digital agendas
I will always post your nightly homework and our daily plans here!
DUE TODAY
1. Vocabulary Review Worksheet 2. Marco Polo reading, annotations, and summary HOMEWORK CORNER 1. iReady: 48 lessons by Friday (this is the LAST for the semester!) 2. Achieve: See tracker Standards: 7.3.4: Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty. 7.8.3: Understand the effects of the reopening of the ancient “Silk Road” between Europe and China, including Marco Polo’s travels and the location of his routes RH 7.2: 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. WHST 7.2: Write informative/explanatory texts, including the narration of historical events. Objectives: SWBAT describe the factors that enabled trade in Post-Classical China by analyzing primary source documents and writing a CEEEEL paragraph that utilizes appropriate/clear contextualization. DO NOW (4 minutes, Voice Level 0) Students will answer the warmup questions on page 1 of their packets: 1. What region of the world did the Silk Road run through?2. Describe 1-2 geographical (land) features of this world region. 3. Marco Polo was from Europe and he traveled 50,000 miles to the far end of China. How was he able to do this? Name at least 2 factors that enabled (allowed) his journey. 4. Machines, technology, and tools make it easier for workers to create goods. These things increase a worker’s ____________. 5. Provide 1 real-world example of development within a civilization. CHECKLIST FOR SUCCESS (15 minutes total) The task for today is a CEEEEL paragraph that utilizes appropriate and clear contextualization. We will be going over the criteria for this section of the CFS together. Scholars will be given 3 historical writing samples to read and score using the CFS. They will then highlight examples of contextualization within the samples (7 minutes) Then, scholars will discuss in table groups (3 minutes): 1. Which sample is strongest? Why? 2. Which sample uses the clearest and most thorough contextualization? 3. To what degree, and in what ways, does the contextualization change the quality of the writing? Ms. Francavillo will cold-call for whole-class share-outs. DIRECT- Marco Polo and Vocab. (5 minutes) We will briefly review last night's reading and today's vocabulary terms. INDEPENDENT- DOCUMENT ANALYSIS (15 minutes total) Scholars will have 5 minutes per document. For each document, scholars must underline 2 key details, make analytical jots in the margins (guiding questions will be posted on the board), and write a 2-sentence central idea that answers the essential question: What factors enabled trade in Post-Classical China? COLLABORATIVE DISCUSSION***IF TIME PERMITS*** (10 minutes total) If time permits, scholars will collaboratively discuss: 1. What circumstances affect trade? 2. What is the relationship between trade, development, and productivity? 3. What historical circumstances (context) made it possible for trade to grow in Central Asia/China? EXIT TICKET- 10 minutes Scholars will write their exit ticket on the last page of the packet, answering the essential question using the provided CFS. CFS 1. My response is contextualized: I have explained important historical events and circumstances surrounding the essential question. 2. My response clearly answers the question in the form of a claim. 3. My response uses evidence from two different resources. 4. I have cited my evidence using APA format. 5. I have clearly and thoroughly explained how each factor led to increased trade in Medieval China. Comments are closed.
|
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
June 2019
Categories |