February 3-7,2020

 


 

 

2019/2020 Rowan County Middle School Lesson Plan

Week of: February 3-7,2020

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: Was Alexander Great Leader or a Power Hungry Tyrant?

 

Supporting Questions:

Who conquered  the Greek city states?

Why were the Greek city states open to an attack ?

How did culture chnge under Alexander’s rule?

How did the Greek love of logic and reason influence Western thought?

 

 

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

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Bell Ringer: 

What are the qualities of a great leader? Great citizen?

 

Plan:

I can explain the legacy of Classical Greece on the modern world.

I can describe how democracy grew under Pericles.

 

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).

Nearpod- Golden Age of Greece

Vocabulary.com  - Focus Words

 

Formative Assessment – 

Kahoot Projects 

Exit Tickets

Bell Ringer: 

 

Tuesday:

Plan:

I can explain the reason for the war between Athens and Sparta.

I can trace the expansion of Alexander’s empireacross parts of Europe and Asia.

 

Do: 

Newsela- Alexander the Great

 

Primary Source Analysis Activity

Station Rotation Model

Stanford Skills- Sourcing 




 

Formative Assessment-

Exit Ticket

Graphic Organizer in notes


 

Bell Ringer:

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

 

Wednesday:

Plan:  

 

I can explain the basis of Western knowledge from the Greek study of logic and reason.

 

Do: 

The Legacy of Greece Lesson 4 

One Pagers - Legacy of Greece

 

Formative Assessment: 

Kahoot / Socrative Formative

Bell Ringer:

How have women challenged definitions of citizenship?

 

Thursday: 

Plan:I can participate in a Spcratic Seminar.

I can analyze the legacy of Greek philosophers.

Do: 

 

 



 

Formative Assessment: 

Exit Ticket

Notebook checks

Bell Ringer:

What is a Vote Worth? IDM C3

 

Friday: 

Plan: 

I can explain the legacy of Ancient Greece.

 

 

 

Do: 

 

Article of the Week, Current Events, Close Reading Activity/Socratic Seminar

Quiz- Geography, Mythology, Government

 

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

Monday:

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

Snow Day

 

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

 

Greek Mythology Projects

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 sources.

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:

NeesEla - Hades and Poseidon

Google Slides Greek Mythology - Prepare for presentations

 

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