TEAM Lesson Plan Template Teacher: Erica Outlaw/ H.G. Hill Middle Prep, Nashville, Tennessee Class: 7th grade Social Studies Course Unit: China/ February 2016 Lesson Title: The Reunification of China under the Tang Dynasty
LESSON Summary of the task, challenge, investigation, career-related scenario, problem, OVERVIEW or community link E.Q-Why does one Dynasty continue as another Dynasty falls?
This lesson can be taught over one class session lasting 75 minutes.
Students will describe the reunification of China under the Tang Dynasty and reasons for cultural diffusion of Buddhism through analyzing informational texts, primary and secondary source documents, viewing a video clip, partner work, whole class discussions, completing a graphic organizer, analyzing guided notes and questioning. STANDARDS Identify what you want to teach. Reference State, Common Core, ACT College Readiness Standards and/or State Competencies. 7.20-Describe the reunification of China under the Tang Dynasty and reasons for the cultural diffusion of Buddhism.
I can describe the reunification of China under the Tang Dynasty.
I can describe the cultural diffusion of Buddhism under the Tang Dynasty.
Suggested Content Literacy Connections- RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. OBJECTIVE Clear, Specific, and Measurable – NOT ACTIVITIES Student-friendly Students will be able to list 4 out of 6 reunification efforts made by China under the Tang Dynasty.
Students will be able to list 3 out of 5 causes for the cultural diffision of Buddhism under the Tang Dynasty.
ASSESSMENT / Students show evidence of proficiency through a variety of assessments. EVALUATION Aligned with the Lesson Objective Formative / Summative Performance-Based / Rubric Formal / Informal Teacher actions as checks for understanding:
Questioning-teacher will use questioning to assess students’ understanding throughout the lesson. When students answer the question to 80% accuracy, we will move on to the next concept. [formative]
Graphic Organizer: Students will use a graphic organizer to record information they gather throughout the lesson while researching the Tang Dynasty. [formative]
Exit ticket: Students will be rquired to complete an exit ticket before leaving class. Each student should score at least 85%. If students does not score 85%, the following day, the teacher shall conference with that group of students and re-teach the concepts. The other students will be allowed to move ahead with the current day’s lesson. [formative]
Students will use the TN Social Studies Constructed response Rubric Grades 6-7 as a guide for extended writing. Students will be required to obtain a score of 6 for Social Studies content, and a score of 3 for Literacy in Social Studies. I will use the results of the students’ extended writing assignments to inform future lesson plans that will include extended writing for preparation of the TNReady asessment. If students score less than a 6 in Social Studies content and 3 in Literacy in Social Studies, I will work with the students in small groups to strenghthen their writing skills, while the other students continue working on the current day’s lesson.[formative]
MATERIALS Aligned with the Lesson Objective Rigorous & Relevant Students will need: pencil, graphic organizer, netbooks, and internet access, guided notes. Age appropriate texts, primary and secondary documents.
Teacher will need: graphic organizer, internet access, pencil, guided notes.
ACTIVATING Motivator / Hook STRATEGY An Essential Question encourages students to put forth more effort when faced with complex, open-ended, challenging, meaningful and authentic questions. Essential Question: Why does one Dynasty continue as another Dynasty falls?
Supplemental questions for students to consider: What were the achievements of the Tang Dynasty? Why do some ancient Dynasties last longer than others? How are religions diffused into others culture?
INSTRUCTION Step-By-Step Procedures – Sequence Discover / Explain – Direct Instruction Modeling Expectations – “I Do” Questioning / Encourages Higher Order Thinking Grouping Strategies Differentiated Instructional Strategies to Provide Intervention & Extension Step-By-Step Procedures: Discover/ Explain-Direct Instructions
Students will silently enter the classroom, sit in their assigned seats and put their belongings under their desk.
Students should sharpen their pencils, if necessary, and take out the reading and writing assignment from the previous day’s lesson.
Teacher will greet students and welcome them to class. Teacher will make any announcements needed, direct students attention to the ‘DO NOW’ written on the white board. Teacher will explain the ‘Do Now’, and use questioning as a check for understanding, if there aren’t any questions asked by the students [3 minutes]
Students will have prior knowledge from the lesson given the previous day. We read, discussed, and analyzed information about the Dynasty’s that preceeded the Tang Dynasty (Han, Wei, Wu, and Shu-Han) in the Discovery Education Social Studies Tech Book.
Discover/ Explain-Direct Instructions: Teacher will show the video, ‘Era of the Sui and Tang Dynasties, 581-907 AD: The Silk Road’[1:33]. As students are viewing the video clip, I will ask that they consider the improvements made towards the reunification of China under the Tang Dynasty, and how did these achievements effect other dynasties. I will also ask the students to think about the essential question: Why does one Dynasty continue as another one falls? Once video is complete, teacher will solicit possible answers to the questions by asking volunteers to share their answers. [6 mins].
As the students work through the information, I will ask that they keep ther in mind the essential question. GUIDED & “We Do” – “ You Do” INDEPENDENT Encourage Higher Order Thinking & Problem Solving Relevance PRACTICE Differentiated Strategies for Practice to Provide Intervention & Extension We Do/You Do:
Students will work in pairs to close read the secondary source document, ‘The Grand Canal.’ Students will take turns reading each paragraph, underlining key words that need discussion or defining. Students will answer the questions at the end of the document and write at least a one paragraph response to question #4 [15 mins].
Students will switch partners, retrieve their netbooks and log onto CK-12 Foundation. The students will read about further reunification efforts made under the Tang Dynasty. The Golden Age will be examined, and I will direct the students to read, discuss and explain the reasons it was called the ‘Golden Age’ and if this time in China’s history helped unite China further. Use textual evidence from the reading to support your responses. Students, in pairs, will also read and analyze additional efforts and advancements made during the Tang Dynasty. For example, technology and inventions, culture, government, religion, and finally the decline and fall of the Tang Dynasty. Students will use a graphic organizer to capture their thinking and important thoughts [20 mins].
Students will be in groups of three based on their ability. While in groups, students will take turns reading and discussing the primary source document, ‘Memorial on the Bone of Buddha’ by Han Yu retrieved from the website http://afe.easia.columbia.edu. Students are instructed to provide evidence that supports whether the infusion of Buddhism during the Tang Dynasty was perceived as postive or negative by Chinese subjects and/or their rulers. Students will also be required to address the questions at the end of the document through discussion with their group members and then in writing [20 mins].
CLOSURE Reflection / Wrap-Up Summarizing, Reminding, Reflecting, Restating, Connecting Students will reflect and respond to their learning by writing an extended response answering the essential question based on information retrieved from the video, graphic organizer, primary and secondary source documents. Students will be use the TN Constructed Response Rubric for grades 6-8 as a guide for their writing.
CROSS-CURRICULAR CONNECTIONS
NOTES: Resources:
Discover Education Tech book (http://www.discoveryeducation.com//what-we- offer/techbook-digital-textbooks/index.cfm#jmb-113) -Video (Era of the Sui and Tang Dynasties, 581-907 AD: The Silk Road) -Secondary source document (The Grand Canal-Technology Impact) -Techbook is free for Apple iPads through the App Store at https://itunes.apple.com/us/app/discovery-education-techbook/id736877903?mt=8
CK-12 Foundation: -www.ducksters.com/history/china/tang_dynasty.php (Ancient China-The Tang Dynasty)
Primary Source document with questions: -Asia for Educators (http://afe.easia.columbia.edu)
Graphic organizer: -Google main idea graphic organizer (attached)