USD Daily Lesson Plan

Teacher Candidate: Karen Clark Lesson Date: 03/08/18

Cooperating Teacher: Kathy Petschke School: Hillsdale Middle Grade: 7
Subject: World History Lesson/Unit Title: Middle East

CCSS and CA SS /Standards: (What are the skills being taught? Which standards are being Agenda: (What is the snapshot of my class flow?)
specifically addressed in this lesson?)
Intro activity
Trade activity
7.2 CA SS: Students analyze the geographic, political, Debrief
economic, religious, and social structures of the civilizations of Creating Connections
Islam in the Middle Ages.
CA SS Framework: What were the multiple ways people of
different cultures interacted at sites of encounter? What were the
effects of their interactions?
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)

Students act out traveling along trade routes and trade ideas at a site of encounter.
Students link elements of the classroom experience to historical events.

Key vocabulary and phrases:

Sites of Encounter, Contributions, Trade, Interactions

Context of Lesson (what happened previous to lesson and how does this lesson build on that)

Students have been evaluating how geography affects people. The area of focus has been the Arabian
Peninsula. Students have “discovered” artifacts from a sunken Arab dhow and described the usage, origin, and
possible destination. Students have compared Islam to the religions of Christianity and Judaism. Students have
evaluated one of the major contributions of Middle Eastern civilization on the rest of the world and have
consolidated the most important elements of their contribution to use as a trade token within this activity.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Materials/

Note: A variety of formative assessments Technology
should be used at key points throughout
the lesson

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Students are following Directions on
enter the classroom?) directions. screen.
Find contribution groups, sit quickly and read the
3 min directions given to each group. Teacher takes attendance Journey Cards


Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that Active Listening Picture of
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?) Arabian
Deductive reasoning behind
answer of “what is a site of
Peninsula Map
SITE OF ENCOUNTER with MAP PROJECTED on Screen
3 min encounter”
Raise your hand if you think you know what “site of
encounter” means?
You are traders, sharing your ideas with other people.
This is the Arabian Peninsula – this is our site of
 encounter. The Arabian Peninsula was a trading hub in
which artifacts, religion, and ideas have spread. Each
group you are tasked with a different path. This path or
this journey is based on your skill and knowledge which
comes from your contribution topic.
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Students show understanding Picture of
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing of directions through
process.) Arabian
modeling and verbal answers.
Peninsula Map
Directions for activity are revisited. Modeling of different on Screen
paths taken – checking for understanding.
Students act out assigned trade route task – some will
climb over desks, others will act out paddling a boat, etc.
to reach the trade hub.
25 min Within the trade hub students will trade their
contributions for another groups contribution (goal to get
all 9 contributions)
Students work together to determine contributions needed
to have variety (not quantity) and encourage team mates
to complete the tasks required to complete their journey.
Class Debrief– why do you think some had to crawl under desks?
Why did some use a paddle? Some a fan?

Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student Students on topic,
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
discussing in group. Connections
Students will reflection on the activity by discussing in chart projected
15 groups possible connections to history. Students will be Random card
min
shown a list of elements from the classroom experience accountability – students Name Cards
and will need brainstorm the connection verbally. have thoughtful response
Students will be randomly called upon and teacher will
write student responses on document projected.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Active Listening Grouped or
and connect the lesson to the unit?)
Thoughtful Answers cycle format
5 min As a class, students will discuss how school could be a “Site of Connections to activity
Encounter” similar to the Arabian Peninsula.

Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
Students participate in activity, following directions for their assigned journey.
Students have accurate responses when randomly called upon to speak for entire groups discussion on
historical connections.
Students reflections warm up reflections tomorrow reveal ability to connect activity to historical context and
elements of self/peer evaluation.
ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all
learners, including IEP, 504 plans, high ability learners, etc.?) ADD ROWS AS NEEDED.

STUDENTS WITH IEP/504 PLANS

IEP/504 PLANS: CLASSIFICATIONS/NEEDS
Autism, Intellectual disabilities, Cerebral Palsy, ADD,
ADHD, Hearing difficulties,
STUDENTS WITH SPECIFIC LANGUAGE NEEDS
NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT
IEP GOALS
11 Grouping allows for strong leaders as partners.
Verbal discussion increases participation for
students with 1st grade literacy skills. Activity
includes physical movement to engage students
who need hands on learning and cannot sit for
long attentive periods. “Path of route” are
determined by physical mobility of students,
giving students with less mobility the easier
routes into the trade hub. Microphone usage to
support students with hearing difficulties.
Contributions sheets are color coded to help
students identify whether their group have
already received that contribution.

LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

Beginner & Intermediate 5 ELL students are also students with IEP/504
STUDENTS WITH OTHER LEARNING NEEDS

OTHER LEARNING NEEDS (High ability, struggling readers) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

Accelerated 6 Students are paired with SDC students to

provide support.
Outside influences inhibiting learning 4 Smiles and kindness. Check in and redirect
Struggling Readers 8 Below 6th grade as assessed. Students will not
need accommodations for this particular
activity.