January 20-24,2020

 

2019/2020 Rowan County Middle School Lesson Plan

Week of: January 20-24,2020

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 

 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.

 

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 is a Vote Worth?

 

Supporting Questions:

      1. What did it mean to be a citizen in Ancient Greece?

      2. How did Greek art and myth challenge what it meant to be a citizen?

      3. How have women challenged definitions of citizenship? 

 

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

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Bell Ringer: 

What is a Vote Worth?

 

Plan:

I can describe how the idea of Greek citizenship developed in Greek city-states.

 

Do:  

What does it mean to be a citizen? Have a class discussion or group brainstorm where students list different facets of being a citizen. Teachers are encouraged to structure the staging using the Right Question Institute’s Question Formulation Technique (QFT).

 

Formative Assessment – 


 

Bell Ringer: 

 

Tuesday:

Plan:

I can explain the different forms of government in Ancient Greece (Monarchy, Oligarchy, Tyranny, and Democracy).

I can compare and contrast Athenian "Direct" Democracy and U.S. "Representative" Democracy.

 

Do: 

 

Create a social media profile (or series of profiles) of a Greek citizen, listing the requirements, qualities, and characteristics of a citizen in Ancient Greece. 

 

 






 

Formative Assessment-

Exit Ticket


 

Bell Ringer:

 How did Greek art and myth challenge what it meant to be a citizen?

 

Wednesday:

Plan:  

 

I can compare and contrast differing philosophies of the Athenians and Spartans in order to describe the differences in beliefs, government, and daily life in these rival city-states.

 

Do: 

How did Greek art and myth challenge what it meant to be a citizen?

Create a profile (or series of profiles) listing the qualities and characteristics of Greek goddesses, focusing on the extent to which these portrayals reflect citizenship qualities and characteristics.

 

Formative Assessment: 

Kahoot / Socrative Formative

Bell Ringer:

How have women challenged definitions of citizenship?

 

Thursday: 

Plan:I can  describe the  of the ancient Greeks and  the role the gods played in Greek daily life.

Do: 

Cleveland Art Museum - Mythology

Brainpop- Mythology

Mythology ppt



 

Formative Assessment: 

Exit Ticket

Notebook checks

Bell Ringer:

What is a Vote Worth? IDM C3

 

Friday: 

Plan: 

I can explain the causes and effects of the Persian and Peloponnesian Wars.

 

I can describe the religion of the ancient Greeks and  the role the gods played in Greek daily life.

 

Do: 

 

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

Quizizz

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

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

 

 

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: Ipads

What is a Colony? https://www.youtube.com/watch?v=6M5kKo_OmO0&list=PL-74uoo6jXJpAaT9CNm0c40__TOtYwjnp&index=2

Ancient Greece Vocabulary- Quizlet Review www.quizlet.com

 

Lesson 2 What is a City- State? https://www.youtube.com/watch?v=IX2a3_aI7EQ&list=PL-74uoo6jXJpAaT9CNm0c40__TOtYwjnp

Checkology News Literacy Project http://www.thenewsliteracyproject.org/services/checkology

Is Protest Patriotic? NYEngage Unit

http://www.c3teachers.org/wp-content/uploads/2015/09/NewYork_8_Patriotism.pdf

 

Formative: Quizizz

 

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: Ipads

 

Lesson 3 Ancient Greece Democracy https://www.youtube.com/watch?v=4JWGBMAgjqs&index=6&list=PL-74uoo6jXJpAaT9CNm0c40__TOtYwjnp

Checkology http://www.thenewsliteracyproject.org/services/checkology

NY Engage- Propaganda Poster http://www.c3teachers.org/wp-content/uploads/2015/09/NewYork_8_Patriotism.pdf

Formative: Quizizz  https://quizizz.com/

 

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:

Ancient Greece - https://www.youtube.com/watch?v=euZh8KLB5eE&index=7&list=PL-74uoo6jXJpAaT9CNm0c40__TOtYwjnp

Checkology Virtual Lesson http://www.thenewsliteracyproject.org/services/checkology

Nearpod - Ancient Greece

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:

Alexander the Great -

https://www.youtube.com/watch?v=gtJoz743AyQ&list=PL-74uoo6jXJpAaT9CNm0c40__TOtYwjnp&index=8

Frayer Model - Chart

 

Friday:

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: Quizlet Vocabulary Test

Test - Friday

NewsELA - Current Events Articles

Socratic Discussions

Formative – Exit Slip ( Writing Prompt )