October 28-November 1,2019


2019/2020 Rowan County Middle School Lesson Plan

Week of: October 28- November 1,2019

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 

 The student understands the growth of imperial states in 

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

7.H.CE.2 Evaluate the political, geographic, economic and social impact of the expansion of empires between 600-1600.

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

7.H.CE.1 Analyze the causes and effects of the Renaissance, Scientific Revolution and the Enlightenment.

7.G.HI.1  Distinguish how cooperation and conflict within and among the societies and empires of Afro-Eurasia and the Americas between 600-1600 influenced the division and control of land and resources.

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

.G.HI.1  Distinguish how cooperation and conflict within and among the societies and empires of Afro-Eurasia and the Americas between 600-1600 influenced the division and control of land and resources. 

7.C.RR.1 Compare rights, roles, responsibilities and limitations of subjects in empires between 600-1600 


Inquiry Standards: Communicating Conclusions

7.I.CC.1 Construct explanations, using reasoning, correct sequence, examples and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations concerning the growth and expansion of civilizations. 

7.I.CC.2 Construct arguments by drawing on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional and global levels over time, identifying its characteristics and causes and the challenges and opportunities faced by those trying to address the problem. 

7.I.CC.3 Evaluate how individuals and groups addressed local, regional and global problems throughout the growth and expansion of civilizations. 

7.I.CC.4 Use a range of deliberative and democratic procedures to discuss current local, regional and global issues. 

7.I.CC.5 Analyze a specific problem from the growth and expansion of civilizations using each of the social studies disciplines.


Pre-Planned Questions: (2-3)

Compelling Question: How are growth and destruction interrelated?


Supporting Questions:

How was Europe structured politically and socially after the fall of Rome? 

How did the church and state compete for power during the Middle Ages?

Why did feudalism develop during the Middle Ages?

 How does European and Japaense feudalism compare in how they bind society together? 


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






Bell Ringer: 

What necessary role did knights fulfill in medieval society?



I can describe the way of life on medieval manors.

I can explain the role of knights and the code of chivalry that they followed.

I can examine  medieval towns and guilds.



Reading Skill- Compare and Contrast

Middle Ages Diagram - Manors vs. Towns

Knights- Roughton Notes

Debate Life of a Knight

Kagan- Numbered Head Together

Energizer- Air Traffic Controller



Formative Assessment – 


Vocabulary Jam  - Vocabualry.com

Bell Ringer: 

How are the feudal systems of Japan and Europe similar?  Prediction….



Plan: I can compare and contrast the feudal societies of Japan and Europe.

I can analyze the impact feudalism had on current cultures.




Reading Skill- Europe and Japan Chart for comparison.

Primary Source - Haiku Beowulf

Nearpod- Middle Ages 

Kagan - Takeoff , Touchdown  on Feudalism comparisons




Formative Assessment-

Exit Ticket


Bell Ringer:

 Is there one type of church in your community or many different churches?

What was the dominant religion during the Middle Ages?




I can analyze the reason the church was so powerful in medieval Europe.




Roughton Dark Ages #2 of 4


Cornell Notes Quizizz Review 


Formative Assessment: 

Kahoot /  Quizizz Formative

Bell Ringer:

What are the similarities between priest,monks and nuns?





Lesson 1 pg. 320 Role of the Catholic Church

Students of History ppt

EdPuzzle- Role of Catholic Church in Middle Ages


Formative Assessment: 

Exit Ticket

Notebook checks

Bell Ringer:


Why did  Popes and Monarch struggle with each other for power?



Plan: I can cite text evidence from current events article.

I can participate in a  Socratic seminar.



QFT Better Lesson and NewsELA Resource

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


Mastery Connect Assessments

NewsEla Reading

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. 

5th Period Reading INterventions with RTI

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

Lexile Scores in Newsela