November 18-22,2019


2019/2020 Rowan County Middle School Lesson Plan

Week of: November 18-22,2019

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:  What causes change for a civilization?


Supporting Questions:

 How did the Black Death change Europe?

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?

How did new technologies change European society?



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






Bell Ringer: 

Describe treatments for some common illnesses.



I can compare past and present ideas about disease and treatment methods.

I can sythesize information from visuals and text and apply that information

In discussion and writing.



C3 Task # 3

Google Classroom

Writing Task and Diagram


Formative Assessment – 

Writing Task


Bell Ringer: 

What is the relationship between a pandemic and an epidemic?




I can construct an argument  that discusses the impact of the Black Death using specific claims and relevant  evidence from historical documents.



  C3 Inquiry - Black Death

Taking Informed Action- Create a public service announcement to advocate for improved for improved methods of prevention, detection, and control of diseases.


Formative Task- 

PSA-  Collaborate with science teacher for PSA Project


Outline PSA Project




Bell Ringer:

What are your basic rights guaranteed by the Constitution?




I can describe the change in England’s  legal systemi n the 12th and 13th centuries.



Nearpod- Magna Carta Lesson

EdPuzzle - Magna Carta

Vocabulary - Magna Carta




Nearpod Quiz

Bell Ringer:

How did new ideas in politics change the government of  England?




I can compare legal practices of medieval England  and legal practices today.



Connect to Today pg. 338

Bloodletting  and Leeches

King John and Robin Hood 


Study- Review for Quiz  with Quizizz 


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.




Quiz- Magna Carta

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

Actively Learn Articles 


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

Actively Learn

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 

C3 Inquiry 

Stanford History Lessons


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