Debra D. Mays

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

Lesson Plan -NAME: Debra Mays  GRADE/SUBJECT: 7th Grade/Civics    WEEK OF: September 29th-October 3rd 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 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 Alabama’s local and state governments and of the national government.
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What  are the executive office responsibilities? Learning Targets For Students: (1) Cabinet Responsibilities (2) National Security Council and (3) The Federal Bureaucracy. I can (as a teacher) help the students gain knowledge on the Executive Branch of Government.	Essential Question- What are independent agencies? Learning Targets For Students: (1) Independent Agencies (2) Government Corporations and (3) Regulatory Commissions. I can (as a teacher) help the students gain knowledge on agencies that are not a part of the cabinet.	Essential Question-What are government cor[porations? Learning Targets  For Students: (1) Senate (2) U.S. Postal Service. and (3) Board of Directors. I can (as a teacher) help the students gain knowledge on more than 50 independent agencies.	Essential Question- What are the tools of foreign policy? Learning Targets For StudentsL (1) Executive Agreements. (2) Ambassadors and (3) Foreign Aid I can (as a teacher) help the students gain knowledge on Congress having methods to influence other nations and carry out American foreign policy.	Essential Question- What about the military force? Learning Targets For Students: (1) Armed Forces (2) Foreign Policy and (3) Treaties. I can (as a teacher) help the students gin knowledge on foreign policy tools.
Instructional Strategies/ Activities (Before, During, & After)	Bell-Ringer- What is the most important responsibility of the advisors and executive agencies? Before- Quick Write During- White House Office Activity Identifying parts of the Executive Branch of Government. Evaluating Charts Strategy- Turn and Talk After- Reviewing Main Ideas Whole Group Formative Sumative	Bell-Ringer- What are executive agencies? Before- Read/Write Notes During-Teens in Action Summary Open-ended Questions Inferences Strategy- Save the Last Word For Me After- Writ 3 main ideas Whole Group Formative Summative	Bell-Ringer- What are the functions of the Executive Branch? Before- Read/Write/Discuss During- Key Terms Questions on Identify and Describe Drawing Conclusions Organizing Information Strategy- Write 3 predictions. After- Analyzing Visuals Individual Work Formative Summative	Bell- Ringer- What is foreign aid? Before- Quick Write During- Complete a Venn Diagram. Question on making judgements. graphic organizer Strategy- ABC Brainstorm. After- Create a chart.  Individual Work Formative Summative	Bell-Ringer- What is the importance of foreign policy? Before- Read-Write Notes. During- Questions Find the Words Word Wall Read to Learn Strategy- 3-2-1 After- Organize Information Small Group Formative Summative
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	civ.glencoe.comi	civ.glencoe.com	civ.glencoe.com	civ.glencoe.com	civ.glencoe.com
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/Contemporary Issues-Elective     WEEK OF: September 29th- October 3rd 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- What is a fertile crescent? Learning Targets For Students: (1) Ancient Mesopotamia. (2) The Middle East. and (3) Sumer: The Cradle of Civilization. I can (as a teacher) help the students gain information on a new layer of soil good for growing crops.	Essential Question- What was the importance of the Mesopotamia Empires? Learning Targets For Students: (1) Egyptian Pharaoh (2) Persian King and (3) The Mediterranean Sea I can (as a teacher) help the students gain information on ancient empires that ended a long time ago.	Essential Question- Who were nomads? Learning Targets For Students: (1) The Nile River (2) Upper Egypt and (3) Pharaohs I can (as a teacher) help the students gain information on the lands  near where the Nile River began.	Essential question- What were the achievements of the Chinese? Learning Targets For Students: (1) Song Dynasty (2) Eastern Europe and (3) The Mongols I can (as a teacher) help the students gain knowledge on people from many places that traveled to and from China.	Essential Question- Who were the rulers of Egypt? Learning Targets for Students: (1) Thutmose (2) Ahmose and (3) The Egyptians I can (as a teacher) help the students gain knowledge on the Egyptians that lived along the Nile River.
Instructional Strategies/ Activities (Before, During, & After)	Bell-Ringer- Who were the Sumerians? Before- Quick Write During- Graphic Organizer Word Wall Reading comprehension Question Strategy- Write 3 predictions After- Analyze and write about the Fertile Crescent Map. Whole Group Formative Summative	Bell-Ringer- Where did the Hebrews live? Before- Read/Write/Discuss During- Read and write notes. Create a chart. Answer questions from  the map. Strategy- ABC Brainstorm After- Write 3 reactions on the Hebrews. Whole Group Formative Summative	Bell-Ringer- Who was the ruler of Egypt? Before- Quick Write During- Summary Create a graphic organizer. Write 5 descriptive words. Questions Strategy- Save the Last word for Me. After- Create a picture on Ancient Egypt. Individual  Work Formative Summative	Bell-Ringer- Who was China reunited under? Before- Quick Write During- Write Notes Matching Essay Strategy- 3-2-1 After- Create a Venn Diagram. Individual Work Formative Summative	Bell- Ringer- Who was Hatshepsut? Before- Read/Discuss Information. During- Summery Main Ideas Cause/Effect Strategy- Turn and Talk After- Answer reading check Question Small Group Formative Summative
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	www.shelleducation.com	www.shelleducation.com	www.shelleducation.com	www.shelleducation.com	www.shelleducation.com
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: September 22nd-September 26th 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 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 Alabama’s local and state governments and of the national government.
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What are legislative powers? Learning Targets For Students: (1) Taxing and Spending. (2) Regulating Commerce. and (3) Foreign Relations, and Treaties. I can (as a teacher) help the students gain knowledge on the powers given to and denied to Congress by the Constitution.	Essential Question- What are the limits on Congress powers? Learning Targets For Students: (1) Writ of habeas Corpus. (2) Bill of Attainder, and (3) Ex Post Facto Laws. I can (as a teacher) help the students gain knowledge on the powers of Congress.	Essential Question- What is the Judicial Branch of government? Learning Targets For Students: (1)System of Courts. (2)  Applying the Laws, and (3) Carrying out the Laws. I can (as a teacher) help the students gain knowledge on the Constitution.	Essential Question- What is the Executive Branch of Government? Learning Targets For Students: (1) Executive Branch (2) Executive Agencies, and (3) Regulatory  Commissions. I can (as a teacher) help the students gain knowledge on Executive Agencies, Government Corporations, and Regulatory Commissions.	Essential Question- What are some responsibilities of the Supreme Court? Learning Targets For Students: (1) Selection of Justices (2) Background of the Justices, and (3) Political Support. I can (as a teacher) help the students gain knowledge on the U.S. Supreme Court
Instructional Strategies/ Activities (Before, During, & After)	Bell-Ringer- What are expressed powers? Before- Read/Discussion During-  Comparing Information Read to Learn Questions Reading Check Powers of Congress Activity Strategy- Predictions After- Write an overview on the powers of Congress. Whole Group Formative Summative	Bell-Ringer- What are checks and balances? Before- Read/Write/Discuss During- Key Terms Compare Contrast Making Predictions Categorizing Information Strategy- Save the Last Word For Me. After- Interpret Visuals Whole Group Formative Summative	Bell-Ringer- What is the Judicial Review? Before- Quick Write During-Read Discussions Graphic Organizer Word Wall Show how the constitution is connected to the Judicial Review. Strategy- ABC Brainstorm After- Explain how the powers of the Supreme Court have developed since its creation Individual Work Formative Summative.	Bell-Ringer- What are Independent Agencies? Before-Read/Write Notes During- Key Terms Main Ideas Making Inferences Analyzing Information Analyzing Visuals Strategy- 3-2-1 After- Write 2 Final Statements. Individual Work Formative Summative	Bell-Ringer- Who makes up the Supreme Court? Before- Quick Write During- Summarizing Information Read to Learn Questions Drawing Conclusions Organizing Information Strategy- Turn and Talk After- True /False statements Small Group Formative Summative
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	Resources- civ.glencoe.com	Resources- civ.glencoe.com	Resources- civ.glencoe.com	Resources-civ.glencoe.com	Resources- civ.glencoe.com
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/Contemporary Issues-Elective  WEEK OF: September 22nd-September 26th 2025 

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Skills- Reading Comprehension	Skills- Reading Comprehension	Skills- Reading Comprehension	Skills- Reading Comprehension	Skills- Reading Comprehension
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What are some Korean Traditions? Learning Targets For Students: (1) North Korea (2) South Korea and (3) Japan I can (as a teacher) help the students gain knowledge on foods of North Korea, South Korea, and Japan.	Essential Question- What are the foods of Southeast Asia? Learning Targets For Students: (1) Asian and European Influences. (2) Characteristics of Everyday Meals and (3) Global Gourmet. I can (as a teacher) help the students gain knowledge on the mainland countries of Southeast Asia.	Essential Question-What are some of the foods of the islands of Southeast Asia? Learning Targets For Students: (1) Indonesia (2) Historical Influences and (3) The Dutch and British Traders. I can (as a teacher) help the students gain knowledge on the islands of present day Indonesia.	Essential Question- Who were the earliest known Australians? Learning Targets For Students: (1) Australia (2) New Zealand and (3) European Influences. I can (as a teacher) help the students gain knowledge on land and food resources.	Essential Question- What is the primary traditional food of the South Pacific islands of Oceania? Learning Targets For Students: (1) Influences of Settlers (2) Tourism and (3) Global Gourmet. I can (as a teacher) help the students gain on the cuisines of the individual islands.
Instructional Strategies/ Activities (Before, During, & After)	Bell-Ringer- What does Korean meals usually include? Before- Quick Write During–Read Write Notes Taking Another Look Graphic Organizer Strategy- Predictions After- Visual Present to the Class. Whole Group Formative Summative	Bell-Ringer - How has Southeast Asia been influenced? Before- Read During- Discussions Questions Matching Summary Strategy- 3-2-1 After- Write 3 main ideas. Whole Group Formative Summative	Bell-Ringer- What are some of the valuable spices of Indonesia? Before- Quick Write During- Read/Discuss Critical Thinking questions Reviewing Main Ideas Write 3 conclusive statements Strategy- Save the Last Word For Me After- Write 3 reactions on Southeast Asian Foods. Individual Work Formative Summative	Bell-Ringer- What are some of the foods of Australia and New Zealand?  Before- Read Aloud During- Discussions Graphic Organizer Find the Words Summary Strategy- ABC Brainstorm After- Create a Visual. Individual Work Formative Summative	Bell-Ringer- What do most of the islands share? Before-Read/Write/Discuss During- Word Wall of 10 words. chart Taking Another Look 5 descriptive words Analyze Visuals Strategy- Turn and Talk After- Reading Check Question Small Group Formative Summative
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	Resources- Glencoe Social Studies	Resources- Glencoe Social Studies	Resources- Glencoe Social Studies	Resources-Glencoe Social Studies	Resources- Glencoe Social Studies
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