March 2-6,2020

 

 
 

2019/2020 Rowan County Middle School Lesson Plan

Week of: March 2-6,2020

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 democratic was the Roman Republic?

 

Supporting Questions:

How was Roman Society Structured?

How was the Republican government organized?

What made up the three branches of Roman Republic?

How did Rome expand?

What was the result of Roman expansion?

 

 

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

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Bell Ringer: 

How were family and society organized?

 

Plan:

I can analyze primary and secondary sources to determine if the Roman Republic was really a democracy.

 

Do:  

 

SHEG Roman Republic Inquiry Unit

Timeline Analysis

Roman Government

 

Formative Assessment – 

Exit Tickets

Journals

Bell Ringer: 

Was Rome a true democracy?

 

Tuesday:

Plan:

I can analyze primary and secondary sources to determine if the Roman Republic was really a democracy..

 

Do: 

 

The Burning of Rome 464

World Regions Pie Graph 487





 

Formative Assessment-

Exit Ticket

Graphic Organizer in notes


 

Bell Ringer:

 What are the major world religions?

What is religious freedom?

 

Wednesday:

Plan:  

 

I can analyze major religions and belief systems developed in the Eastern Hemisphere.

 

Do: 

Constantine 

Rome and Christianity

World Relgions Posters

Timeline

 

Formative Assessment: 

Kahoot / Socrative Formative

Bell Ringer:

How has religious freedom been represented over time?

 

Thursday: 

Plan:

I can analyze major religions and belief systems developed in the Eastern Hemisphere.

 

Do: 

Does Relgoius Freedom Exist?

Writing a Claim with supporting evidence



 

 

 

Formative Assessment: 

Exit Ticket

Notebook checks

Bell Ringer:

What is the current status of religious freedom around the world?

 

Friday: 

Plan: .I can analyze major religions and belief systems developed in the Eastern Hemisphere.

 

 

 

 

Do: 

Writing a Claim

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