work with the numbers have the Ace, 2,3,4 find those who share the same suite and the 5,6,7,8’s as well. Now, each group should have a student who has become a pro at one of the documents. The person who had document B will read the document to the rest of the group and explain the answers. Document c will follow, etc. Day 2 (90 min) 25 min Students are finishing the jigsaw Finishing the jigsaw activity as it was probably not finished the class before. 20 min Teacher goes over each document with Students are explaining their analysis the class to ensure how the students of documents B,C,D, and E. analyzed the documents was correct. 30 min Teacher assigns the remaining Students will work together in groups documents to be analyzed by the to analyze the remaining documents. students in groups. 15 min Teacher reviews each document to Students are responding to teacher’s ensure understanding. prompts about each document. Day 3 (90 min) 35 min Teacher hands out the preparation for Students are using their DBQ packets a discussion organizer to prepare to complete the discussion template students for the fish bowl discussion. and prepare their answers to the fish Teacher posts question which will be bowl questions. asked during the fish bowl discussion to allow students to prepare. 55 min Teacher with the help from the Students are participating in the fish students sets up the room for the fish bowl discussion. bowl discussion and facilitates it. Day 4 Teacher assigns the Analytical essay. Students write a four paragraph (90 min) analytical essay responding to the essential question. Description of Lesson Assessment: Analytical writing response How will students reflect on the process and their learning? Analytical writing response
work with the numbers have the Ace, 2,3,4 find those who share the same suite and the 5,6,7,8’s as well. Now, each group should have a student who has become a pro at one of the documents. The person who had document B will read the document to the rest of the group and explain the answers. Document c will follow, etc. Day 2 (90 min) 25 min Students are finishing the jigsaw activity as it was probably not finished the class before. Finishing the jigsaw 20 min Teacher goes over each document with the class to ensure how the students analyzed the documents was correct. Students are explaining their analysis of documents B,C,D, and E. 30 min Teacher assigns the remaining documents to be analyzed by the students in groups. Students will work together in groups to analyze the remaining documents. 15 min Teacher reviews each document to ensure understanding. Students are responding to teacher’s prompts about each document. Day 3 (90 min) 35 min Teacher hands out the preparation for a discussion organizer to prepare students for the fish bowl discussion. Teacher posts question which will be asked during the fish bowl discussion to allow students to prepare. Students are using their DBQ packets to complete the discussion template and prepare their answers to the fish bowl questions. 55 min Teacher with the help from the students sets up the room for the fish bowl discussion and facilitates it. Students are participating in the fish bowl discussion. Day 4 (90 min) Teacher assigns the Analytical essay. Students write a four paragraph analytical essay responding to the essential question. Description of Lesson Assessment: Analytical writing response How will students reflect on the process and their learning? Analytical writing response
12DL-Building-a-Mosque-at-Ground-Zero.docx