Dec. 9-13

2019/2020 Rowan County Middle School Lesson Plan

Week of: Dec. 9-13, 2019

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.

7.H.CE.1 Analyze the causes and effects of the Renaissance, Scientific  Revolution and the Enlightenment.

7.G.HI.1  Distinguish how cooperation and conflict within and among the  societies and empires of Afro-Eurasia and the Americas between 600-1600 influenced the division and control of land and resources.

7.C.CP.1 Compare political institutions and their impacts on people in empires between 600-1600.

.G.HI.1  Distinguish how cooperation and conflict within and among  the societies and empires of Afro-Eurasia and the Americas between 600-1600 influenced the division and control of land and resources. 

7.C.RR.1 Compare rights, roles, responsibilities and limitations of subjects 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 causes change for a civilization?


Supporting Questions:

How did art and literature challenge and reenforce traditional thinking?

 How did the printing press spread ideas in Europe?

How did new technologies change European society?

How did the Protest Reformation change Europe and the world?

How did the Scientific Revolution challenge Church Authority?

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






Bell Ringer: 

What does the word Renaissance mean ?



I can analyze Renaissance  ideas and the period’s artistic , literary, intellectual, and technological advances.



Google Classroom for Bell Ringer Assignment

QFT- Questioning 

Leonardo da Vinci- Mni Lesson

Spped Dating Activity Assignments

Students of History - Art of the Renaissance


Formative Assessment – 

QFT Questions w/ answers

Bell Ringer: 

What events  helped bring an end  to feudalism?





I can describe humanism and its relationship to the emergence of  the Renaissance.



  Google Classroom for Bell Ringer Assignment

Writiers of the Renaissance 

Newspaper Activity - Kagan Groups

Reserach for Speed Dating 


Formative Task- 

Research Sheet




Bell Ringer:

What factors helped make Italy the birthplace of the Renaissance?




I can explain  why the Renaissance began in Italy.



Google Classroom - Bell Ringer

Nearpod Lesson Renaissance

Speed Dating Activity in class 


Formative: Exit Slip Google Classroom




Nearpod Quiz

Bell Ringer:

In what areas did  Renaissance figures make notable achievements?




I can examine the effects of the Renaissance  on society.



The Printing Press C3 Inquiry 

Day 1- Analyzing Sources 

Compelling Questions

Planning Guide


Review for Quiz on Friday


Study- Review for Quiz  with Quizizz 


Formative Assessment: 


Exit Ticket

Notebook checks

Bell Ringer:

What is  suggested by Leonardo da Vinci’s anticipation of the helicopter?



Plan: I can cite text evidence from current events article.

I can participate in a  Socratic seminar.




Quiz- Renaissance Art and Literature


NewsEla Article- differentiate with Lexiles

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

Map Skills- Seterra

Actively Learn Articles 


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

Actively Learn

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 

C3 Inquiry 

Stanford History Lessons


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