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: March 31st-April 4th 2025
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Standards/Skills
Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.
Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.
Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.
Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.
Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question- Where do most people settle in different regions of the world?
Learning Targets For Students: (1) Globalization’s New Face. (2) Sharing Globalization’s Gains. and (3) A Wider Gap.
I can (as a teacher) help the students gain knowledge on world Issues.
Essential Question- What are the settlement patterns in learning about other cultures?
Learning Targets For Students: (1) Preparing for a smaller world. (2) Learning About Other Cultures. and (3) Globalization in shaping tomorrow’s job market.
I can (as a teacher) help the gain knowledge on what the world will look like 10 years from now.
Essential Question - How can trade change lives?
Learning Targets For Students: (1) North American Free Trade Agreement. (2) The United States and Canada. and (3) Global Relationships.
I can (as a teacher) help the students gain knowledge on Trade changing lives.
Essential Question- What is meant by the term “culture clash”?
Learning Targets For Students: (1) Urban Areas. (2) Surrounding Regions. and (3) Location of Resources.
I can (as a teacher) help the students gain knowledge on settlement patterns.
Essential Question- What are ways urban areas interact and influence surrounding regions?
Learning Targets For Students: (1) Civic Participation. (2) Rights. and (3) Responsibilities.
I can (as a teacher) help the students gain knowledge on reading about people from other cultures.
Instructional Strategies/
Activities
(Before, During, & After)
Objective- Our Shrinking World.
Before- Quick Write
During - Making Inferences.
Analyzing Information
Problem Solving
Strategy- Predictions (3)
After- Why is globalization not new?
(Formative)
(Individual Work)
Objective- Preparing for a Smaller World: What can One Person Do?
Before- Read/Write/Draw
During- Writing to Inform.
Defining Key Terms.
Graphic Organizer
Writing to Persuade.
Analyzing Information
Strategy- Save the Last Word For Me.
After - Determining Cause and Effect.
(Summative)
(Individual Work).
Objective- How Trade Changes Lives?
Before- Read/ Write 3 key ideas.
During- Interpret Maps
Global Journey
Draw pictures to show how people around the world have been affected by globalization.
Sum-It-Up
Write 3 key ideas.
Did You Know Activity
Strategy- ABC Brainstorm.
After - What can help manufacturers keep costs low?
(Formative)
(Whole Group)
Objective- Gaining Skills.
Before- Quick Write.
During- What are reasons that globalization, and settlements have not been good for everyone?
Cause and Effect
Making Inferences
Define the word Americanizing.
Write 3 examples of Americanizing.
Reading Strategy- Identifying Main Ideas.
After - Explore the issue of globalization by writing 3 key reasons for culture clash.
(Summative)
(Individual Work)
Objective- Primary Source- Globalization.
Before- Read/Write key ideas.
During- Students will use the internet to find examples that illustrate Kofi Annan’s three global issues.
Explain the development of settlements at particular locations due to trade, political importance, or natural resources.
Create a chart to illustrate patterns of settlements.around the world.
Strategy-
Think-Pair-Share- Students will think about the information on Globalization and specific settlements, pair with a partner, then write final thoughts on the connections between globalization, settlements, and surrounding regions.
After-Present to the Class.
(Formative)
(Summative)
(Small Group)
IXL Skills
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Resources
(for Parent Transparency)
Resources
The World and Its People-online
Resources
The World and Its People-online
Resources
The World and Its People-online
Resources
The World and Its People-online
Resources
The World and Its People-online
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 | Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns. | Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns. | Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns. | Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns. | Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Where do most people settle in different regions of the world? Learning Targets For Students: (1) Globalization’s New Face. (2) Sharing Globalization’s Gains. and (3) A Wider Gap. I can (as a teacher) help the students gain knowledge on world Issues. | Essential Question- What are the settlement patterns in learning about other cultures? Learning Targets For Students: (1) Preparing for a smaller world. (2) Learning About Other Cultures. and (3) Globalization in shaping tomorrow’s job market. I can (as a teacher) help the gain knowledge on what the world will look like 10 years from now. | Essential Question - How can trade change lives? Learning Targets For Students: (1) North American Free Trade Agreement. (2) The United States and Canada. and (3) Global Relationships. I can (as a teacher) help the students gain knowledge on Trade changing lives. | Essential Question- What is meant by the term “culture clash”? Learning Targets For Students: (1) Urban Areas. (2) Surrounding Regions. and (3) Location of Resources. I can (as a teacher) help the students gain knowledge on settlement patterns. | Essential Question- What are ways urban areas interact and influence surrounding regions? Learning Targets For Students: (1) Civic Participation. (2) Rights. and (3) Responsibilities. I can (as a teacher) help the students gain knowledge on reading about people from other cultures. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Our Shrinking World. Before- Quick Write During - Making Inferences. Analyzing Information Problem Solving Strategy- Predictions (3) After- Why is globalization not new? (Formative) (Individual Work) | Objective- Preparing for a Smaller World: What can One Person Do? Before- Read/Write/Draw During- Writing to Inform. Defining Key Terms. Graphic Organizer Writing to Persuade. Analyzing Information Strategy- Save the Last Word For Me. After - Determining Cause and Effect. (Summative) (Individual Work). | Objective- How Trade Changes Lives? Before- Read/ Write 3 key ideas. During- Interpret Maps Global Journey Draw pictures to show how people around the world have been affected by globalization. Sum-It-Up Write 3 key ideas. Did You Know Activity Strategy- ABC Brainstorm. After - What can help manufacturers keep costs low? (Formative) (Whole Group) | Objective- Gaining Skills. Before- Quick Write. During- What are reasons that globalization, and settlements have not been good for everyone? Cause and Effect Making Inferences Define the word Americanizing. Write 3 examples of Americanizing. Reading Strategy- Identifying Main Ideas. After - Explore the issue of globalization by writing 3 key reasons for culture clash. (Summative) (Individual Work) | Objective- Primary Source- Globalization. Before- Read/Write key ideas. During- Students will use the internet to find examples that illustrate Kofi Annan’s three global issues. Explain the development of settlements at particular locations due to trade, political importance, or natural resources. Create a chart to illustrate patterns of settlements.around the world. Strategy- Think-Pair-Share- Students will think about the information on Globalization and specific settlements, pair with a partner, then write final thoughts on the connections between globalization, settlements, and surrounding regions. After-Present to the Class. (Formative) (Summative) (Small Group) |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Resources The World and Its People-online | Resources The World and Its People-online | Resources The World and Its People-online | Resources The World and Its People-online | Resources The World and Its People-online |
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: March 31st-April 4th 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 are the three North American Countries?
Learning Targets For Students: (1) The 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 compare Canada and the U.S?
Learning Targets For Students: (1) Canada and the U.S. (2) Prime Minister. and (3) Elected Representatives.
I can (as a teacher) help the students gain knowledge on the Americans, and the Canadians.
Essential Question- What is Canada’s Winter Sports?
Learning Targets For Students: (1) Hockey (2) Ice Rinks. and (3) Canadian Towns.
I can (as a teacher) help the students gain knowledge on professional hockey teams.
Essential Question- What language do most people in the U.S. and Canada speak?
Learning Targets For Students: (1) The West Coast. (2) The East Coast. and (3) Mexico’s Weather.
I can (as a teacher) help the students gain knowledge on Mexico, Canada, and the U.S.
Essential Question - Where is Mexico City located?
Learning Targets For Students: (1) Mexico City. (2) The Aztecs. and (3) North America.
I can (as a teacher) help the students gain knowledge on the oldest city in North America.
Instructional Strategies/
Activities
(Before, During, & After)
Objective- Three North American Countries.
Before-Quick Write
During- Summary
Write 5 key ideas
Create a chart
Graphic organizer
Strategy- Predictions
After - Write 3 conclusive statements.
(Formative)
(Individual Work)
Objective- Comparing Canada and the United States.
Before- Read/ Write/Discuss
During- Summary
Write 5 key ideas.
Create a chart
Graphic Organizer
Strategy- Save the Last Word For Me.
After- Write 3 reactions.
(Summative)
(Whole Group)
Objective- Canada’s Winter Sports.
Before- Quick Write
During- What takes place in small Northern Canadian towns?
Write 3 facts.
Write 3 reactions.
Write 3 conclusive statements.
Draw a picture.
Strategy- 3-2-1.
After- Write 3 words to describe the sport Hockey.
(Formative)
(Individual Work)
Objective- Mexico and Its North American Neighbors.
Before- Quick Write
During- Summary
Word Wall- 10 words
Write 5 descriptive words.
Create a chart.
Strategy-ABC Brainstorm
After - Visual Learning Activity.
(Summative)
(Individual Work)
Objective- Mexico City
Before- Read/Write/Discuss
During- Write 3 facts.
What is Mexico known for?
Write 3 words to describe Mexico.
Why do visitors come to Mexico City?
Drawing
Strategy- Think-Pair-Share-
Students will think about the information on Mexico City, pair with a partner, then write their final results on the highest city in North America.
After- When did the Spanish arrive in North America?
(Formative)
(Summative)
(Small Group)
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
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 are the three North American Countries? Learning Targets For Students: (1) The 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 compare Canada and the U.S? Learning Targets For Students: (1) Canada and the U.S. (2) Prime Minister. and (3) Elected Representatives. I can (as a teacher) help the students gain knowledge on the Americans, and the Canadians. | Essential Question- What is Canada’s Winter Sports? Learning Targets For Students: (1) Hockey (2) Ice Rinks. and (3) Canadian Towns. I can (as a teacher) help the students gain knowledge on professional hockey teams. | Essential Question- What language do most people in the U.S. and Canada speak? Learning Targets For Students: (1) The West Coast. (2) The East Coast. and (3) Mexico’s Weather. I can (as a teacher) help the students gain knowledge on Mexico, Canada, and the U.S. | Essential Question - Where is Mexico City located? Learning Targets For Students: (1) Mexico City. (2) The Aztecs. and (3) North America. I can (as a teacher) help the students gain knowledge on the oldest city in North America. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Three North American Countries. Before-Quick Write During- Summary Write 5 key ideas Create a chart Graphic organizer Strategy- Predictions After - Write 3 conclusive statements. (Formative) (Individual Work) | Objective- Comparing Canada and the United States. Before- Read/ Write/Discuss During- Summary Write 5 key ideas. Create a chart Graphic Organizer Strategy- Save the Last Word For Me. After- Write 3 reactions. (Summative) (Whole Group) | Objective- Canada’s Winter Sports. Before- Quick Write During- What takes place in small Northern Canadian towns? Write 3 facts. Write 3 reactions. Write 3 conclusive statements. Draw a picture. Strategy- 3-2-1. After- Write 3 words to describe the sport Hockey. (Formative) (Individual Work) | Objective- Mexico and Its North American Neighbors. Before- Quick Write During- Summary Word Wall- 10 words Write 5 descriptive words. Create a chart. Strategy-ABC Brainstorm After - Visual Learning Activity. (Summative) (Individual Work) | Objective- Mexico City Before- Read/Write/Discuss During- Write 3 facts. What is Mexico known for? Write 3 words to describe Mexico. Why do visitors come to Mexico City? Drawing Strategy- Think-Pair-Share- Students will think about the information on Mexico City, pair with a partner, then write their final results on the highest city in North America. After- When did the Spanish arrive in North America? (Formative) (Summative) (Small Group) |
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/Geography WEEK OF: March 17th-March 21st 2025
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.
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.
Standard 6- Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns.
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question- How has the government affected the economy in China?
Learning Targets For Students: (1) China’s Economy. (2) Foreign Trade. and (3) Results of Growth.
I can (as a teacher) help the students gain knowledge on ancient and modern China.
Essential Question- What about China’s Landscape?
Learning Targets For Students: (1) Rivers. (2) An Unsteady Land. and (3)Earthquakes .
I can (as a teacher) help the students gain knowledge on China’s land and new economy.
Essential Question- What about China’s History?
Learning Targets For Students: (1) Beliefs and Inventions. (2) Communist China. and (3) The Great Wall of China.
I can (as a teacher) help the students gain knowledge on forestry, and agriculture.
Essential Question- What about China’s Culture?
Learning Targets For Students: (1) Traditional Arts. (2) Chinese Foods. and (3) Statues of Buddha in China.
I can (as a teacher) help the students gain knowledge on China’s painting, sculpture, and architecture.
Essential Question- What is economic interdependence?
Learning Targets For Students: (1) Globalization. (2) Populations. and (3) Manufacturing.
I can (as a teacher) help the students gain knowledge on the structure of China.
Instructional Strategies/
Activities
(Before, During, & After)
Objective- A New Economy.
Before- Read/Quick Write.
During- Main Idea Activity.
Questions
Summary
Inferring
Notes
Strategy- Save the Last Word For Me.
After- Matching
(Formative)
(Individual Work)
Objective- China- Leading Rice-Producing Country.
Before- Read/ discuss
During-Defining Terms.
Recalling Facts.
Critical Thinking.
Graphic Organizer
Strategy- 3-2-1
3 facts, 2 connections, 1 question I still Have.
After- Reading Check Question- To what does “one country, two systems” refer?
(Summative)
(Individual Work)
Objective- China’s Economic Growth.
Before- Read
During- Labor Costs Activity.
Create a chart to analyze the growth of China.
Connections foreign companies have with China.
Why are the cities of Hong Kong and Macau an important part of economic changes taking place in China?
Drawing Conclusions on the communist state of China and consumer goods.
Strategy- ABC Brainstorm- Students will use the word China to illustrate their New Economy.
After - Why have some Chinese become very rich, while others remain poor.
(Formative)
(Whole Group)
Objective- China’s Culture.
Before- Read/Write/Discuss.
During- DefiningTerms
Historical Facts Questions.
Cultural Facts Questions.
Making Predictions Questions.
Graphic Organizer- Organizing Information using a timeline.
List the key people discussed in China’s culture. Students will identify each person and explain their significance in history and their influence today.
Strategy- Quick Write explaining the importance of China’s culture.
After- Explain China’s traditional arts to the class.
(Summative)
(Individual Work)
Objective- China: A Nation on the Move.
Before- Read/Write/Draw
During- Exploring the Issue.
Summary
Identifying Main Ideas.
What makes China on the Move?
Why are Democracies not the same?
Why is China freer than North Korea?
Graphic Organizer- North Korea and South Korea.
Strategy- Think-Pair-Share-
Students will think about the information on North Korea and South Korea, pair with a partner, then research differences and similarities between North Korea and South
Korea.
After- Present to the class their findings.
(Formative)
(Summative)
(Small Group)
IXL Skills
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Resources
(for Parent Transparency)
Resources
The World and Its People-online
Resources
The World and Its People-online
Resources
The World and Its People-online
Resources
The World and Its People-online
The World and Its People-online
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 | 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. | 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. | Standard 6- Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- How has the government affected the economy in China? Learning Targets For Students: (1) China’s Economy. (2) Foreign Trade. and (3) Results of Growth. I can (as a teacher) help the students gain knowledge on ancient and modern China. | Essential Question- What about China’s Landscape? Learning Targets For Students: (1) Rivers. (2) An Unsteady Land. and (3)Earthquakes . I can (as a teacher) help the students gain knowledge on China’s land and new economy. | Essential Question- What about China’s History? Learning Targets For Students: (1) Beliefs and Inventions. (2) Communist China. and (3) The Great Wall of China. I can (as a teacher) help the students gain knowledge on forestry, and agriculture. | Essential Question- What about China’s Culture? Learning Targets For Students: (1) Traditional Arts. (2) Chinese Foods. and (3) Statues of Buddha in China. I can (as a teacher) help the students gain knowledge on China’s painting, sculpture, and architecture. | Essential Question- What is economic interdependence? Learning Targets For Students: (1) Globalization. (2) Populations. and (3) Manufacturing. I can (as a teacher) help the students gain knowledge on the structure of China. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- A New Economy. Before- Read/Quick Write. During- Main Idea Activity. Questions Summary Inferring Notes Strategy- Save the Last Word For Me. After- Matching (Formative) (Individual Work) | Objective- China- Leading Rice-Producing Country. Before- Read/ discuss During-Defining Terms. Recalling Facts. Critical Thinking. Graphic Organizer Strategy- 3-2-1 3 facts, 2 connections, 1 question I still Have. After- Reading Check Question- To what does “one country, two systems” refer? (Summative) (Individual Work) | Objective- China’s Economic Growth. Before- Read During- Labor Costs Activity. Create a chart to analyze the growth of China. Connections foreign companies have with China. Why are the cities of Hong Kong and Macau an important part of economic changes taking place in China? Drawing Conclusions on the communist state of China and consumer goods. Strategy- ABC Brainstorm- Students will use the word China to illustrate their New Economy. After - Why have some Chinese become very rich, while others remain poor. (Formative) (Whole Group) | Objective- China’s Culture. Before- Read/Write/Discuss. During- DefiningTerms Historical Facts Questions. Cultural Facts Questions. Making Predictions Questions. Graphic Organizer- Organizing Information using a timeline. List the key people discussed in China’s culture. Students will identify each person and explain their significance in history and their influence today. Strategy- Quick Write explaining the importance of China’s culture. After- Explain China’s traditional arts to the class. (Summative) (Individual Work) | Objective- China: A Nation on the Move. Before- Read/Write/Draw During- Exploring the Issue. Summary Identifying Main Ideas. What makes China on the Move? Why are Democracies not the same? Why is China freer than North Korea? Graphic Organizer- North Korea and South Korea. Strategy- Think-Pair-Share- Students will think about the information on North Korea and South Korea, pair with a partner, then research differences and similarities between North Korea and South After- Present to the class their findings. (Formative) (Summative) (Small Group) |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Resources The World and Its People-online | Resources The World and Its People-online | Resources The World and Its People-online | Resources The World and Its People-online | The World and Its People-online |
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: March 17th-March 21st 2025
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Standards/Skills
Skill- Reading Comprehension
Skill-Reading Comprehension
Skill- Reading Comprehension
Skill-Reading Comprehension
Skill-Reading
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question-What is a Natural Resource?
Learning Targets For Students: (1) Natural Resources. (2) Plants and Trees. and (3) Graphite.
I can (as a teacher) help the students gain knowledge on Natural Resources.
Essential Question -What are Renewable Resources?
Learning Targets For Students: (1) Renewable Resources. (2) Rivers and Lakes. and (3) Growing too many Crops.
I can (as a teacher) help the students gain knowledge on resources such as trees, water, and animals.
Essential Question- What are Non-Renewable Resources?
Learning Targets For Students: (1) Coal, Oil, and Natural Gas. (2) New Inventions. and (3) The remains of Plants and Animals.
I can (as a teacher) help the students gain knowledge on resources that cannot be replaced.
Essential Question- What are natural resources used to make?
Learning Targets For Students: (1)A Country’s Economy. (2) Products and Services. and (3) Buying and Selling Products.
I can (as a teacher) help the students gain knowledge on resources used to make products such as sweaters, toys, and thousands of other materials.
Essential Question- What does trading bring to different countries?
Learning Targets For Students: (1) The U.S. (2) China. and (3) Japan.
I can (as a teacher) help the students gain knowledge on trading and the economy.
Instructional Strategies/
Activities
(Before, During, & After)
Objective- What is a Natural Resource?
Before- Quick Write.
During- Summary
Graphic Organizer
5 descriptive words
Word Wall
Strategy- Predictions
After - Write 5 opinions.
(Formative)
(Individual Work)
Objective- Renewable Resources.
Before- Quick Write.
During- Matching.
3 key ideas.
Chart
Write examples of Renewable Resources.
Strategy- 3-2-1
Write 3 facts, 2 connections, 1 question I still Have.
After- Write 3 conclusive statements.
(Summative)
(Individual Work)
Objective- Non-Renewable Resources.
Before- Quick Write.
During- Reviewing Facts.
Critical Thinking Questions.
Sum-It-Up Activity
Strategy- ABC Brainstorm.
After- What are some non-renewable resources used in your household?
(Formative)
(Whole Group)
Objective- Using Natural Resources.
Before- Quick Write.
During- Summary
Descriptive Words. (3)
Word Wall. (5)
What benefits come with people selling or buying products such as sweaters?
Strategy- Save the Last Word For Me.
After - Complete a drawing to illustrate natural resources.
(Summative)
(Individual Work)
Objective- Trading and the Economy
Before- Quick Write
During- Matching
Recalling Facts
Defining Terms
Graphic Organizer
Strategy- Think-Pair-Share
Students will think about the information on trading and the economy, pair with a partner, then write final results on imports and exports on thousands of products every year.
(Formative)
(Summative)
(Small Group)
IXL Skills
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Resources
(for Parent Transparency)
Resources
www.pearsonlearning.com
Quick Reads-A Research-Based Fluency Program
Resources
www.pearsonlearning.com
Quick Reads-A Research-Based Fluency Program
Resources
www.pearsonlearning.com
Quick Reads-A Research-Based Fluency Program
Resources
www.pearsonlearning.com
Quick Reads-A Research-Based Fluency Program
Resources
www.pearsonlearning.com
Quick Reads-A Research-Based Fluency Program
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
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill-Reading |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question-What is a Natural Resource? Learning Targets For Students: (1) Natural Resources. (2) Plants and Trees. and (3) Graphite. I can (as a teacher) help the students gain knowledge on Natural Resources. | Essential Question -What are Renewable Resources? Learning Targets For Students: (1) Renewable Resources. (2) Rivers and Lakes. and (3) Growing too many Crops. I can (as a teacher) help the students gain knowledge on resources such as trees, water, and animals. | Essential Question- What are Non-Renewable Resources? Learning Targets For Students: (1) Coal, Oil, and Natural Gas. (2) New Inventions. and (3) The remains of Plants and Animals. I can (as a teacher) help the students gain knowledge on resources that cannot be replaced. | Essential Question- What are natural resources used to make? Learning Targets For Students: (1)A Country’s Economy. (2) Products and Services. and (3) Buying and Selling Products. I can (as a teacher) help the students gain knowledge on resources used to make products such as sweaters, toys, and thousands of other materials. | Essential Question- What does trading bring to different countries? Learning Targets For Students: (1) The U.S. (2) China. and (3) Japan. I can (as a teacher) help the students gain knowledge on trading and the economy. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- What is a Natural Resource? Before- Quick Write. During- Summary Graphic Organizer 5 descriptive words Word Wall Strategy- Predictions After - Write 5 opinions. (Formative) (Individual Work) | Objective- Renewable Resources. Before- Quick Write. During- Matching. 3 key ideas. Chart Write examples of Renewable Resources. Strategy- 3-2-1 Write 3 facts, 2 connections, 1 question I still Have. After- Write 3 conclusive statements. (Summative) (Individual Work) | Objective- Non-Renewable Resources. Before- Quick Write. During- Reviewing Facts. Critical Thinking Questions. Sum-It-Up Activity Strategy- ABC Brainstorm. After- What are some non-renewable resources used in your household? (Formative) (Whole Group) | Objective- Using Natural Resources. Before- Quick Write. During- Summary Descriptive Words. (3) Word Wall. (5) What benefits come with people selling or buying products such as sweaters? Strategy- Save the Last Word For Me. After - Complete a drawing to illustrate natural resources. (Summative) (Individual Work) | Objective- Trading and the Economy Before- Quick Write During- Matching Recalling Facts Defining Terms Graphic Organizer Strategy- Think-Pair-Share Students will think about the information on trading and the economy, pair with a partner, then write final results on imports and exports on thousands of products every year. (Formative) (Summative) (Small Group) |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Resources www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program | Resources www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program | Resources www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program | Resources www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program | Resources www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program |
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 | |||||