Crime and Punishment in Babylon

'Eye for an eye' — examine social class in the Code; free, slave, noble.

Learning target: I can explain 'Eye for an eye' — examine social class in the Code.

Step-by-step

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): 'Eye for an eye' — examine social class in the Code.
3. Independent practice (12 min): free, slave, noble..
4. Closure (5 min): students name one thing they learned and one question they still have.

Algorithm: invert and multiply; justify why it works.

Learning target: I can solve algorithm: invert and multiply.

Step-by-step

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Algorithm: invert and multiply.
3. Independent practice (12 min): justify why it works..
4. Closure (5 min): students name one thing they learned and one question they still have.

Begin argument essay planning: 'Was Hammurabi's Code just?' (W.6.1).

Learning target: I can begin argument essay planning: 'Was Hammurabi's Code just?'.

Step-by-step

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Begin argument essay planning: 'Was Hammurabi's Code just?' (W" — students follow along and annotate.
3. Discussion (10 min): turn-and-talk on a focus question, then share out with text evidence.
4. Writing (15 min): students respond in writer's notebook — one paragraph minimum, citing the text.
5. Share (3 min): two volunteers read a sentence they're proud of.

Investigation: enzyme action — crackers chewed for 1 minute; what changes?

Learning target: I can investigate investigation: enzyme action — crackers chewed for 1 minute.

Step-by-step

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Investigation: enzyme action — crackers chewed for 1 minute.
3. Independent practice (12 min): what changes?.
4. Closure (5 min): students name one thing they learned and one question they still have.