WVSU LESSON PLAN Teacher Candidate Mark Cutlip Date__12/13/12___________ School _South Charleston Middle School_____________ Grade/Subject __7th

Grade Social Studies____ Lesson Topic Mesopotamia Empires ________ Software and Scenario:______________________

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Students will identify the different factors that affected the Ancient Civilizations/Mesopotamian Empire in ancient times. 2. Students will identify how ancient empires have contributed and influenced todays society(s)/governments. 3. Students will contrast how similar and different Mesopotamia and African empires/leaders were compared to modern leaders. 4. Students will understanding the benefits of certain geographic factors that contributed to the rise of early empires. 5. Students will determine whether they can live in ancient civilizations.

WV CSOs -SS.7.CL.1.2 Identify the contributions and influences of ancient civilizations and categorize the factors that led to their fall (e.g., literature in Mesopotamia). -SS.7.G.6 Compare and contrast geographic factors that contributed to the rise of early civilizations and native cultures (e.g., Mesopotamia). -SS.7.C.3 Compare and contrast the roles, rights, and responsibilities of free men, women, children, slaves and foreigners across time in various civilizations (e.g., ancient civilizations).

NATIONAL STANDARDS/NCSS 1.1 Culture: Human beings create, learn, share, and adapt to culture. 1.2 Time, Continuity, and Change: Studying the past makes it possible to understand the human story across time. 1.3 People, Places, and Environments: The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. 1.4 Individual Development and Identity: Personal identity is shaped by an individuals culture, by groups, by institutional influences and by lived experiences shared with people inside and outside the individuals own culture throughout her or his development. 1.6 Power, Authority, and Governance: Study of dynamic relationships between individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners become more effective problem-solvers and decisionmakers. L.10 Civic Ideals and Practices. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and pratices. MANAGEMENT FRAMEWORK Overall Time - 45 minute lesson Time Frame 10 min. BRAIN Question and teacher intro 15 min. Lecture and review on Study Guide, Mesopotamian Empires 15 min. Class group activity/review, Jeopardy. 05 min. Group discussion for assessment and closure

STRATEGIES - Independent practice- Students will write down an answers to the brain question on the board, Which of the following statements about empire land size is correct? and Based on the population size of the major cities, which statement is correct? - Lesson opening- Students will review study guide Mesopotamian Empires and be led by teacher to give discussion on their answers. - Presentation by teacher by Power point titled, Ancient Civilizations. It is designed to show different ancient empires, emperors, and geographic factors that contributed to the ancient civilization of Mesopotamia. - Class group activity/review Jeopardy

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS Students will be expected to cooperate through guided instruction by teacher. Needs-Based Planning
Learning Differences: Give extra time for completion of answers. Attention Differences: Have students sit upfront or stand in the back to address this situation. Motivational Differences Ability Differences Cultural Differences Communication Differences: guided instruction by teacher. Multiple intelligence addressed (check all that apply): __X__ Verbal/linguistic __X__ Spatial ____Logical/mathematical ____Bodily-kinesthetic ____Musical ____ Naturalist ___X_ Interpersonal _____ Intrapersonal ____ Existential ____ Others (explain): Sensory Differences Behavioral Differences: Have students sit close to teachers desk. Physical Differences Ability Differences Enrichment

PROCEDURES Introduction/ Lesson Set - BRAIN Questions on blackboard Which of the following statements about empire land size is correct ? and Based on the population size of the major cities, which statement is correct? Body & Transitions - After students complete BRAIN by answering the two questions. Which of the following statements about empire land size is correct? and Based on the population size of the major cities, which statement is correct? - Students will read out loud the answers from the brain questions. - Students will review and discuss their answers from the study guide Mesopotamian Empires. - Students will differentiate how all the ancient empires in Mesopotamia were developed or formed. - Students will have a greater understanding of the geographic factors that contributed to the rise of early empires in Mesopotamia. - Students will read out loud the answers to the study guide and group activity. - Teacher will read out a definition and students will answer the question(s) in class group/activity for review, Jeopardy. Closure - Students will participate in web quest Hunt activity. - Students will be lead in group discussion by the teacher as they read questions aloud. - Discuss with students their findings to why ancient empires differ from modern civilizations. - Discuss students thoughts and concerns about how different ancient empires have caused major influences in modern society(s)/governments. ASSESSMENT Diagnostic: Students prior knowledge will be assessed when teacher asks what they know about Mesopotamia and how the different empires and influences from the ancient civilization of Mesopotamia. Students will have to assess their knowledge on the geographic sizes of the empires in ancient Mesopotamia by completing the Brain. Formative: Students will be given a study guide containing questions on all the early empires and emperors. Students will be led by teacher as they answer the questions and complete the study guide Mesopotamian Empires.

Summative: Students will participate in group discussion for review as they work in groups and answer questions out loud to the Hunt activity.

MATERIALS -BRAIN worksheet -Pencils -Study guide Mesopotamian Empires -Sheet of paper for Hunt activity -Computer -Power Point technology EXTENTED ACTIVITIES If Student Finishes Early, he or she is expected to sit quietly and read a library book or trade book. If Lesson Finishes Early, teacher can led further guided discussion on personal opinions concerning the ancient civilizations in Mesopotamia and answer questions to the Hunt activity. If Technology Fails/Not Accessible, teacher will orally present the material to the class and have students write out terms on ancient empires. POST-TEACHING Reflections I enjoyed presenting this lesson plan because I had extra activities scheduled if the students completed all their work. The BRAIN Question fit appropriately with this lesson because I wanted to assess how well my students understood basic geographical concepts of size and population of the ancient empires. My students enjoyed viewing my Power point presentation. It was designed to give good visual effects. The technology tools like computers and the Smart board are useful now in the modern classroom. My teacher does not use a textbook because the school has decided to save money for lap tops. Many of my students commented they liked learning more about the earliest civilizations. I had to redirect one student who was seated by the teachers desk. My teacher informed me this particular student tries to monopolize her classroom time by disrupting the other students. I know there are going to be times in the classroom I will have to utilize instructional strategies to handle or prevent disruptive behaviors. I can give nonverbal clues and give the student a chance to follow classroom rules of raising hand if needing to speak and remain seated in the assigned seat.

Data Based Decision Making (If Needed)