Class: 7th Grade/Social Studies                               

Teacher:Lee Ann Erickson               Unit: Trade and Culture

Date: 11/10                                         Topic: Eastern Hemisphere Geography

Lesson Title:Resources and Trade   

Content Objectives:

Students will be able to identify the name and location of at least one ancient trade route in the Eastern Hemisphere.

Literacy Objective:

Students will read over their notes and make written adjustments where necessary. 

Materials/Resources needed:pencils or pens, Class notes which will be handed back out, Unit Review Sheet

Adaption

**IEP and ELL students will receive extra instruction for clarification and extra time if needed. The nature of doing group work allows for individual student help.Note to self:

Write on the board Agenda items:

Agenda

1. Test on Monday 11/14

2. Unit Review Sheet

3. Eastern Hemisphere Trade Route Research

Welcome/Fill in Agendas, Log on to computers turn off the monitor and settle down

Students please write on Monday the 14th in your agenda remember there is a test on Monday. Here is the review sheet you can use to study; I have blank copies of the map if anyone wants to take them home to practice filling in the map.

On Monday when you come to class be sure you have all your notes, which I’m going to hand back to you in a minute, in order to spend a few minutes reviewing before you start the test. Does anyone have any questions about the test? Remember, there isn’t going to be anything on the test that we have not covered in class. As long as you have done the work and you review you will do great.

Set:

Photo of camels crossing the desert. Presentation of Silk Road and Trans Sahara Trade Route

Input:

Presentation to the class about Eastern Hemisphere trade routes, the intension is to focus their attention even more on the specific routes that existed in the Eastern Hemisphere that led to the current trade routes we have today. (This research project is meant to help set them up to learning about the Silk Road and then on to cultural centers.

Closure: Who can tell me about the ancient trade routes that you have been researching. Is there one that was the same as in the presentation we just watched?

Remainder of the class is for finishing up research, personal atlases and going over the review sheet.

Daily Reflection:

Today was a productive work day. The students were pretty mellow and listed and helped hand work back out. I spoke to a number of students who wanted to know how to fix their notes, or improve their notes that way they had better work to study. I handed out the unit review which most of the students seemed to like, but after class there were about 10 left behind, although I’m sure that has more to do with their forgetfulness than anything else.

I had been attempting  help a couple of the students in my class get missing work in and one of them turned in several assignments to me. She’d been missing the first 4 days of the unit and had asked for all the work but didn’t seem all that interested in getting it in. I asked her daily about it and eventually she turned it in. I’m not sure how she’ll do on the test since she didn’t do the pre-assessment. There is another student who had also missed quite a bit, but he doesn’t seem in much of hurry to get in any of his work, even though I’ve given him copies of everything. He didn’t do well, below the average, on the pre-assessment so I’m also anxious to see how he does. The only thing I did not do with those two students was to call home and speak with their parents about their missing work. Unfortunately, for me, their parents first language is Spanish and didn’t take the time to work with the front office to get a translator to help me make the calls. In the future I know that’s something I’ll do, but with the limited amount of time I had a hard time fitting that in as well.