The Rashidun Caliphs

Abu Bakr through Ali; the rapid expansion 632–661.

Learning target: I can abu Bakr through Ali.

Step-by-step

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Abu Bakr through Ali.
3. Independent practice (12 min): the rapid expansion 632–661..
4. Closure (5 min): students name one thing they learned and one question they still have.

Map empire growth as percent area gained per decade.

Learning target: I can map empire growth as percent area gained per decade.

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 "Map empire growth as percent area gained per decade" 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.

Begin informative essay planning: 'How did Islam spread so fast?'

Learning target: I can begin informative essay planning: 'How did Islam spread so fast?'.

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): "Begin informative essay planning: 'How did Islam spread so fast?'" — 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.

Selection pressure case study: Galápagos finch beak depth.

Learning target: I can selection pressure case study: Galápagos finch beak depth.

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 "Selection pressure case study: Galápagos finch beak depth" 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.