Mesopotamia II — Babylon, Empire & Hammurabi's Code

Sargon of Akkad — the world's first empire; what changes when one ruler controls many cities.

Target: I can sargon of Akkad — the world's first empire.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Sargon of Akkad — the world's first empire.
3. Independent practice (12 min): what changes when one ruler controls many cities..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "Sargon of Akkad — the world's first empire".

HW: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Fraction division intro: 'how many 1/4 cups in 3 cups?' (6.NS.A.1).

Target: I can fraction division intro: 'how many 1/4 cups in 3 cups?'.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Fraction division intro: 'how many 1/4 cups in 3 cups?' (6" with the teacher modeling thinking out loud.
3. We do (10 min): class works two problems together; students explain each step.
4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
5. Closure (5 min): one student presents a solution; class critiques the reasoning.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of fraction division intro: 'how many 1/4 cups in 3 cups?' (6." Teaching it back is the fastest way to lock it in.

HW: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

Read Hammurabi's Code excerpts (primary source); identify central idea (RI.6.2).

Target: I can read Hammurabi's Code excerpts (primary source).

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Read Hammurabi's Code excerpts (primary source).
3. Independent practice (12 min): identify central idea ..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Read Hammurabi's Code excerpts (primary source)".

HW: Independent reading 20 min + log title, pages, and one sentence of reaction.

Body systems overview: name the 11 systems of the human body.

Target: I can body systems overview: name the 11 systems of the human body.

1. Phenomenon (5 min): show an image, video, or demo and ask, "What do you notice? What do you wonder?"
2. Mini-lesson (10 min): teacher introduces the science of "Body systems overview: name the 11 systems of the human body" with a labeled diagram.
3. Investigation (20 min): students gather data — observe, measure, model, or run the lab.
4. Sense-making (8 min): students record a Claim-Evidence-Reasoning response in the lab notebook.
5. Share-out (2 min): one group presents data; class compares results.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Body systems overview: name the 11 systems of the human body" on a sticky note.

HW: Finish lab notebook entry (sketch + CER paragraph) if not done in class.

Babylon under Hammurabi; the principle of written, public law.

Target: I can babylon under Hammurabi.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Babylon under Hammurabi.
3. Independent practice (12 min): the principle of written, public law..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "Babylon under Hammurabi".

HW: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Visual fraction division: area models and number lines.

Target: I can visual fraction division: area models and number lines.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Visual fraction division: area models and number lines" with the teacher modeling thinking out loud.
3. We do (10 min): class works two problems together; students explain each step.
4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
5. Closure (5 min): one student presents a solution; class critiques the reasoning.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of visual fraction division: area models and number lines." Teaching it back is the fastest way to lock it in.

HW: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

Compare two laws from the Code — what do they reveal about Babylonian values? (RI.6.6).

Target: I can compare two laws from the Code — what do they reveal about Babylonian values? (RI.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Compare two laws from the Code — what do they reveal about Babylonian values?" — 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.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Compare two laws from the Code — what do they reveal about Babylonian values?".

HW: Independent reading 20 min + log title, pages, and one sentence of reaction.

Digestive system tour: mouth → stomach → small intestine.

Target: I can digestive system tour: mouth.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Digestive system tour: mouth.
3. Together (12 min): stomach.
4. Independent practice (14 min): small intestine..
5. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Digestive system tour: mouth" on a sticky note.

HW: Finish lab notebook entry (sketch + CER paragraph) if not done in class.

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

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

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.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "'Eye for an eye' — examine social class in the Code".

HW: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Algorithm: invert and multiply; justify why it works.

Target: I can solve algorithm: invert and multiply.

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.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of algorithm: invert and multiply." Teaching it back is the fastest way to lock it in.

HW: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

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

Target: I can begin argument essay planning: 'Was Hammurabi's Code just?' (W.

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?'" — 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.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Begin argument essay planning: 'Was Hammurabi's Code just?'".

HW: Independent reading 20 min + log title, pages, and one sentence of reaction.

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

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

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.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Investigation: enzyme action — crackers chewed for 1 minute" on a sticky note.

HW: Finish lab notebook entry (sketch + CER paragraph) if not done in class.

Family, marriage contracts, schools (edubba), and merchant houses.

Target: I can explain family, marriage contracts, schools (edubba), and merchant houses.

1. Warm-up (5 min): map / timeline question on the board to activate yesterday's learning.
2. Mini-lesson (10 min): teacher-led overview of "Family, marriage contracts, schools (edubba), and merchant houses" using the textbook or atlas.
3. Guided practice (15 min): annotate a primary source, label a map, or sort cards on a timeline with a partner.
4. Independent practice (10 min): students respond in their notebook with one claim + one piece of evidence.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "Family, marriage contracts, schools (edubba), and merchant houses".

HW: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Word problems with fraction division (recipes, sharing, scaling down).

Target: I can word problems with fraction division (recipes, sharing, scaling down).

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Word problems with fraction division (recipes, sharing, scaling down)" with the teacher modeling thinking out loud.
3. We do (10 min): class works two problems together; students explain each step.
4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
5. Closure (5 min): one student presents a solution; class critiques the reasoning.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of word problems with fraction division (recipes, sharing, scaling down)." Teaching it back is the fastest way to lock it in.

HW: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

Argument essay: draft a thesis with two reasons.

Target: I can argument essay: draft a thesis with two reasons.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Argument essay: draft a thesis with two reasons" — 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.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Argument essay: draft a thesis with two reasons".

HW: Independent reading 20 min + log title, pages, and one sentence of reaction.

Circulatory system; pulse-rate investigation before/after exercise.

Target: I can circulatory system.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Circulatory system.
3. Independent practice (12 min): pulse-rate investigation before/after exercise..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Circulatory system" on a sticky note.

HW: Finish lab notebook entry (sketch + CER paragraph) if not done in class.

What we still inherit: written law, base-60 time, the wheel.

Target: I can what we still inherit: written law, base-60 time, the wheel.

1. Warm-up (5 min): map / timeline question on the board to activate yesterday's learning.
2. Mini-lesson (10 min): teacher-led overview of "What we still inherit: written law, base-60 time, the wheel" using the textbook or atlas.
3. Guided practice (15 min): annotate a primary source, label a map, or sort cards on a timeline with a partner.
4. Independent practice (10 min): students respond in their notebook with one claim + one piece of evidence.

Check: Exit ticket: name two specific details (place, person, date, or cause) and explain why they matter.

Home: At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "What we still inherit: written law, base-60 time, the wheel".

HW: Read tonight's textbook section (10–15 min) and add three new facts to your notebook timeline.

Mixed practice: fraction division in real contexts.

Target: I can mixed practice: fraction division in real contexts.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Mixed practice: fraction division in real contexts" with the teacher modeling thinking out loud.
3. We do (10 min): class works two problems together; students explain each step.
4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
5. Closure (5 min): one student presents a solution; class critiques the reasoning.

Check: Exit ticket: 2 problems — one procedural, one word problem — graded for accuracy and reasoning.

Home: Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of mixed practice: fraction division in real contexts." Teaching it back is the fastest way to lock it in.

HW: Practice set: 6–8 problems mirroring class work. Show steps; circle the answer.

Argument essay revision; peer-edit conventions (L.6.1).

Target: I can argument essay revision.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Argument essay revision.
3. Independent practice (12 min): peer-edit conventions ..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: one quoted sentence from today's text + one sentence explaining what it shows.

Home: Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Argument essay revision".

HW: Independent reading 20 min + log title, pages, and one sentence of reaction.

Lab journal sync; weekly reflection on body-systems learning.

Target: I can lab journal sync.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Lab journal sync.
3. Independent practice (12 min): weekly reflection on body-systems learning..
4. Closure (5 min): students name one thing they learned and one question they still have.

Check: Exit ticket: one claim + one piece of evidence from today's investigation, with units where relevant.

Home: Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Lab journal sync" on a sticky note.

HW: Finish lab notebook entry (sketch + CER paragraph) if not done in class.