Note: TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom
Nota: TTW= La voluntad del maestro; TSW= La Voluntad de los Estudiantes; GCR= Aula de Google
I. Standard(s):HS.WH.CH.1 Analyze the rise and fall of major states and empires in Africa, Asia, the Middle East, Europe and the Americas between 1300-1500.
A. Clear Target: I can explain similarities and differences in culture, science, and empires of Southeast Asia and Africa. I will know that I have it when with at least 80% accuracy I can explain the cultures of, and why each society rose and fell.
B. Set/Interest Cue: Bell Ringer and TTW tell some jokes, or ask some riddles to the students in order to get their brains ready for learning.
C. Bell Ringer: TSW write 3-5 sentences on how the Champa rose in power, and how their rice impacted China.
C. Campanero: TSW explica cómo los Champa ascendieron en poder y cómo su arroz impactó a Asia en al menos tres oraciones en su propio artículo.
D. Vocabulary: TTW review the clear target with the students ensuring understanding of the new terms (if any) and then lead a discussion on the bell ringer to ensure that the students understand the information in the lesson from the class prior.
E. Presentation of New Material: TSW take notes on the lecture, and answer check for understanding questions about the lecture that the instructor asks, and discuss some check for understanding questions and their answers with a peer when directed by the instructor.
Students can also watch the video of the lecture if they were absent, need to verify, or just complete their notes by going to Edpuzzle for their class period.
E. Presentación de material nuevo: TSW toma notas sobre la conferencia y responde preguntas de verificación de comprensión sobre la conferencia que hace el instructor, y discute algunas preguntas de verificación de comprensión y sus respuestas con un compañero cuando lo indique el instructor
Los estudiantes también pueden ver el video de la conferencia si estuvieron ausentes, necesitan verificar o simplemente completar sus notas yendo a Edpuzzle durante su período de clase.
1. Checks For Understanding (CFU): How did the Mali empire rise in power? Why did the Mali empire fall? Why did upper class West Africans so willingly convert to Islam? Who made the pilgrimage to Mecca? Ghana was the first African Kingdom to do what?
1. Verificaciones de comprensión (CFU): ¿Cómo llegó al poder el imperio de Malí? ¿Por qué cayó el imperio de Malí? ¿Por qué los africanos occidentales de clase alta se convirtieron tan voluntariamente al Islam? ¿Quién hizo la peregrinación a La Meca? ¿Ghana fue el primer reino africano en hacer qué?
2. Video N/A
3. Simulation: N/A
F. Guided Practice: TTW ask a student to summarize the information from the day’s lesson. TTW give clues and have other students help as necessary. TTW have a student answer the first question on the Independent practice and help them to ensure understanding of the question, and the assignment.
G. Independent Practice (The assignments are due the next school day):
1. TSW complete their notes.
2. Complete the assigned activities..
3. TSW Complete the DBQ: N/A
4. Additional Videos and Questions (The questions are written down and answered on your own paper, which is then added (Stapled) to the back of your packet): N/A
H. Closure: TTW assess the CFU answers.
I. Assessment: Class Discussion; assignments; exit ticket
1. Exit Ticket: TSW answer the Check for Understanding Questions on their own paper and turn it in no later than the start of the next class period. TS must be prepared to discuss the answers to the questions during the next class period.
1. Boleto de salida: TSW responde la verificación de preguntas de comprensión en su propio papel y lo entrega a más tardar al comienzo del siguiente período de clase. TS debe estar preparado para discutir las respuestas a las preguntas durante el próximo período de clase.