Alexander the Great & the Hellenistic World

How Macedonia rose; the long sarissa and the new phalanx.

Target: I can how Macedonia rose.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): How Macedonia rose.
3. Independent practice (12 min): the long sarissa and the new phalanx..
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 "How Macedonia rose".

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

Surface area using nets — rectangular prisms (6.G.A.4).

Target: I can surface area using nets — rectangular prisms.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Surface area using nets — rectangular prisms (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 surface area using nets — rectangular prisms (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 on Philip & Alexander; how individuals shape events (RI.6.3).

Target: I can read on Philip & Alexander.

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

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

Predator-prey relationships; model with hare/lynx data.

Target: I can investigate predator-prey relationships.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Predator-prey relationships.
3. Independent practice (12 min): model with hare/lynx data..
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 "Predator-prey relationships" on a sticky note.

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

From Granicus to the Hydaspes; map Alexander's empire.

Target: I can from Granicus to the Hydaspes.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): From Granicus to the Hydaspes.
3. Independent practice (12 min): map Alexander's empire..
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 "From Granicus to the Hydaspes".

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

Surface area of triangular prisms via nets.

Target: I can surface area of triangular prisms via nets.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Surface area of triangular prisms via nets" 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 surface area of triangular prisms via nets." 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: empire, conquest, syncretism, Hellenistic.

Target: I can read and write about vocabulary: empire, conquest, syncretism, Hellenistic.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Vocabulary: empire, conquest, syncretism, Hellenistic" — 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: empire, conquest, syncretism, Hellenistic".

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

Vocab: empire, conquest, syncretism, Hellenistic

Investigation: graph predator-prey cycles; identify oscillation.

Target: I can investigate investigation: graph predator-prey cycles.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Investigation: graph predator-prey cycles.
3. Independent practice (12 min): identify oscillation..
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: graph predator-prey cycles" on a sticky note.

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

The Library, the Pharos, Greek language as a lingua franca.

Target: I can the Library, the Pharos, Greek language as a lingua franca.

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 "The Library, the Pharos, Greek language as a lingua franca" 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 "The Library, the Pharos, Greek language as a lingua franca".

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

Surface area of pyramids; net practice.

Target: I can surface area of pyramids.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Surface area of pyramids.
3. Independent practice (12 min): net practice..
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 surface area of pyramids." 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.

Plan informative essay: 'Why was Alexandria important?' (W.6.2).

Target: I can plan informative essay: 'Why was Alexandria important?' (W.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Plan informative essay: 'Why was Alexandria important?'" — 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 "Plan informative essay: 'Why was Alexandria important?'".

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

Symbiosis types: mutualism, commensalism, parasitism.

Target: I can symbiosis types: mutualism, commensalism, parasitism.

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 "Symbiosis types: mutualism, commensalism, parasitism" 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 "Symbiosis types: mutualism, commensalism, parasitism" on a sticky note.

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

Vocab: mutualism, commensalism, parasitism

Greco-Buddhist art at Gandhara; mathematics from East to West.

Target: I can explain greco-Buddhist art at Gandhara.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Greco-Buddhist art at Gandhara.
3. Independent practice (12 min): mathematics from East to West..
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 "Greco-Buddhist art at Gandhara".

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

Mixed surface-area problems with composite shapes.

Target: I can mixed surface-area problems with composite shapes.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Mixed surface-area problems with composite shapes" 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 surface-area problems with composite shapes." 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.

Draft body paragraphs of the informative essay.

Target: I can draft body paragraphs of the informative essay.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Draft body paragraphs of the informative essay" — 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 "Draft body paragraphs of the informative essay".

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

Build a food web from a Mediterranean ecosystem.

Target: I can build a food web from a Mediterranean ecosystem.

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 "Build a food web from a Mediterranean ecosystem" 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 "Build a food web from a Mediterranean ecosystem" on a sticky note.

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

Why Alexander matters; what he did and didn't accomplish.

Target: I can why Alexander matters.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Why Alexander matters.
3. Independent practice (12 min): what he did and didn't accomplish..
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 "Why Alexander matters".

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

Mixed practice: area & surface area.

Target: I can mixed practice: area & surface area.

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

Revise informative essay; conventions check.

Target: I can revise informative essay.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Revise informative essay.
3. Independent practice (12 min): conventions check..
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 "Revise informative essay".

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

Ecosystem mini-quiz; portfolio entry.

Target: I can ecosystem mini-quiz.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Ecosystem mini-quiz.
3. Independent practice (12 min): portfolio entry..
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 "Ecosystem mini-quiz" on a sticky note.

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