January 13-17,2020

019/2020 Rowan County Middle School Lesson Plan

Week of: January 13-17, 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

 
 

January 14-18,2020

 

Monday:

Plan:  I can assess my knowledge of an upcoming unit on Ancient Greece.

 I can annotate my article of the week.

I can complete my autobiographical brochure.

 

Do: 

- Autobiographical Brochures

-Article of the Week Assignment due Friday

- Introduce annotating an AOW ( Article of the Week) 

-Pretest Ancient Greece 

- Geography of Greece Lesson 1

Formative Assessment – Plickers/Gradecam/ Quizizz for Pretest

 

 

Tuesday:

 

Plan:  I can describe how differences in geography affected how and where human activities occurred in Ancient Greece.

Essential Question: How did geography influence settlement and way of life in ancient Greece?

Social Studies

• examine the physical geography of the Greek peninsula.

• analyze thematic maps of ancient Greece, including locations of colonies and trade routes.

• discuss connections between the geography of Greece and the development of ancient Greek city-states.

Do: 

HyperDoc Geography of Greece

History Alive TCI Lesson - Geography and the Settlement of Ancient Greece

Language Arts

• connect and clarify main ideas by identifying their relationship to other sources.

• write sentences for a specific audience.

Quizlet- Vocabulary Cards

Vocabulary Development - Reading Toolkit

Key Content Terms peninsula, Aegean Sea, colony

Academic Vocabulary consult, participate, rely

Formative Assessment: Vocabulary Chart

 

Wednesday: 

Plan:  I can  discuss connections between the geography of Greece and the development of ancient Greek city-states.

 

I can describe how differences in geography  affected how and where human activities occurred in Ancient Greece.

Do:

Complete Lesson from Tuesday on Geography of Ancient Greece. 1st half of class

2nd part of class- Chromebooks

 

-NewsELA- Join with code Article on Ancient Greece

Formative - Quizizz on Ancient Greece

 

Thursday: 

Plan:  I can  discuss connections between the geography of Greece and the development of ancient Greek city-states

Do:

 

Formative Assessment: Quizizz 

 

Friday: 

Plan:    I can describe the rise and fall of the Minoan and Mycenaean civilizations were a part of a series of cause-and –effect relationships that led to the rise of classical Greece

Do:  Cornell Notes

Video Clip - Ancient Greece EdPuzzle

Formative Assessment: KWL Chart/Foldable