Debra D. Mays
7th Grade Civics and Geography Teacher
BIO
Courses Taught:
Contemporary Civics/Geography - Grade 7
Contemporary Issues - Grade 7 (Elective)
 
    Lesson Plan: NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Civics WEEK OF: October 27th-October 31st 2025
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
| Standards/Skills | Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | 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 does criminal cases involve? Learning Targets For Students: (1) Crimes (2) Government Charges and (3) Violations) I can (as a teacher) help the students gain knowledge on the more serious the crime, the harsher the punishment will be. | Essential Question- What purpose does penalties for crimes serve? Learning Targets For Students: (1) Felonies (2) Penal Codes and (3) Legal Proceedings I can(as a teacher) help the students gain knowledge on types of criminal cases. | Who are the critics? Learning Targets For Students: (1) Resolve Disputes (2) Lawsuits and (3) Arbitration I can (as a teacher) help the students gain knowledge on clarifying differences between the two sides and preparing for the trial. | Essential Question- What are the different types of felonies? Learning Targets For Students: (1) Criminal Trial (2) Lost earnings and (3) The Evidence I can (as a teacher) help the students gain knowledge on parties with no settlement will go to trial. | Essential Question- What happens in a criminal Case? Learning Targets For Students: (1) the Judge (2) The Verdict and (3)The Winning Plaintiff I can (as a teacher) help the students gain knowledge on a winning plaintiff that may have to wait years before seeing any of the money the court awarded, and may even end up with nothing. | 
| Instructional Strategies/ Activities (Before, During, & After) | Objective- Criminal Cases Bell-Ringer- What are the penalties for misdemeanors? Before- Read-Write- Draw During- Questions Key Terms Read to Learn Questions Main Idea Open-ended questions Strategy- Predictions After- Create a chart. Whole Group Formative Summative | Objective- Penalties For Crimes Bell-Ringer- what is the purpose of criminal penalties? Before- Read During- Write Notes Complete Graphic Organizer Analyze Graph Key Terms Strategy- Save the Last Word For Me. Strategy- ABC Brainstorm After- Write two facts on serious law violations. Individual Work Formative Summative 
 | Objective- What about critics of the parole system? Bell-Ringer- What is arbitration? Before- Read/Discuss During- Compare Identify Draw Conclusions Sequence Information Analyze Visual Strategy- 3-2-1 After- Evaluate Chart Whole Group Formative Summative | Objective- The Trial in Criminal Cases. Bell-Ringer- What takes place if the defendant wins? Before- Quick Write During- Summary Chart Examples of civil cases Strategy- Save the Last Word For Me After- Sequential Graphic Organizer Individual Work Formative Summative | Objective- The Appeal Bell-Ringer- What is the arrest phase? Before- Quick Write During- Direct Expenditures Main Ideas Checking For Understanding Graphic Organizer Strategy- Turn and Talk After- Write 3 positive reactions on the Criminal Court System 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 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: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 | 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 | 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 | |||
| 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
| 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
 
| 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 | |||||
