Note: TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom
I. Standard(s): 6.12: Analyze the impact of the introduction of written law in the Code of Hammurabi, and explain its basic principles of justice. I can also identify the Epic of Gilgamesh as the oldest written epic.
A. Clear Target: I can analyze and explain the impact of the Code of Hammurabi to include its basic principles of justice. I can also identify the Epic of Gilgamesh as the oldest written epic.
B. Set: TTW tell some jokes to get everyone in the learning mindset. TTW also review the classroom/school rules, clear target and discuss the bell ringer.
C. Bell Ringer: TSW take a quiz over the previous class day’s lesson. Here is the link.
D. Presentation of New Material: TSW complete Document Based Notes (DBN) packet by completing their guided notes from the text provided in the packet. TSW also complete Document Based Questions (DBQ) over the Epic of Gilgamesh that is in their notes packet.
1. Checks For Understanding (CFU): Answers to the teacher led discussions from above.
2. Video in Video N/A
3. Simulation: N/A
E. Guided Practice: TTW demonstrate for the students how to: Find and open the document; use the document; turn in the document when completed. TTW have a student share their screen and demonstrate all of the steps. TTW assist, and have the class assist the student demonstrator with answering the first question.
F. Independent Practice (The assignments are due the next school day):
1. Complete the Nearpod from the Presentation of New Material section.
2. TSW complete the Google Doc on the Hammurabi Code by creating their own code of at least 10 laws. In doing so, the students will pretend that they are living in ancient Mesopotamia and will write the laws for that time frame. Here is the link to the Google Assignment.
3. Complete the DBQ over the Epic of Gilgamesh.
G. Closure: The Nearpod Quiz.
H. Assessment: Question and answer/Discussions/The guided practice/Closure discussion/Quiz if used/ Exit Ticket if used
I. Enrichment: N/A