Debra D. Mays

Lesson Plan - Name: Debra Mays   GRADE/SUBJECT: 7th Grade Civics          WEEK OF: August 25th-August 29th 2025

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Standard 2- Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.	Standard 2- Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.	Standard 2- Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.	Standard 2- Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.	Standard 2- Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What were the beliefs of John Locke? Learning Targets For Students:(1) Good Government. (2) Social Contract. and (3) Life, Liberty, and Property. I can (as a teacher) help the students gain knowledge on the beliefs of John Locke.	Essential Question-Why did Thomas Hobbes believe people needed governments? Learning Targets For Students: (1) The Need For Government. (2) Keeping Order. and (3) Providing Security. I can (as a teacher) help the students gain knowledge on Thomas Hobbes.	Essential question- What did Thomas Paine call for? Learning Targets For Students: (1) Complete Independence. (2) Colonists. and (3) Freedom. I can (as a teacher) help the students gain knowledge on the ideas of Thomas Paine.	Essential Question- What is the purpose of government? Learning Targets For Government? (1) Rights of the people. (2) Consent of the people. and (3) New Ideas. I can (as a teacher) help the students gain knowledge on the purpose of government.	Essential Question-When was the Declaration of Independence approved? Learning Targets For Students: (1) Second Continental Congress. (2) American Colonies. and (3) Independent States. I can (as a teacher) help the students gain knowledge on the U.S. as a rightfully independent nation.
Instructional Strategies/ Activities (Before, During, & After)	Bell-Ringer- Why should people give up some of their freedom  and abide by the decisions of their government? Before- Quick Write During- Questions Main Ideas Strategy-ABC Brainstorm After- Write 3 reactions. (Whole Group) (Formative)	Bell-Ringer- What would life be like if there was no government system? Before- Read/Discuss/Write During- Summary Chart Questions Strategy- Save the Last Word For Me. After- Write 3 conclusive statements. (Whole Group) (Summative)	Bell-Ringer- What was Thomas Paine’s  connection to other colonists? Before- Quick Write During-Notes Graphic Organizer Summary Strategy- Predictions After- Closure-Question (Individual Work) (Formative-Summative)	Bell-Ringer- What is the government system based on? Before-Read/Write/Discuss During- Summary Reading -Check Categorizing Information Making Inferences Strategy- 3-2-1 After- Write and explain 2 main ideas. (Small Group) (Formative-Summative)	Bell-Ringer- What rights should all people enjoy? Before- Quick Write. During- Questions Main Ideas Chart Visual Strategy- Turn and Talk After- Why is the need for government so important? (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: August 25th-August 29th 2025

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Skills- Reading	Skills-Reading	Skills-Reading	Skills-Reading	Skills-Reading
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What are the three North American Countries? Learning Targets For Students: (1) United States. (2) Mexico. and (3) Canada. I can (as a teacher) help the students gain knowledge on the three North American Countries.	Essential Question- How would you (as a student) compare Canada and the United States? Learning Targets For Students: (1) The United States. (2) Canada. I can (as a teacher) help the students gain knowledge on both the U.S. and Canada.	Essential Question- How would you (as a student) compare Mexico to the U.S. and Canada? Learning Targets For Students: (1) U.S. (2)Canada. and (3) Mexico. I can (as a teacher) help the students gain knowledge on Mexico and Its North American Neighbors.	Essential Question- What is Mexico’s capital city? Learning Targets for Students: (1)Aztecs. (2) Spanish. and (3) Pyramids. I can (as a teacher) help the students gain knowledge on Mexico city.	Essential Question- What are the different kinds of Volcanoes? Learning Targets For Students: (1) Active Volcanoes. (2) Extinct Volcanoes. and (3) Volcanologists. I can (as a teacher) help the students gain knowledge on the different kinds of volcanoes.
Instructional Strategies/ Activities (Before, During, & After)	Bell-Ringer- How would you describe the U.S., Mexico, and Canada? Before- Quick Write. During- Summary Chart Visual Strategy- Save the Last Word For Me. After- Word Wall (Whole Group-Formative)	Bell-Ringer- Where are the Rocky Mountains, and the Great Plains located? Before- Read/Discuss During- Questions Graphic Organizer Completions Strategy-3-2-1 After- Advertisement (Whole Group-Summative)	Bell-Ringer- What is Mexico’s population? Before- Read/ Write Notes. During- Matching Main Ideas Venn Diagram Strategy- ABC Brainstorm Closure-Question (Individual Work- Formative and Summative)	Bell-Ringer- What is Mexico City famous for? Before- Quick Write. During- Notes Discussions Write 2 conclusive statements. Drawing Strategy- Predictions After- Write 5 descriptive words on Mexico. (Whole Group- Formative) .	Bell-Ringer- What are active volcanoes? Before- Read/Discuss/Write During- Read to Learn. Find the Words. Sequence Chart. Strategy- Turn and Talk. After- Compare and Contrast active volcanoes and extinct volcanoes. (Whole Group-Formative and Summative)
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	Resources- www.pearsonlearning.com	Resources- www.pearsonlearning.com	Resources- www.pearsonlearning.com	Resources- www.pearsonlearning.com	Resources- www.pearsonlearning.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:August 11th - August 15th 2025             

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Standard 1- Compare the influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States..	Standard 1 - Compare the influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States.	Standard 1-Compare the influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States.	Standard 1- Compare the influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States.	Standard 1- Compare the influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States.
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question - How would you as a student describe the English system of government? Learning Targets For Students: (1) The Magna Carta. (2) Parliament. and (3) Common Law. I can (as a teacher) help the students gain knowledge on England’s Early Government.	Essential Question- What is the English Bill of Rights? Learning Targets For Students: (1) Glorious Revolution. (2) King James II. and (3) Rights to a Fair Trial. I can (as a teacher) help the students gain knowledge on a peaceful transfer of power.	Essential Question- What took place at the Virginia House of Burgesses? Learning Targets For Students: (1) North America. (2) Jamestown. and (3) King Charles I. I can (as a teacher) help the students gain knowledge on the beginning of self-government in colonial America.	Essential Question- How many men signed the Mayflower Compact? Learning Targets For Students: (1) Compact Agreement. (2) Direct Democracy. and (3) New England Today. I can (as a teacher) help the students gain knowledge on the Mayflower Compact.	Essential Question- What progress did the colonists in America soon make? Learning Targets For Students: (1) Legislature. (2) Representatives. and (3) Colonists in America. I can (as a teacher) help the gain knowledge on colonial governments.
Instructional Strategies/ Activities (Before, During, & After)	Bell-Ringer- What is a charter? Before- Read Information. During- Compare Ancient Greece to the Magna Carta. Create a graphic organizer. Make a sequence chart. Define key words After-Strategy-Save the Last Word For Me.	Bell-Ringer- Why did England have no written laws? Before- Quick Write. During- Reading Strategy. Read to Learn Cause and Effect After-Strategy- Write 5 predictions.	Bell-Ringer- What is meant by the term “Realm of England.” Before- Quick Write. During-Write a one-paragraph summary. Create a chart. After- 3-2-1 Strategy- 3 facts, 2 connections, 1 question I still Have	Bell-Ringer -What was the tradition behind the Mayflower Compact? Before-Read the Information. During- Create a Venn Diagram on the early Colonial Governments. List reasons for colonial governments taking on more power. Create a chart including British Actions, and Colonists’ Responses. After- Strategy- Write 5 predictions.	Bell-Ringer- What was the purpose of each colony having a governor? Before- Quick Write. During- Key Terms. Questions reviewing main ideas. Activity-Drawing Conclusions. Activity-Determining Cause and Effect. After- Strategy- Turn-and-Talk
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	textbook, chromebook, Writing Strategiesi	textbook,chromebook, Writing Strategies	textbook, chromebook, Writing Strategies	textbook, chromebook, Writing Strategies	textbook, chromebook, Writing Strategies
Student Grouping: X Whole Group  __ Small Group  ___ 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: 7thGrade/ Contemporary Issues-Elective WEEK OF:August 11th - August 15th 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 climate zones? Learning Targets for Students: (1) Patterns of weather. (2) Tropical Climate. and (3) Polar Climate. I can (as a teacher) help the students gain knowledge on patterns of temperature and rainfall.	Essential Question- What is a Continental Climate? Learning Targets For Students: (1) The Growth of Iowa. (2) Winter Temperatures. and (3) Summer Temperatures. I can (as a teacher) help the students gain knowledge on temperatures that differ a lot from summer to winter.	Essential Question - What is a mild climate? Learning Targets For Students: (1) Coastal California. (2) Temperatures similar in summer and winter. and (3) Tropical Climates. I can (as a teacher) help the students gain knowledge on temperatures in summer and winter.	Essential Question-What is a desert climate? Learning Targets For Students: (1)  Arizona. Temperatures. (2) Alaska Temperatures. and (3) Places that are very hot, and have little rainfall. I can (as a teacher) help the students gain knowledge on temperatures in hot and cold months.	Essential Question - What is a mountain climate? Learning Targets For Students: (1) Temperatures in Colorado.(2) Temperatures near the top of the mountains, and (3) Rain throughout the year. T can (as a teacher) help the students gain knowledge on altitudes that can vary widely in the mountain climate zones.
Instructional Strategies/ Activities (Before, During, & After)	Bell-Ringer-What are patterns of weather over a long period of time called? Before- Quick Write on climate zones. During-Write a one-paragraph summary. Draw a picture. Write 3 words to describe climate zones. Create a diagram. Create a word wall. After- Strategy- Write 3 predictions.	Bell-Ringer  - What is the major crop grown in Iowa?  Before- Read/Write/Discuss information on a continental climate.. During-Write a one-paragraph summary. Draw a picture. Write 3 words to describe a continental climate. Create a diagram. Create a word wall After- Strategy- 3-2-1.	Bell-Ringer- What do people need in coastal California? Before-Quick Write on a mild climate. During-Write a one-paragraph summary. Draw a picture. Write 3 words to describe a  mild climate?. Create a diagram. Create a word wall. After- Strategy- Save the Last Word For Me.	Bell-Ringer - What type of climate zones does most of Arizona have? Before- Read/Discuss information on a desert climate. During- Write a one-paragraph summary. Draw a picture. Write 3 words to describe a desert climate. Create a diagram. Create a word wall After- Strategy-Turn and Talk.	Bell-Ringer - What climate zone is most of Colorado located in? Before- Quick Write on a mountain climate. During-Write a one-paragraph summary. Draw a picture. Write 3 words to describe a mountain climate. Create a diagram Create a word wall. After-Reading Strategy.
IXL Skills	social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	Quick Reads- A Research-Based Fluency Program.	Quick Reads-A Research-Based Fluency Program.	Quick Reads-A Research-Based Fluency Program.	Quick Reads-A Research-Based Fluency Program.	Quick Reads- A Research-Based Fluency Program.
Student Grouping: X Whole Group  __ Small Group  ___ 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

 

ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,   X  Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (g