The Persian Empire & the Persian Wars

Cyrus the Great; satraps and the Royal Road; Zoroastrianism.

Target: I can cyrus the Great.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Cyrus the Great.
3. Together (12 min): satraps and the Royal Road.
4. Independent practice (14 min): Zoroastrianism..
5. 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 "Cyrus the Great".

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

Percent as ratio per 100 (6.RP.A.3); convert fractions ↔ percents.

Target: I can percent as ratio per 100 (6.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Percent as ratio per 100.
3. Independent practice (12 min): convert fractions ↔ percents..
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 percent as ratio per 100." 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 on Cyrus; analyze how individuals shape events (RI.6.3).

Target: I can read on Cyrus.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Read on Cyrus.
3. Independent practice (12 min): analyze how individuals shape events (RI.6.3)..
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 on Cyrus".

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

Plant response to gravity (gravitropism) — design a tilt test.

Target: I can plant response to gravity (gravitropism) — design a tilt test.

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 "Plant response to gravity (gravitropism) — design a tilt test" 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 "Plant response to gravity (gravitropism) — design a tilt test" on a sticky note.

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

The Battle of Marathon; the runner Pheidippides.

Target: I can the Battle of Marathon.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): The Battle of Marathon.
3. Independent practice (12 min): the runner Pheidippides..
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 "The Battle of Marathon".

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

Find the percent of a quantity; tax & tip basics.

Target: I can find the percent of a quantity.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Find the percent of a quantity.
3. Independent practice (12 min): tax & tip basics..
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 find the percent of a quantity." 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 Herodotus excerpts; primary source vs. secondary source.

Target: I can begin Herodotus excerpts.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Begin Herodotus excerpts.
3. Independent practice (12 min): primary source vs. secondary source..
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 "Begin Herodotus excerpts".

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

Light direction & phototropism investigation setup.

Target: I can light direction & phototropism investigation setup.

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 "Light direction & phototropism investigation setup" 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 "Light direction & phototropism investigation setup" on a sticky note.

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

Leonidas, the 300, and the strategic pass.

Target: I can explain leonidas, the 300, and the strategic pass.

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 "Leonidas, the 300, and the strategic pass" 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 "Leonidas, the 300, and the strategic pass".

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

Find the whole given a part and a percent.

Target: I can find the whole given a part and a percent.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Find the whole given a part and a percent" 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 find the whole given a part and a percent." 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.

Vocabulary: tyranny, hoplite, phalanx, trireme.

Target: I can read and write about vocabulary: tyranny, hoplite, phalanx, trireme.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Vocabulary: tyranny, hoplite, phalanx, trireme" — 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 "Vocabulary: tyranny, hoplite, phalanx, trireme".

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

Vocab: tyranny, hoplite, phalanx, trireme

Daily phototropism observation; record bend angle.

Target: I can daily phototropism observation.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Daily phototropism observation.
3. Independent practice (12 min): record bend angle..
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 "Daily phototropism observation" on a sticky note.

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

Themistocles and the Athenian fleet; Greek alliance victory.

Target: I can themistocles and the Athenian fleet.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Themistocles and the Athenian fleet.
3. Independent practice (12 min): Greek alliance victory..
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 "Themistocles and the Athenian fleet".

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

Percent increase/decrease with negative-number framing.

Target: I can percent increase/decrease with negative-number framing.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Percent increase/decrease with negative-number framing" 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 percent increase/decrease with negative-number framing." 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.

Mini-research: choose one Persian War battle (W.6.7).

Target: I can read and write about mini-research: choose one Persian War battle.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Mini-research: choose one Persian War battle (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.

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 "Mini-research: choose one Persian War battle (W".

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

Compare gravitropism vs. phototropism evidence.

Target: I can compare gravitropism vs.

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 gravitropism 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.

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 "Compare gravitropism vs" on a sticky note.

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

Delian League → Athenian Empire; tensions sown for later war.

Target: I can delian League.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Delian League.
3. Together (12 min): Athenian Empire.
4. Independent practice (14 min): tensions sown for later war..
5. 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 "Delian League".

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

Mixed practice: percent and rate problems.

Target: I can mixed practice: percent and rate problems.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Mixed practice: percent and rate problems" 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: percent and rate problems." 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.

Publish mini-research with a 'works cited' line.

Target: I can publish mini-research with a 'works cited' line.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Publish mini-research with a 'works cited' line" — 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 "Publish mini-research with a 'works cited' line".

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

Lab journal sync; what variables affected results?

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): what variables affected results?.
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.