utensils )) *otebook +aper 2. Teacher D) ,oll-#ttendance .heet E) 'hite &oard and Markers /) $e%tbook 0My World History: Early Ages1 2) $imeline o E3ents in the Muslim Empire O enin! "Set#: $eacher will open the class with brie pleasantries! $he students will come in 4uietly and be(in their bell work5 which is to look at the map on pa(e 678 and answer the 4uestions in the Map .kills section! $hey will look at the map and answer the 4uestions in their 9ournals!1 'here mi(ht a merchant tra3elin( to East # rica ha3e le t rom:1 and 0 'hich city did trade to Eastern Europe pas throu(h:1 are the 4uestions to be answered! # ter studyin( the map and answerin( the 4uestions in their 9ournals the students may 4uietly read their own books! Learnin! Tas$s "Procedures#: #! 2i3e students enou(h time (anywhere rom i3e to se3en minutes) to respond to the 4uestion in their book on pa(e 678! &! Discuss the 4uestion in class by callin( on students who raise their hand! )! # ter answerin( the 4uestion and all other 4uestions ha3e been co3ered5 collect the 9ournals by ha3in( the students pass them to the ront o the row! D! Once all o the 9ournals are collected ha3e the students turn their te%tbooks to pa(e 67;! E! E%plain to the students that trade was a hu(e part o the (rowth o the Muslim Empire! /! # ter you ha3e taken about anywhere rom "<="> minutes to discuss trade and the importance o merchants in the Muslim Empire ha3e students close their te%tbooks and return them under their desks! 2! Describe with the students the timeline that is drawn up on the board! ?! E%plain to them that the timeline represents the e3ents that happened in the Muslim Empire!

I! Discuss that the timeline o e3ents is a re3iew or what has been discussed throu(hout the chapter! @! Aet the .tudents come up to the board to put the e3ents in order! K! ?a3e students draw the timeline that is written up on the board! $he students may draw the timeline as is or they may use a low chart to di erentiate between the dates! A! # ter the students are done copyin( the timeline5 address to certain students who throu(hout the lesson had problems with the material! M! Introduce the ne%t section o study5 which will be discussed the ne%t day! *! 'ith the ew remainin( minutes that are le t5 the students may read their books!

%losure: &nrich'ent: #sk students to make connections between the di erent trade routes o the Muslim Empire! ?a3e students discuss the di erences by lookin( at the map on pa(e 678 in their book! (ntervention: I students are ha3in( trouble with the material5 ask them what they currently interested in ($B5 sports5 etc) and place it in the conte%t o the in ormation in that part o the current popular culture! )cco''odation: .tudents who ha3e a hard time understandin( makin( connections between the trade routes when discussed as a (roup will be paired up with a student who does understand them5 when asked to make connections about the trade routes themsel3es! Su''ary: $oday we ha3e learned about the di erent trade routes the Muslim Empires had and how merchants played a hu(e role in the (rowth o the Empire! 'e also re3iewed some o the ma9or e3ents that happened durin( the time o the Muslim Empire! /or homework your assi(nment is to complete the 0+laces to Know1 and 0 Key E3ents 0 sections5 which is ound on pa(e "87 in your student 9ournal! ,emind the students that their homework rom the week is due tomorrow! #lso ha3e the students be prepared to re3iew or the unit test and come to class with any 4uestions they may ha3e on the unit!

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