Single Shard ITU History Class Lesson Plans

M Standard(s):
History Content Standard 3:Students analyze the geographic, political,
economic, religious, and social structures of the early civilizations.
English Content Standard: Identify and analyze features of themes conveyed
through characters’ actions and images.
ELD 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and
text relationships (e.g., compare/contrast, cause/effect, problem/solution)
based on close reading of a variety of grade‐ level texts and viewing of
multimedia with moderate support.
Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)
Students will be able to find different geographic locations by locating Korea
and other sites on different maps using their books and chrome books.
Assessment(s)
Discussion on the division of South and North Korea
Instruction:
Anticipatory set - Sustained silent reading for 10 minutes and quick write for 7
minutes
Instruction - Have students take out their purple books and open up to the
world map
Guided Practice - Have students find Korea and other places on the map
Independent Practice - Read over the overview of the history of Korea and
watch the video on ancient Korea
Closure - Relate ancient Korea to present and talk about the current division of
North and South Korea
Special Considerations: (EL and SN)
Read the overview to students so that they can read along as a class

T Standard(s):
History Content Standard 3:Students analyze the geographic, political,
economic, religious, and social structures of the early civilizations.
English Content Standard: Identify and analyze features of themes conveyed
through characters’ actions and images.
ELD 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and
text relationships (e.g., compare/contrast, cause/effect, problem/solution)
based on close reading of a variety of grade‐ level texts and viewing of
multimedia with moderate support.
Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)
Students will be able to analyze ancient Korean culture by comparing the
culture with their own.
Assessment(s)
Venn diagram of cultures
Instruction:
Anticipatory set - Play old Korean music as students have sustained silent
reading and quick write for 7 minutes
Instruction - Go over ancient Korean culture
Guided Practice - Talk about their societal views on homelessness and
connect it to how homelessness is seen in A Single Shard
Independent Practice - Have students create a Venn diagram to compare their
own culture with the ancient Korean culture
Closure - Watch a video on the history of telling time
 Special Considerations: (EL and SN)
Play music for the musical learners and provide images when going over the
culture

W Standard(s):
History Content Standard 3:Students analyze the geographic, political,
economic, religious, and social structures of the early civilizations.
English Content Standard: Identify and analyze features of themes conveyed
through characters’ actions and images.
ELD 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and
text relationships (e.g., compare/contrast, cause/effect, problem/solution)
based on close reading of a variety of grade‐ level texts and viewing of
multimedia with moderate support.
Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)
Students will be able to analyze differences in societal views by creating a
venn diagram to compare ancient and modern views of homelessness.
Assessment(s)
Venn diagram on views on homelessness
Instruction:
Anticipatory set - Sustained silent reading for 10 minutes and quickwrite for 7
minutes
Instruction - Introduce the service learning project
Guided Practice - Give students time to brainstorm ideas on a poster paper
Independent Practice - Go over ancient Korean views of homelessness and
modern views
Closure - Have students discuss what they see in today’s society and have
them share and write down ideas

Special Considerations: (EL and SN)

Allow students to have time to think before sharing

Th Standard(s):
History Content Standard 3:Students analyze the geographic, political,
economic, religious, and social structures of the early civilizations.
English Content Standard: Identify and analyze features of themes conveyed
through characters’ actions and images.
ELD 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and
text relationships (e.g., compare/contrast, cause/effect, problem/solution)
based on close reading of a variety of grade‐ level texts and viewing of
multimedia with moderate support.
Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)
Students will be able to work with their peers to improve the community by
working together on their service learning project.
Assessment(s)
Service learning project
Instruction:
Anticipatory set - Sustained silent reading and quickwrite
Instruction - Go over the history of celadon and pottery
Guided Practice - Go through an interactive museum of ancient pottery
Independent Practice - Watch a pottery video to see examples of ancient
 pottery
Closure - continue working on project

Special Considerations: (EL and SN)

Allow students to work together in groups for their service learning project

F Standard(s):
History Content Standard 3:Students analyze the geographic, political,
economic, religious, and social structures of the early civilizations.
English Content Standard: Identify and analyze features of themes conveyed
through characters’ actions and images.
ELD 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and
text relationships (e.g., compare/contrast, cause/effect, problem/solution)
based on close reading of a variety of grade‐ level texts and viewing of
multimedia with moderate support.

Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)

Students will be able to evaluate the work of others by completing a group and
peer feedback sheet.
Assessment(s)
Gallery walk and service learning project
Instruction:
Anticipatory set - Sustained silent reading and quick write
Instruction - Allow students to add any finishing touches to their projects
Guided Practice - Have students go through gallery walk
Independent Practice - Have students fill out group member evaluations
Closure - Have students fill out peer and self evaluations on their rubric

Special Considerations: (EL and SN)

Hand out the rubric ahead of time so that students understand the expectations