GENERAL LESSON PLAN

Name: Molly (Horne) Morgan

Date: September 8th, 2014
Subject: Social Studies (Ancient Mesopotamia)
Length of Lesson: 45 minutes to an Hour over 2 days (Monday and Wednesday)
Grade Level: 6th
Core Curriculum Objectives: Social Studies: Standard 1, Objective 1: Students will
understand how ancient civilizations developed and how they contributed to the current state of
the world.
-Identify the major physical features of the regions where ancient civilizations flourished.
-Describe how these features influenced the success or decline of the civilizations
Objective 2: Evaluate how religion has played a central role in human history from ancient times
to today.
Common Core Objectives (ELA or Math): If subject other than ELA or Math, please show
how the content could be integrated with the Common Core.
ELA: Reading: Literature Standard 4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone
Reading: Literature Standard 1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
ELL Considerations: In our classroom we do not have any dramatic differences in language
proficiency. The more subtle language needs can be addressed through providing students with
multiple varieties and sources of reading materials, giving verbal as well as written instructions,
and allowing students to work in table or partners. The students are places strategically by who
we determined they would work the most efficiently with, that being said they always have the 3
additional students sitting at their tables as language and academic support.
Vocabulary Development: civilization, technology, ziggurat, government, city-state, monarchy,
authority, surplus, merchant, social class, scribe, innovation
Preparation: What materials will be needed?
In preparation for this lesson I will need to:
-Make copies of the reflection packet for students to record their thoughts and the information.
- Get paint and brushes from schools supply
- Create column titles for the sorting activity
- Gather pictures of the various characteristics of Ancient Mesopotamia (KIDS Discover and
National Geographic)
-Plates for students to put the clay on, and to paint on top of
-Overhead
-Copies of the Cuneiform alphabet for each student

TIME:
1st Day
2:00-2:10

2:10-2:25

2:25-2:35

2:35-2:50
2nd Day
2:00-2:10

2:10-2:15
(Instruction on
activity)

2:15-2:45

LESSON:
This will start off the lesson. I have a colored copy of an
overhead that shows the Fertile Crescent. Students will
have discussed briefly the geography and area previously.
We will review the have a discussion about the reasons why
the placement of Ancient Mesopotamia aided in their long
founded success.
We will then look at artifacts from the time period taken
from KIDS Discover and National Geographic to
provide a synopsis of Ancient Mesopotamian history and
characteristics. (Ziggurats, Cuneiform, The Fertile
Crescent, Gilgamesh, merchant, Hammurabi, The Tigris
and the Euphrates As a class we will discuss each
picture.
We will then sort the pictures into the following categories:
geography, religion, and daily life. Students will come up
and sort the pictures into these categories by sticking the
pictures on the wall/board under the appropriate title them
explaining why they thought it fit in that column.
Students will fill in a questionnaire that summarizes the
activity, as a future reference guide to the lesson.
We will then talk about writing and Cuneiform a bit more,
discussing what it is and that it is the earliest form of
writing and language that we have. Each student will
receive a copy of the Cuneiform alphabet as a resource to
keep.
Students will then each be given a guide to the Cuneiform
alphabet and a chunk of clay. They will flatten the clay to
resemble the small clay tokens found in many of the
articles we are using to present this material. On the clay
they will carve a message.
-As a class every morning the students copy down a quote
to be interpreted as homework. This is to encourage higherlevel thinking and linguistic ability.- Student will choose
their favorite of the quotes they have thus far and carve that
quote, in Cuneiform using the Cuneiform alphabet, into
their clay token.
Finally, if enough time remains, they can paint their clay
token in a color of their choice.
Clean-up

2:45-2:50

MANAGEMENT:
-Use the attention
getter to gain and
maintain attention
-Students also have
a system of
classroom points
that works
amazingly to
motivate and to
keep students on
task.
-Students will work
in their small
table groups to
perform sort and
discussion. This
will help maintain
order, but still
provide students
with the chance to
socialize and
express concerns
and excitement.
-For the art
activity students
will be asked and
expected to clear
off desks, and work
quietly as to avoid
potential paint
hazards.
-Each table knows
the protocol for
cleaning up
established in the
1st week

Introduction:

The students know the classroom cues. We also will decorate the room in pictures of the
cool artifacts found in Ancient Mesopotamia as to create enough of a change that they will be
curious and investigative.
Each days lesson reflects on past discussions, assignments, and lessons that will help
students to connect information. Cuneiform will provide a concrete basis to make connections
and comparisons between it and our own alphabet.
This lesson will build upon lesson given previously on calendars, the globe, and society.
This should provide students with sufficient ties to previous instruction. We will build up some
background information about Cuneiform.
Background information:
Claytokensarebasicallythreedimensiongeometricshapes.Therearetwotypesofclaytokens,
plainandcomplex.Theplaintokensaretheoldestones,foundasfarbackas8000BCE,ina
verywidearea,includingmodernplaceslikeTurkey,Syria,Israel,Jordan,Iraq,andIran,at
settlementsofallsizes.Theyareplain,unadornedgeometricshapeslikespheres,disks,cones,
tetrahedrons,andcylinders.Incontrast,complextokensaredecoratedwithmarkings,and
appearedonlyduringthe4thmilleniumBCEinlargesettlementsinsouthernMesopotamia.
Cuneiformscript[nb1]isoneoftheearliestknownsystemsofwriting,[1]distinguishedbyits
wedgeshapedmarksonclaytablets,madebymeansofabluntreedforastylus.Thename
cuneiformitselfsimplymeans"wedgeshaped",fromtheLatincuneus"wedge"andforma
"shape,"andcameintoEnglishusageprobablyfromOldFrenchcuniforme.
EmerginginSumerinthelate4thmillenniumB.C.E.(theUrukIVperiod),cuneiformwriting
beganasasystemofpictographs.Inthethirdmillennium,thepictorialrepresentationsbecame
simplifiedandmoreabstractasthenumberofcharactersinusegrewsmaller,fromabout1,000
intheEarlyBronzeAgetoabout400inLateBronzeAge(Hittitecuneiform).Thesystem
consistsofacombinationoflogophonetic,consonantalalphabeticandsyllabicsigns.[2]

Theearliestwritingwasbasedonpictograms.Pictogramswereusedtocommunicatebasic
informationaboutcropsandtaxes.
Overtime,theneedforwritingchangedandthesignsdevelopedintoascriptwecallcuneiform.

Overthousandsofyears,Mesopotamianscribesrecordeddailyevents,trade,astronomy,and
literatureonclaytablets.CuneiformwasusedbypeoplethroughouttheancientNearEastto
writeseveraldifferentlanguages.
Content/Activity:
Day 1:
1-review past lesson to tie in
2-introduce
3-discussion/questions
4-exploring the topic
5-sort
Day 2:
1-review
2-Cuneiform discussion/questions
3-handout alphabet
4-explain art activity
5-divy out supplies
6-remind student of proper care and use of supplies
7-observe and aid students in their activity/monitor
8-guide clean-up
Closure: Students will be given a written packet to reflect on the lessons given
throughout the two days and to record the important information that was given in that time.
They also will have a few chances to discuss the material with peers. The final activity of the
Cuneiform Project is intended to serve as a wrap-up of this content matter.
Assessment: Student discussion and the sort will help to identify what the students
are learning. Their refection packets will be turned in for a grade on completeness. This will be
recorded through the standard grading system, once again on the pretense of completeness.
Adaptations:

Think about ALL of your students! Which students may need specific accommodations in order to successfully complete
the lesson? (Special needs, linguistically diverse, hearing impaired, etc.) What are the accommodations? What will early finishers do, or slow
finishers?

There are two resource students in our classroom that are capable of completing the
work; they simply need a bit more explicit and personal guidance and instruction. This is
especially true when dealing with any kind of reading or comprehension.
We have many very bright and task-oriented students in our class. They tend to complete
assignments considerably faster than their peers. They will be given the opportunity to read
additional text about Ancient Mesopotamia (ziggurats, Gilgamesh, Cuneiform etc), silent
reading, or we have some games (crosswords, picture searches, and mazes that are all based upon
ancient civilizations) they can play to keep them engaged. The slow finishers know that they will
always have extra opportunity to finish their work during the 25 minute read aloud following
lunch each day, as homework, or when given free time.
We also have one student that is visually impaired. He has been moved to the front of the
classroom, and has a kindle that we can upload special readings for him to manipulate as needed
to suit his vision. The things that cannot be handled via the Kindle are enlarged to a size of paper

and font that are suitable for his needs. He knows these procedures and has given us positive
feedback on the blown-up handouts. He also knows that he is always welcome to come to the
front of the classroom or wherever else in therein e may need to go in order to see accurately.
Integration:

How would you take this topic and integrate it into other subject areas? (Social Studies, Visual Art, Dance, Health, PE, Life
Skills, Music, Drama, Writing, Listening, Grammar, Math, Etc.) How could you use technology to enhance this lesson?

Art:
The lesson is already integrated into visual art in that it has the Cuneiform component on
clay. This provides students with a visual representation of one of the things they learned, while
simultaneously presenting them an opportunity to take creative license in our Cuneiform activity.
Language Arts:
This unit discusses a lot about religion and idols. Gilgamesh is one of these,
predominantly. I will give students a reading pertaining to Gilgamesh for them to read in
partners, they will then as partners discuss the reading and summarize what the readings main
ideas were. This provides them with a chance to work on comprehension, and to use the text to
summarize and explain it. Students will also create a vocabulary list of unfamiliar words that
they come across throughout their reading. Once students have been provided opportunity to try
to assign a mean based upon the context of the words, they can branch out to other resources to
define those unfamiliar words.
Writing:
A Day in The Life Student will write a postcard to the other 6th grade class, that
describes their time in Ancient Mesopotamia. It should include interesting facts the learned, or
sights they, saw in their travels. It could also include, people they encountered and what these
people do, as well as where they are in the world, and what their geographical surroundings look
like.
Technology:
We have access to a Web quest that students can use to go online and search out the topic
more thoroughly. It takes them through what it would be like to live there, sites and landmarks,
and unique effects, and characteristics of ancient Mesopotamia.
There is also a game called Sid Meyers Civilizations that allows you to create a
civilization that requires you to establish government, collect resources, build a city, and
determines the type of society that you have created. The only ways to win are through
technological advancement, cultural achievement, or world dominance. All of these things are
based upon the actual society that once was, with the change that you can manipulate their
decisions to see the effects upon the civilization. Students could be given opportunity to work
through this game enough to see the decisions and effects take place, as well as compare them to
actual history.