Instructional Plans
Teacher:_Downing, Mary__Grade:__6__ Week of:__ March 9, 2015 __
Big Idea:_The understanding and knowledge of the culture, society, and government of the Indus River Valley Unit Title:___Indus River Valley
Enduring Understanding:__Students will be able to discuss and decide the rise and importance of the Indus River Valley, identify correctly the forms of government and religion, and understand society and culture of the Indus River Valley
Resources & Text / Do Now / AIM (Lesson Steps) / Homework / Vocabulary Instruction & Differentiation Strategies
Monday
Objectives:
6.H.1.1
6.H.2.4
6.G.1.2
6.G.2.1
6.C.1.2 / Caste system notes, handouts, and divisional cards / Interact with C-Notes / Essential Questions: Define the Hindu caste system and describe the action of reincarnation.
Before: Do Now, Review, Check HW
During: Present the notes on the caste system
We will go over the notes
The students will participate in an divisional activity where they are given cards and divided by caste (handout)
Each group will have a responsibility: the untouchables have to sit on the floor and pretend to pick up trash, the laborers and servants have to straighten up the room, the common people get to sit there, the warriors and rulers have to stand in the back of the room- guarding the door and teacher, and the Brahmin (priests) get to stand in the front of the room and eat their candy in front of everyone. (In the end, everyone gets to eat their candy!)
After: Students will be given Hinduism handout where they need to correctly match the picture to the description and finish the handout / Finish the handout, have sharpie for Thursday! / Indus river valley, Indus river, India, Harappan culture and civilization, Aryans, migration, Harappa, and
Mohenjo-Daro, math, technology, Hinduism, Karma, Veda, dharma, reincarnation, caste system, untouchables, Brahmin
Formative Assessment: Cornell notes, Do Now
Visual students will be aided by the colors depicting each levels. Audio students will be aided by listening to the presentation. Kinesthetic learners will be aided by moving around the room and acting in the caste system.
Tuesday Objectives:
6.H.1.1
6.H.2.4
6.G.1.2
6.G.2.1
6.C.1.2 / Caste system handouts / Complete C-Note summary from the notes from yesterday / Essential Questions: Define the Hindu caste system and describe the action of reincarnation.
Before: Do now, Review, Check HW
During: Students will travel through the caste system- stations set up around the room.
Follow all instructions. If you choose to misbehave, you will not be able to partake in the activity.
In this activity, you will travel through all the Castes/Varnas in Hindu society, and even spend some time as an untouchable, the group below the Caste.
As you travel to each different Caste, you will be given an assignment to complete. READ ALL INSTRUCTIONS CAREFULLY. If you complete the assignment, when the time for Reincarnation comes, you will be able to move on to the next Caste.
Failure to complete the assignment at your station will prevent you from moving on with your group.
You will begin as the Caste where you are currently sitting. Groups will travel to the left when the time for reincarnation comes.
After: When done, students will complete the quiz on the presentation / The reflection part on the caste system handout, Have sharpie for Thursday / Indus river valley, Indus river, India, Harappan culture and civilization, Aryans, migration, Harappa, and
Mohenjo-Daro, math, technology, Hinduism, Karma, Veda, dharma, reincarnation, caste system, untouchables, Brahmin
Formative assessment: Caste system handout and quiz. Visual students will be aided by seeing the stations in action. Audio students will be aided by hearing the instructions.
Kinesthetic students will be aided by moving about the room to each station and performing the task at each station.
Wednesday
Objectives:
6.H.1.1
6.H.2.4
6.G.1.2
6.G.2.1
6.C.1.2 / Presentation and copies of Buddhism handout / Interact with notes from this week / Essential Questions: Define Buddhism. Evaluate the similarities and differences between Hinduism and Buddhism
Before: Do now, Review, Check HW
During: Students will look at a video about Buddhism http://app.discoveryeducation.com/search?Ntt=buddhism
They will then complete the notes on Buddhism. The answers to the questions can be found in the reading passage below it.
After: Start on homework / Buddhism handout, have sharpie for tomorrow! / Indus river valley, Indus river, India, Harappan culture and civilization, Aryans, migration, Harappa, and
Mohenjo-Daro, math, technology, Hinduism, Karma, Veda, dharma, reincarnation, caste system, untouchables, Brahmin
Formative assessment: Do Now
Formative Assessment: Questions on handout about Buddhism, responsive reading
Visual students will be helped by looking at the video. Audio students will be aided by listening to the video. Kinesthetic students will enjoy it by interacting with the notes and using the worksheet.
Higher order responsive reading
Thursday
Objectives:
6.H.1.1
6.H.2.4
6.G.1.2
6.G.2.1
6.C.1.2 / Video, latex-free gloves / C-note summary from yesterday’s notes / Essential Questions: Evaluate the technological and cultural features of the Harappan civilization
Before: Do now, Review, Check HW
During: Students will watch a video that discusses the cultural traditions of the Indus River Valley https://app.discoveryeducation.com/player/view/assetGuid/FB36A154-5092-42D9-BC8B-7A56F420D227
After: When they are done with the video, students will be given a latex free glove to create a Henna design / C-Note Summary / Indus river valley, Indus river, India, Harappan culture and civilization, Aryans, migration, Harappa, and
Mohenjo-Daro, math, technology, Hinduism, Karma, Veda, dharma, reincarnation, caste system, untouchables, Brahmin
Formative assessment: Do Now and advertisement
Collaboration
Friday
Objectives:
6.H.1.1
6.H.2.4
6.G.1.2
6.G.2.1
6.C.1.2 / Video, discussion guides / Why is music important? What are the different reasons for listening to music? Are there different reasons for creating music? / Essential Questions: How does the role of music and dance represent different cultures?
Before: Do now, Review, Check HW
During: Present India Music and Dance
India’s Song: Thanks to the extraordinary people who have mastered the art of listening and who have dedicated their lives to preserving India’s ancient traditions, the captivating melodies of Indian culture can be successfully preserved, celebrated, and shared. http://explore.org/#!/videos/player/indias-song
The Language of Dance: Bharatanatyam dance is derived from the ancient Hindu tradition of Cathir, the art of temple dancers. A complex and beautiful art originally only performed by women, Bharatanatyam is now practiced by men and women, Hindu and non-Hindu alike. It has gained widespread popularity through its portrayal in popular Indian films and performances around the world. http://explore.org/#!/videos/player/the-language-of-dance
After: In your groups, discuss and record your answers to the following questions:
·   What inspires music? Can you give examples? What songs do you know that tell a story?
·   Charlie says, “Culture is an endangered creature.” What does this mean? Do you think this is true? What are elements of your culture that have “died off”? Would you describe them as dead or changed into something different?
·   Explain this quote, “India has many languages but shares music.” Do you have to understand the language to enjoy music?
·   How do dancers “translate” music? Do you “translate” music when you dance?
·   What are some similarities between the music and dance of India and the music and dance of your country? / Have a good weekend! / Indus river valley, Indus river, India, Harappan culture and civilization, Aryans, migration, Harappa, and
Mohenjo-Daro, math, technology, Hinduism, Karma, Veda, dharma, reincarnation, caste system, untouchables, Brahmin
Formative assessment: Do Now, discussion, reflection assignment
Visual students will be aided by looking at the video. Audio students will be aided by hearing the music. Kinesthetic students will be aided by interacting with their peers through reflection of the work.
AVID Strategies
  Writing: C-notes, guided C-notes, graphic organizers, projects
  Inquiry: Graphic organizers, discussions
  Collaboration: group/partner work, student led instruction, projects, gallery walk
  Organization: Binders, agendas
  Reading: Critical reading strategies, graphic organizers (target notes)
Formative/Summative Assessments: Quizzes, student led instruction, teacher led instruction, Do Now, graphic organizers
52