Strategies for the Chapter on the Silk Road Sixth...
Transcript of Strategies for the Chapter on the Silk Road Sixth...
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Strategies for the Chapter on the Silk Road – Sixth Grade
1. Reading Standards for Informational Text 6-12
- Key Ideas and Details. 3. Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
2. Section of Chapter 24 used will be pages 255 – 259. The section titles are:
24.1 Introduction
24.2 The Opening of the Silk Road
The Father of the Silk Road
Silk as a Trade Good
Rome Trades Glassware for Silk
24.3 The Eastern Silk Road
Traveling the Eastern Silk Road
Goods Exchanged Along the Eastern Silk Road
3. Anticipation Guides – I chose this strategy because I think it will make students think about some main concepts prior to reading, for example, did everyone have silk, was the route
continuous, and what made it possible? This strategy allows for students to think about
questions before they read. As they read they will have an idea of some of the content they
should be trying to learn because they know they will have to address the statements again.
4. This strategy should help to encourage students to ask questions as they read because they know what they agreed with and did not agreed with prior to reading and they know they
have to go through that exercise again. As they read they can be asking themselves if their
predictions were accurate. This strategy should allow students to think about major concepts
of the chapter, not many specific details and not focused on vocabulary.
5. The steps of this strategy:
a. As the teacher I will pass out a paper copy of the blank Anticipation Guide for each student, ask them to put their name on it, and tell them they will turn them in after they
read and fill out the whole form.
b. As the teacher I will have a blank Anticipation Guide shown on the SmartBoard.
c. As the teacher I will read the Anticipation Guide out loud and ask the students to fill out the Before Reading column for each statement after I read each statement.
d. The students will then be given time to read the selection on their own.
e. As the teacher I will provide assistance to those who have difficulty reading on their own.
f. Once the students have read the selection I will ask them to close their books and then put a + or – for each statement in the After Reading column.
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g. Once the class is done reading and filling out their After Reading column on their individual guides I will then re-read each statement out loud and ask for a show of hands
to discover how many students put a + and then how many put a – for each statement.
h. If even one student raises their hand for the wrong answer it will be discussed. As the teacher I will tell the students to put an arrow pointing to their answers in the After
Reading column they have incorrectly, after reviewing in class, so when they hand them
in I can 1) confirm the class numbers if necessary and 2) get an understanding of what
each individual student thought after reading.
i. This process and their markings should give me an idea of how thoroughly they read. I will ask those that voted incorrectly to support their answer by re-reading aloud that
sentence or paragraph involved. Perhaps if they hear it or re-read it aloud they will think
differently about their answer.
6. Materials Needed: PC to create and printer to print Anticipation Guide, copier and paper to provide a copy for each student, SmartBoard to project the entire class’s (“master”)
Anticipation Guide, and time. Students will need a writing utensil and their textbook.
7. Examples of the blank “master” and a guide completed by a student follow this strategy.
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Anticipation Guide for the Introduction to the Silk Road
Directions: Read each statement and in the Before Reading column place a + if you agree with
the statement and a – if you disagree. Be prepared to support your response during our class
discussion. After we have covered the whole chapter we will complete the After Reading column
and compare the Before and After columns. You will again be asked to support your responses,
especially if they have changed.
Before Reading Statement After Reading
__________ The Silk Road spanned 12,000 miles __________
__________ The Silk Road went to North America __________
__________ Only goods were traded on the route __________
__________ Military campaigns of the Qin made the Silk __________
Road possible
__________ Zhang Qian is the Father of the Silk Road __________
__________ Disclosing the method of making silk was __________
initially punishable by death
__________ Luoyang and Kashgar were connected by __________
the Eastern Silk Road
__________ The Silk Road is one continuous route __________
__________ People often traveled the desert alone __________
__________ Silk was perfect for trade because people __________
outside of China wanted it
__________ China wanted to trade for pigs because __________
they had none of their own
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Completed Anticipation Guide
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1. Reading Standards for Informational Text 6-12 -Key Ideas and Details. 1. Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Speaking and Listening Standards 6-12
-Comprehension and Collaboration. 1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
-c. Pose and respond to specific questions with elaboration and detail by making comments
that contribute to the topic, text, or issue under discussion.
2. Section of Chapter 24 used will be pages 260 – 261. The section titles are:
24.3 The Western Silk Road
Traveling the Western Silk Road
Good Exchanged Along the Western Silk Road
3. Semantic Feature Analysis (SFA) is the strategy I would use to cover the Western Silk Road material so students can start to frame the idea of and document the differences between the
two main routes of the larger route. Although this seems intended for a before and after
reading strategy I would only use it as an after reading strategy since the text selection is just
two pages. It would serve as an immediate determination of this reading and a review of the
prior reading on the Eastern Silk Road.
4. This strategy should help encourage students to ask questions as they read because they know what types of properties to look for in their reading. This strategy should provide the students
the opportunity to really start to think about and absorb secondary and tertiary details of the
chapter, like how the terrain is different and how it may have determined what goods were
traded on which route. This strategy will be used as a conduit to have students work together
to discuss their findings and work as a class. They may need to defend their position to the
entire class by sharing their findings in the text.
5. The steps of this strategy:
a. As the teacher I will ask them to read the selection.
b. As the teacher I will provide assistance to those who have difficulty reading on their own.
c. As the teacher I will pass out a paper copy of the blank SFA for each student and tell them they will turn them in after they fill out the whole form.
d. As the teacher I will have a blank SFA shown on the SmartBoard.
e. As the teacher I will ask them to them to put their name on their chart then place an X in the appropriate column(s) - Eastern or Western Silk Road or both. I will tell them they
have a limited amount of time – for example, six minutes (this will depend on the number
of students in class and their varied reading levels) – so they can consult only their
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selection on the Western Silk Road and if they do not know an answer after re-reading
they should guess.
f. Once the time period has passed I will ask everyone to close their books and give everyone another minute to guess if they have blanks. I will walk around to make sure
everyone has their chart filled in completely before proceeding. Then I will put them in
groups of two and ask them to talk quietly about each property. If they disagree on which
section(s) of the Silk Road are correct (east or west or both) they need to re-read the
selection containing that property and put that page number in the page number column
on each of their individual charts so I know where the incorrect answers or disagreements
were. If they come to a new consensus they can cross out their answer with a squiggle
line and put another answer but any change requires a page number on that property line
to show where they found the information to change their answer.
g. As the teacher I will then discuss each property with the class and call on groups and ask them to state their answer out loud. If a group does not have the correct answer I will ask
them where they found their answer and take turns assigning a student to re-read that
selection aloud and ask the group to support their answer. We would discuss it as a class
– I would allow individuals to explain why they think their answer is correct or why they
think another answer is incorrect. Both of the students in that group (who had the answer
incorrect) will have to put that page number on that line with the corrected answer so they
know where to find the answer.
h. The students will turn in their SFA so I can see where disagreements or incorrect answers were marked. Once I am sure they are correct, I would give the class another blank SFA
and for homework ask them to fill it out without page numbers in case theirs is confusing
or not legible. They could then use that SFA and the Anticipation Guide as study guides
for tests.
6. Materials Needed: PC to create and printer to print the SFA, copier and paper to provide a copy for each student, SmartBoard to project the entire class’s (“master”) SFA, and time.
Students will need a writing utensil and their textbook.
7. Examples of the blank “master” and a completed SFA by a student and then the SFA after review in a small group follow.
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Semantic Feature Analysis for the Silk Road
Directions: Determine which of these properties is found in the Eastern Silk Road, the Western
Silk Road, or both. Place an X in the appropriate column(s) (Eastern or Western or both). After
review in small group, if an answer is changed a page number should be noted as to where the
answer is in the text for the property in question. Or, if you disagree in your small group also put
the page number where you believe the answer is found.
Properties Eastern Silk Road Western Silk Road Page #
Mostly desert terrain
Travel by camel
Travel by yak
Ended in Mediterranean ports
Mountainous terrain
City of Kashgar
Dunhuang
Ctesiphon
Egypt, Arabia, and Persia
traded their perfume,
cosmetics, and carpets
Chinese traded for glass
products from Rome
Romans traded gold for silk
Chinese traded for asbestos
Chinese traded their dishware,
ornaments, jewelry, cast-iron
products, and decorative boxes
Chinese traded for horses, jade,
furs, and gold
India traded cotton, spices,
pearls, and ivory
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1. Reading Standards for Informational Text 6-12 -Integration of Knowledge and Ideas. 8. Trace and evaluate the argument and specific claims
in a text, distinguishing claims that are supported by reasons and evidence from claims that
are not.
Writing Standards 6-12
-Text Types and Purposes. 3. Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and well-structured event
sequences.
-c. Use precise words and phrases, relevant descriptive details, and sensory language to
convey experiences and events.
Speaking and Listening Standards 6-12
-Presentation of Knowledge and Ideas. 4. Present claims and findings, sequencing ideas
logically and using pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear pronunciation.
2. Section of Chapter 24 used is on page 262. The section title is:
24.5 Cultural Exchanges and the Silk Road
3. Students will use a double entry journal to deepen their understanding of what I believe is one of the more difficult concepts of the chapter. I think it is easy to imagine people trading
material goods but not as easy to understand the necessary communicative devices, soul
searching, and inquisitive minds it took for cultural diffusion to take place.
4. This method will allow students to explore in detail the cultural exchanges and their ramifications of the Silk Road. They should come to the conclusion that this route helped to
change the world in philosophical, religious, and political ways.
5. The steps of this strategy:
a. As the teacher I will spend time discussing, through a question and answer session, what the words philosophical, religion, and politics mean to preface the reading. (Note: this
section of the book is at the end of an entire unit on Ancient China so these concepts
should not be completely foreign by this time but I will delve into a discussion to make
sure at least a solid basic understanding of these terms is in place.) I will then read the
selection aloud as it is only one page. I will also use the think aloud strategy and ask
some questions as I go to keep students engaged and to help keep everyone on the same
pace.
b. As the teacher I will explain that I want each student to pretend they are living somewhere in China, either along the Silk Road or in a remote region. The students will
then be given time to read the selection on their own, if needed, asked to put their name
on their journal, and fill out the double entry journal. The journals will be graded for
grammar and spelling. I will let the students know that they will be expected to share one
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of their entries with the whole class.
c. As the teacher I will provide assistance to those who have difficulty reading on their own, or need help writing, or with any part of the assignment.
d. Once the class is done filling out their journal I will ask each student to share one of the journal entries with the class. I will encourage the students to maturely raise questions if
they think something is not plausible. For example, when Joey says aliens were brought
to China by the Egyptians, I will expect a student to explain why that did not happen (no
evidence, no history of aliens, etc.). This should encourage a discussion and possibly lead
us back to the text for verification of plausibility or lead us to other research.
e. The students will turn in double entry journals so I can grade for spelling and grammar. I will also read for content to gauge if a student is having difficulty with the concepts or
details.
6. Materials Needed: PC to create and printer to print the double entry journal, copier and paper to provide a copy for each student, SmartBoard to project the blank double entry
journal, and time. Students will need a writing utensil and their textbook. If students want to
take notes during this time they will need their corresponding notebook or paper.
7. Examples of the blank “master” double entry journal and a completed journal follow.
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1. Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 6 reading and content, choosing flexibly from a range of strategies.
-a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
Speaking and Listening Standards 6-12
-Comprehension and Collaboration. c. Pose and respond to specific questions with
elaboration and detail by making comments that contribute to the topic, text, or issue under
discussion.
2. The entire section of Chapter 24 will be used, pages 255 to 262 (section titles noted in the above strategies).
3. Students will use a word sort strategy to create a framework of comparisons of the Silk Road. I chose this strategy because I am a visual learner and I think it can help all students to see
like ideas together. Also, to think about which category a word belongs to is a helpful tool
because it makes you really think about that word and how it fits into the bigger picture.
4. This method will allow students to explore in detail the different types of exchanges that occurred on the Silk Road. Hopefully they will realize the commonality and differences
amongst the items/ideas. Students will be expected to look up unknown words in the text and
use context clues to determine meaning.
5. The steps of this strategy:
a. As the teacher I will distribute a word sort and put the students in groups of two.
b. Students will put their names on the word sort and work together to put the words given in the categories given.
c. As the teacher I will provide assistance to those who need help with any part of the assignment.
d. Once the class is done filling out their word sort I will ask each group to tell the class where they put a word of their choosing and I will mark it on the master on the
SmartBoard and ask the class if they agree. This should encourage a discussion and
possibly lead us back to the text for verification or lead us to other research.
6. Materials Needed: PC to create and printer to print the word sort, copier and paper to provide a copy for each student, SmartBoard to project the word sort, and time. Students will
need a writing utensil and their textbook. If students want to take notes during this time they
will need their corresponding notebook or paper.
7. Examples of the blank “master” word sort and a completed word sort follow.
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The Silk Road Word Sort
Put the following words into the category that best represents the word.
Bandits Silkworm Mediterranean Sea Horses
Han dynasty Glass production Silk Eastern Silk Road
Dishware Gold Western Silk Road Dyes
Elephant ivory Caravan Cast-iron objects Buddhism
Trail of bones Mirage Agriculture Zhang Qian
Medicinal coral Silk Law Gardening Spices
Diffusion Diets Pearls
Trade Routes Material Goods Cultural Ideas
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1. Speaking and Listening Standards 6-12
-Comprehension and Collaboration. a. Come to the discussions prepared, having read or
studied required material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
Speaking and Listening Standards 6-12
3. Delineate a speaker’s argument and specific claims, distinguishing claims that are
supported by reasons and evidence from claims that are not.
2. The entire section of Chapter 24 will be used, pages 255 to 262 (section titles noted in the above strategies).
3. Students will use a discussion web to challenge their understanding of the impact of trade along the Silk Road. I chose this strategy because I think it will make students think deeply
about the impacts of material goods as well as cultural exchanges. When you think about
what our world might be like if the routes never opened it makes you realize the global effect
of the trading that occurred.
4. This method will allow students to explore in detail the ramifications of not trading and trading.
5. The steps of this strategy:
a. As the teacher I will put the students in groups of two and distribute the web discussion.
b. Students will put their names on the web discussion and work together to reason why and why not trade should have been permitted along the Silk Road. They should try to list the
same number of answers for each column.
c. As the teacher I will provide assistance to those who need help with any part of the assignment.
d. Once the groups are done I will put two groups of two together and ask them to compare their responses then work together to complete one discussion web. It is acceptable for
group members to disagree but they have to complete one discussion web and base it off
their two group’s discussion web. Each group will select one group member to tell the
class about their web. I will post the webs around the room so others can see their
classmates’ ideas and conclusions.
6. Materials Needed: PC to create and printer to print the web discussion, copier and paper to provide a copy for each student, SmartBoard to project the discussion web, and time.
Students will need a writing utensil and their textbook. If students want to take notes during
this time they will need their corresponding notebook or paper.
7. Examples of the blank “master” discussion web and a completed discussion web follow.
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Silk Road Discussion Web
No Yes
Should trading have
been allowed on the
Silk Road?
Conclusion