Lesson Plans for the Week of 12/22/2014-12/26/2014
Mr. Bish 
Social Studies / STEM/ Non- Fiction Literacy 

Unit: Ancient Mesopotamia

Monday, December 22, 2014 C- Day 

Monday Morning Meeting Procedure

8:20-9:15
 Students will make their way down to the LGI room and participate in Monday Morning Meeting. Students will listen  and actively participate in the meeting. During the meeting students will do the following.
- Greeting - In preparing for the year the students have been working on professional greetings. student have been learning to introduce themselves by making eye contact, shaking hands in a professional manner, clearly saying their names and actively listening.
- Morning Buzz- Students will participate int he interactive news segment of the Monday Morning Meeting. During this time students will learn objectives for the week, review previously taught content, current events, weather and self- reflection. ( Focus of the Lesson Health- Hygiene)
- Guest Speaker - Miss Marsh- Sharing her experience teaching in South Korea.

Election Speeches for STEM council- Students who are running for STEM council positions will give speeches to the STEM students. Speeches will demonstrate the candidates ability to do the job that is required of them.

Social Studies 

Conquest and Empires Pages 79-83 

Focus: Why are laws important?

282 of Hammurabi's Laws

Objective for the Lesson- 

1.) Learn about Hammurabi the Lawgiver.
2.) Explain why Hammurabi Created these laws for the the people of Babylon.
3.) Select a Law from Hammurabi's  Laws and: explain the law in their own words. 

Lesson Overview- 
Students will preview page 79 in their text and use the text to justify the need for laws in ancient Mesopotamia. Students will then watch the two videos above to add to their knowledge of Hammurabi's laws. Students will then Select a law from the link above. They will copy down the law and explain what it means in their own words. 

Example: 

6. If any one steal the property of a temple or of the court, he shall be put to death, and also the one who receives the stolen thing from him shall be put to death.

Explanation of Law: 

If anyone steals anything from the temples, they will be put to death. If the thief sells what he or she has stolen from the temple, the person who purchases the stolen items or items will also be  put to death. 

Evidence of Learning: Students will be able to explain why laws are important, cite law from Hammurabic Code and explain what the law means in their own words. 


Tuesaday, December 23, 2014 D- Day 
Social Studies 

Conquest and Empires Pages 79-83 

Focus: Why are laws important?

282 of Hammurabi's Laws

Objective for the Lesson- 

1.) Learn about Hammurabi the Lawgiver.
2.) Explain why Hammurabi Created these laws for the the people of Babylon.
3.) Select a Law from Hammurabi's  Laws and: explain the law in their own words.
4.) Create a visual that explains law, explains law and has a visual showing cause and effect of breaking the law.  

Lesson Overview- 
Students will preview page 79 in their text and use the text to justify the need for laws in ancient Mesopotamia. Students will then watch the two videos above to add to their knowledge of Hammurabi's laws. Students will then Select a law from the link above. They will copy down the law and explain what it means in their own words. 

Example: 

6. If any one steal the property of a temple or of the court, he shall be put to death, and also the one who receives the stolen thing from him shall be put to death.

Explanation of Law: 

If anyone steals anything from the temples, they will be put to death. If the thief sells what he or she has stolen from the temple, the person who purchases the stolen items or items will also be  put to death. 


Evidence of Learning: Students will be able to explain why laws are important, cite law from Hammaurabic Code and explain what the law means in their own words. 


Wednesday- Friday December 24-26, 2014

NO SCHOOL


HAPPY HOLIDAYS !!!!!!!!!!!!

SCHOOL WILL RESUME  Monday, January 5, 2015

Lesson Plans for the Week of 12/15/2014-12/19/2014

Lesson Plans for the Week of 12/15/2014-12/19/2014
Mr. Bish 
Social Studies / STEM/ Non- Fiction Literacy 

Unit: Ancient Mesopotamia

Monday, December 8, 2014 A- Day 

Monday Morning Meeting Procedure

8:20-9:15
 Students will make their way down to the LGI room and participate in Monday Morning Meeting. Students will listen  and actively participate in the meeting. During the meeting students will do the following.
- Greeting - In preparing for the year the students have been working on professional greetings. student have been learning to introduce themselves by making eye contact, shaking hands in a professional manner, clearly saying their names and actively listening.
- Morning Buzz- Students will participate int he interactive news segment of the Monday Morning Meeting. During this time students will learn objectives for the week, review previously taught content, current events, weather and self- reflection. ( Focus of the Lesson Health- Hygiene)

Election Speeches for STEM council- Students who are running for STEM council positions will give speeches to the STEM students. Speeches will demonstrate the candidates ability to do the job that is required of them.

SOCIAL STUDIES CONTINUED- Pages 73- 79 Close reading Strategies 

Ancient Mesopotamia
Objectives for the Day 

As a result of lesson students will...

1.) Complete a close reading activity.
2.) gather information from their close reading activity that answers their guiding questions.
3.) Write a response that is supported by evidence.

Lesson Overview

Students will re read pages 73- 79. Students will then focus on their assigned section. Teacher will instruct students how to use the guided question to focus their reading. As the students are reading they will look for evidence they can use to answer questions. Teacher will model using the inventions section on page 73. Teacher instruct how the guide question focuses the reading by asking the students what they need to find.

What were the two major inventions farmers used to protect their crops from flooding?

Teacher will model how to find dikes and canals in paragraph 2.  teacher will then teach students how to use evidence to write  a response.

The two major inventions farmers used to protect their crops from flooding are dikes and canals.

Evidence of Learning- Student will write responses with evidence to support response.

Tuesday, December 16, 2014 E- Day

Lesson Focus

Group Project Inventions, Architecture, Religion, Social Classes, Innovations, Economy and Geography of Sumer.

Objectives for  Lesson

As a result of the lesson students will...
1.) Use text to create presentation of content to teach peers about their assigned section
2.) create a study guide for classmates to use during the presentation.
3.) Create an assessment question for classmates to check content.

Lesson Activity: Students will create a presentation that teaches content to peerts about selected section .

Presentation must-

teach content vocabulary

include a fact sheet or study guide

create a question students need to answers as a result of the learning.

create two content based questions

Evidence of Learning

Students complete all written presentation requirements.

Wednesday, December 17, 2014 F- Day


Lesson Focus: Completing Presentation

Group Project Inventions, Architecture, Religion, Social Classes, Innovations, Economy and Geography of Sumer.

Objectives for  Lesson

As a result of the lesson students will...
1.) Use text to create presentation of content to teach peers about their assigned section
2.) create a study guide for classmates to use during the presentation.
3.) Create an assessment question for classmates to check content.

Lesson Activity: Students will create a presentation that teaches content to peerts about selected section .

Presentation must-

teach content vocabulary

include a fact sheet or study guide

create a question students need to answers as a result of the learning.

create two content based questions

Evidence of Learning

Students complete all written presentation requirements.

Thursday, December 18, 2014 A- Day

Presenting and Assessing Presentation about ancient Sumer

Objectives: As a result of the lesson students will..

Present their presentation to their classmates

Assess students understanding with assessment of content

Lesson Overview-

Students present content to classmates: Presentation will included ...


Group Project Inventions, Architecture, Religion, Social Classes, Innovations, Economy and Geography of Sumer.


-teach content vocabulary

-include a fact sheet or study guide

-create a question students need to answers as a result of the learning.

-create two content based questions

Evidence of Learning

Students present all written presentation requirements as a group and complete assessment to demonstrate learning.

Friday, December 19,2014 B- Day

PROGRESS REPORTS ISSUED TO STUDENTS! MUST SIGN AND RETURN ON MONDAY
DECEMBER 22, 2014

Hammurabi- Pages 80-84

Big Question- Why are laws important for a society? 

Hammurabi's Code - Use this site to learn about the laws of Ancient Mesopotamia. 

Objectives: Students will...

Lesson Plans for the Week of December 7, 2014 - December 12, 2014

Lesson Plans for the Week of December 7, 2014 - December 12, 2014 
Mr. Bish 
Science/ STEM/ Non- Fiction Literacy 

Unit: Weather and Climate 

Monday, December 8, 2014 A- Day 

Monday Morning Meeting Procedure

8:20-9:15
 Students will make their way down to the LGI room and participate in Monday Morning Meeting. Students will listen  and actively participate in the meeting. During the meeting students will do the following.
- Greeting - In preparing for the year the students have been working on professional greetings. student have been learning to introduce themselves by making eye contact, shaking hands in a professional manner, clearly saying their names and actively listening.
- Morning Buzz- Students will participate int he interactive news segment of the Monday Morning Meeting. During this time students will learn objectives for the week, review previously taught content, current events, weather and self- reflection. ( Focus of the Lesson Health- Hygiene) 

- Guest Speaker- This week students will listen to Mr. Cook  our high school dean of students  to learn about her career as an educator and the importance of education and working hard at a career.

Hand Hygiene

Mouth Hygiene 

Science Lesson: Preparing For Presentations on Storms 

Objectives: As a result of today's lesson students will...
1.) Collaborate to put the finishing touches on their storm presentations.
2.) Present their presentations to the classroom.
3.) Generate and answer questions during and after the presentations.

Lesson Overview: Presentations

Students will work in groups using their graphic organizers organize their presentations. Students will then use their rubric to make sure they are meeting all of the requirements for the presentations.Students will then practice their presentations working with the rubric as a guide.  students will then present their presentations to the class.  

Evidence of Learning: students will present their presentations to the class. All students will take notes and ask questions about groups presentations.

Categories	1 Does not Meet Standard 10	2 Below Standard 15	3 Meets Standard 20	4 Above Standard 25
Content : Students present content based on text. Includes description, how the storm is formed,  damage pattern,  and safety .	All content is missing. No indication that presentation came from text.	All content is presented. Evident that the students used text as a resource. Presentation is in is directly from the text.  Presentations reads like a textbook. Content is included:  Description of the storm, scientific explanation , how it forms, damage pattern explained, safety plan vague.	All content is presented. Evident that the students used text as a resource. Presentation is in kid language, but evident that text makes up a majority of the presentation. Students  repeat content Content is included:  Description of the storm, scientific explanation how it forms, damage pattern explained, safety plan clear	All content is presented. Evident that the students used text, but used additional resources. Presentation is in kid language, but evident that text provided foundation.  Content is included:  Description of the storm, scientific explanation how it forms, damage pattern explained, safety plan clear and Audience feels informed.
Presentation:	One member presents the presentation and the presentation is Incomplete.	2-3 members of the team present during the presentation.  Voices are audible, speakers  are  pleased about their work, all students are experts, and pride is evident in their work.	Some members of the team present during the presentation.  Voices are audible, speakers are confident about their work, all students are experts,	All members of the team present during the presentation.  Voices are audible, speakers are confident about their work, all students are experts, and pride is evident in their work.
Group Work:	Group work was not evident.	Some team members shared in the work. Evident that some students  completed the assigned task.. Evidence of tension between team.  Some members sat back while others worked. Needed prompting from team members and teacher	Some team members shared in the work. Evident that everyone completed the assigned task. All members worked together. Evidence of tension between team.  Some members sat back while others worked. Needed prompting from team members.	All team members shared in the work. Evident that everyone completed the assigned task and came together. All members are happy and pleased that they worked together.
Visual Presentation:	No visuals at all in the presentations. Limited number of evidence for each part.	One Diagram or, charts, present. graphics, content are visible.. Visual communicates content. In a limited manner	Some diagrams, charts, graphics, content legible  spelled correctly, visual communicated content.	Diagrams, charts, graphics, content neat, spelled correctly, visual communicated content.

Tuesday, December 9, 2014- B Day 

Weather and Climate Continued- Due to Monday Morning Meeting Running Overtime- Students will present their presentations today.

Objective - As a result of the lesson students will..

Present to their classmates presentations created by student groups about thunderstorms, snowstorms,hurricanes and tornadoes.

Evaluate their work and critique their presentations.

Lesson Overview- Students present Power Points to the group. Teacher will evaluate presentations using rubric to evaluate content, presentation, group work, and visual presentation

Evidence of Learning- Students share what they learned about their selected storms.

Climate- What factors impact climate?  

What causes climate change?  What are the effects of climate change? 

What causes seasons?  Why are the seasons in the northern hemisphere different than the seasons in the Southern Hemisphere?

Wednesday, December 10, 2014 -C Day  Change !

NO SCHOOL Due to Weather  Lesson Plans Moved to Next Day

Thursday, December 11, 2014 - C- Day

Social Studies Change Over

Ancient Mesopotamia

Pages - 73 - 78

Lesson Objectives- As a result of the lesson students will...

1.)  Close read page 73 to cite specific evidence that supports a claim.
2.) Define and rewrite vocabulary in language that they understand.

Lesson Procedure -

Teacher will have students watch the video above to engage the students about learning about ancient mesopotamia.  Students will review close reading strategy.  Teacher will encourage students to ask the following questions as they are reading.

• What is the author telling me here?
• Are there any hard or important words?
• What does the author want me to understand?
• How does the author play with language to add to meaning?

Students will read the section of the text on page 73 and share what information that they have learned from the text. Teacher will model how to pull and organize information from the text. Teacher will then assign different sections to groups about ancient mesopotamia.  Sections will include different inventions and progress the ancient people of Sumer made, Architecture and religious beliefs, the role of government, changing economy, division of society, and innovations.  Keeping in mind the following questions as they read.

Evidence of Learning- Students will collect and organize information.

Social Studies Vocabulary

Pages 73-78

Civilization in Mesopotamia

Directions: Read the textbook definitions and rewrite them in your own words.

Civilization – is a centralized society with developing forms of religion, ways of governing, and learning.

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technology- the skills and knowledge to make products or meet goals.

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ziggurat- the largest building in most Sumerian cities a temple made of brick mud typically.

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government- is an organized system that groups use to make laws and decisions.

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city-state- included a city or village and the farmland around it.

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monarchy- a form of government where one person has complete authority.

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authority- right to rule in peacetime and to lead soldiers into war.

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surplus- extra supply to feed people who came to settle Sumer-

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 merchants- people who bought and sold goods for a living .

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social classes- groups with different levels of importance

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scribe- a person who wrote things for others.

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innovations- new ways of doing things.

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Friday, December 12, 2014 - D - Day 

How has the development of Cuneiform changed the world? What would have happened if Cuneiform was not created? 

Presenting information they learned about Ancient Mesopotamia.

Objectives of the Lesson- As a result of the lesson students will...

1.) Students will take their organized information about what they have learned about ancient Mesopotamia.

2.) Students will use information they they have gained to answer questions with evidence gathered from the text.

Lesson Overview-  Teacher will then model page 73 to answer the following question.

What made Mesopotamia a place where many people came to live? 

Teacher will model how to use evidence of location between the Tigris and Euphrates rivers made Sumer the ideal place for the birth of society. 

Teacher will then ask the following questions to each group. 

New Inventions- What two inventions helped the early farmers deal with flooding?  

Architecture and Religious Beliefs- Explain how religion in Sumer reflect the importance of agriculture?

The Role of Government- Explain what kind of government did the Sumerians  city- states form to provide stronger leadership?

Changing Economy - What effect did a surplus or a large amount of food have on life in Sumer?

Division of Society - What were Sumer's social classes. Explain how class determined what people were allowed to do in Sumer.

Evidence of Learning- Students will write evidence based answers.  Present their findings to their classmates.