November 11-15,2019


2019/2020 Rowan County Middle School Lesson Plan

Week of: November 11-15,2019

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 were the Crusades?



I can identify the effects of the plague on Medieval  Europe.

I can analyze the reasons the Church was  so powerful in Medieval Europe.

I can identify the causes and outcome  of the Hundred Years’ War.



Starting with a Story pg. 320

L3 Plague and Hundred Years war

Kagan - Takeoff/Touchdown “Plague”

Roughton Intro Clip Plague


Formative Assessment – 


Vocabulary Jam  -

Bell Ringer: 

Discuss an example of a recent outbreak of infectious disease and how public officials responded to the outbreak. (Google Classroom)




  C3 Inquiry 

C3 Inquiry Day 1 


Formative Task- 

Write a description of the Black Death that includes its symptoms and where outbreaks occurred.

Source A: Excerpts from Decameron Source


B: Illustration of the Black Death 




Formative Assessment-

Exit Ticket


Bell Ringer:

 How did the Black Death spread so quickly?




I can analyze the effects of the plague on medieval Europe.




Inquiry Day 2 -

Source A: Plague Ecology visual 


Source B: 

Map depicting spread of the Black Death


Formative- Construct a diagram of how the Black Death spread across Europe


Bell Ringer:

Describe treatment procedure for common illnesses today .

What is the relationsgip between a pandemic and an epidemic?





Connect to Today pg. 338

Bloodletting  and Leeches


Create an annotated illustration depicting how the Black Death affected different groups of

people in the 14th century.

Source A: Bubonic plague statistics 

Source B: 

Illustration of the persecution of

Jews during the Black Death Source C: Social and Economic Effects of

The Plague


Formative Assessment: 

Exit Ticket

Notebook checks

Bell Ringer:


Can disesase change the world?



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

I can participate in a  Socratic seminar.



Writing Task - 

Can Disease Change the World?

ARGUMENT Can disease change the world? 

Construct an argument

(e.g., detailed outline, poster, essay) that discusses the impact of the Black Death using specific claims and relevant

Evidence from historical  sources

While acknowledging competing

views that people  had about

The nature of the Black Death

 In the  14th century.

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