SOCIAL SCIENCE WEEKLY LESSON PLAN FORMAT

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UNIT TITLE MEDIEVAL CHINA INVESTIGATION
GRAD
SUBJECT WORLD HISTORY 7 WEEK OF NOV 9-13
E
ESSENTIAL/DRIVING
/HISTORICAL WHAT WAS UNIQUE ABOUT CHINESE THE ECONOMY DURING THESE DIFFERENT DYNASTIES? WHAT DID THEY
QUESTION AND/OR ACHIEVE? HOW DID CONFUCIANISM CHANGE CHINA? (GOVERNMENT, RELIGION, SOCIALLY)
THEME
DAY M T W R F
HISTORY
INVESTIGATION:
HISTORY CONT. MEDIEVAL
MEDIEVAL CHINA VETERANS DAY, NON- NO CLASS, NON-SYNC
LESSON TOPIC/TITLE INVESTIGATION: CHINA SLIDES AND
SYNC DAY DAY
MEDIEVAL CHINA NOTES
MEDIEVAL CHINA
SLIDES AND NOTES
STUDENTS WILL
DISCUSS AND
EXPLAIN WHAT THEY
LEARNED,
STUDENTS WILL
SUPPORTING
ANALYZE THE SLIDES
INFERENCES OR STUDENTS WILL USE
TO LIST KEY IDEAS
PREDICTIONS WITH USING LISTENING,
AND CONCEPTS,
EVIDENCE FROM THE READING, AND
OBJECTIVES EXPLAIN WHAT THEY
SLIDES. REFLECTION SKILLS
ARE SEEING, AND
TO FILL OUT LECTURE
MAKE AN INFERENCE,
STUDENTS WILL ALSO NOTES.
CONCLUSION, OR
USING LISTENING,
PREDICTION.
READING, AND
REFLECTION SKILLS
TO FILL OUT LECTURE
NOTES.
CONTENT 7.3.1 DESCRIBE THE 7.3.1 DESCRIBE THE 7.3.1 DESCRIBE THE
STANDARDS AND ELA REUNIFICATION OF REUNIFICATION OF REUNIFICATION OF
COMMON CORE CHINA UNDER THE CHINA UNDER THE CHINA UNDER THE
 TANG DYNASTY AND TANG DYNASTY AND TANG DYNASTY AND
REASONS FOR THE REASONS FOR THE REASONS FOR THE
SPREAD OF SPREAD OF SPREAD OF
BUDDHISM IN TANG BUDDHISM IN TANG BUDDHISM IN TANG
CHINA, KOREA, AND CHINA, KOREA, AND CHINA, KOREA, AND
JAPAN. JAPAN. JAPAN.

7.3.2 DESCRIBE 7.3.2 DESCRIBE 7.3.2 DESCRIBE

AGRICULTURAL, AGRICULTURAL, AGRICULTURAL,
TECHNOLOGICAL, TECHNOLOGICAL, TECHNOLOGICAL,
AND COMMERCIAL AND COMMERCIAL AND COMMERCIAL
STATE STANDARDS DEVELOPMENTS DEVELOPMENTS DEVELOPMENTS
DURING THE TANG DURING THE TANG DURING THE TANG
AND SUNG PERIODS. AND SUNG PERIODS. AND SUNG PERIODS.

7.3.3 ANALYZE THE 7.3.3 ANALYZE THE 7.3.3 ANALYZE THE

INFLUENCES OF INFLUENCES OF INFLUENCES OF
CONFUCIANISM AND CONFUCIANISM AND CONFUCIANISM AND
CHANGES IN CHANGES IN CHANGES IN
CONFUCIAN CONFUCIAN CONFUCIAN
THOUGHT DURING THOUGHT DURING THOUGHT DURING
THE SUNG AND THE SUNG AND THE SUNG AND
MONGOL PERIODS. MONGOL PERIODS. MONGOL PERIODS.
VOCABULARY TANG DYNASTY TANG DYNASTY DISUNION
SUI DYNASTY SUI DYNASTY GRAND CANAL
CHINA CHINA PORCELAIN
HIMALAYAS HIMALAYAS WOODBLOCK
SILK ROAD SILK ROAD PRINTING
MARCO POLO MARCO POLO GUNPOWDER
SILK PORCELAIN SILK PORCELAIN MAGNETIC COMPASS
FAST GROWING RICE FAST GROWING RICE BUREAUCRACY
MAGNETIC COMPASS MAGNETIC COMPASS SCHOLAR OFFICIAL
GUNPOWDER GUNPOWDER CIVIL SERVICE
WOODBLOCK WOODBLOCK INCENTIVE
PRINTING PRINTING ISOLATIONISM
SUI TANG CANALS SUI TANG CANALS CONSEQUENCE
 EMPEROR YANG-JIAN
KUBLAI KHAN
EMPEROR YANG-JIAN
EMPRESS XIAOJIE MONGOLS
KUBLAI KHAN
BUDDHA THE SILK ROAD
EMPRESS XIAOJIE
CONFUCIUS THE GREAT WALL
BUDDHA
GRAND CANAL CONFUCIANISM
CONFUCIUS
DRAGON BONE PUMP
CIVIL SERVICE EXAMS
REVIEW AGENDA AND
REVIEW AGENDA.
JUMP INTO SHORT
REVIEW AGENDA,
REVIEW OF KEY
REVIEW TRAVEL THEN JUMP
IDEAS, CONCEPTS,
JOURNAL ABOUT IMMEDIATELY INTO
LESSON INTRO AND PEOPLE FROM
TANG AND SONG CLASS DISCUSSION OF
MEDIEVAL CHINA
DYNASTIES TO HELP INVESTIGATION OF
LECTURE TO SET-UP
PREVIEW MATERIAL MEDIEVAL CHINA.
CONTINUATION OF
FOR INVESTIGATION.
LECTURE.
CONTENT DELIVERY TEACHER WILL TEACHER WILL OPEN CLASS WILL SHIFT TO
INTRODUCE HISTORY DISCUSSION TO MEDIEVAL CHINA
INVESTIGATION: CLASS, ASKING LECTURE AND NOTES.
MEDIEVAL CHINA STUDENTS TO SHARE TEACHER WILL
SLIDES AND GRAPHIC WHAT THEY FOUND LECTURE,
ORGANIZER. INTERESTING, OR HIGHLIGHTING WHAT
LEARNED DURING IS IMPORTANT ON
TEACHER MODELS THE EXERCISE. EACH SLIDE, AS IT
THE FIRST SLIDE, TEACHER MAY ASK CORRESPONDS WITH
NOTING KEY IDEAS, FOR EVIDENCE IF NOT SKELETON LECTURE
CONCEPTS, AND PROVIDED. NOTES.
PEOPLE. THEN
DESCRIBES AND AFTER THE TEACHER WILL
DETAILS WHAT THEY DISCUSSION IS OVER, REVIEW VOCABULARY
SEE WITH EXAMPLES. CLASS WILL SHIFT TO ASSIGNMENT WITH
LASTLY TEACHER MEDIEVAL CHINA CLASS.
GIVES AN EXAMPLE LECTURE AND NOTES.
OF AN INFERENCE TEACHER WILL
AND A PREDICTION LECTURE,
 BASED ON SLIDE.

TEACHER THEN
SPLITS THE
STUDENTS INTO
BREAKOUT ROOMS,
HIGHLIGHTING WHAT
SO STUDENTS CAN
IS IMPORTANT ON
WORK
EACH SLIDE, AS IT
COLLABORATIVELY.
CORRESPONDS WITH
SKELETON LECTURE
TEACHER CHECKS IN
NOTES.
ON GROUPS TO SEE IF
THEY ARE ON TASK,
OR ARE IN NEED OF
ASSISTANCE.

STUDENT STUDENTS ARE SPLIT STUDENTS LEAD THE STUDENTS PAY

ENGAGEMENT INTO BREAKOUT CLASS DISCUSSION ATTENTION TO THE
GROUPS AFTER OVER THE MEDIEVAL LECTURE, MAKING
GRAPHIC ORGANIZER CHINA SURE TO FILL OUT
IS EXPLAINED BY INVESTIGATION. THEIR NOTES. NOTES
TEACHER. STUDENTS NOTING WHAT THEY CONTAIN SECTIONS
WORK TO ANALYZE FOUND INTERESTING THAT REQUIRE
KEY IDEAS AND OR IMPORTANT, AND STUDENTS TO LIST
CONCEPTS FROM THE SUPPORTING IT WITH INFORMATION AND
SLIDES, AS WELL AS EVIDENCE AS ANSWER QUESTIONS.
PEOPLE. STUDENTS NEEDED.
CAN COLLABORATE
WITH OTHER GROUP STUDENTS PAY
MEMBERS, WORKING ATTENTION TO THE
ON COMMUNICATION LECTURE, MAKING
AND COLLABORATION SURE TO FILL OUT
SKILLS IN THE THEIR NOTES. NOTES
PROCESS. CONTAIN SECTIONS
THAT REQUIRE
 STUDENTS TO LIST
INFORMATION AND
ANSWER QUESTIONS.
TEACHER WILL
TEACHER THEN
INTRODUCE
BRINGS CLASS
MEDIEVAL CHINA
TOGETHER BEFORE
VOCABULARY
THE END OF THE TEACHER WILL
ASSIGNMENT, WHICH
PERIOD TO REMIND REMIND EVERYONE
WILL BE SELF-GUIDED
LESSON CLOSURE STUDENTS THAT ANY TO REVIEW THE
WORK. TEACHER
LEFTOVER WORK IS VOCABULARY FOR AN
WILL MODEL THE
SELF-GUIDED WORK, UPCOMING QUIZ.
FIRST VOCABULARY
AND ASKS AGAIN IF
WORD, AND ALLOW
ANYONE HAS
STUDENTS TO USE
QUESTIONS.
THE EXAMPLE.
DISCUSSION AT THE
ENTRY-LEVEL
BEGINNING OF CLASS
ASSESSMENT:
IS BOTH A
SUMMATIVE ENTRY-LEVEL
HAVE STUDENTS
ASSESSMENT AND AN ASSESSMENT:
RECALL KEY IDEAS,
ENTRY-LEVEL
CONCEPTS, AND
ASSESSMENT. REVIEW AT THE
NAMES FROM SELF-
SUMMATIVE BECAUSE BEGINNING OF CLASS
GUIDED WORK.
IT INDICATES TO THE ALLOWS THE
ALLOWS FOR
TEACHER HOW WELL TEACHER TO CHECK
ASSESSMENTS OPPORTUNITY TO
STUDENTS FOR UNDERSTANDING
CLARIFY OR EXPLAIN,
CONNECTED WITH AND CLARIFY
IF NEEDED.
THE MATERIAL, AND ANYTHING STUDENT
ENTRY-LEVEL DID NOT
CHECKING ON
BECAUSE IT INFORMS UNDERSTAND, OR
STUDENTS AS THEY
THE TEACHER THE WISH TO KNOW MORE
WORK TO SEE IF THEY
FOUNDATION THAT ABOUT.
UNDERSTAND WHAT
STUDENTS HAVE
THEY ARE TASKED
BEFORE ADDING NEW
WITH.
KNOWLEDGE.
ACCOMMODATIONS AGENDA IS AGENDA IS AGENDA IS
 UPLOADED AND UPLOADED AND UPLOADED AND
UPDATED EVERYDAY UPDATED EVERYDAY UPDATED EVERYDAY
BEFORE CLASS TO BEFORE CLASS TO BEFORE CLASS TO
GOOGLE CLASSROOM. GOOGLE CLASSROOM. GOOGLE CLASSROOM.
AGENDA IS ALSO AGENDA IS ALSO AGENDA IS ALSO
SCREENSHARED IN SCREENSHARED IN SCREENSHARED IN
THE ZOOM CALL AS THE ZOOM CALL AS THE ZOOM CALL AS
KIDS ENTER IT, IT IS KIDS ENTER IT, IT IS KIDS ENTER IT, IT IS
THE FIRST THING THE FIRST THING THE FIRST THING
THEY SHOULD SEE. THEY SHOULD SEE. THEY SHOULD SEE.

ALL ASSIGNMENTS, ALL ASSIGNMENTS, ALL ASSIGNMENTS,

INCLUDING THE INCLUDING THE INCLUDING THE
LECTURE SLIDES ARE LECTURE SLIDES ARE LECTURE SLIDES ARE
FOR ELS AND SSNS UPLOADED TO UPLOADED TO UPLOADED TO
GOOGLE CLASSROOM GOOGLE CLASSROOM GOOGLE CLASSROOM
FOR STUDENTS TO FOR STUDENTS TO FOR STUDENTS TO
ACCESS, AS THEY ACCESS, AS THEY ACCESS, AS THEY
NEED TO, LATER. NEED TO, LATER. NEED TO, LATER.

STUDENTS ARE STUDENTS ARE STUDENTS ARE

REMINDED THAT THE REMINDED THAT THE REMINDED THAT THE
TEACHER HOLDS TEACHER HOLDS TEACHER HOLDS
OFFICE HOURS IN OFFICE HOURS IN OFFICE HOURS IN
CASE ANYONE HAS CASE ANYONE HAS CASE ANYONE HAS
ADDITIONAL ADDITIONAL ADDITIONAL
QUESTIONS OR NEEDS QUESTIONS OR NEEDS QUESTIONS OR NEEDS
CLARITY FOR CLARITY FOR CLARITY FOR
ASSIGNMENT. ASSIGNMENT. ASSIGNMENT.
RESOURCES COMPUTER, ZOOM, COMPUTER, ZOOM,
COMPUTER, ZOOM, GOOGLE CLASSROOM, GOOGLE CLASSROOM,
GOOGLE CLASSROOM, YOUTUBE, GOOGLE YOUTUBE, GOOGLE
YOUTUBE, GOOGLE DOCS AND SLIDES, DOCS AND SLIDES,
DOCS AND SLIDES, AND TEXTBOOK. AND TEXTBOOK.
AND TEXTBOOK.
HISTORY HISTORY
 INVESTIGATION INVESTIGATION
SLIDES AND GRAHPIC SLIDES AND GRAHPIC
HISTORY
ORGANIZER, ORGANIZER,
INVESTIGATION
MEDIEVAL CHINA MEDIEVAL CHINA
SLIDES AND GRAHPIC
SLIDES AND NOTES, SLIDES AND NOTES,
ORGANIZER.
MEDIEVAL CHINA MEDIEVAL CHINA
VOCABULARY. VOCABULARY.