Teacher: Hamilton Date: 2/1/16Subject: World History Block: 5th

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

ALCOS : 9.3 Describe the role of mercantilism and imperialism in European exploration and colonization in the sixteenth century, including the Columbian Exchange
KWL / Word Splash / Anticipation Guide / Lecture / Graphic Organizer/VLT / Poem, Rhymes, etc.
ABC Brainstorm / Possible Sentence / Think-Pair-Share / Reading / Pictograph / Acronyms/Word
First Word / Concept Map / Vocabulary DDI / Model / Outline Sections / DDI (define, describe, or identify)
Jot Notes / Quick Write / Daily Language Practice (DLP)______/ Hands-on / Mind Map/Visual Guide / Other: ______
Engagement Strategies:
- Collaborative Group Work - Writing to Learn - Literacy Groups RAFT JIGSAW Cubing 3-2-1
- Column Notes - Scaffolding Text -Classroom Participation Graphic Organizer T-Chart Venn Diagram JOT Charting
- Photo Story - Content Presentation - Active Research Including Technology Other_ Turn & talk

PROCEDURAL CONTENT (application)

Monday / Tuesday / Wednesday / Thursday / Friday
Essential Question: / What fueled the era of exploration? Does one man desire for adventure and riches justify interrupting the prime directive / What fueled the era of exploration? Does one man desire for adventure and riches justify interrupting the prime directive / What was the impact of European Exploration on the Americas / What was the impact of European Exploration on the Americas / What was the impact of European Exploration on the Americas
Objective
Preview / Students will be able to demonstrate mastery in content vocabulary
Reading
DEAR 10 MIN / Students will be able to explain what led to European exploration
Reading
DEAR ten minutes / Students will be able to explain the rivalry between Spain and Portugal and how the pope resolved it
Reading
DEAR ten minutes / Explain technology breakthroughs that allowed early sailors to travel long distances across the ocean
Reading
DEAR ten minutes / Students will be able to identify the the effects of Spanish colonization on the Americas
Reading
DEAR ten minutes
7 minutes mandatory writing. Journal Entry: see white board / 7 minutes mandatory writing. Journal entry: see white board / 7 minutes mandatory writing. / 7 minutes mandatory writing. / 7 minutes mandatory writing.
Bellringer
/ Research: define, describe or identify content vocabulary standard 9.2 / Research: define, describe or identify content vocabulary standard 9.2 / Research: define, describe or identify content vocabulary standard 9..2 / Research: define, describe or identify content vocabulary standard 9.2 / Research: define, describe or identify content vocabulary standard 9.2
Before / Reteach: white board Graphic Organizer on the reformation. Students will take turns going to the white board / Student volunteers share three items from DDI Content Vocabulary Homework
Anticipation Guide: The European exploration / First Word: Causes of the Exploration / ABC Brainstorm: colonization / Reteach :Anticipation Guide on Exploration
(During)
= / Content Vocabulary Test
Content Vocabulary Test / Table Talk: Establish a purpose for reading. Teacher will write Exploration on the board. Each student has two minutes to read the topic, reflect, and write a response. Each student has three minutes to share his/her response with a partner, reflect, and write a response to his/her partner’s statement. One partner will report out
Lecture
Categorizing Graphic organizer European Exploration
Chunk the text. Chunk 1: I Do: Model reading and completing graphic organizer on European
Exploration
Mini Lecture 3 minutes to point our key ideas
Chunk 2: We do: Student and teacher read and complete graphic
Mini Lecture two minutes. Point our key ideas
Chunk 3: Y’all do. Students read and complete graphic organizer on European Exploration / Table Talk: Establish a purpose for reading. European Exploration. Each student has two minutes to read the topic, reflect, and write a response. Each student has three minutes to share his/her response with a partner, reflect, and write a response to his/her partner’s statement. One partner will report out
Differentiating Instruction. Teacher will draw a categorizing chart on the board, using only the important dates of Exploration . Encourage students to find the dates in the section and list three important facts
Lecture
Column notes on Exploration
Mini Lecture two minutes. Point out key ideas
Chunk 3: Y’all do. Students read and complete graphic organizer on The Protestant Reformation / Table Talk: Establish a purpose for reading. Teacher will write Spanish Explorers. Each student has two minutes to read the topic, reflect, and write a response. Each student has three minutes to share his/her response with a partner, reflect, and write a response to his/her partner’s statement. One partner will report out
Lecture
Chunk the text. Chunk 1: I Do: Model reading and completing graphic organizer on New Technologies
Mini Lecture 3 minutes point our key ideas
Chunk 2: Student and teacher read and complete graphic
Mini Lecture two minutes. Point out key ideas
Chunk 3: Y’all do. Students read and complete graphic organizer on New Technologies / Table Talk: Establish a purpose for reading. Teacher will write the essential question on the board. . Each student has five to read the topic, reflect, and write a response. Each student has three minutes to share his/her response with a partner, reflect, and write a response to his/her partner’s statement. One partner will report out
Class will be divided into four groups on each side of the essential question.
Groups will be given ten minutes to write a collective response on the mounted wall paper
Groups will debate the essential question
.
After / Exit Slip: Two things I learned from the lesson today / Exit Slip: Two things I learned from the lesson today / Exit Slip: Two things I learned from the lesson today / Exit Slip: Two things I learned from the lesson today
Homework / Homework: Study Prepare for DDI Test on Monday / Homework: Journal Entry: Did Exploration serve a positive impact on the world? / Homework: Study DDI for Test on Monday / Homework: Complete a graphic organizer on Exploration / Homework: Prepare for DDI Test on Monday
Assessment (formal or informal): class work, notebook, homework, quizzes, tests, computer activities, collaborative work

Summarizing

3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Other: Student summary