Sept. 2-6,2019

2019/2020 Rowan County Middle School Lesson Plan

Week of: September 3-6,2019

Teacher: Rowland

Subject: Social Studies

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

Standard being taught/assessed:

am Learning Targets 

I can identify how the physical geography of the Arabian Peninsula influenced Arab civilization. 

I can explain how an empire was created with the spread of Islam. 

 I can compare the ways in which the Turks, Safavids, and Mongols ruled their empires. 

I can discuss key components of Islam. ____ I can differentiate between Sunnis and Shi’ites. 

 I can summarize Muslims contributions in mathematics, science, and the arts.

Inquiry Standards: Questioning


Essential Standard(s):

  • 7.E.IC.2 Analyze the impact of growth and expansion on the allocation of resources and economic incentives

  • 7.G.MM.1 Analyze the push and pull factors that influenced movement, voluntary migration and forced migration in the societies and empires of Afro-Eurasia and the Americas between 600-1600.

  • 7.H.CO.1  Explain how religion influenced state-building, trade and cultural interactions between 600-1600.

  • 7.C.CP.1 Compare political institutions and their impacts on people in empires between 600- 1600.


Pre-Planned Questions: (2-3)

Compelling Question: How can geography and culture shape an empire?

Supporting Questions:

  1. How did the expansion of Islam impact the allocation of resources and economic incentives?

  2. What push and pull factors influenced voluntary and forced migration in the Middle East and North Africa and how did that influence the spread of religion?

  3. What are the similarities and differences between political institutions of various Islamic Empires?


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






Bell Ringer: 

What are the basic beliefs and practices of Islam?


Plan: I can explain religious beliefs shape a culture. 



Magic of Bagdad  110

Examining Sources- Gallery Walk

I Notice, I Wonder Organizer

Student Research- Inquiry 

Make a Hypothesis that answers the  organizing question.


Formative Assessment – 

Graphic Organizer

Cornell Notes Check


Bell Ringer: 

What insights about Muslim beliefs can be found in excerpts from the Koran?



Plan:   I can summarize the beliefs  in the Koran.


Hook- Index Cards

Inside Outside Circle

Modifies Jigsaw

Examine the Sources

Make a Hypothesis

Extension- Secondary Sources


Formative Assessment-

Hypothesis Checklist


Bell Ringer:

What were the achievements of the Golden Age of Islam?




I can analyze the achievements of the Golden Age of Islam.


The Rise and Fall of Islam’s Golden Age

Clue Stations 

Student Research- Inquiry

Make a Hypothesis 


Formative Assessment: 

Go Formative

Writing Activity- Inquiry

Bell Ringer:

What were the achievements of the Golden Age of Islam?



Plan:  I can describe the growth and expansion of trade in Arab society in the 600’s.


I can analyze the achievements of the Golden Age of Islam.


Sinbad and the Sailor pg 126 Literature Connection

The Rise and Fall of Islam’s Golden Age

Clue Stations 

Student Research


Formative Assessment: Exit Ticket

Notebook checks

Bell Ringer:

In what ways does Islam affect the personal lives of Muslims?



Plan:  I can analyze the issue behind the split in the Islamic community.



NewsEla Article- differentiate with Lexiles

Article of the Week, Current Events, Close Reading Activity/Socratic Seminar

Map Skills- Seterra

Ed Puzzle - Islaic Empires


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


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




Close Reading 


















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


1st- 81%

3rd- 88%

6th- 78%


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


RTI reading

Reading strategies to address struggling readers