4 Early Asian Civilizations: Supplemental Guide | Introduction
Week Three: Read-Aloud Anthology
Day 11 # Day 12 Day 13 Day 14 # Day 15
Lesson 10A: “The Magic
Paintbrush” (40 min.)Lesson 11A: “The
Importance of Silk”
(40 min.)Lesson 12A: “China’s
Great Wall” (40 min.)Lesson 13A: “Confucius”
(40 min.)Lesson 14A: “Chinese
New Year” (40 min.)
Lesson 10B: Extensions
(20 min.)Lesson 11B: Extensions
(20 min.)Lesson 12B: Extensions
(20 min.)Lesson 13B: Extensions
(20 min.)Lesson 14B: Extensions
(20 min.)
60 min. 60 min. 60 min. 60 min.
Week Three: Supplemental Guide
Day 11 # Day 12 # Day 13 # Day 14 # Day 15 #
Lesson 10A: “The Magic
Paintbrush” (40 min.)Lesson 11A: “The Silk
Roads” (40 min.)Lesson 12A: “The Great
Wall of China” (40 min.)Lesson 13A: “Confucius”
(40 min.)Lesson 14A: “Chinese
New Year” (40 min.)
Lesson 10B: Extensions
(20 min.)Lesson 11B: SG Activities
(20 min.)Lesson 12B: Extensions
(20 min.)Lesson 13B: SG Activities
(20 min.)Lesson 14B: Extensions
(20 min.)
60 min. 60 min. 60 min. 60 min.Week Four
Day 16 # Day 17 Day 18 #Domain Review
(60 min.)Culminating Activities
(60 min.)
60 min. 60 min. 60 min.Lessons include Student Performance Task Assessments.
Lessons require advance preparation and/or additional materials; please plan ahead.
Lesson Implementation
It is important to note that the interactive activities in the Supplemental
Guide count on the teacher as the “ideal reader” to lead discussions,
model proper language use, and facilitate interactions among student
partners.Student Grouping
Teachers are encouraged to assign partner pairs prior to beginning a
domain, and partners should remain together for the duration of the
domain. If possible, English Language Learners (ELLs) should be paired
with native English speakers, and students who have limited English oral
language skills should be paired with students who have strong English
language skills. Keep in mind that in some instances a group of three
would benefit beginning ELLs, and an older student or adult volunteer
may be a better arrangement for some students with disabilities.
Partnering in this way promotes a social environment where all students
engage in collaborative talk and learn from one another.