Unit 4, Ancient Israel; Lesson 8: Moses

Note:  TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom 

I.  Standard(s):  6.21: Describe the development of the Ancient Israelites, and explain the reasons for their movements from Mesopotamia to Canaan (later called Israel), from Canaan to Egypt, and from Egypt back to Canaan.

6.22:  Describe the origins and central features of Judaism: Key person(s) (Abraham, Moses); sacred texts (Tanakh, Torah); basic beliefs; monotheism; Ten Commandments and emphasis on individual worth and personal responsibility.

     A.  Clear Target:  I can explain the reasons the Israelites traveled from Canaan to Egypt and back again as well as the historical significance of Moses.

     B.  Bell Ringer:

          1.  Previous Day’s Clear Target:  I can explain the origins of Judaism and the historical significance of Abraham and his sons.

               a. Discussion: TTW lead a discussion over the previous day’s clear target and gauge the level of understanding.

               b. Notes Corrections: During the discussion TSW use their notes and make corrections as needed.

          2.  Statement(s): Abraham had a son name Isaac, who wrestled with God and the Lord changed his name to Israel. Isaac had a son named Jacob.

             a. Directions:  TSW analyze the statement(s) and determine if it/they are True or False.  TSW write their answer on the Haastag and post it.  TSW then write the statement in their notes.  If the statement is false, they will correct the statement to make it true as they write it down.  Next TSW write down everything that they can remember about the statement(s) into their notes.  TSW share with their group for the final step and add to their lists the things that other students remembered that they did not, as long as the group agrees to add the item.

               b.  Review:  After the class has completed the activity to the best of their ability, TTW assess if there needs to be a review of the previous day’s lesson.  If a review is needed, TTW have the students get out their notes and will review the material with them.

               c.  If no review is needed TTW have the students get ready for today’s lesson.

     C.  Set: Understanding that everyone has trauma, TTW start off the lesson with the “Riddle Me This” game.  Here the teacher reads 4 riddles, one for each team in the class, and gives 10 behavior points to each group that gets a riddle correct.  After this, if time allows, TTW have everyone stand up and move around to a song of the day for about 30 seconds.

     D.  Presentation of New Material:  TSW complete the EdPuzzle on the Exodus by going to EdPuzzle.com, logging in if necessary, selecting their social studies class, and then selecting the Exodus EdPuzzle.  TSW use the front of their notes page, the one with the map, and they will write their name and class period on it to the left of the map.  After that, TSW write down the questions and answers from the EdPuzzle on the blank spaces around the map.  TSW also use the EdPuzzle to label the map with Moses’ route out of Egypt and to Canaan. TSW name this route Exodus.

          1.  Checks For Understanding (CFU):  Closure Question(s); Independent Practice

          2.  Video in Video N/A

          3.  Simulation:  N/A

     E.  Guided Practice: TTW show the students how to get to the day’s presentation of new material and independent practice; and explain what they are doing to complete the day’s lesson.  TTW then choose a student at random to perform the same tasks.

    F.  Independent Practice (The assignments are due the next school day unless otherwise stated):  TSW complete the Bell Ringer if necessary; the EdPuzzle on Moses and the Exodus; their map; and their notes.

     G.  Closure:  TSW be able to answer the following question(s) in the next day’s class discussion: What was the Exodus?

     H.  Assessment:  Question and answer/Discussions/The guided practice

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