Society Without a Palace

No clear kings or temples — what kind of society was this?

Learning target: I can no clear kings or temples — what kind of society was this?.

Step-by-step

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 "No clear kings or temples — what kind of society was this?" 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.

Word-problem expressions: model a real-world situation algebraically.

Learning target: I can solve word-problem expressions: model a real-world situation algebraically.

Step-by-step

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Word-problem expressions: model a real-world situation algebraically" 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.

Argument paragraph: 'What evidence reveals about Indus society' (W.6.1).

Learning target: I can argument paragraph: 'What evidence reveals about Indus society' (W.

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): "Argument paragraph: 'What evidence reveals about Indus society'" — 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.

Compare body systems in vertebrates vs. invertebrates.

Learning target: I can compare body systems in vertebrates vs.

Step-by-step

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 "Compare body systems in vertebrates vs" 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.