Debra D. Mays

Lesson Plan:NAME:  Debra Mays  GRADE/SUBJECT: 7th Grade Contemporary Issues-Elective  WEEK OF:October 27th-October 31st 2025                   

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Skill-Reading Comprehension	Skill- Reading Comprehension	Skill-Reading Comprehension	Skill-Reading Comprehension	Skill- Reading Comprehension
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What is a Natural Resource? Learning Targets For Students: (1) Natural Resources (2) Graphite and (3) Plants and Animals I can (as a teacher) help the students gain knowledge on materials found on Earth that people use.	Essential Question- How are natural resources used? Learning Targets For Students: (1) Natural Resources (2) A country’s economy and (3) Products and Services I can (as a teacher ) help the students gain knowledge on resources used to make products.	Essential Question- What are the Three North American Countries? Learning Targets For Students: (1) Canada (2) New Mexico and (3) The United States  I can (as a teacher) help the students gain knowledge on North American Countries	Essential Question-What is one similarity between Canada and the United States? Learning Targets For Students: (1) Canada (2) The United States and (3) The Rocky Mountains and the Great Plains I can (as a teacher) help the students gain knowledge on similarities between Canada and the United States.	Essential Question- What is Canada’s Winter Sport? Learning Targets For Students: (1) Hockey (2) Canada and (3) California I can (as a teacher) help the students gain knowledge on Canada’s popular sports.
Instructional Strategies/ Activities (Before, During, & After)	Objective- What is a Natural Resource? Bell-Ringer- What does water provide? Before-Quick Write During-Graphic Organizer Word Wall Chart Strategy- ABC Brainstorm After- Write 3 examples of natural resources. Individual Work Formative Summative .	Objective- Using Natural Resources Bell-Ringer- What type of sweater do most people buy? Before- Read/ Write/Discuss During- Completions Matching Find the Words Strategy- 3-2-1 After- Reading Check Question Whole Group Formative Summative	Objective- Three North American Countries Bell-Ringer- How can Canada be described? Before- Quick Write During- Discussions Sum-It-Up Inferences Cause and Effect Main Idea Strategy- Save the Last Word For Me After- Write 3 conclusive statements. Individual Work Formative  Summative	Objective- Comparing Canada and the United States Bell-Ringer- What language do most people in Canada and the United States speak? Before- Read/Write Facts During- Read to Learn Questions Completions Sum-It-Up Strategy- Predictions After- Drawing Whole  Group Formative Summative	Objective- Canada’s Winter Sports Bell-Ringer- What did professional hockey players on specific teams learn to do? Before- Read  and write facts. During- Matching Graphic Organizer Complete the words Strategy- Turn and Talk After- Write 3 reactions. Small Group Formative Summative
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	www.pearsonlearning.com	www.pearsonlearning.com	www.pearsonlearning.com	www.pearsonlearning.com	www.pearsonlearning.com
Student Grouping:X  Whole Group   XSmall Group X  Individual Work  Assessments:X  Formative X Summative ACCOMMODATIONS:     Retake Tests,   X  Preferential Seating,  X    Shorter Assignments,     Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

Lesson Plan NAME: Debra Mays      GRADE/SUBJECT: 7th Grade/Civics         WEEK OF: October 15th-October 17th, 2025

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Fall Break	Fall Break	Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.	Parent Report Card Day	Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
ESSENTIAL QUESTION Learning Targets “I can …”			Essential Question- What are the causes of juvenile delinquency? Learning Targets For Students: (1) Juvenile (2) Juvenile Delinquents and (3) Serious Crimes I can (as a teacher) gain knowledge on a certain age at which people become adults in the eyes of the criminal justice system.		Essential Question- What role does rehabilitation play in the juvenile justice system? Learning Targets For Students: (1) Juvenile Courts (2) Parents Responsibilities and (3) Rehabilitation I can (as a teacher) help the students gain knowledge on juvenile  delinquency.
Instructional Strategies/ Activities (Before, During, & After)			Objective- Young People and the Courts Bell-Ringer- What is allowed by the courts for older juveniles who are charged with very serious crimes or already have criminal records? Before- Quick Write During- Write Notes Graphic Organizer Questions Key Terms Strategy- 3-2-1 After- Making Judgements Whole Group Formative Summative.		Objective- Young People and the Courts. Bell-Ringer- What types of cases does the juvenile court system handle? Before- Read/Write/Discuss During- Summary Statements Chart Read to Learn Questions Main Ideas Word Wall Strategy- ABC Brainstorm After-List types of crimes that children and teenagers commit. Individual Work Formative Summative
IXL Skills			Social Studies		Social Studies
Resources (for Parent Transparency)			civ.glencoe.com		civ.glrncoe.com
Student Grouping:  XWhole Group   XSmall Group  X Individual Work  Assessments:X Formative XSummative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

Lesson Plan -NAME: Debra Mays  GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective   WEEK OF: October 15th-October 17th 2025

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills			Reading Comprehension		Reading Comprehension
ESSENTIAL QUESTION Learning Targets “I can …”	Fall Break	Fall Break	Essential Question-Who was King Chandra Gupta? Learning Targets For Students.: (1) The Gupta Empire (2) The Mughal Empire. and (3) Great Britain Takes Control. I can (as a teacher) help the students gain knowledge on Indian Rulers.	Parent Report Day	Essential Question-Who were the Magnificent Mayas? Learning Targets For Students: (1) Mesoamerican Empires 92) The Mayas and (3) City-States I can (as a teacher) help the students gain knowledge on the piece of land that joins the North American and South American continents.
Instructional Strategies/ Activities (Before, During, & After)			Objective- Indian Rulers Bell-Ringer- How long did the Gupta Empire last? Before- Quick Write During- Write 5 notes. Word Wall Find the Words Write 3 descriptive words Strategy- ABC Brainstorm After- Reading Check Question- How long did the Great Conflict last? Whole Group Formative Summative		Objective- Mesoamerican Empires Bell-Ringer- What were the Mayas known for? Before- Quick Write During- Graphic Organizer Read to Learn Sum-It-Up Inferences Fact/Opinion Drawing Strategy- Turn and Talk After- Main Idea Question Small Group Formative Summative
IXL Skills			Social Studies		Social Studies
Resources (for Parent Transparency)			www.shelleducation.com		www.shelleducation
Student Grouping:X  Whole Group  X Small Group  X Individual Work  Assessments:X  Formative  XSummative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,  X    Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

Lesson Plan - NAME:  Debra Mays  GRADE/SUBJECT: 7th Grade Contemporary Issues-Elective   WEEK OF: October 6th-October 10th, 2025                    

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Reading Comprehension	Reading Comprehension	Reading Comprehension	Reading Comprehension	Reading Comprehension
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- Where is Greece located? Learning Targets For Students: (1) Art (2) Theater and (3) Plays I can (as a teacher) help the students gain knowledge on the mainland, islands, and climate of Greece.	Essential Question- What are Greek City-States? Learning Targets For Students: (1) Minoans (2) Mycenaeans (3) Athens and (4) Sparta I can (as a teacher) help the students gain knowledge on military leaders and wealthy families that ruled small parts of Greece.	Essential Question- What is the history behind the mighty Roman Empire? Learning Targets For Students: (1) Rome (2) Roman Rulers and (3) Julius Caesar I can (as a teacher) help the students gain knowledge on the beautiful city of Rome.	Essential Question- What caused the rise and fall of the Roman Empire? Learning Targets For Students: (1) A Strong Army (2) Weather and Crops and (3) Roman Temples I can (as a teacher) help the students gain knowledge on legionnaires that made the Roman Empire strong.	Essential Question - Where is Early India located? Learning Targets For Students: (1) India (2) Dravidians and (3) The Aryans I can (as a teacher) help the students gain knowledge on Early India.
Instructional Strategies/ Activities (Before, During, & After)	Objective- Ancient Greece Bell-Ringer- What were some of the accomplishments of the Greeks? Before- Quick Write During- Read/ Write Notes Questions Completions Inferences Strategy- Write 3 predictions After- Write how the Greek way of life had an effect on many places? Whole Group Formative	Objective- Greek City-States Bell-Ringer- Who were the Minoans? Before- Read/Write/Discuss During- Summary Read to Learn Find the Word Questions Strategy- 3-2-1 After- Create a word wall Whole Group Summative	Objective- The Mighty Roman Empire Bell-Ringer- How can the city of Rome be described? Before- Quick Write During-Drawing with illustrations. Cause and Effect Skill Activity Strategy- Save the Last Word For Me After- Read to Learn Activity Individual Work Formative Summative	Objective- The Rise and Fall of the Roman Empire. Bell-Ringer- What training was used to make the Roman Empire strong? Before-Read During- Notes Graphic Organizer Matching Drawing Strategy- ABC Brainstorm After- Write 2 reactions  Individual Work Formative Summative	Objective- Early India Bell-Ringer- What type of language did the Aryans come up with? Before- Quick Write During- Discussion Chart Key Terms Summarizing Strategy- Turn and Talk Small Group Formative Summative
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	Leveled Texts for Social Studies World Cultures Through Time	Leveled Texts for Social Studies World Cultures Through Time	Leveled Texts for Social Studies World Cultures Through Time	Leveled Texts for Social Studies World Cultures Through Time	Leveled Texts for Social Studies World Cultures Through Time
Student Grouping: X Whole Group X Small Group X  Individual Work  Assessments:X  Formative X Summative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

Lesson Plan -NAME: Debra Mays      GRADE/SUBJECT:  7th Grade/Civics       WEEK OF: October 6th-October 10th, 2025

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Standard 5- Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama’s local and state governments and of the national government.	Standard 5- Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama’s local and state governments and of the national government.	Standard 5- Compare duties and functions of  members of the legislative, executive, and judicial branches of governments and of the national government.	Standard 5- Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama’s local and state governments and of the national government.	Standard 5- Compare  duties and functions of members of the legislative, executive, and judicial branches of Alabama’s local and state governments and of the national government.
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What are the lower state courts? Learning Targets For Students: (1) Justice of the Peace. (2) Misdemeanors and (3) Magistrate Courts I can (as a teacher) help the students gain knowledge on the organization of courts in most states.	Essential Question- What courts do larger towns have? Learning Targets For Students: (1) Civil Cases (2) Lawsuits and (3) Police Courts I can (as a teacher) help the students gain knowledge on a judge or justice of the peace hearing and deciding each case in a lower court.	Essential Question- What is meant by the phrase” Americans in Action”? Learning Targets For Students: (1) Common Pleas Court (2) Domestic Relations and (3) Juvenile Division I can (as a teacher) help the students gain knowledge on improving the juvenile system in ways that will continue  in years to come.	Essential Question- What are the higher State Courts? Learning Targets For Students: (1) Felonies (2) General Trial Courts and (3) Appellate Courts I can (as a teacher) help the students gain knowledge on cases involving large amounts of money.	Essential Question- What are Appellate Courts? Learning Targets For Students: (1) Review Decisions (2) Majority vote and (3) Fair Trial I can (as a teacher) help the students gain knowledge on a panel of judges deciding cases by a majority vote.
Instructional Strategies/ Activities (Before, During, & After)	Objective- The State Judicial Branch Bell-Ringer- What does the federal court system handle? Before- Read/Discuss During -Write Notes Questions Graphic Organizer Strategy- 3-2-1 After- Write 3 discussion questions Whole Group Formative	Objective- Lower State Courts Bell-Ringer- What are misdemeanors? Before- Quick Write During- Reading Aloud Summarizing Chart Read to Learn Strategy- ABC Brainstorm After- Create a word wall Whole Group Summative	Objective- Americans in Action Bell-Ringer- Who was Ohio’s youngest elected judge? Before- Read/Quick Write During-Discuss Write final Thoughts Venn diagram Activity Key Words Sum It Up Strategy- Predictions After- Drawing Individual Work Formative Summative	Objective- Higher State Courts Bell-Ringer- What are felonies? Before- Read During- Organize Information Completions Find the Word Strategy- Save the Last Word For Me After- Write 3 conclusive statements. Individual Work Formative Sumative	Objective- Appellate Courts Bell-Ringer- Who are the defendants? Before- Quick Write During- Fact/Opinion Evaluating Charts Matching Strategy- Turn and Talk After- Graphic Organizer Small Group Formative Summative
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	civ.glencoe.com	civ.glencoe.com	civ.glencoe.com	civ.glencoe.com	civ.glencoe.com
Student Grouping:X  Whole Group  XSmall Group X Individual Work  Assessments:  Formative Summative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,  X    Shorter Assignments,   X  Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X