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/Geography WEEK OF:May 11th-May 15th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 12- Explain ways geographic features and environmental issues have influenced historical events. | Standard 8- Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people. | Standard 8- Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people. | Standard 12- Explain ways geographic features and environmental issues have influenced historical events. | |
ESSENTIAL QUESTION Learning Targets “I can …” | History Checkpoint Quarter-4 | Essential Question- What took place in the mid 1400’s? Learning Targets For Students: (1) Christopher Columbus (2) Columbian Exchange and (3) Cape of Good Hope I can (as a teacher) help the students gain knowledge on Europe beginning to reach out beyond its boundaries in a great age of discovery and exploration. | Essential Question- What can winds carry? Learning Targets For Students: (1) Winds (2) Currents and (3) Weather I can (as a teacher) help the students gain knowledge on large masses of warm and cool air around the earth. | Essential Question- Who are refugees? Learning Targets For Students: (1) Into Ethiopia (2) Refugees and (3) All Too Common I can (as a teacher) help the students gain knowledge on people who are internally displaced, flee their homes but not their countries. | Essential Question- How do geographers gather information so they can make accurate maps? Learning Targets For Students: (1) Collecting Data (2) Geographic Information Systems and (3) The Rain Forest I can (as a teacher) help the students gain knowledge on tools used to study people and places. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Age of Exploration Bell-Ringer- Who was Christopher Cloumbus? Before- Read During- Find the Letters Draw a picture to illustrate words. Complete the statements. Write 5 descriptive words. Strategy- Write 3 predictions After- Discuss the lesson. Individual Work Formative Assessment Summative Assessment | Objective- Ocean Currents Bell-Ringer- What can ocean currents affect? Before- Read During- Unscramble Complete the statements Sum-IT-Up Strategy- Save the Last Word For Me After- Discuss the lesson. Individual Work Formative Assessment Summative Assessment | Objective- Environmental Refugees Bell-Ringer- Why do refugees flee their country? Before- Read During- Write 3 Facts Graphic Organizer Find the Letters Questions Write 3 Conclusive Statements Strategy- 3-2-1 After-Create an Advertisement Whole Group Formative Assessment Summative Assessment | Objective- The Tools of Geography Bell-Ringer- Why do geographers need tools? Before- Read During- Summary Matching True/False Write 2 Reactions Strategy- ABC Brainstorm After- Discuss the lesson. Small Group Formative Assessment Summative Assessment | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.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:May 11th-May 15th 2026
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- Who were the Legionnaires? Learning Targets For Students: (1) A Strong Military (2) The Romans and (3) Temples I can (as a teacher) help the students gain knowledge on soldiers that fought to keep Rome in control of its vast holdings. | Essential Question- What are Climate Zones? Learning Targets For Students: (1) Climate Zones (2) Patterns of Temperatures and (3) A Tropical Climate I can (as a teacher) help the students gain knowledge on patterns of weather over a long period of time. | Essential Question- What is Iowa known for? Learning Targets For Students: (1) Iowa (2) The United States and (3) Winter and Summer Temperatures I can (as a teacher) help the students gain knowledge on temperatures that differ a lot from summer to winter. | Essential Question- Where are mild climates located? Learning Targets For Students: (1) California (2) Polar Climate and (3) Winter Months I can (as a teacher) help the students gain knowledge on temperatures that are similar in summer and winter. | Essential Question- What is a Desert Climate? Learning Targets For Students: (1) Arizona (2) Hot Places and (3) Very Little Rainfall I can (as a teacher) help the students gain knowledge on climates that can reach more than 100 degrees. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Rise and Fall of the Roman Empire. Bell-Ringer- What did the Romans build? Before-Read- During-Write 5 Facts Unscramble Completions Chart Strategy- Write 3 Predictions After- What did the Romans worship? Individual Work Formative Assessment Summative Assessment | Objective- Climate Zones Bell-Ringer- What is a tropical climate? Before- Read During- Summary Quick Write Find the letters Word Wall Write 3 reactions Strategy- Save the Last Word For Me After- Discuss Individual Work Formative Assessment Summative Assessment | Objective- Continental Climate Bell-Ringer- What do people who live in the continental climate zone need? Before- Read During- Summary Quick Write Find the letters Word Wall Write 3 Reactions Strategy- Save the Last Word For Me After- Discuss Whole Group Formative Assessment Summative Assessment | Objective- Mild Climate Bell-Ringer- What type of zone is California? Before- Read During- Summary Quick Write Find the letters Word Wall Write 3 Reactions Strategy- Save the Last Word For Me After- Question- What is a mild climate? Whole Group Formative Assessment Summative Assessment | Objective- Desert Climate Bell-Ringer- Where do people in Arizona with a desert climate zone live? Before- Read During- Summary Quick Write Find the letter Write 3 Reactions Strategy- Write 3 Predictions After- Discuss Small Group Formative Assessment Summative Assessment |
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 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 SUBJECT/GRADE: 7th Grade/Geography WEEK OF: May 4th-May 8th 2026: :
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. | Standard 11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. | Standard 11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. | Standard 11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. | Standard 11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Why do governments try to manage trade? Learning Targets For Students: (1) Tariff on cars (2) People who buy an imported car. and (3) Tax added to the price of goods. I can (as a teacher) help the students gain knowledge on barriers to trade. | Essential Question- Where can valuable resources be found? Learning Targets For Students: (1) Renewable Resources (2) Nonrenewable Resources and (3) Nuclear Energy I can (as a teacher) help the students gain knowledge on the use or value of natural resources. | Essential Question- How would you identify issues regarding depletion of nonrenewable resources? Learning Targets For Students: (1) Minerals (2) Oil and (3) Gas I can (as a teacher) help the students gain knowledge on how people burn oil and gas to heat homes or run cars. | Essential Question- Why are resources not distributed evenly around the world? Learning Targets For Students: (1) World Countries (2) Manufacturing and (3) Industrial Centers I can (as a teacher) help the students gain knowledge on the competition for scarce resources may also lead to conflict. | Essential Question- What are resources people can use for making products? Learning Targets For Students: (1) Wind (2) Water and (3) Oil I can (as a teacher) help the students gain knowledge on products of the earth that people use to meet their needs. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Cultural Viewpoints Bell-Ringer- What are tariffs? Before- Write 3 Ideas. During-Valued Commodities. Value of natural Resources. Applying Map Skills Find the Words Strategy- Write 3 Predictions. After- Drawing Individual Work Formative Assessment Summative Assessment
| Objective- Exploring Our World Through Natural Resources Bell-Ringer- What are offshore resources?. Before- Quick Write During- The Way I See It Completions Unscramble Strategy- Save the Last Word For Me After- Reading Check Questions Individual Work Formative Assessment Summative Assessment | Objective- Nonrenewable Resources Bell-Ringer- Why do countries rely on nuclear energy? Before- Read/Discuss During- Graphic Organizer Find the Word Word Wall Write 5 Main Ideas That’s Debatable Strategy- ABC Brainstorm After- Sum-IT-Up Whole Group Formative Assessment Summative Assessment | Objective- World Trade Bell-Ringer- What is another picture we see in the western United States? Before- Quick Write During- Venn Diagram Questions Main Ideas Key Words Strategy- 3-2-1 After- Write 3 examples of World Trade. Whole Group Formative Assessment Summative Assessment | Objective- Renewable Resources Bell-Ringer- What are examples of renewable energy sources? Before- Quick Write During- Completions Unscramble Find the words Solar Energy Strategy- Turn and Talk After-Write Final thoughts. Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com |
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: May 4th-May 8th 2026
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- Who was the most important person in Egypt? Learning Targets For Students: (1) The Nile River (2) Ancient Egypt and (3) Pharaohs I can (as a teacher) help the students gain knowledge on the lands near where the Nile River started and the lands where the river emptied into the Mediterranean Sea. | Essential Question- Where is Ancient Greece located? Learning Targets For Students: (1) Art (2) Theater and (3) The Colonists I can (as a teacher) help the students gain knowledge on a large mainland surrounded by many smaller islands. | Essential Question- Why did invaders interfere with Early India? Learning Targets For Students: (1) The Dravidians (2) The Aryans and (3) Alexander the Great I can (as a teacher) help the students gain knowledge on India that lies between the East and the West, and how invaders came from both places. | Essential Question- How would you explain the Gupta Empire? Learning Targets For Students: (1) The Mughal Empire (2) Great Britain Takes Control and (3) The Taj Mahal I can (as a teacher) help the students gain knowledge on how many scientific gains were made during a peaceful, stable time known as the golden age. | Essential Question- How did the Incas make a living? Learning Targets For Students: (1) The Incas (2) Written Language and (3) Skilled Builders I can (as a teacher) help the students gain knowledge on craftsman who made things from cotton, wool, gold, and silver. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Ancient Egypt Bell-Ringer- How would you describe Upper Egypt? Lower Egypt? Before- Quick Write During- Graphic Organizer Questions Find the Words Strategy- 3-2-1 After- Reading Check Question- What was ancient Egypt known for? Individual Work Formative Assessment Summative Assessment | Objective- Ancient Greece Bell-Ringer- What did the Greeks create? Before- Read/Write 5 Facts/Discuss During- Matching Venn Diagram Completions Sum-It-Up Strategy- Save the Last Word For Me After- Create a drawing scenery on Ancient Greece. Individual Work Formative Assessment Summative Assessment | Objective- Early India Bell-Ringer- Who were the Dravidians? Before- Quick Write During- Create a chart. Unscramble Find the letters. Strategy- ABC Brainstorm After- Create an advertisement on Early India. Whole Group Formative Assessment Summative Assessment | Objective- Indian Rulers Bell-Ringer- What were the beliefs of the Mughal leaders? Before- Read/Write 5 Facts During- Fact/Opinion Reading Check Questions Sum-It-Up Word Wall After- What was the legacy of the Indian Rulers? Strategy- Write 3 Predictions Whole Group Formative Assessment Summative Assessment
| Objective- The Incredible Incas Bell-Ringer- What are terraces? Before- Quick Write During- Descriptive Words Questions Examples Venn Diagram Strategy- Turn and Talk After- Write Final Thoughts Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.shelleducation.com | www.shelleducation.com | www.shwlleducation.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/Geography WEEK OF: April 27th-May 1st 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 8- Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people. | Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment. | Standard 10- Explain how human systems develop in response to physical environmental conditions. | Standard 11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. | Standard 12- Explain ways geographic features and environmental issues have influenced historical events. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- How would you describe the new Europe? Learning Targets For Students: (1) The New Europe (2) Continued Cooperation and (3) Citizens of European Countries I can (as a teacher) help the students gain knowledge on political boundaries, cooperation among countries, and territorial conflicts over borders resources, land use, and ethnic and nationalistic identity. | Essential Question- How do the people of Bangladesh earn a living? Learning Targets For Students: (1) Rice (2) Growing Conditions and (3) The People I can (as a teacher) help the students gain knowledge on the economy of agriculture. | Essential Question- Explain how human systems develop in response to physical environmental conditions? Learning Targets For Students: (1) Hurricanes (2) Tornadoes and (3) Thunderstorms I can (as a teacher) help the students gain knowledge on the causes of destructive events. | Essential Question- Why do people use natural resources? Learning Targets For Students: (1) Natural Resources (2) Renewable Resources and (3) Nonrenewable Resources I can (as a teacher) help the students gain knowledge on the use or value of natural resources | Essential Question-Who was Christopher Columbus? Learning Targets For Students: (1) Christopher Columbus (2) Columbian Exchange and (3) The Age of Exploration I can (as a teacher) help the students gain knowledge on geographic features and environmental issues that have influenced historical events. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Moving Toward Unity Bell-Ringer- What were the reasons for many of the European countries joining together? Before- Read During- Graphic Organizer On Location The Euro Continuing Cooperation Solutions for Conflict Strategy- Write 3 Predictions After- Write one conclusive statement. Individual Work Formative Assessment Summative Assessment | Objective- A Farming Economy Bell-Ringer- What is made possible through fertile soil and plentiful water? Before- Read/ Write 3 Facts During- Create a Booklet Include Cover Page Introduction Information Page Visual Conclusion Strategy- Save the Last Word For Me After- Present to the class. Individual Work Formative Assessment Summative Assessment | Objective- Storms Bell-Ringer- How do people prepare for and respond to natural hazards? Before- Quick Write During- Prevailing Wind Patterns Venn Diagram Write 3 Reactions Strategy-ABC Brainstorm After- Ways to keep people safe. Whole Group Formative Assessment Summative Assessment | Objective- Natural Resources Bell-Ringer- List 3 fossil fuels Before- Read/Discuss During- Matching Completions Word Wall Making Connections Strategy- 3-2-1 After- Write about the resource important to you. Whole Group Formative Assessment Summative Assessment | Objective- The Age of Exploration Bell-Ringer- Which European nation first explored the coast of Africa? Before- Read/Discuss During- Create a diagram showing the routes of exploration. Sum-IT-Up Write 5 key Ideas Strategy-Turn and Talk After- How I want to remember the Age of Exploration? Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.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: April 27th-May 1st 2026
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- Why are grains considered the “superstars” of nutrition? Learning Targets For Students: (1) Products (2) Historical Note and (3) Many Uses of Grains I can (as a teacher) help the students gain knowledge on Grains recipes from diverse cultures. | Essential Question- What are Herbs and Spices? Learning Targets For Students: (1) Herbs (2) Spices and (3) Using Spices I can (as a teacher) help the students gain knowledge on the uses of spices around the world. | Essential Question- What are foods of the West Indies? Learning Targets For Students: (1) Native Cultural Influences (2) European Influences and (3) African and Asian Influences I can (as a teacher) help the students gain knowledge on crops grown by Native Americans. | Essential Question- What are foods of North Africa and Southwest Asia? Learning Targets For Students: (1) North Africa (2) Food Imports and (3) Southwest Asia I can (as a teacher) help the students gain knowledge on the foods of North Africa today and the inhabitants of Southwest Asia. | Essential Question- What are the foods of the Northern Indian Subcontinent? Learning Targets For Students: (1) Beliefs (Traditions and (3) Land of Spices and Rice I can (as a teacher) help the students gain knowledge on a subcontinent bordered by one of the world’s highest mountain ranges- the Himalaya. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Grains of the World Bell-Ringer- What is the significance of /grains? Before- Quick Write During-/Write 3 Facts Questions Find the Words Strategy- Write 3 predictions. After- Write examples on the uses of Grains. Present to the class. Whole Group Formative Assessment Summative Assessment | Objective- Herbs and Spices of the World Bell-Ringer- How would you describe herbs? Before-Read/Write/Discuss During- Graphic Organizer Word Wall Sum-It-Up Strategy- Save the Last Word For Me After- Create an Advertisement. Individual Work Formative Assessment Summative | Objective- Foods of the West Indies Bell-Ringer- What did Christopher Columbus introduce when he arrived in 1493? Before- Read/Discuss During- True/False Find the letters Unscramble Strategy- 3-2-1 After- Drawing Whole Group Formative Assessment Summative Assessment | Objective- Foods of North Africa and Southwest Asia Bell-Ringer- What are food imports? Before- Read During- Completions Matching Summary Strategy- ABC Brainstorm After- Reading Check Question Individual Work Formative Assessment Summative Assessment | Objective- Foods of the Northern Indian Subcontinent Bell-Ringer- What are two ingredients that connect the foods of this diverse region? Before- Read/Quick Write During-Fact/Opinion Unscramble Find the Word Strategy- Turn and Talk After- Write Final Thoughts Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Glencoe-McGraw-Hill Foods Around the World | Glencoe-McGraw-Hill Foods Around the World | Glencoe-McGraw-Hill Foods Around the World | Glencoe-McGraw-Hill Foods Around the World | Glencoe-Glencoe-Hill Foods Around the World |
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/Geography WEEK OF: April 20th-April 24th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 6- Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns. | Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns | Standard 8- Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people. | Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment. | Standard 10- Explain how human systems develop in response to physical environmental conditions. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Why do you think that the poorest countries have seen few gains from globalization? Learning Targets For Students: (1) Global Relationships (2) Pop Goes Global and (3) Culture Clash I can (as a teacher) help the students gain knowledge on how trade changes lives. | Essential Question- What are settlement patterns? Learning Targets For Students:(1) Human Activities (2) Development of Settlements and (3) Location of Resources I can (as a teacher) help the students gain knowledge on describing settlement patterns in association with the location of resources. | Essential Question- Where is India located? Learning Targets For Students: (1) Location (2) The Green Revolution and (3) Industry I can (as a teacher) help the students gain knowledge on a large landmass that is part of another continent but distinct from it. | Essential Question- What is Desertification? Learning Targets For Students: (1) Overgraze (2) Drought and (3) Desertification I can (as a teacher) help the students gain knowledge on land degradation, pollution and ozone depletion. | Essential Question- Why is Mozambique known for slash-and-burn farming? Learning Targets For Students: (1) Cutting and Burning Forests (2) Mozambique and (3) Cyclones I can (as a teacher) help the students gain knowledge on farming practices in different regions. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- How Trade Changes Lives? Bell-Ringer- What is driving globalization today? Before- Read/Discuss Quick Write During- Learn and identify key words on globalization. Students will walk around to match words with definition. Completions Unscramble Strategy- ABC Brainstorm Individually Each student will have an opportunity to write words using letters from the word Globalization on Chart Paper posted on the Classroom Wall. After- Write 3 close-out conclusive statements on lesson. Individual Work Whole Group Formative Assessment Summative Assessment | Objective- Spatial Patterns of Settlement Bell-Ringer- Where is Singapore located? Before- Read/Write 5 Facts During- Define Words Writing Prompt Economic Question- Why do the people of Singapore enjoy a high standard of living? Students will complete a Graphic Organize. In the center, list similarities of the countries. In the outer ovals, write two ways the country differs from the others.(Group Activity) Strategy- Save the Last word For Me After- Create a Drawing to illustrate one Country. Individual Work Whole Group Formative Assessment Summative Assessment | Objective- India-Past and Present Bell-Ringer- How would you describe India’s Land and Economy? Before- Read/Write 3 Facts/Discuss KWL Activity During- Create a chart to include Land, Economy, History, and Religion. Wordwall Key Terms Matching Strategy- Write 3 Predictions After- Students will present KWL to the class. Individual Work Whole Group Formative Assessment Summative Assessment | Objective- Overgrazing and Drought Bell-Ringer- Explain how people in overgrazing and drought countries live? Before- Quick Wright During- Exploring Culture Create a chart to include Land, Economy, and Culture. Write 3 key Ideas. Create a Drawing on Changes that affect the Environment. Each student will be allowed to post one change that can affect the environment around the room. Students will choose the best 3. Strategy- 3-2-1 After- Write 3 Reactions to the lesson. Individual Work Whole Group Formative Assessment Summative Assessment | Objective- Physical Environmental Conditions Bell-Ringer- How has cyclones destroyed countries? Before- Read/Discuss/Quick Write During- Reading Check Question Write Factual Sentences Write 3 ways to eliminate fires/ Matching Find the Words Strategy- Turn and Talk After- Each student will present Final Thoughts to the class through an Advertisement.. Individual Work Whole Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com |
Student Grouping: XWhole 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: April 20th-April 24th 2026
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- How can we save the rain forest? Learning Targets For Students: (1) Rain Forests (2) Sweden and (3) Acres of Land I can (as a teacher) help the students gain knowledge on learning to save the rain forest. | Essential Question- What is Recycling? Learning Targets For Students: (1) Recycle (2) Reuse and (3) Reduce I can (as a teacher) help the students gain knowledge on garbage that ends up in landfills that can leak chemicals into water, soil, and air. | Essential Question- What Makes Day and Night? Learning Targets For Students: (1) Earth (2) Sun and (3) Axis I can (as a teacher) help the students gain knowledge on how Earth turns on its axis once every 24 hours. | Essential Question- What are Time Zones Learning Targets For Students: (1) New York (2) Canada and (3) The United States I can (as a teacher) help the students gain knowledge on how the Earth is divided into 24 time zones. | Essential Question- What makes Winter and Summer? Learning Targets For Students: (1) Winter (2) summer and (3) Earth I can (as a teacher) help the students gain knowledge on how Earth moves in a big oval around the Sun. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Saving the Rain Forest Bell-Ringer- What procedures did the First and Second Graders take to save the rain forest? Before- Read/Write 3 Facts During- Find the letters Completions Questions Strategy- Save the Last Word For Me After- Drawing Present to the Class. | Objective- Recycle, Reuse, and Reduce Bell-Ringer- What is one way to reduce demands on Earth’s ecosystems? Before- Read During- Matching True/False Summary Word Wall Strategy- 3-2-1 After- Graphic Organizer Present to the Class | Objective- What Makes Day and Night? Bell-Ringer- What takes place when light travels in a straight line in space? Before- Quick Write During -Write 3 key ideas Sum-It-Up Graphic Organizer Strategy- ABC Brainstorm After- Create an Advertisement Present to the Class | Objective- Time Zones Bell-Ringer- What makes the United and Canada have several time zones? Before- Read/Discuss During- Questions Complete the Statements Chart Write 3 Conclusive Statements Strategy-Save the Last Word For Me After- Write 3 examples of Time Zones Present to the Class | Objective-Winter and Summer Bell-Ringer- What takes place when the hemisphere tilts away from the Sun? Before- Read During- Matching Completions Word Wall Graphic Organizer Strategy- Turn and Talk Write Final Thoughts After- Write 2 ways you enjoy winter and 2 ways you enjoy summer Present to the Class. |
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 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/Geography WEEK OF:April 13th-April 17th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 6- Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns. | Standard 6- Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns. | |||
ESSENTIAL QUESTION Learning Targets “I can …” | ACAP TESTING ELA: SESSIONS 1 & 2 | ACAP TESTING ELA: SESSIONS 3 & 4 | ACAP TESTING MATH: SESSIONS 1 & 2 | Essential Question- What are industrialized countries? Learning Targets For Students: (1) Global Trade (2) Foreign Countries and (3) Poor Countries I can (as a teacher) help the students gain knowledge on the impact of increased trade, and the ability of people to make and spend money. | Essential Question- How can people learn about other cultures? Learning Targets For Students: (1) Globalization (2) The United States and (3) People From Other Nations I can (as a teacher) help the students gain knowledge on economic interdependence and globalization. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- A Wider Gap Bell-Ringer- What are developing countries? Before- Read/Write 3 Facts. During- Questions Completions Matching Strategy- Write 3 predictions After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- Learning About Other Cultures Bell-Ringer- What has enabled more and more people to cross borders and find work? Before- Quick Write During- Find the Words True/False Key Ideas Graphic Organizer Write 3 Reactions Strategy- ABC Brainstorm After- Create an Advertisement Small Group Formative Assessment Summative Assessment | |||
IXL Skills | Social Studies | Social Studies | |||
Resources (for Parent Transparency) | twip.glencoe.com | twip.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:April 13th-April 17th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill-Reading Comprehension | |||
ESSENTIAL QUESTION Learning Targets “I can …” | ACAP TESTING ELA: Sessions 1 &2 | ACAP TESTING ELA: Sessions 3 & 4 | ACAP TESTING Math: Sessions 1 & 2 | Essential Question- What are Food Chains? Learning Targets For Students: (1) Plants and Animals (2) Australia and (3) Sugarcan Farmers I can (as a teacher) help the students gain knowledge on plants and animals in an ecosystem. | Essential Question- What are Endangered Species? Learning Targets For Students: (1) Species of Animals (2) The Amazon Rain Forest and (3) Earth I can (as a teacher) help the students gain knowledge on plants that are a part of the ecosystem. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Food chains Bell-Ringer- How can Australia be described? Before- Read/Write 3 Notes During- Find the Letters Questions Completions Chart Sum-It-Up Strategy- ABC Brainstorm After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- Endangered Species Bell-Ringer- What takes place when too many plants are destroyed? Before- Quick Write During- Graphic Organizer Questions Unscrample Word Wall Summary Strategy- Save the Last Word For Me After- Create an Advertisement Small Group Formative Assessment Summative Assessment | |||
IXL Skills | Social Studies | Social Studies | |||
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | |||
Student Grouping: X Whole Group XSmall 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 | |||||