January 6-10,2020

 

2019/2020 Rowan County Middle School Lesson Plan

Week of: January 6-10, 2020

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 examine why we study history.

I can analyze compelling questions.

I can analyze the job of a historian.



 

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.

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?  

Supporting Questions:

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=F8H030ZGyF

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

Cornell Notes Check 

Exit Slip

Teacher Survey

Go Formative

Quizizz






 

Bell Ringer: 

 

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: Teacher Survey



 

Formative Task- 

Exit Slip 







 

 









 

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

 

Formative: Exit Slip Google Classroom

 

Formative- 

 

Nearpod Quiz

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

 

Study- Review for Quiz  with Quizizz 

 

Formative Assessment: 

Quizizz

Exit Ticket

Notebook checks

Bell Ringer:

 

What are the steps in close reading of a text?

 

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

 

Formative Assessment: Go Formative App



 

Quiz- 

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

Quizizz

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

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

 

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

Tuesday:

Plan: I can

RH.6-8.4 Determine the meaning of words and phrases as they are used in a text,

including vocabulary specific to domains related to history/social studies.

SL.6-8.1 Engage effectively in a range of collaborative discussions.

 

Do: Pre-Test Ready Common Core  “Citing Text Evidence”

Formative: Pre-Test

 

Wednesday:

 

Plan:  I can

RH.6-8.1 Cite specific textual evidence to support analysis of primary and

secondary sources.

RH.6-8.2 Determine the central ideas or information of a primary or

secondary source; provide an accurate summary of the source distinct from

prior knowledge or opinions.

Do:

Name Placards- New Classes

Clock Partners

Syllabus Overview

Intro Google Classroom - Sign up

Computer Etiquette

 

Formative: Exit Slip Google CLassroom

 

Thursday:

Plan:

I can

RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on one,

in groups, and teacher-led) with diverse partners on topics, texts, and

issues, building on others' ideas and expressing their own clearly.

  

Do: Vocabulary Quizlet Words

Power Verbs Song

Student email accounts

 

Formative – Exit Slip

 

Friday:

Plan:  I can

RH.6-8.1 Cite specific textual evidence to support analysis of primary and

secondary sources.

SL.6-8.1 Engage effectively in a range of collaborative discussions (one-onone,

in groups, and teacher-led) with diverse partners on topics, texts, and

issues, building on others' ideas and expressing their own clearly.

 

Do: Article of the Week Assignment

Close Reading Lesson

 

Formative Assessment: AOW Reflections