February 17-21,2020

2019/2020 Rowan County Middle School Lesson Plan

Week of: February 17-21,,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: 

 

Supporting Questions:

 

 

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).

 

Socratice Seminar 

Who was Socrates?

Text Analysis

Vocabulary.com  - Focus Words

 

Formative Assessment – 

Exit Tickets

Bell Ringer: 

 

Tuesday:

Plan:

I can analyze the legacy of Greek philosophers.

 

Do: 

One Pager - Legacy of Greece

Due on Friday

 

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: 

Rome  Start w/ a Story 429

Geography of Rome - Nearpod

Mr. Corwin -Edpuzzle

 

Formative Assessment: 

Kahoot / Socrative Formative

Bell Ringer:

How have women challenged definitions of citizenship?

 

Thursday: 

Plan:I can participate in a Socratic Seminar.

 

Do: 

 

Roman Republic 437

Patricians vs Plebeians

Who was Cincinatus?  Article

 

 

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: 

Julius Caesar- Rome Becomes an Empire 443

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

WHST.6-8.1 Write arguments focused on discipline-specific content.

WHST.6-8.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

WHST.6-8.9 Draw evidence from informational texts to support analysis,

reflection, and research.

Do:

Bell Ringer- Quizizz Parts of A Good Claim

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.

 

New Focus Words - Quizlet

Formative: Lesson 5 Essay Completion in class

 

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 (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:

Session 1

Students are introduced to the focus words and topic of the week

through a Reader’s Theater, and then complete an activity where they

use textual evidence to make inferences about the characters’

perspectives. Students build background knowledge about Alexander

the Great by reading a short biography.!

 

Formative: Completed Chart Lesson 1

 

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.

RH.6-8.5 Describe how a text presents information (e.g., sequentially,

comparatively, causally).

 

Do: Students read about Alexander the Great’s military prowess, and then

use letters written by inhabitants of Alexander’s empire to gather

multiple perspectives about Alexander’s legacy.

 

Formative: Exit Slip Google CLassroom

 

Thursday:

Plan:

I can

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

secondary sources.

RH.6-8.5 Describe how a text presents information (e.g., sequentially,

comparatively, causally).

RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print and digital texts.

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



 

Do:

Students use evidence from the unit texts to write either a resume or

crime report for Alexander the Great, then work with a partner to

compile evidence for two opposing arguments: Alexander was a great

leader or Alexander was power-hungry tyrant.

Formative-  Exit Slip - Menti.com

 

Friday:

Plan:

I can

 

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

 

  

Do:

Session 5

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

 

Quizlet Vocabulary Test

Test - Friday

NewsELA - Current Events Articles

Socratic Discussions

Formative – Exit Slip ( Writing Prompt )