17.3 the monkey king
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The document provides an overview of a history lesson about Imperial China that will focus on the Monkey King allegory from the Chinese classic Journey to the West. Students will start with silent reading before learning about how the Monkey King came to be from a video link. They will then analyze primary source pages from the text to better understand the allegory. For an activity, students will write the next part of the Monkey King story to demonstrate their understanding of allegories and what lessons the character might learn.
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This document provides an overview of a lesson on Imperial China and the Monkey King allegory. It includes the goals and learning targets of describing how Chinese society changed, comparing Mongol conflict, and explaining conflict through the narrative "Monkey". The lesson plan has students reading about the Monkey King allegory from the classic text "Journey to the West" and doing an activity where they continue writing the allegorical story.
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The document outlines the day's lesson plan which includes examining the Magna Carta and King John's role in establishing universal rights. Students will watch videos, take notes during a lecture, and complete a bubble map about King John and an acrostic poem about the Magna Carta. The lesson focuses on analyzing why the Magna Carta was needed and the significance of King John in necessitating it, as well as the universal rights it codified.
20191112b
The document outlines the schedule for a class which includes a boardroom simulation, turning in and working on assignments from chapter 19, discussing progress in a stock market challenge, and having a test on chapter 19 on Friday. Students are asked to finish assignment 19.4 which is due on Thursday and study for the chapter 19 test.
20191108b
The document outlines tasks for a class, including continuing research for an upcoming Netflix boardroom simulation, working on 19.3 and 19.4 packets, and discussing progress in a stock market challenge. Students' 19.3 and 19.4 worksheets are due on Tuesday and Thursday. The schedule provides times for class periods and lists using the work time to finish Netflix boardroom research and the 19.3 and 19.4 assignments.
20191108a
Students will participate in a gallery walk of their classmates' Islamic project presentations to observe, appreciate, and learn new ideas about the Prophet Muhammad, the spread of Islam, and the Golden Age of Islamic civilization. They are assigned to finish worksheets on learning targets 19.1 and 19.2 which are due on Tuesday and Wednesday. The schedule for the school day is provided, with the highlight being an Islamic project gallery walk where students can observe and record what they see and learn.
20191112
Students will finish sharing their Islam projects, then be introduced to an assignment on feudal hierarchy where they will create analogies to demonstrate their understanding of the social classes in feudalism and how they worked together. They will have class time to work on these analogies which are due on Friday.
20191106
The document outlines the agenda for a World History class. Students will watch a video on the Franks from Clovis to Charlemagne, do a quick write on Charlemagne, and take notes while reading about the feudal system. They will also work on projects about the spread of Islam that are due the following day. The feudal system developed in Europe after Charlemagne's empire fell, with nobles governing territories and protecting people in exchange for service.
20191029b
Students will finish their Amazon marketing projects and present them to simulated Amazon executives to make the company more socially responsible. They will focus on logical and engaging speaking when presenting their projects, which are to be shared with their teacher by email. The presentations will take place during 6th period from 12:50 to 2:30 pm.
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17.3 the monkey king
- 1. Trajectory Learning Goals: By the end of this chapter I will be able to: 1.Describe how Imperial Chinese society changed the way people lived. 2.Compare and contrast how the Mongol leaders created conflict in China. 3.Explain how conflict developed in Imperial China through the narrative “Monkey”. 4.Use evidence and reasoning to convince that the Ming Dynasty changed China. Learning Targets: I can… Identify an allegory in a piece of Chinese literature. Analyze a primary source to better understand its meaning and purpose. Today’s lesson Ch. 17.3: Imperial China: The Monkey King Good Morning, and Happy Halloween! Get your history books, and silent read for the first few minutes of class. We have a history lesson to start the day, then we’ll have time to work on our BGD covers. 17.3- Lesson 3: The Monkey King
- 2. Journey to the West: The Monkey King BY WU CHENG’EN
- 3. How the Monkey King Came to Be: Video Link
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