SDAIE Lesson Plan Code of Hammurabi

1. TITLE OF THE LESSON: Vocabulary Within document analysis	2. CURRICULUM AREA & GRADE LEVEL: 9th grade honors World History
3A. STUDENT INFORMATION: English Language Learners         1.) Readiness Level: 2 redesigned ELD students. (Advanced)              2.) Learning Profile Great writing for level, minor grammar difficulties able to keep up with classroom use of SADIE strategies.                3.) Interest Student #1 enjoys going to the beach, dancing, and running. Student #2 enjoy speaking to friends, yet not in front of class both students are in band, and student #1 is in afterschool sports for the school.	3B. STUDENT INFORMATION: Students w/ Special Needs         1.) Readiness Level: No students in this class have IEP’s     or 504 plans.              2.) Learning Profile:                 3.) Interest:
4. RATIONALE      A. Enduring Understanding Students need to understand the document analysis of SOAPStone. This technique will help heighten a student’s skills base needed for Advanced Placement classes later in there high school careers as well as help in future post-high school document analysis organization at the university level.      B. Essential Question(s): What does SOAPStone look like and how can I apply it to historical documents?       C. Reason for Instructional Strategies and Student Activities Students are reading The Code of Hammurabi. They must be able to analyze the text of the poem to learn the Speaker, Occasion, Audience, Purpose, Subject and tone (SOAPStone)of the poem. Once understanding SOAPStone organization students will be able to answer Point of View questions, the student need to establish what each of these initials means within an article. We will be covering the vocabulary of SOAPStone within Point of View (PoV) statements, students will identify the Who, What, Where, and Why The Code of Hammurabi. Once PoV statements have been identified students will be able to identify bias within the document. Once bias has been identified students will then be able to categorize the document with in the Political, Intellectual, Geographic, Social, Economic, Artistic, and Religious (PIGSEAR) thesis groupings. Once PIGSEAR groupings have been categorized, students will be able to identify what material is missing from the document.
5. CONTENT STANDARD(S) 10.2.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the US, France and Latin America	6. ELD STANDARD(S) Reading comprehension: Cluster 2: Advanced Identify strategies used by media to present information for various purposes (e.g., to inform, entertain, or persuade).
7. LEARNING GOAL(S) - OBJECTIVE(S)     Cognitive:  After identifying concepts of the document using SOAPStone, students will be able to break down the code of Hammurabi into the SOAPStone pieces as well as provide examples of the Point of View, check for Bias in the document, categorize the information into PIGSEAR thesis groupings, and provide what is missing from the document.	8. ASSESSMENT(S)      A. Diagnostic/Entry Level: This is a do now assignment, which helps me see where students are in their reading comprehension and ability to identify context clues. Also this will display what reading level the students are at and what vocabulary is difficult for class.      B. Formative-Progress Monitoring: Class meets and collaborates as a group to go over every group’s interpretation. This will allow each student to think about other interpretive techniques and they will be able to apply these to future texts.      C. Summative: Class writing individual summaries in order to reflect on what they read and what techniques they used. Also students will write their own definition along with their own unique sentences for each unfamiliar vocabulary word. This will help reaffirm their familiarity with the new words.
9A. EXPLANATION OF DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS 1.)  Content/Based on Readiness, Learning Profile or Interest Team up with native English speaking peers during think-pair-share with ELLs. Have ELLs identify what words are unfamiliar to them and they will have a partner to help explain definitions as well as a dictionary. 2.)  Process/Based on Readiness, Learning Profile or Interest The process of breaking down sentences and looking up new words should help improve their readiness in reading comprehension. ELL students will not feel singled out for special treatment as they will be able to complete the assignment with the regular students. 3.)  Product/Based on Readiness, Learning Profile or Interest They are allowed to practice social skills with their peers during think-pair-share.	9B. EXPLANATION OF DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS 1.)    Content/Based on Readiness, Learning Profile or Interest: This will provide the students with different strategies that will help them analyze future readings.  2.)    Process/Based on Readiness, Learning Profile or Interest: Taking the information one paragraph at a time will help students who struggle with lecture based assignments break down the information into smaller chunks. Group based work will allow students to chunk and chew information 3.)    Product/Based on Readiness, Learning Profile or Interest: Think pair share will allow for social dynamic relations
10. INSTRUCTIONAL STRATEGIES        A. Anticipatory Set/Into Content objectives for daily objective in social science will be clearly displayed on the whiteboard with green ink. Students will read the article once as a class. Teacher will explain the SOAPStone, POV, Bias, PIGSEAR groupings, and what’s missing on the document analysis (green) sheet. Teacher will open a discussion to answer question regarding the vocabulary within the SOAPStone model and how it applies to an historical text. (10 Minutes)                                              B. Instruction/Through Students will pair up with a neighbor and share what they believed the article was about. Students will then gather into groups of four and get out the document analysis sheet from there binders. Teacher will supply extra copies to students who have misplaced there document analysis sheet. The teacher will then model to students how to identify the Speaker, Occasion, Audience, Purpose, Subject and Tone (SOAPStone), PoV statements, Bias, Placement within PIGSEAR groupings and what’s missing within the article. Teacher will monitor groups who have good ideas and let them know you will ask them to share their ideas in order to ensure good techniques are added to the group share out at the conclusion of the lesson. (20 minutes)        C. Guided Practice/Through The teacher will assist groups who struggle to comprehend assignment by pointing out context clues within The Hammurabi code.                              D. Independent Practice/Through The teacher will monitor the groups to makes sure on task behavior is being enforced.           E. Closure    The teacher will go through SOAPStone, POV, Bias, PIGSEAR groupings, and what’s missing within The Hammurabi code on the document camera for all students to see. Teacher will call upon students who were told have good techniques as well as those who may have struggled with the assignment to ensure comprehension.  (10 minutes)                                        F. Beyond Request to see notes on assignments to monitor reading skills advancement. Continue with SOAPStone practice with different documents and vocabulary words later in the week. Inform students that a document analysis will be on their unit test.	11. STUDENT ACTIVITIES        A. Anticipatory Set/Into Student will read content objective on whiteboard to focus the class on the daily objective. Follow along and listen to the teacher read the story and instructions. Follow along and listen to teacher review document analysis sheet. Student will take notes identifying each vocabulary word.                                              B. Instruction/Through  Explain ideas to partner during Think-pair-share on what entire article is talking about. Discuss what words each student did not understand and talk about what clues are in the text to help with definitions.                                           C. Guided Practice/Through  Students collaborate ideas through think-pair-share on what words mean.                                           D. Independent Practice/Through   Prepare ideas to contribute to group discussion.                                           E. Closure       Copy ideas not already on paper from doc cam onto paper                                       F. Beyond The list of techniques can help students with future readings the need to analyze and understand. Also they will have their document analysis sheet to refer to throughout the year.
12. RESOURCES Building success Document Analysis, The code of Hammurabi

This rubric will help assist students with their categorizing of SOAPStone, PIGSEAR, Point Of View (POV) statements, bias, and what’s missing from an historical document. This assignment with this rubric will be introduced during the anticipatory activity as well as displayed during the guided and independent practice. Students will receive a hard copy of the rubric for the closure activity so that they may self-assess their work.For ELD students Think-Pair-Share has worked in the past for them to understand the concepts being taught.

Rubric for assignment 

Tutoring assistance needed.	Basic comprehension of the text	Intermediate Comprehension of text	At grade level Comprehension of text	Advanced Knowledge of the text
1 or 0; Examples provided are unrelated to activity’s purpose	2 or more; Fair amount of aspects of the SOAPStone groupings are present from the text	3 or more; Sufficient aspects of the SOAPStone groupings are present from text	4 or more; Numerous aspects of the SOAPStone groupings are present from the text	5 or more; Not only are All aspects of the SOAPStone  are present with specific examples from the text, but examples are well grounded and plentiful within the activity
1 or 0; Examples provided are unrelated to activity’s purpose	2 or more; Fair amount of aspects of the SOAPStone groupings are present from the text.	3 or more; Sufficient aspects of PIGSEAR groupings are present.	4 or more; Numerous aspects of PIGSEAR groupings are present.	5 or more; All relevant aspects of PIGSEAR groupings are present with explanation
1 or 0; Examples provided are unrelated to activity’s purpose	2 or more; Fair amount of aspects of the SOAPStone groupings are present from the text.	3 or more; Sufficient aspects of PIGSEAR groupings are provided.	4 or more; Numerous aspects of POV Statements provided	5 or more; A specific POV statement is provided and has been addressed with references to PIGSEAR groupings.
1 or 0; Examples of bias are not present or are unrelated to activities purpose	2 or more; A fair amount of bias has been identified	3 or more; Sufficient aspects of bias have been identified	4 or more; Numerous aspects of bias have been identified	5 or more; Specific aspects of bias have been addressed
1 or 0; Examples of what is missing are not present or are unrelated to the activities purpose.	2 or more; A fair amount of what is missing from the activity have been identified	3 or more; Sufficient aspects of what is missing from the activity have been identified	4 or more; Numerous aspects of what is missing from the activity have been identified	5 or more; Specific aspects of what the article is missing have been Identified and addressed.