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: December 16th - December 20th 2024 :
UNIT QUESTION (if applicable):
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question - What are the four types of resources or factors of production?
Learning Targets For Students: (1) Producing Goods and Services. (2) Gross Domestic Product. and (3) Quantity vs. Quality.
I can (as a teacher) help the students gain knowledge on factors required to produce goods and services.
Essential Question - What are factor markets and product markets?
Learning Targets For students: (1) Circular Flow of Economic Activity. (2) Productivity and Economic Growth. and (3) Economic Interdependence.
I can (as a teacher) help the students gain knowledge on the operation of the market economy.
Essential Question - What are the major features of free enterprise?
Learning Targets For Students: (1) Features of Capitalism. (2) The Spread of Capitalism. and (3) Voluntary Exchange.
I can (as a teacher) help the students gain knowledge on the enterprise system in the United States.
Essential Question - What does the American free enterprise system bestow?
Learning Targets For Students: (1) Protecting consumer rights. (2) Consumer Bill of Rights. and (3) Consumer Responsibilities.
I can (as a teacher) help the students gain knowledge on the rights and responsibilities of consumers.
Essential Question - What is your role as a consumer?
Learning Targets For Students: (1) Uses of Income. (2) Decision Making. and (3) What Are Your Goals?
I can (as a teacher) help the students gain knowledge on available income, and how much of it you choose to spend or save. Income can be disposable and discretionary.
KEY VOCABULARY
goods, services, factors of production, natural resources, labor, capital
factor market, product market, productivity, specialization
capitalism, free enterprise, consumer sovereignty, profit, competition
consumerism, warranty
disposable income, discretionary income, saving, ethical behavior
ACTIVATING STRATEGY
(Before)
Bell Ringers/ Warm Up
Before-Quick Write.
Draw a picture
Create a diagram
Create a word wall.
Bell-Ringer - What is meant by the term “Gross Domestic Product?” How is it measured? .
l
BeforeQuick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - How does specialization increase production?
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What are some of the freedoms of free enterprise?
Video
.
Before - Quick Write.
Draw a picture.
Create a diagram
Create a word wall.
Bell-Ringer - What are consumer rights?
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What is a charge account?
Strategies used to Implement Lesson /Marzano Strategies
(examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)
Objective - Economic Resources.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - 3-2-1 Strategy.
Students will write 3 facts, 2 connections, and 1 question I still have on factors of production.
Objective - Economic Activity and Productivity.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - Predictions.
Students will write 3 predictions on Economic Activity.
Objective - Capitalism and Free Enterprise.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - Save the Last Word For Me.
Students will write one overall summary statement on the economy of the United States.
Objective - Consumer Rights and Responsibilities.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - ABC Brainstorm.
For every letter in the word Consumer, students will write a word, phrase, or sentence to identify consumer rights and responsibilities.
Objective - Your Role as a consumer.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - Think-Pair-Share.
Students will think about the information on consumer concerns, pair with a partner, then share with the class their findings on buying and spending decisions to reach their long-term goals.
SUMMARIZING EXIT SLIP (After)
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
ACOS
STANDARDS
Standard 7-B- Analyzing distribution and production maps to determine patterns of supply and demand.
Standard 7-B- Analyzing distribution and production maps to determine patterns of supply and demand.
Standard 7-B-Analyzing distribution and production maps to determine patterns of supply and demand.
Standard 7-B-Analyzing distribution and production maps to determine patterns of supply and demand.
Standard 7-B-Analyzing distribution and production maps to determine patterns of supply and demand.
MATERIALS USED
textbook, hand-out, pencils, colored pencils, copy paper
textbook, hand-out, pencils, colored pencils, copy paper
textbook, hand-out, pencils, colored pencils, copy paper
textbook, hand-out, pencils, colored pencils, copy paper
textbook, hand-out, pencils, colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards):
Standard 10 - Literacy Across the Curriculum-Developing core literacy skills is crucial for student success.
Technology Used: chromebook, laptop, smartboard, online- civ.glencoe.com
Supplementary Materials Used: Active Reading-Note-Taking Guide-Civics Today- Citizenship, Economics, and You
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
UNIT QUESTION (if applicable): | |||||
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - What are the four types of resources or factors of production? Learning Targets For Students: (1) Producing Goods and Services. (2) Gross Domestic Product. and (3) Quantity vs. Quality. I can (as a teacher) help the students gain knowledge on factors required to produce goods and services. | Essential Question - What are factor markets and product markets? Learning Targets For students: (1) Circular Flow of Economic Activity. (2) Productivity and Economic Growth. and (3) Economic Interdependence. I can (as a teacher) help the students gain knowledge on the operation of the market economy. | Essential Question - What are the major features of free enterprise? Learning Targets For Students: (1) Features of Capitalism. (2) The Spread of Capitalism. and (3) Voluntary Exchange. I can (as a teacher) help the students gain knowledge on the enterprise system in the United States. | Essential Question - What does the American free enterprise system bestow? Learning Targets For Students: (1) Protecting consumer rights. (2) Consumer Bill of Rights. and (3) Consumer Responsibilities. I can (as a teacher) help the students gain knowledge on the rights and responsibilities of consumers. | Essential Question - What is your role as a consumer? Learning Targets For Students: (1) Uses of Income. (2) Decision Making. and (3) What Are Your Goals? I can (as a teacher) help the students gain knowledge on available income, and how much of it you choose to spend or save. Income can be disposable and discretionary. |
KEY VOCABULARY | goods, services, factors of production, natural resources, labor, capital | factor market, product market, productivity, specialization | capitalism, free enterprise, consumer sovereignty, profit, competition | consumerism, warranty | disposable income, discretionary income, saving, ethical behavior |
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up | Before-Quick Write. Draw a picture Create a diagram Create a word wall. Bell-Ringer - What is meant by the term “Gross Domestic Product?” How is it measured? . l | BeforeQuick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How does specialization increase production? Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What are some of the freedoms of free enterprise? Video . | Before - Quick Write. Draw a picture. Create a diagram Create a word wall. Bell-Ringer - What are consumer rights? Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What is a charge account? |
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals) | Objective - Economic Resources. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - 3-2-1 Strategy. Students will write 3 facts, 2 connections, and 1 question I still have on factors of production. | Objective - Economic Activity and Productivity. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - Predictions. Students will write 3 predictions on Economic Activity. | Objective - Capitalism and Free Enterprise. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - Save the Last Word For Me. Students will write one overall summary statement on the economy of the United States. | Objective - Consumer Rights and Responsibilities. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - ABC Brainstorm. For every letter in the word Consumer, students will write a word, phrase, or sentence to identify consumer rights and responsibilities. | Objective - Your Role as a consumer. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - Think-Pair-Share. Students will think about the information on consumer concerns, pair with a partner, then share with the class their findings on buying and spending decisions to reach their long-term goals. |
SUMMARIZING EXIT SLIP (After) | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. |
ACOS STANDARDS | Standard 7-B- Analyzing distribution and production maps to determine patterns of supply and demand. | Standard 7-B- Analyzing distribution and production maps to determine patterns of supply and demand. | Standard 7-B-Analyzing distribution and production maps to determine patterns of supply and demand. | Standard 7-B-Analyzing distribution and production maps to determine patterns of supply and demand. | Standard 7-B-Analyzing distribution and production maps to determine patterns of supply and demand. |
MATERIALS USED | textbook, hand-out, pencils, colored pencils, copy paper | textbook, hand-out, pencils, colored pencils, copy paper | textbook, hand-out, pencils, colored pencils, copy paper | textbook, hand-out, pencils, colored pencils, copy paper | textbook, hand-out, pencils, colored pencils, copy paper |
Literacy Standards Used (See the MOC for a list of content appropriate standards): Standard 10 - Literacy Across the Curriculum-Developing core literacy skills is crucial for student success. | |||||
Technology Used: chromebook, laptop, smartboard, online- civ.glencoe.com | Supplementary Materials Used: Active Reading-Note-Taking Guide-Civics Today- Citizenship, Economics, and You | ||||
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: December 16th - December 20th 2024
Lesson Plan: NAME: Debra Mays Grade/Subject: 7th Grade/ Contemporary Issues-Elective WEEK OF: December 16th - December 20th 2024
UNIT QUESTION (if applicable):
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question - Where did the first Chinese settle?
Learning Targets For Students: (1) The Shang Dynasty. (2) Long-Lasting Zhou Dynasty. and (3) Confucius- The Philosopher.
I can (as a teacher) help the students gain knowledge on Yellow River Valley.
Essential Question - How long did the Qin Dynasty last?
Learning Targets For Students: (1) Great Wall of China. (2) Emperor Qin. and (3) The Han Dynasty.
I can (as a teacher) help the students gain knowledge on leaders that have built walls to keep their areas safe.
Essential Question - What dynasty reunited China?
Learning Targets For Students: (1) The Mongols. (2) Genghis Khan. and (3) The Tang Dynasty.
I can (as a teacher) help the students gain knowledge on more achievements made by the Chinese.
Essential Question - What did the Ming Dynasty lead toward?
Learning Targets For Students: (1) The Ming Dynasty. (2) The End of the Chinese Dynasties. and (3) Modern China.
I can (as a teacher) help the students gain knowledge on China’s last dynasty.
Essential Question - How would you describe the Mesoamerican Empires?
Learning Targets For Students: (1) The Magnificent Mayas. (2) The Amazing Aztecs. and (3) Ths Spanish.
I can (as a teacher) help the students gain knowledge on the empires of Mesoamerican Empires.
KEY VOCABULARY
settle, dynasty
tomb, culture
achievements, scrolls
treaty, revolt
nature, terraces
ACTIVATING STRATEGY
(Before)
Bell Ringers/ Warm Up
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - How many years did the Shang Dynasty hold power?
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What did Emperor Qin want?
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - Who was Genghis Khan?
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What took place in 1912?
Before- Quick Write.
Draw a picture.
Draw a diagram.
Create a word wall.
Bell-Ringer - What were the accomplishments of the Mayas?
Strategies used to Implement Lesson /Marzano Strategies
(examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)
Objective - Ancient China.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - Predictions.
Students will write 3 predictions on the Shang dynasty.
Objective - Short but Sweet: The Qin Dynasty.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - 3-2-1 Strategy.
Students will write 3 facts, 2 connections, 1 question I still have on the Qin Dynasty.
Objective - More Chinese History.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy-
Save the Last Word For Me.
Students will write one overall summary statement on the inventions made by the Chinese.
Objective - Chinese Dynasties.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy- ABC Brainstorm- For every letter in the word Ming, students will write a word, phrase, or sentence to identify the Chinese dynasties.
Objective - Mesoamerican Empires.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - Think-Pair-Share. Students will think about the information on the Mesoamerican Empires, pair with a partner, then write their findings on the Mayan civilization.
SUMMARIZING EXIT SLIP (After)
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
ACOS
STANDARDS
N/A
N/A
N/A
N/A
N/A
MATERIALS USED
hand-out, pencils, colored pencils, copy paper
hand-out, pencils, colored pencils, copy paper
hand-outs, pencils, colored pencils, copy paper
hand-outs, pencils, colored pencils, copy paper
hand-out, pencils, colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards): N/A
Technology Used: chromebook, laptop, smartboard, online- http://www.shelleducation.com
Supplementary Materials Used: Leveled Texts for Social Studies- World Cultures Through Time
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
UNIT QUESTION (if applicable): | |||||
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - Where did the first Chinese settle? Learning Targets For Students: (1) The Shang Dynasty. (2) Long-Lasting Zhou Dynasty. and (3) Confucius- The Philosopher. I can (as a teacher) help the students gain knowledge on Yellow River Valley. | Essential Question - How long did the Qin Dynasty last? Learning Targets For Students: (1) Great Wall of China. (2) Emperor Qin. and (3) The Han Dynasty. I can (as a teacher) help the students gain knowledge on leaders that have built walls to keep their areas safe. | Essential Question - What dynasty reunited China? Learning Targets For Students: (1) The Mongols. (2) Genghis Khan. and (3) The Tang Dynasty. I can (as a teacher) help the students gain knowledge on more achievements made by the Chinese. | Essential Question - What did the Ming Dynasty lead toward? Learning Targets For Students: (1) The Ming Dynasty. (2) The End of the Chinese Dynasties. and (3) Modern China. I can (as a teacher) help the students gain knowledge on China’s last dynasty. | Essential Question - How would you describe the Mesoamerican Empires? Learning Targets For Students: (1) The Magnificent Mayas. (2) The Amazing Aztecs. and (3) Ths Spanish. I can (as a teacher) help the students gain knowledge on the empires of Mesoamerican Empires. |
KEY VOCABULARY | settle, dynasty | tomb, culture | achievements, scrolls | treaty, revolt | nature, terraces |
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How many years did the Shang Dynasty hold power? | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What did Emperor Qin want? | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - Who was Genghis Khan? | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What took place in 1912? | Before- Quick Write. Draw a picture. Draw a diagram. Create a word wall. Bell-Ringer - What were the accomplishments of the Mayas? |
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals) | Objective - Ancient China. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - Predictions. Students will write 3 predictions on the Shang dynasty. | Objective - Short but Sweet: The Qin Dynasty. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - 3-2-1 Strategy. Students will write 3 facts, 2 connections, 1 question I still have on the Qin Dynasty. | Objective - More Chinese History. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy- Save the Last Word For Me. Students will write one overall summary statement on the inventions made by the Chinese. | Objective - Chinese Dynasties. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy- ABC Brainstorm- For every letter in the word Ming, students will write a word, phrase, or sentence to identify the Chinese dynasties. | Objective - Mesoamerican Empires. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - Think-Pair-Share. Students will think about the information on the Mesoamerican Empires, pair with a partner, then write their findings on the Mayan civilization. |
SUMMARIZING EXIT SLIP (After) | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. |
ACOS STANDARDS | N/A | N/A | N/A | N/A | N/A |
MATERIALS USED | hand-out, pencils, colored pencils, copy paper | hand-out, pencils, colored pencils, copy paper | hand-outs, pencils, colored pencils, copy paper | hand-outs, pencils, colored pencils, copy paper | hand-out, pencils, colored pencils, copy paper |
Literacy Standards Used (See the MOC for a list of content appropriate standards): N/A | |||||
Technology Used: chromebook, laptop, smartboard, online- http://www.shelleducation.com | Supplementary Materials Used: Leveled Texts for Social Studies- World Cultures Through Time | ||||
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: December 9rth - December 13th 2024
UNIT QUESTION (if applicable):
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question - What is scarcity?
Learning Targets For Students: (1) Economic Choices. (2) Scarcity. and (3) What is Produce?
I can (as a teacher) help the students gain knowledge on ways people use scarce resources to fulfill their needs and wants.
Essential Question - What is a second choice that society has to make?
Learning Targets For Students: (1) How to Produce? (2) For Whom to Produce? and (3) Using Economic Models.
I can (as a teacher) help the students gain knowledge on choices all societies face.
Essential Question - How are trade-offs and opportunity costs related?
Learning Targets For Students: (1) Trade-Offs. (2) Other Measures of Cost. and (3) Cost-Benefit Analysis.
I can (as a teacher) help the students gain knowledge on choices people make that involves exchanging one good or service for another.
Essential Question - Why is it important to be informed about economic activity?
Learning Targets For Students: (1) Keeping others informed on economic activities. (2) Understanding Incentives. and (3) Understanding the Role of Government.
I can (as a teacher) help the students gain knowledge on understanding their Role in the Economy.
Essential Question - What are the benefits of good decision making?
Learning Targets For Students:(1) Wise Choices. (2) Being an economically smart citizen. and (3) Being an informed electorate.
I can (as a teacher) help the students gain knowledge on economic decisions we make in the world today.
KEY VOCABULARY
scarcity, economics, needs, wants
economic models
trade-off, opportunity cost, marginal cost, marginal benefit
market economy, capitalism, free enterprise, incentives
rational choice
ACTIVATING STRATEGY
(Before)
Bell Ringers/ Warm Up
Before- Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - How do wants and needs differ?
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall
Bell-Ringer - What are three basic economic questions?
Video
Before- Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What is the purpose of a cost-benefit analysis?
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What is meant by the term “rational choice?”
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What is an incentive?
Video
Strategies used to Implement Lesson /Marzano Strategies
(examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)
Objective - Economic Choices.
Write a one-paragraph summary.
Write 3 key ideas.
Complete an activity sheet.
Marzano Strategy - Save the Last Word For Me.
Students will write one overall summary statement on Economic Problems.
Objective - The Fundamental Economic Problems.
Write a one-paragraph summary.
Write 3 key ideas.
Complete an activity sheet.
Marzano Strategy - 3-2-1 Strategy.
Students will write 3 facts, 2 connections, 1 question I still have on economic models.
Objective - Making Economic Decisions.
Write a one-paragraph summary.
Write 3 key ideas.
Complete an activity sheet.
Marzano Strategy - Predictions.
Students will write 3 predictions on economic decisions.
Objective - Understanding Your Role in the Economy.
Write a one-paragraph summary.
Write 3 key ideas.
Complete an activity Sheet.
Marzano Strategy - Think-Pair-Share.
Students will think about the information on their role in the economy, pair with a partner, then write their findings on understanding the proper role of government in our economy.
Objective - Making Wise Choices.
Write a one-paragraph summary.
Write 3 key ideas.
Complete an activity sheet.
Marzano Strategy - ABC Brainstorm.
For every letter in the word CHOICES, students will write a word, phrase or sentence, to illustrate wise decision making by individuals that benefit from the society.
SUMMARIZING EXIT SLIP (After)
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
ACOS
STANDARDS
Standard 7-A- Describing the influence of the stock market upon individuals and the economy.
Standard 7-A- Describing the influence of the stock market upon individuals and the economy.
Standard 7-A- Describing the influence of the stock market upon individuals and the economy.
Standard 7-A- Describing the influence of the stock market upon individuals and the economy.
Standard 7-A- Describing the influence of the stock market upon individuals and the economy.
MATERIALS USED
textbook, pencils, colored pencils, copy paper
textbook, pencils, colored pencils, copy paper
textbook, pencils, colored pencils, copy paper
textbook, pencils, colored pencils, copy paper
textbook, pencils, colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards):
Standard 10- Literacy Across the Curriculum- Developing core literacy skills is crucial for student success.
Technology Used: chromebook, laptop, smartboard, online- civ.glencoe.com
Supplementary Materials Used: Active Reading Note-Taking Guide-Douglas Fisher, Ph.D.
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
UNIT QUESTION (if applicable): | |||||
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - What is scarcity? Learning Targets For Students: (1) Economic Choices. (2) Scarcity. and (3) What is Produce? I can (as a teacher) help the students gain knowledge on ways people use scarce resources to fulfill their needs and wants. | Essential Question - What is a second choice that society has to make? Learning Targets For Students: (1) How to Produce? (2) For Whom to Produce? and (3) Using Economic Models. I can (as a teacher) help the students gain knowledge on choices all societies face. | Essential Question - How are trade-offs and opportunity costs related? Learning Targets For Students: (1) Trade-Offs. (2) Other Measures of Cost. and (3) Cost-Benefit Analysis. I can (as a teacher) help the students gain knowledge on choices people make that involves exchanging one good or service for another. | Essential Question - Why is it important to be informed about economic activity? Learning Targets For Students: (1) Keeping others informed on economic activities. (2) Understanding Incentives. and (3) Understanding the Role of Government. I can (as a teacher) help the students gain knowledge on understanding their Role in the Economy. | Essential Question - What are the benefits of good decision making? Learning Targets For Students:(1) Wise Choices. (2) Being an economically smart citizen. and (3) Being an informed electorate. I can (as a teacher) help the students gain knowledge on economic decisions we make in the world today. |
KEY VOCABULARY | scarcity, economics, needs, wants | economic models | trade-off, opportunity cost, marginal cost, marginal benefit | market economy, capitalism, free enterprise, incentives | rational choice |
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up | Before- Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How do wants and needs differ? Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall Bell-Ringer - What are three basic economic questions? Video | Before- Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What is the purpose of a cost-benefit analysis? Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What is meant by the term “rational choice?” Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What is an incentive? Video |
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals) | Objective - Economic Choices. Write a one-paragraph summary. Write 3 key ideas. Complete an activity sheet. Marzano Strategy - Save the Last Word For Me. Students will write one overall summary statement on Economic Problems. | Objective - The Fundamental Economic Problems. Write a one-paragraph summary. Write 3 key ideas. Complete an activity sheet. Marzano Strategy - 3-2-1 Strategy. Students will write 3 facts, 2 connections, 1 question I still have on economic models. | Objective - Making Economic Decisions. Write a one-paragraph summary. Write 3 key ideas. Complete an activity sheet. Marzano Strategy - Predictions. Students will write 3 predictions on economic decisions. | Objective - Understanding Your Role in the Economy. Write a one-paragraph summary. Write 3 key ideas. Complete an activity Sheet. Marzano Strategy - Think-Pair-Share. Students will think about the information on their role in the economy, pair with a partner, then write their findings on understanding the proper role of government in our economy. | Objective - Making Wise Choices. Write a one-paragraph summary. Write 3 key ideas. Complete an activity sheet. Marzano Strategy - ABC Brainstorm. For every letter in the word CHOICES, students will write a word, phrase or sentence, to illustrate wise decision making by individuals that benefit from the society. |
SUMMARIZING EXIT SLIP (After) | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. |
ACOS STANDARDS | Standard 7-A- Describing the influence of the stock market upon individuals and the economy. | Standard 7-A- Describing the influence of the stock market upon individuals and the economy. | Standard 7-A- Describing the influence of the stock market upon individuals and the economy. | Standard 7-A- Describing the influence of the stock market upon individuals and the economy. | Standard 7-A- Describing the influence of the stock market upon individuals and the economy. |
MATERIALS USED | textbook, pencils, colored pencils, copy paper | textbook, pencils, colored pencils, copy paper | textbook, pencils, colored pencils, copy paper | textbook, pencils, colored pencils, copy paper | textbook, pencils, colored pencils, copy paper |
Literacy Standards Used (See the MOC for a list of content appropriate standards): Standard 10- Literacy Across the Curriculum- Developing core literacy skills is crucial for student success. | |||||
Technology Used: chromebook, laptop, smartboard, online- civ.glencoe.com | Supplementary Materials Used: Active Reading Note-Taking Guide-Douglas Fisher, Ph.D. | ||||
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: December 9th-December 13th 2024
UNIT QUESTION (if applicable):
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question - What are city-states?
Learning Targets For Students: (1) The Minoans and Mycenaeans. (2) Athens and Spartans. and (3) Learning New Things.
I can (as a teacher) help the students gain knowledge on places that were called city-states or poleis.
Essential Question - Who were the Roman Rulers?
Learning Targets For Students: (1) The City of 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 were the beliefs of the Romans?
Learning Targets For Students: (1) A Strong Army. (2) Roman Religion. and (3) The Roman Temples.
I can (as a teacher) help the students gain knowledge on soldiers that made the Roman Empire strong.
Essential Question - How would you describe Early India?
Learning Targets For Students: (1) The Aryans. (2) The Persian King. and (3) Alexander the Great.
I can (as a teacher) help the students gain knowledge on the Dravidians - The first people to live in Early India.
Essential Question - Who were the Indian Rulers?
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 King Chandra Gupta and How he brought Northern India together?
KEY VOCABULARY
rights, democracies
rulers, domes, republic
soldiers, armor, power
troops, descendants, towns
empire, leaders, golden age
ACTIVATING STRATEGY
(Before)
Bell Ringers/ Warm Up
Before - Quick Write.
Draw a picture.
Create a word wall.
Create a diagram.
Bell-Ringer - How would you describe the Minoans?
Before - Quick Write.
Draw a picture.
Create a word wall.
Create a diagram.
Bell-Ringer - What year did the Roman Republic begin?
Before - Quick Write.
Draw a picture.
Create a word wall.
Create a diagram..
Bell-Ringer- What did the Romans build?
Before - Quick Write.
Draw a picture.
Create a word wall.
Create a diagram.
Bell-Ringer - What was the language of the Aryans?
Before - Quick Write.
Draw a picture.
Create a word wall.
Create a diagram.
Bell-Ringer - What did most Mughal leaders want?
Strategies used to Implement Lesson /Marzano Strategies
(examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)
Objective - Greek City-States.
Write a one-paragraph summary.
Write 3 key ideas.
Complete an Activity Sheet.
Marzano Strategy - Save the Last Word For Me.
Students will write one overall summary statement on the Greek City-States.
Objective - The Mighty Roman Empire.
Write a one-paragraph summary.
Write 3 key ideas.
Complete an Activity Sheet.
Marzano Strategy - 3-2-1 Strategy .
Students will write 3 facts, 2 connections, 1 question I still have on the city of Rome.
Objective - The Rise and Fall of the Roman Empire.
Write a one-paragraph summary.
Write 3 key ideas.
Complete an Activity Sheet.
Marzano Strategy - Predictions.
Students will write 3 predictions on the accomplishments of the Romans.
Objective - Early India.
Write a one-paragraph summary.
Write 3 key ideas.
Complete an Activity Sheet.
Marzano Strategy - ABC Brainstorm.
For every letter in the word INDIA, students will write a word, phrase, or sentence, to describe Early India.
Objective - Indian Rulers.
Write a one-paragraph summary.
Write 3 key ideas.
Complete an Activity Sheet.
Marzano Strategy- Think-Pair-Share.
Students will think about the information on Indian Rulers, pair with a partner, then write their final information on the great works of art and science through the Gupta Empire.
SUMMARIZING EXIT SLIP (After)
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
ACOS
STANDARDS
N/A
N/A
N/A
N/A
N/A
MATERIALS USED
hand-out, pencils,colored pencils, copy paper,
hand-out, pencils,colored pencils, copy paper
hand-out, pencils, colored pencils, copy paper
hand-out, pencils, colored pencils, copy paper
hand-out, pencils, colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards): N/A
Technology Used: chromebook, laptop, smartboard,
online-http://www.shelleducation.com
Supplementary Materials Used: Leveled Texts for Social Studies-World Cultures Through Time
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
UNIT QUESTION (if applicable): | |||||
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - What are city-states? Learning Targets For Students: (1) The Minoans and Mycenaeans. (2) Athens and Spartans. and (3) Learning New Things. I can (as a teacher) help the students gain knowledge on places that were called city-states or poleis. | Essential Question - Who were the Roman Rulers? Learning Targets For Students: (1) The City of 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 were the beliefs of the Romans? Learning Targets For Students: (1) A Strong Army. (2) Roman Religion. and (3) The Roman Temples. I can (as a teacher) help the students gain knowledge on soldiers that made the Roman Empire strong. | Essential Question - How would you describe Early India? Learning Targets For Students: (1) The Aryans. (2) The Persian King. and (3) Alexander the Great. I can (as a teacher) help the students gain knowledge on the Dravidians - The first people to live in Early India. | Essential Question - Who were the Indian Rulers? 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 King Chandra Gupta and How he brought Northern India together? |
KEY VOCABULARY | rights, democracies | rulers, domes, republic | soldiers, armor, power | troops, descendants, towns | empire, leaders, golden age |
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up | Before - Quick Write. Draw a picture. Create a word wall. Create a diagram. Bell-Ringer - How would you describe the Minoans? | Before - Quick Write. Draw a picture. Create a word wall. Create a diagram. Bell-Ringer - What year did the Roman Republic begin? | Before - Quick Write. Draw a picture. Create a word wall. Create a diagram.. Bell-Ringer- What did the Romans build? | Before - Quick Write. Draw a picture. Create a word wall. Create a diagram. Bell-Ringer - What was the language of the Aryans? | Before - Quick Write. Draw a picture. Create a word wall. Create a diagram. Bell-Ringer - What did most Mughal leaders want? |
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals) | Objective - Greek City-States. Write a one-paragraph summary. Write 3 key ideas. Complete an Activity Sheet. Marzano Strategy - Save the Last Word For Me. Students will write one overall summary statement on the Greek City-States. | Objective - The Mighty Roman Empire. Write a one-paragraph summary. Write 3 key ideas. Complete an Activity Sheet. Marzano Strategy - 3-2-1 Strategy . Students will write 3 facts, 2 connections, 1 question I still have on the city of Rome. | Objective - The Rise and Fall of the Roman Empire. Write a one-paragraph summary. Write 3 key ideas. Complete an Activity Sheet. Marzano Strategy - Predictions. Students will write 3 predictions on the accomplishments of the Romans. | Objective - Early India. Write a one-paragraph summary. Write 3 key ideas. Complete an Activity Sheet. Marzano Strategy - ABC Brainstorm. For every letter in the word INDIA, students will write a word, phrase, or sentence, to describe Early India. | Objective - Indian Rulers. Write a one-paragraph summary. Write 3 key ideas. Complete an Activity Sheet. Marzano Strategy- Think-Pair-Share. Students will think about the information on Indian Rulers, pair with a partner, then write their final information on the great works of art and science through the Gupta Empire. |
SUMMARIZING EXIT SLIP (After) | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. |
ACOS STANDARDS | N/A | N/A | N/A | N/A | N/A |
MATERIALS USED | hand-out, pencils,colored pencils, copy paper, | hand-out, pencils,colored pencils, copy paper | hand-out, pencils, colored pencils, copy paper | hand-out, pencils, colored pencils, copy paper | hand-out, pencils, colored pencils, copy paper |
Literacy Standards Used (See the MOC for a list of content appropriate standards): N/A | |||||
Technology Used: chromebook, laptop, smartboard, online-http://www.shelleducation.com | Supplementary Materials Used: Leveled Texts for Social Studies-World Cultures Through Time | ||||
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: December 2nd - December 6th 2024
UNIT QUESTION (if applicable):
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question - How does the Internet allow citizens to become well informed?
Learning Targets For Students: (1) Gathering Information. (2) E-Government. and (3) Group Action Online.
I can (as a teacher) help the students gain knowledge on ways that the internet increases citizens knowledge about political and social issues.
Essential Question - What are the divisions in society?
Learning Targets For Students: (1) Authoritarian Governments. (2) A Digital Divide. and (3) Extremist Groups.
I can (as a teacher) help the students gain knowledge on invasion of privacy through the internet.
Essential Question - What is internet wiretapping?
Learning Targets For Students: (1) Intolerant Extremist. (2) Law Enforcement Officials. and (3) Carnivore
(officially named DCS 1000)
I can (as a teacher) help the students gain knowledge on concerns that arise about online companies that invade consumers’ privacy.
Essential Question - What is Internet Speech?
Learning Targets For Students: (1) Free Speech. (2) Limiting Free Speech in Schools. and (3) Intellectual Property.
I can (as a teacher) help the students gain knowledge on computers and the internet making it easy to copy and widely distribute all kinds of intellectual property.
Essential Question - What is the Napster Battle?
Learning Targets For Students: (1) Online Service. (2) A Controversial Law. (3) Taxing E- Commerce. and (4) The Internet at School.
I can (as a teacher) help the students gain knowledge on people who hold copyrights being concerned about internet use.
KEY VOCABULARY
internet, World Wide Web, Web site, archives, nonpartisan, newsgroups
authoritarian, dissident, propaganda
wiretapping, carnivore
intellectual property
copyright, revenue
ACTIVATING STRATEGY
(Before)
Bell Ringers/ Warm Up
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - How do political candidates use the Internet to campaign?
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer- What is the threat to privacy passed by the Internet?
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What is meant by the term “digital divide”?
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - How does the First Amendment rights of students differ from those of adults?
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-ringer - What are school filters?
Video
Strategies used to Implement Lesson /Marzano Strategies
(examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)
Objective - Civic Participation
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy- Think-Pair-Share -
Students will think about the information on civic participation, pair with a partner, share with the class their findings on political and social issues. .
Objective - Challenges For Democracy.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy- ABC Brainstorm-
For every letter in the word INTERNET, students will write a word, phrase or sentence to illustrate the internet offering an opportunity to spread democratic ideas worldwide, causing a division in the society.
Objective - Threats To Privacy.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - SaveThe Last Word For Me.
Students will write one overall summary statement on computer access among school-age children, 2000.
Objective - Intellectual Property.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - Predictions.
Students will write 3 predictions on copyrights to protect the creators of intellectual property.
Objective- The Internet At School.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - 3-2-1 Strategy.
Students will write 3 facts, 2 connections, and 1 question I still have on millions of students spending classroom time online. Use of the Internet at school is creating new issues for lawmakers and educators.
SUMMARIZING EXIT SLIP (After)
After - Write 3 questions.
Share with the class.
After- Write 3 questions.
Share with the class.
After - Write 3 questions.
Share with the class.
After - Write 3 questions.
Share with the class.
After - Write 3 questions.
Share with the class.
ACOS
STANDARDS
Standard 9 - Identify individual and civic responsibilities of citizens of the United States.
Standard 9- Identify individual and civic responsibilities of citizens of the United States.
Standard 9- Identify individual and civic responsibilities of citizens of the United States.
Standard 9- Identify individual and civic responsibilities of citizens of the United States.
Standard 9 - Identify individual and civic responsibilities of citizens of the United States.
MATERIALS USED
textbook, hand-out, pencils/colored pencils, copy paper
textbook, hand-out, pencils/colored pencils, copy paper
textbook, hand-out, pencils/colored pencils, copy paper
textbook, hand-out, pencils/colored pencils, copy paper
textbook, hand-out, pencils/colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards):
Standard 10- Literacy Among the Curriculum. Developing core literacy skills is crucial for student success.
Technology Used:chromebook, laptop, smartboard, online- civ.glencoe.com
Supplementary Materials Used: Dinah Zike’s Reading and Study Skills-Foldables.
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
UNIT QUESTION (if applicable): | |||||
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - How does the Internet allow citizens to become well informed? Learning Targets For Students: (1) Gathering Information. (2) E-Government. and (3) Group Action Online. I can (as a teacher) help the students gain knowledge on ways that the internet increases citizens knowledge about political and social issues. | Essential Question - What are the divisions in society? Learning Targets For Students: (1) Authoritarian Governments. (2) A Digital Divide. and (3) Extremist Groups. I can (as a teacher) help the students gain knowledge on invasion of privacy through the internet. | Essential Question - What is internet wiretapping? Learning Targets For Students: (1) Intolerant Extremist. (2) Law Enforcement Officials. and (3) Carnivore (officially named DCS 1000) I can (as a teacher) help the students gain knowledge on concerns that arise about online companies that invade consumers’ privacy. | Essential Question - What is Internet Speech? Learning Targets For Students: (1) Free Speech. (2) Limiting Free Speech in Schools. and (3) Intellectual Property. I can (as a teacher) help the students gain knowledge on computers and the internet making it easy to copy and widely distribute all kinds of intellectual property. | Essential Question - What is the Napster Battle? Learning Targets For Students: (1) Online Service. (2) A Controversial Law. (3) Taxing E- Commerce. and (4) The Internet at School. I can (as a teacher) help the students gain knowledge on people who hold copyrights being concerned about internet use. |
KEY VOCABULARY | internet, World Wide Web, Web site, archives, nonpartisan, newsgroups | authoritarian, dissident, propaganda | wiretapping, carnivore | intellectual property | copyright, revenue |
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How do political candidates use the Internet to campaign? Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer- What is the threat to privacy passed by the Internet? Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What is meant by the term “digital divide”? Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How does the First Amendment rights of students differ from those of adults? Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-ringer - What are school filters? Video |
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals) | Objective - Civic Participation Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy- Think-Pair-Share - Students will think about the information on civic participation, pair with a partner, share with the class their findings on political and social issues. . | Objective - Challenges For Democracy. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy- ABC Brainstorm- For every letter in the word INTERNET, students will write a word, phrase or sentence to illustrate the internet offering an opportunity to spread democratic ideas worldwide, causing a division in the society. | Objective - Threats To Privacy. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - SaveThe Last Word For Me. Students will write one overall summary statement on computer access among school-age children, 2000. | Objective - Intellectual Property. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - Predictions. Students will write 3 predictions on copyrights to protect the creators of intellectual property. | Objective- The Internet At School. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - 3-2-1 Strategy. Students will write 3 facts, 2 connections, and 1 question I still have on millions of students spending classroom time online. Use of the Internet at school is creating new issues for lawmakers and educators. |
SUMMARIZING EXIT SLIP (After) | After - Write 3 questions. Share with the class. | After- Write 3 questions. Share with the class. | After - Write 3 questions. Share with the class. | After - Write 3 questions. Share with the class. | After - Write 3 questions. Share with the class. |
ACOS STANDARDS | Standard 9 - Identify individual and civic responsibilities of citizens of the United States. | Standard 9- Identify individual and civic responsibilities of citizens of the United States. | Standard 9- Identify individual and civic responsibilities of citizens of the United States. | Standard 9- Identify individual and civic responsibilities of citizens of the United States. | Standard 9 - Identify individual and civic responsibilities of citizens of the United States. |
MATERIALS USED | textbook, hand-out, pencils/colored pencils, copy paper | textbook, hand-out, pencils/colored pencils, copy paper | textbook, hand-out, pencils/colored pencils, copy paper | textbook, hand-out, pencils/colored pencils, copy paper | textbook, hand-out, pencils/colored pencils, copy paper |
Literacy Standards Used (See the MOC for a list of content appropriate standards): Standard 10- Literacy Among the Curriculum. Developing core literacy skills is crucial for student success. | |||||
Technology Used:chromebook, laptop, smartboard, online- civ.glencoe.com | Supplementary Materials Used: Dinah Zike’s Reading and Study Skills-Foldables. | ||||
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: December 2nd-December 6th 2024
UNIT QUESTION (if applicable):
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question- What is the Fertile Crescent?
Learning Targets For Students: (1)Sumer: The Cradle of Civilization. (2)Babylonia: The Center of Culture. and (3) The Code of Hammurabi.
I can (as a teacher) help the students gain knowledge on Ancient Mesopotamia.
Essential Question - When did the ancient empires end?
Learning Targets For Students: (1) The Hebrews. (2) Tolerant Persians. and (3) The Talented Phoenicians.
I can (as a teacher) help the students gain knowledge on the Mesopotamian Empires.
Essential Question - Who were the nomads?
Learning Targets For Students: (1) Pharaohs. (2) Egyptian Beliefs. and (3) The Nile River.
I can (as a teacher) help the students gain knowledge on Ancient Egypt.
Essential Question - Who were the rulers of Egypt?
Learning Targets For Students: (1) Hatshepsut. (2) Other Rulers. and (3) The Persians.
I can (as a teacher) help the students gain knowledge on the Egyptians around 1730 B.C.
Essential Question - Where is the mainland of Greece located?
Learning Targets For Students: (1) Greek Religion. (2) Art and Theater. and (3) Science and Medicine.
I can (as a teacher) help the students gain knowledge on the colonies that is located on the shores of the Black Sea.
KEY VOCABULARY
crescent, civilization, cuneiform
empire, farmers, fisherman, shepherds
nomads, pharaoh
nation, ruler
island, colony
ACTIVATING STRATEGY
(Before)
Bell Ringers/ Warm Up
Before- Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - How was the Middle East described?
Before- Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - How would you describe the Persian Empire?
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What were the traditions of the pharaohs?
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - Who were the Hyksos?
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - How would you describe the Greeks?
Strategies used to Implement Lesson /Marzano Strategies
(examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)
Objective - Mesopotamia and the Fertile Crescent.
Write a one-paragraph summary.
Complete an activity Sheet.
Marzano Strategy - Predictions.
Students will write 3 predictions on the Fertile Crescent.
Objective - More Mesopotamian Empires.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - 3-2-1 Strategy.
Students will write 3 facts, 2 connections, 1 question I still have on the ancient empires.
Objective - Ancient Egypt.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - Save the Last Word For Me.
Students will write one overall summary statement on Ancient Egypt around 5000B.C.
Objective - Rulers of Egypt.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - ABC Brainstorm.
For every letter in the word EGYPT, students will write a word, phrase, or sentence to identify the Egyptians that lived along the Nile River.
Objective - Ancient Greece.
Write a one-paragraph summary.
Complete an activity sheet.
Marzano Strategy - Think-Pair-Share.
Students will think about the information on ancient Greece, pair with a partner, and share with the class their findings on art, theater, science, and medicine among the Greeks.
SUMMARIZING EXIT SLIP (After)
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
ACOS
STANDARDS
N/A
N/A
N/A
N/A
N/A
MATERIALS USED
hand-out, pencils/colored pencils, copy paper
hand-out pencils/colored pencils, copy paper
hand-out pencils/colored pencils, copy paper
hand-out, pencils/colored pencils, copy paper
hand-out, pencils/colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards): N/A
Technology Used: chromebook, laptop, smartboard, online: www.shelleducation.com
Supplementary Materials Used: Leveled Texts for Social Studies- World Cultures Through Tme
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
UNIT QUESTION (if applicable): | |||||
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What is the Fertile Crescent? Learning Targets For Students: (1)Sumer: The Cradle of Civilization. (2)Babylonia: The Center of Culture. and (3) The Code of Hammurabi. I can (as a teacher) help the students gain knowledge on Ancient Mesopotamia. | Essential Question - When did the ancient empires end? Learning Targets For Students: (1) The Hebrews. (2) Tolerant Persians. and (3) The Talented Phoenicians. I can (as a teacher) help the students gain knowledge on the Mesopotamian Empires. | Essential Question - Who were the nomads? Learning Targets For Students: (1) Pharaohs. (2) Egyptian Beliefs. and (3) The Nile River. I can (as a teacher) help the students gain knowledge on Ancient Egypt. | Essential Question - Who were the rulers of Egypt? Learning Targets For Students: (1) Hatshepsut. (2) Other Rulers. and (3) The Persians. I can (as a teacher) help the students gain knowledge on the Egyptians around 1730 B.C. | Essential Question - Where is the mainland of Greece located? Learning Targets For Students: (1) Greek Religion. (2) Art and Theater. and (3) Science and Medicine. I can (as a teacher) help the students gain knowledge on the colonies that is located on the shores of the Black Sea. |
KEY VOCABULARY | crescent, civilization, cuneiform | empire, farmers, fisherman, shepherds | nomads, pharaoh | nation, ruler | island, colony |
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up | Before- Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How was the Middle East described? | Before- Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How would you describe the Persian Empire? | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What were the traditions of the pharaohs? | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - Who were the Hyksos? | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How would you describe the Greeks? |
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals) | Objective - Mesopotamia and the Fertile Crescent. Write a one-paragraph summary. Complete an activity Sheet. Marzano Strategy - Predictions. Students will write 3 predictions on the Fertile Crescent. | Objective - More Mesopotamian Empires. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - 3-2-1 Strategy. Students will write 3 facts, 2 connections, 1 question I still have on the ancient empires. | Objective - Ancient Egypt. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - Save the Last Word For Me. Students will write one overall summary statement on Ancient Egypt around 5000B.C. | Objective - Rulers of Egypt. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - ABC Brainstorm. For every letter in the word EGYPT, students will write a word, phrase, or sentence to identify the Egyptians that lived along the Nile River. | Objective - Ancient Greece. Write a one-paragraph summary. Complete an activity sheet. Marzano Strategy - Think-Pair-Share. Students will think about the information on ancient Greece, pair with a partner, and share with the class their findings on art, theater, science, and medicine among the Greeks. |
SUMMARIZING EXIT SLIP (After) | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. |
ACOS STANDARDS | N/A | N/A | N/A | N/A | N/A |
MATERIALS USED | hand-out, pencils/colored pencils, copy paper | hand-out pencils/colored pencils, copy paper | hand-out pencils/colored pencils, copy paper | hand-out, pencils/colored pencils, copy paper | hand-out, pencils/colored pencils, copy paper |
Literacy Standards Used (See the MOC for a list of content appropriate standards): N/A | |||||
Technology Used: chromebook, laptop, smartboard, online: www.shelleducation.com | Supplementary Materials Used: Leveled Texts for Social Studies- World Cultures Through Tme | ||||
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: November 18th-November 22nd 2024
UNIT QUESTION (if applicable):
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question - What are Civil Cases?
Learning Targets for Students: (1) Types of Civil Lawsuits. (2) What Happens in a Civil Case? and (3) Pretrial Discussions.
I can (as a teacher) help the students gain knowledge on civil lawsuits.
Essential Question - What are the general types of criminal cases?
Learning Targets For Students: (1) Types of Cases. (2) What Happens in a Criminal Case? and (3) The Verdict and the Sentencing.
I can (as a teacher) help the students gain knowledge on legal procedures from the arrest to the verdict and sentencing.
Essential Question - What are the penalties for crimes?
Learning Targets For Students: (1) The Parole System. (2) Mandatory Sentencing. and (3) Circumstances of each individual case.
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 are the stages in the juvenile justice system?
Learning Targets For Students: (1) Causes of Juvenile Delinquency. (2) Rehabilitation. and (3) Diversion or Detention.
I can (as a teacher) help the students gain knowledge on when juveniles are charged with committing crimes, their cases are handled in separate courts, called juvenile courts.
Essential Question - What takes place during the trial phase for juveniles?
Learning Targets For Students:: (1) The Juvenile Court System. (2) Experimenting with Peer Juries. and (3) Juvenile Court Judges.
I can (as a teacher) help the students gain knowledge on juveniles who are neglected or have poor home lives may become wards of the court.
KEY VOCABULARY
plaintiff, defendant, injunction, complaint, summons
crime, testimony, cross-examine, acquittal
arraignment, hung jury
rehabilitate
trial
ACTIVATING STRATEGY
(Before)
Bell Ringers/ Warm Up
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What are the steps in a civil lawsuit?
Video
Before- Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What procedures do criminal cases follow?
Video
Before- Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - When do officers make arrests?
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What are the procedures when a juvenile is arrested?
Video
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What is the court procedure for juveniles?
Video
Strategies used to Implement Lesson /Marzano Strategies
(examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)
Objective - Civil Cases.
Write a summary.
Complete an activity sheet.
Write 3 words to describe civil laws.
Marzano Strategy - Save the Last Word For Me.
Students will write one overall summary statement on the types of Civil Lawsuits.
Objective - Criminal Cases.
Write a summary.
Complete an activity sheet.
Write 2 words to describe criminal cases.
Marzano Strategy - Predictions.
Students will write 5 words to predict criminal cases.
Objective - Hearing, Indictment, and Arraignment.
Write a summary.
Complete an activity Sheet.
Marzano Strategy- Think-Pair-Share.
Students will think about the information on criminal cases, pair with a partner, then share with the class their findings on the right to remain silent; the right to have an attorney; the right to have a court-appointed attorney; and the right to stop answering questions at any time.
Objective - Stages in the Juvenile Justice System.
Write a summary.
Complete an activity Sheet.
Marzano Strategy - ABC Brainstorm.
For every letter in the word JUVENILE, students will write a word, phrase, or sentence to identify the juvenile court system set up in the late 1800’s. as a result of judicial system reforms.
Objective - The Trial for Juveniles.
Write a summary.
Complete an activity sheet.
Marzano Strategy - 3-2-1 Strategy.
Students will write 3 facts, 2 connections, and 1 question I still have on the trial held for juveniles through the Juvenile Court System, trying to protect juveniles by keeping the identity of offenders secret and not allowing the public to view their criminal records.l
SUMMARIZING EXIT SLIP (After)
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
After - Write 3 questions.
Present to the class.
ACOS
STANDARDS
Standard - 5 - Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
Standard 5 - Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
Standard 5 - Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
Standard 5 - Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
Standard 5 - Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
MATERIALS USED
textbook, handout, pencils/colored pencil, copy paper
textbook, handout, pencils/colored pencils, copy paper
textbook, handout, pencils/colored pencils, copy paper
textbook, handout, pencils/colored pencils, copy paper
textbook, handout, pencils/colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards):
Standard 10- Literacy Across the Curriculum- Developing core literacy skills is crucial for student success.
Technology Used: chromebook, laptop, smartboard, online-civ.glencoe.com
Supplementary Materials Used: Active Reading Note Taking Guide on Civics Today- Citizenship, Economics, and You
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: November 18th-November 22nd 2024
UNIT QUESTION (if applicable): | |||||
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - What are Civil Cases? Learning Targets for Students: (1) Types of Civil Lawsuits. (2) What Happens in a Civil Case? and (3) Pretrial Discussions. I can (as a teacher) help the students gain knowledge on civil lawsuits. | Essential Question - What are the general types of criminal cases? Learning Targets For Students: (1) Types of Cases. (2) What Happens in a Criminal Case? and (3) The Verdict and the Sentencing. I can (as a teacher) help the students gain knowledge on legal procedures from the arrest to the verdict and sentencing. | Essential Question - What are the penalties for crimes? Learning Targets For Students: (1) The Parole System. (2) Mandatory Sentencing. and (3) Circumstances of each individual case. 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 are the stages in the juvenile justice system? Learning Targets For Students: (1) Causes of Juvenile Delinquency. (2) Rehabilitation. and (3) Diversion or Detention. I can (as a teacher) help the students gain knowledge on when juveniles are charged with committing crimes, their cases are handled in separate courts, called juvenile courts. | Essential Question - What takes place during the trial phase for juveniles? Learning Targets For Students:: (1) The Juvenile Court System. (2) Experimenting with Peer Juries. and (3) Juvenile Court Judges. I can (as a teacher) help the students gain knowledge on juveniles who are neglected or have poor home lives may become wards of the court. |
KEY VOCABULARY | plaintiff, defendant, injunction, complaint, summons | crime, testimony, cross-examine, acquittal | arraignment, hung jury | rehabilitate | trial |
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What are the steps in a civil lawsuit? Video | Before- Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What procedures do criminal cases follow? Video | Before- Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - When do officers make arrests? Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What are the procedures when a juvenile is arrested? Video | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What is the court procedure for juveniles? Video |
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals) | Objective - Civil Cases. Write a summary. Complete an activity sheet. Write 3 words to describe civil laws. Marzano Strategy - Save the Last Word For Me. Students will write one overall summary statement on the types of Civil Lawsuits. | Objective - Criminal Cases. Write a summary. Complete an activity sheet. Write 2 words to describe criminal cases. Marzano Strategy - Predictions. Students will write 5 words to predict criminal cases. | Objective - Hearing, Indictment, and Arraignment. Write a summary. Complete an activity Sheet. Marzano Strategy- Think-Pair-Share. Students will think about the information on criminal cases, pair with a partner, then share with the class their findings on the right to remain silent; the right to have an attorney; the right to have a court-appointed attorney; and the right to stop answering questions at any time. | Objective - Stages in the Juvenile Justice System. Write a summary. Complete an activity Sheet. Marzano Strategy - ABC Brainstorm. For every letter in the word JUVENILE, students will write a word, phrase, or sentence to identify the juvenile court system set up in the late 1800’s. as a result of judicial system reforms. | Objective - The Trial for Juveniles. Write a summary. Complete an activity sheet. Marzano Strategy - 3-2-1 Strategy. Students will write 3 facts, 2 connections, and 1 question I still have on the trial held for juveniles through the Juvenile Court System, trying to protect juveniles by keeping the identity of offenders secret and not allowing the public to view their criminal records.l |
SUMMARIZING EXIT SLIP (After) | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. | After - Write 3 questions. Present to the class. |
ACOS STANDARDS | Standard - 5 - Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 5 - Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 5 - Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 5 - Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 5 - Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. |
MATERIALS USED | textbook, handout, pencils/colored pencil, copy paper | textbook, handout, pencils/colored pencils, copy paper | textbook, handout, pencils/colored pencils, copy paper | textbook, handout, pencils/colored pencils, copy paper | textbook, handout, pencils/colored pencils, copy paper |
Literacy Standards Used (See the MOC for a list of content appropriate standards): Standard 10- Literacy Across the Curriculum- Developing core literacy skills is crucial for student success. | |||||
Technology Used: chromebook, laptop, smartboard, online-civ.glencoe.com | Supplementary Materials Used: Active Reading Note Taking Guide on Civics Today- Citizenship, Economics, and You | ||||
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: November 18th-November 22nd 2024
UNIT QUESTION (if applicable):
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question - What is one benefit from recycling?
Learning Targets For Students: (1) Landfills. (2) Chemicals. and (3) Earth’s Ecosystems.
I can (as a teacher) help the students gain knowledge on when people reuse, recycle, and reduce materials, there is less garbage and Earth’s ecosystems are not harmed.
Essential Question - What takes place as Earth turns?
Learning Targets For Students: (1) Daylight. (2) Darkness. and (3) Light from the Sun.
I can (as a teacher) help the students gain knowledge on light traveling in a straight line in space.
Essential Question - What are Time Zones?
Learning Targets For Students: (1) Different Times. (2) 24 Time Zones. and (3) United States and Canada.
I can (as a teacher) help the students gain knowledge on the fact that the Sun rises in the morning and that noon is about the middle of the day.
Essential Question - In what direction does the Earth move?
Learning Targets For Students: (1) Earth’s Axis. (2) Sun’s Axis. and (3) The Hemisphere.
I can (as a teacher) help the students gain knowledge on how the hemisphere tilts toward the sun to create summer, and how the hemisphere tilts away from the sun to create winter.
Essential Question - What takes place when sunlight falls on an object?
Learning Targets For Students: (1) Sunlight. (2) Ancient Times. and (3) A Sundial.
I can (as a teacher) help the students gain knowledge on the fact that the length and position of the shadow change, as the sun appears to move across the sky.
KEY VOCABULARY
recycle, reuse, reduce
axis, shadow
time zones
hemisphere
shadow, sundial
ACTIVATING STRATEGY
(Before)
Bell Ringers/ Warm Up
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - How many aluminum cans do Americans use each year?.
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What happens if Earth were not turning on its axis?
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What would take place if you traveled all the way around Earth in the middle?
Before - Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - What takes place while Earth orbits the Sun?
Before- Quick Write.
Draw a picture.
Create a diagram.
Create a word wall.
Bell-Ringer - Why did people in ancient times build sundials?
Strategies used to Implement Lesson /Marzano Strategies
(examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)
Objective - Recycle, Reuse, and Reduce.
Write a summary.
Write one word to describe each of the following words- recycle, reuse, and reduce.
Marzano Strategy - Predictions.
Students will write 3 words to predict either recycle, reuse ,or reduce
Objective - What Makes Day and Night?
Write a summary.
Write 2 words to describe day, and 2 words to describe night
Marzano Strategy - SaveThe Last Word For Me.
Students will write one overall summary statement on Day and Night..
Objective - Time Zones.
Write a summary.
Write 2 words to describe Time Zones.
Marzano Strategy - 3-2-1 Strategy.
Students will write 3 facts, 2 connections, 1 question I still have on Time Zones.
Objective - Winter and Summer.
Write a summary.
Write 3 words to describe summer, and write 3 words to describe winter.
Marzano Strategy - ABC Brainstorm.
For every letter in the word HEMISPHERE, students will write a word, phrase, or sentence to identify winter and summer.
Objective - Shadows and Time.
Write a summary.
Write 2 words to describe shadows, and 2 words to describe time.
Marzano Strategy - Think-Pair-Share.
Students will think about all the information on shadows and time, pair with a partner, then share with the class their findings on when the sun is low in the sky, shadows are long, and at noon, when the Sun is high overhead, shadows are short.
SUMMARIZING EXIT SLIP (After)
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
After - Write 3 conclusive statements.
ACOS
STANDARDS
N/A
N/A
N/A
N/A
N/A
MATERIALS USED
handout, pencils/colored pencils, copy paper
handout, pencils/colored pencils, copy paper
handout, pencils/colored pencils, copy paper
hand-out, pencils/colored pencils, copy paper
handout, pencils/colored pencils
Literacy Standards Used (See the MOC for a list of content appropriate standards): N/A
Technology Used: chromebook, laptop, smartboard, online-www.pearsonlearning.com
Supplementary Materials Used: Quick Reads- A Research-Based Fluency Program by Elfrieda H. Hiebert, Ph.D.
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
UNIT QUESTION (if applicable): | |||||
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - What is one benefit from recycling? Learning Targets For Students: (1) Landfills. (2) Chemicals. and (3) Earth’s Ecosystems. I can (as a teacher) help the students gain knowledge on when people reuse, recycle, and reduce materials, there is less garbage and Earth’s ecosystems are not harmed. | Essential Question - What takes place as Earth turns? Learning Targets For Students: (1) Daylight. (2) Darkness. and (3) Light from the Sun. I can (as a teacher) help the students gain knowledge on light traveling in a straight line in space. | Essential Question - What are Time Zones? Learning Targets For Students: (1) Different Times. (2) 24 Time Zones. and (3) United States and Canada. I can (as a teacher) help the students gain knowledge on the fact that the Sun rises in the morning and that noon is about the middle of the day. | Essential Question - In what direction does the Earth move? Learning Targets For Students: (1) Earth’s Axis. (2) Sun’s Axis. and (3) The Hemisphere. I can (as a teacher) help the students gain knowledge on how the hemisphere tilts toward the sun to create summer, and how the hemisphere tilts away from the sun to create winter. | Essential Question - What takes place when sunlight falls on an object? Learning Targets For Students: (1) Sunlight. (2) Ancient Times. and (3) A Sundial. I can (as a teacher) help the students gain knowledge on the fact that the length and position of the shadow change, as the sun appears to move across the sky. |
KEY VOCABULARY | recycle, reuse, reduce | axis, shadow | time zones | hemisphere | shadow, sundial |
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How many aluminum cans do Americans use each year?. | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What happens if Earth were not turning on its axis? | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What would take place if you traveled all the way around Earth in the middle? | Before - Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What takes place while Earth orbits the Sun? | Before- Quick Write. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - Why did people in ancient times build sundials? |
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals) | Objective - Recycle, Reuse, and Reduce. Write a summary. Write one word to describe each of the following words- recycle, reuse, and reduce. Marzano Strategy - Predictions. Students will write 3 words to predict either recycle, reuse ,or reduce | Objective - What Makes Day and Night? Write a summary. Write 2 words to describe day, and 2 words to describe night Marzano Strategy - SaveThe Last Word For Me. Students will write one overall summary statement on Day and Night.. | Objective - Time Zones. Write a summary. Write 2 words to describe Time Zones. Marzano Strategy - 3-2-1 Strategy. Students will write 3 facts, 2 connections, 1 question I still have on Time Zones. | Objective - Winter and Summer. Write a summary. Write 3 words to describe summer, and write 3 words to describe winter. Marzano Strategy - ABC Brainstorm. For every letter in the word HEMISPHERE, students will write a word, phrase, or sentence to identify winter and summer. | Objective - Shadows and Time. Write a summary. Write 2 words to describe shadows, and 2 words to describe time. Marzano Strategy - Think-Pair-Share. Students will think about all the information on shadows and time, pair with a partner, then share with the class their findings on when the sun is low in the sky, shadows are long, and at noon, when the Sun is high overhead, shadows are short. |
SUMMARIZING EXIT SLIP (After) | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. | After - Write 3 conclusive statements. |
ACOS STANDARDS | N/A | N/A | N/A | N/A | N/A |
MATERIALS USED | handout, pencils/colored pencils, copy paper | handout, pencils/colored pencils, copy paper | handout, pencils/colored pencils, copy paper | hand-out, pencils/colored pencils, copy paper | handout, pencils/colored pencils |
Literacy Standards Used (See the MOC for a list of content appropriate standards): N/A | |||||
Technology Used: chromebook, laptop, smartboard, online-www.pearsonlearning.com | Supplementary Materials Used: Quick Reads- A Research-Based Fluency Program by Elfrieda H. Hiebert, Ph.D. | ||||
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 | |||||