August 12-16,2019

https://docs.google.com/document/d/1YurHjs5JaBQOXCVkeI6AjEFcdCaoRM1Ig29W7y2pIJ8/edit?usp=sharing

2019/2020 Rowan County Middle School Lesson Plan

Week of: August 12-16,2019

Teacher: Rowland

Subject: Social Studies

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)                                                                     

Standard being taught/assessed:

I can examine why we study history.

I can analyze compelling questions.

I can analyze the job of a historian.

Inquiry Standards: Questioning

7.I.Q.1 Develop compelling questions, focusing on the growth and expansion of civilizations from 600-1600. 

7.I.Q.2 Generate supporting questions, using the disciplines of social studies, to help answer compelling questions related to the growth and expansion of civilizations between 600-1600. 

7.I.Q.3 Compare the types of supporting questions each of the social studies disciplines uses to answer compelling and supporting questions.

 

Pre-Planned Questions: (2-3)

Compelling Question: What makes something historically significant?  How do historians think and work in order to produce narratives about the past?

 

  Close Reading - What claims does the author make? • What evidence does the author use? • What language (words, phrases, images, symbols) does the author use to persuade the document’s audience? • How does the document’s language indicate the author’s perspective?

DO: Instructional activities each day (How will they learn it)

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Bell Ringer:What is history and why should we study it?

 

Plan:  I can examine why we study history.

Do:  Why History? Cornell Notes, Multiple Intelligences Survey

Formative Assessment – Cornell Notes Check

Cornell Notes Video- https://www.youtube.com/watch?v=F8H030ZGyFg


 

Bell Ringer:

How does where you live affect how you live and why does geography matter so much to historians?

 

Tuesday:

Plan:  I can examine the history of my life.

Do: Stanford History Group Analyzing Sources, Lunchroom Lesson Part 1

Formative Assessment: Exit Slip

http://sheg.stanford.edu/upload/V3LessonPlans/Snapshot%20Autobiography%20Lesson%20Plan.pdf

Bell Ringer:

What makes a source reliable or credible?

Wednesday:

Plan:  I can evaluate sources for credibility.

Do: Stanford History Group Lunchroom Fight

Formative Assessment: Teacher Survey

https://sheg.stanford.edu/lunchroom-fight


 

Bell Ringer:

What determines credibility of a source?

Thursday: 

Plan:  I can evaluate sources for credibility.

Do: Stanford History Group Analyzing Sources

Formative Assessment: Go Formative App

https://sheg.stanford.edu/evaluating-sources

Bell Ringer

 

Friday: 

Plan:  I can identify the side of an argument an author presents in a text.

Do: Article of the Week, Current Events, Close Reading Activity

Formative Assessment: Close Reading Assignment, Quiz

       

Assessment:  (How Can We Measure That They’ve Learned It)

Cornell Notes Check 

Exit Slip

Teacher Survey

Go Formative

Quizizz

Interventions:  (What steps are in place if they haven’t learned it)

Based on assessment data - student specific. 

Providing extra time for a student to complete the same test/assignments as his/her peers 

• Reading a test to a student 

• Providing preferential seating

• Providing an evidence-based one-on-one intervention to improve a student’s reading comprehension for 30 minutes twice per week. 

Specific Skills (non-negotiables) standard and student need specific

Close Reading

Cornell Notes 

Thinking Like a Historian 

Vocabulary Focus/Word Wall

(Critical Vocabulary)

Primary Source

Secondary Source

Sourcing

Context

HIstorians

Close Reading 

Artifacts

Evidence



 








 


 

Mon:

Tue:

Wed:

Thu:

Fri:

 

Differentiated Instruction:  (How do we go deeper if they’ve already learned it)   Be specific.  How are we pushing for growth? Extensions and variations

  • Design lessons based on students’ learning styles.

  • Group students by shared interest, topic, or ability for assignments.

  • Assess students’ learning using formative assessment.

  • Manage the classroom to create a safe and supportive environment.

  • Continually assess and adjust lesson content to meet students’ needs.




 

Study: (Data driven decisions) What does the data tell you?  What do you need to reteach? ) Share bi-weekly in PLC and do it




 

Act: (Continuous improvement/How will we do it differently next week?)  This should be included in your next PDSA/Lesson Plan. What do the students say worked?  What Didn’t work? Share bi-weekly in PLC

Monday:

Plan:  I can examine why we study history.

Do:  Why History? Cornell Notes, Multiple Intelligences Survey

Formative Assessment – Cornell Notes Check

Cornell Notes Video- https://www.youtube.com/watch?v=F8H030ZGyFg

 

Tuesday:

Plan:  I can examine the history of my life.

Do: Stanford History Group Analyzing Sources, Lunchroom Lesson Part 1

Formative Assessment: Exit Slip

http://sheg.stanford.edu/upload/V3LessonPlans/Snapshot%20Autobiography%20Lesson%20Plan.pdf

Wednesday:

Plan:  I can evaluate sources for credibility.

Do: Stanford History Group Lunchroom Fight

Formative Assessment: Teacher Survey

https://sheg.stanford.edu/lunchroom-fight

Thursday: 

Plan:  I can evaluate sources for credibility.

Do: Stanford History Group Analyzing Sources

Formative Assessment: Go Formative App

https://sheg.stanford.edu/evaluating-sources

Friday: 

Plan:  I can identify the side of an argument an author presents in a text.

Do: Article of the Week, Current Events, Close Reading Activity

Formative Assessment: Close Reading Assignment, Quiz