Han China — Empire in the East

Qin Shi Huang's brief unification; Han Gaozu founds a long dynasty.

Target: I can qin Shi Huang's brief unification.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Qin Shi Huang's brief unification.
3. Independent practice (12 min): Han Gaozu founds a long dynasty..
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 "Qin Shi Huang's brief unification".

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

Summarize numerical data sets in relation to context (6.SP.B.5).

Target: I can summarize numerical data sets in relation to context (6.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Summarize numerical data sets in relation to context" 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 summarize numerical data sets in relation to context." 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 the Qin & Han transition; central idea (RI.6.2).

Target: I can read on the Qin & Han transition.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Read on the Qin & Han transition.
3. Independent practice (12 min): central idea (RI.6.2)..
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 the Qin & Han transition".

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

Genes and traits — DNA as the code (MS-LS3-1).

Target: I can genes and traits — DNA as the code.

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 "Genes and traits — DNA as the code (MS-LS3-1)" 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 "Genes and traits — DNA as the code (MS-LS3-1)" on a sticky note.

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

The civil service exam idea; rule by educated officials.

Target: I can the civil service exam idea.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): The civil service exam idea.
3. Independent practice (12 min): rule by educated officials..
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 civil service exam idea".

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

Mean absolute deviation (MAD) intro.

Target: I can mean absolute deviation (MAD) intro.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Mean absolute deviation (MAD) intro" 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 mean absolute deviation (MAD) intro." 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 Han & Roman government structures (RI.6.6).

Target: I can compare Han & Roman government structures.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Compare Han & Roman government structures (RI" — 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 Han & Roman government structures (RI".

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

Model DNA → protein with bead/string activity.

Target: I can model DNA.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Model DNA.
3. Independent practice (12 min): protein with bead/string activity..
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 "Model DNA" on a sticky note.

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

Paper, the seismograph, the wheelbarrow, advanced metallurgy.

Target: I can explain paper, the seismograph, the wheelbarrow, advanced metallurgy.

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 "Paper, the seismograph, the wheelbarrow, advanced metallurgy" 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 "Paper, the seismograph, the wheelbarrow, advanced metallurgy".

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

Compare two data sets using MAD or IQR.

Target: I can compare two data sets using MAD or IQR.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Compare two data sets using MAD or IQR" 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 compare two data sets using MAD or IQR." 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: Confucianism, mandate, dynasty, bureaucracy.

Target: I can read and write about vocabulary: Confucianism, mandate, dynasty, bureaucracy.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Vocabulary: Confucianism, mandate, dynasty, bureaucracy" — 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: Confucianism, mandate, dynasty, bureaucracy".

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

Vocab: Confucianism, mandate, dynasty, bureaucracy

Mutation as a change in genetic code; sickle-cell case study.

Target: I can mutation as a change in genetic code.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Mutation as a change in genetic code.
3. Independent practice (12 min): sickle-cell case study..
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 "Mutation as a change in genetic code" on a sticky note.

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

Farmers, merchants, scholar-officials; preview of the Silk Road.

Target: I can explain farmers, merchants, scholar-officials.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Farmers, merchants, scholar-officials.
3. Independent practice (12 min): preview of the Silk Road..
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 "Farmers, merchants, scholar-officials".

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

Percent in trade: gold, silk, spices.

Target: I can percent in trade: gold, silk, spices.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Percent in trade: gold, silk, spices" 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 in trade: gold, silk, spices." 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.

Vocab: gold, silk, spices

Plan compare-and-contrast paragraph: Han vs. Rome (W.6.2).

Target: I can plan compare-and-contrast paragraph: Han vs.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Plan compare-and-contrast paragraph: Han vs.
3. Independent practice (12 min): Rome ..
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 "Plan compare-and-contrast paragraph: Han vs".

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

Investigation: 'mutation telephone' — copy errors in writing.

Target: I can investigate investigation: 'mutation telephone' — copy errors in writing.

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 "Investigation: 'mutation telephone' — copy errors in writing" 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 "Investigation: 'mutation telephone' — copy errors in writing" on a sticky note.

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

Why 'Han' became the name of China's majority ethnicity.

Target: I can why 'Han' became the name of China's majority ethnicity.

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 "Why 'Han' became the name of China's majority ethnicity" 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 "Why 'Han' became the name of China's majority ethnicity".

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

Mixed practice: data summary and ratio.

Target: I can mixed practice: data summary and ratio.

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Mixed practice: data summary and ratio" 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: data summary and ratio." 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 & publish the comparison paragraph.

Target: I can draft & publish the comparison paragraph.

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Draft & publish the comparison paragraph" — 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 & publish the comparison paragraph".

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

Mini-quiz on genes and traits; portfolio entry.

Target: I can investigate mini-quiz on genes and traits.

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Mini-quiz on genes and traits.
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 "Mini-quiz on genes and traits" on a sticky note.

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