USD Daily Lesson Plan

Teacher Candidate: Karen Clark Lesson Date: 02/23/17 Grade: 7

Subject: World History Lesson/Unit Title: Cultural Exchanges in Trade

CCSS and CA SS /Standards: (What are the skills being taught? Which Agenda: (What is the snapshot of my class flow?)
standards are being specifically addressed in this lesson?)
2016 SS Framework: What were the multiple ways people of Padlet
different cultures interacted at sites of encounter? What were the Review “Thinking” Question
effects of their interactions? Artifact Stations
CCSS.ELA-LITERACY.RH.6-8.7 Personal Artifact
Integrate visual information (e.g., in charts, graphs, Circle Discussion
photographs, videos, or maps) with other information in print
and digital texts.
CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas
or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge
or opinions.
1998 Standard: 7.2 Students analyze the geographic, political,
economic, religious, and social structures of the civilizations of
Islam in the Middle Ages. 7.2.5 Describe the growth of cities
and the establishment of trade routes among Asia, Africa, and
Europe, the products and inventions that traveled along these
routes (e.g., spices, textiles, paper, steel, new crops), and the
role of merchants in Arab society.
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students correctly identify the product, usage, and origin of trading items based on picture and text analysis.
Students accurately interpret the trading item’s origin and travel route based on a given map.
Students plan their own cultural interactions, but identifying an item that best describes their culture and
explain the effects of this item on another culture which may not know what it is.
Key vocabulary and phrases:
Arab dhow, Cultural Interactions, Artifacts, bazaars
Context of Lesson (what happened previous to lesson and how does this lesson build on that)
Students have identified key sites of encounter, bodies of water, and countries on a map of the Middle East.
Students have read and answered questions regarding how the environment of the Middle East affects people,
their culture, and their trade interactions.
This lesson turns to specific artifacts and encourages students to use their familiarity with maps to determine a
destination of the artifacts which is based on understanding the culture and environment of the lands in which
the artifact comes from and might be headed to.
This lesson also builds on student’s analysis of primary sources which is a reoccurring element of this course.
Additionally, this lesson asks students to explain their understanding of how artifacts can describe a culture
and cause an effect on another culture by explaining a personal artifact.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Note: Materials/

A variety of formative assessments should Technology
be used at key points throughout the
lesson
 Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Backpack check
enter the classroom?)
Chromebooks
Padlet responses on the screen,
Students read daily directions which state to write homework in
checking for accurate
Pencil
planner, get out worksheet and Chromebook, a pencil, and place Graphic
5 min description of artifact and
backpack in the front of the room.
Students complete Padlet question: “List 3 things you learned
explanation of cultural traits Organizers
yesterday about one of the artifacts you “discovered.” (G.O.)
Positive Reinforcement

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that
Gather response from Listening Ears
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?) volunteer students. Thinking Caps
Ppt./Projected
Remind students to question “How do trade interactions affect
people?” by having student read aloud
Thumbs Up/ Thumbs
Students are archaeologists, discovering artifacts from a sunken ship. down – Do we remember
3 min Give students time frame for finishing stations and moving to next how to complete this
activity. activity?

Student model what it

looks like to be ready to
move.
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student Checking in with individual (G.O.)
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process) students who need assistance.
Students continue stations activity from yesterday in which each 8 Engaging students in Artifact Cards
stations have an artifact picture and text and one station has a written discussion regarding their Origin Chart
journal entry to be analyzed. Students complete the Artifact Analysis
20 min Graphic Organizer and journal entry question companion at each
choice of travel route for their Afroeurasia
artifact. Map
station.

Journal Entry
Card & Key
Vocab List
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Checking if students are
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing following along
process.) G.O.
Chromebooks
Students transition from stations to personal artifact activity. Google Slides
3 min Teacher directs students to place their graphic organizers in the
center of the group. Get out Chromebook, go to google classroom,
Projector
and complete activity.

Teacher modeling the personal artifact on the projector.

Independent Practice: (individual practice, discussion, writing process.)
Walking around the Chromebooks
10 Students will work silently to add a photo of their personal artifact
min
room. Check for Google Slides
which will describe their culture and then write 1-3 sentences
completion. Collecting Projector
explaining the effect their artifact would have on another culture
graphic organizers.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective Self-management Chromebooks
and connect the lesson to the unit?)
strategies Student Voice
10 min Standing outside (remove barrier of desks) (maybe inside
if raining) – students circle up and present their artifact Listening for effects
some may continue to explain the interaction effect.
Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)

Students answer padlet question using evidence from yesterday’s artifacts.

Students turn in completed identification of the artifacts and their interpretations of suspected trade routes.
Students create a google slide of their own artifact and explain its effect on other cultures.
Students communicate their personal artifact and the possible effect of this artifact on other or future cultures
verbally to the class.
ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all
learners, including IEP, 504 plans, high ability learners, etc.?) ADD ROWS AS NEEDED.

STUDENTS WITH IEP/504 PLANS

IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT

Difficulties is visual processing, difficulties with auditory 6
process, chronic illnesses, ADHD, Emotional
Disturbances
STUDENTS WITH SPECIFIC LANGUAGE NEEDS
IEP GOALS
Working in groups allows strong readers to
read aloud supporting struggling readers.
Activities encourage moving every so often
which encourages focus and motivation for
students with ADHD. Student with chronic
illness is allowed bathroom breaks and
food/water when necessary. Student with
emotional disturbance is given opportunity to
work alone or in a group. Contextualization is
provided for students with visual and auditory
difficulties.

LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

Rated as an intermediate 3 5 Artifacts are describing through photo and text

for greater access and reference. During the
journal entry station, a list of key vocabulary is
provided. Students are divided into groups with
strong English speaking students to encourage
language development.
STUDENTS WITH OTHER LEARNING NEEDS

OTHER LEARNING NEEDS (High ability, struggling readers) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

Students taking study skills elective, whom are identified 5
as needing extra time to organize school work.
Needs based student – identified eating disorder
Heterogeneous groups to encourage their skill
develop and share their skills with others.
1 Student is given permission to use the
bathroom whenever necessary due to protein
shake consumption.

Resources:
Cultural Artifacts from the Arab Dhow taken from:
Hays, S. (2013). Arabic Trade Networks: Growth and Expansion in the Middle Ages. 2nd ed. Sacramento:
California Environmental Protection Agency, pp.62-79.