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.

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.

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

Completed Anticipation Guide

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

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.

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

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

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.

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.

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

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.

Silk Road Discussion Web

No Yes

Should trading have

been allowed on the

Silk Road?

Conclusion