February 10-14,2020



2019/2020 Rowan County Middle School Lesson Plan

Week of: February 10-14,2020

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: 

How can a civilization be both old and new?

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)






Bell Ringer: 

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



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

I can describe how democracy grew under Pericles.



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- Giolden Age of Greece

Vocabulary.com  - Focus Words


Formative Assessment – 

Kahoot Projects 

Exit Tickets

Bell Ringer: 




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.



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?





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



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?



Plan:I can participate in a Spcratic Seminar.

I can analyze the legacy of Greek philosophers.





Formative Assessment: 

Exit Ticket

Notebook checks

Bell Ringer:

What is a Vote Worth? IDM C3




I can explain the legacy of Ancient Greece.






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


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




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




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: Reader’s Theater Procedure

1. Introduce the unit’s essential question: Was it better to be an Athenian or a Spartan? Access background knowledge before students begin reading the Reader’s Theater passage by beginning with a quick whole-class discussion on what students already know about ancient Greece and the concept of competition. Ask one or more of the following questions: What are some ways that people compete against one another at your school? How is competition different than fighting? What drives humans to compete?

Bell Ringer- Mentimeter

Sparta/Athens Reader’s Theater

Focus Words - Quizlet

Formative: Vocabulary Quiz- Last Week




I can -

Common Core State Standards WHST.6-8.

1.A Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 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.


-Students learn about how Greek city-states functioned, and then focus in on Athens and Sparta. Students use information about three different  kinds of citizens of Athens and Sparta to explain how each person might feel about the place where they live and their counterparts in the other city-state.

Formative: Completed Chart Sparta/Athens




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.


Session 3 Students examine a fact sheet about Athens and Sparta to help build an answer to the unit’s essential question. Students then read a Reader’s Theater highlighting the importance of using evidence to make a strong argument. Finally, students reflect and discuss ways to use historical evidence to properly support a claim.

Formative: Exit Slip Google CLassroom




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.


Students debate the unit’s essential question from the perspective of different members of society (women, soldiers, or slaves).




I can


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




Session 5

Using evidence presented throughout the unit, students answer the unit question in essay form.

ELA: Students examine the parallels between the Olympic Games and The Hunger Games novels.

Quizlet Vocabulary Test

Test - Friday

NewsELA - Current Events Articles

Socratic Discussions

Formative – Exit Slip ( Writing Prompt )