Day 1: Guided Notes and H.O.T.

Timeline Activity
Objectives:
1. TSW draw conclusions from Chapter 6 and the formative assessment
page (DOK 3)
2. TSW apply concepts they learned from the material in the form of a
H.O.T. Timeline (DOK 4)
3. TSW modify their table group timeline into a classroom set. (DOK 2)

Materials:
1. Pencil/Pen
2. Paper
3. Guided Notes
4. Big blue paper
5. Smartboard
6. Markers
7. Google Chromebook

Opening (Set):
Bellringer: Before the 19th century, transportation by water in America
was slow, and goods could not be shipped by water in a timely manner.
The creation of the steamboat engine made transportation faster, and
now, the U.S. wanted to ___________ all of their water resources. In the
early 1800s, the United States began constructing artificial
waterways to make more cities accessible by water. These new
inventions made transporting goods by water speedy and cheap.

1. Based on context clues, which word would BEST go in the 1st blank?
A. destroy
B. utilize
C. captivate
D. maneuver

2. What would be another term to replace the phrase artificial

waterways with?
A. submarine
B. bridge
C. Calcutta
D. Canal

Learning Tasks (Procedures):

A. Students will come into the classroom and work on the Monday
bellringer. We will go over the bellringer and explain the reasoning
behind it (5 min.)
B. Students will be given a guided notes section to fill out from their
textbook. We will go over it when completed to clear up
misconceptions (20 min.)
C. Students will stay in their table group and be given instruction on
todays H.O.T. day. Directions will be handed out with the questions
they are required to answer on there big paper. Big paper is given out
during this time. (5 min.)
D. Students will then work in table groups to complete the H.O.T.
timeline and design a classroom copy to hang up outside the
classroom. (15-20 min.)

Closure:
Students will work on their timelines to up through the bell so they can
have plenty of time on Wednesday to collaborate together.

Differentiated Instruction:
Enrichment: The students who need enrichment will be
involved in leadership roles where they can direct their specific
table group
Intervention: Students who need intervention will also be in a
table group where they can receive assistance from not only the
teacher but also from their peers
Accommodation: We will accommodate to our students who
struggle with note taking. We can do a 1 on 1 session or partner
them with a student so they can be assisted in getting their
notes.