Teacher(s):Grade/Subject:Civics

Week of: October 31st 2016 / Unit: 3
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Dates:
October 31st – Nov. 4th
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments.
SS.7.C.3.5 Explain the constitutional amendment process.
Learning Goal: / The students will be able to demonstrate an understanding of the origins and purposes of government, law, and the American political system.
Essential Question / What examples can you find of check and balances within our government?
Assessments / Formative Assessments
Summative Assessments
Progress Monitoring/Feedback Loop / Leaning Scales, Bellringer, EXIT ticket, Summaries
Higher Order Question(s) / How does the Constitution establish shared power among the three branches of government?
Key Vocabulary / Key Terms SS.7.C.3.4
concurrent powers / noun / powers shared by the national, state, and/or local government
delegated powers / noun / the powers specifically named and assigned to the federal government or prohibited to be exercised by the states under the U.S. Constitution, also known as enumerated powers
enumerated powers / noun / the powers specifically named and assigned to the federal government or prohibited to be exercised by the states under the U.S. Constitution, also known as delegated powers
federal government / noun / the national level of government; the government of the United States
federalism / noun / a system of government in which power is divided and shared between national, state, and local governments
local government / noun / the government of a municipality (city) or county
reserved powers / noun / powers that are not granted to the federal government that belong to (are reserved for) the states and the people, see Tenth Amendment
state government / noun / the government of an individual state
Supremacy Clause / proper noun / the clause that states that the U.S. Constitution is the supreme law of the land, and that national laws are supreme over state laws, found in Article VI (six)
Tenth Amendment / proper noun / the final amendment in the Bill of Rights, it states: ”The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.”
Key Terms SS.7.C.3.5
Monday 10/31st / Unit 3:
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Rigor Level
Daily Agenda
Daily Objective / Students will deconstruct standard SS.7.C.3.5 and complete mini task
BELL RINGER
( 5 Minutes) /
  • Review standard 1.7 and 3.4

I DO: /
  • Teacher will introduce standard SS.7.C.3.5

WE DO: /
  • Teacher and students will begin mini task as a class

YOU DO: /
  • Allow students to create their own SOP to demonstrate their knowledge of the process of amending the Constitution

Homework /
  • None.

EXIT TICKET:
(5 minutes) /
  • Check for completion of mini task

Tuesday 11/1st / Unit 3
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Rigor Level
Daily Agenda
Daily Objective / Students will begin End Product (Weighed at 40% of their grade)
Have students read Articles I, II, and III of the Constitution and decide which they think holds the most power. Allow for some debate/discussion in class on the topic. After have students write an argumentative essay on which branch holds the most power and why. Students should cite Articles I, II, and III for textual support.
BELL RINGER
(5 Minutes) / Review for test
I DO: / Teacher will give expectation for writing assignment also go over rubric with each class
WE DO: / Teacher and student will read through rubric (also posted on school website) to check for understanding of expectations.
YOU DO: / Students will use notes, textbook, and all resources to begin writing their “Argumentative” essay.
Homework / None
EXIT TICKET:
(5 minutes) / Review study guide
Wednesday 11/2nd / Unit 3
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Rigor Level
Daily Agenda
Daily Objective / Students will continue working on End Product (Weighed at 40% of their grade)
BELL RINGER
( 5 Minutes) / Review for Test (Monday Nov. 7th 2016)
I DO: / Teacher will review over rubric and expectations of essay
WE DO: / Answer any questions students may have concerning the assignment
You DO: / Students will continue working on End Product (Weighed 40% of grade)
Homework / Incomplete classwork
EXIT TICKET:
(5 minutes) / None
Thursday 11/3rd / Unit 3
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Rigor Level
Daily Agenda
Daily Objective / Students will turn in homework End Product (Weighed at 40% of grade)
BELL RINGER
(5 Minutes) / Kahoot!
I DO: / Teacher review for test
WE DO: / Review for test
YOU DO: / Quiz each other using flash cards for test
Homework / None
EXIT TICKET:
(5 minutes) / None
Friday 11/4th / Unit 3
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Rigor Level
Daily Agenda
Daily Objective / School Field Trip
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)

Lessons are subject to change

Learning Scales and Accommodations:

MEASUREMENT, DATA, STATISTICS, AND PROBABILITY
Probability
Grade 7
Score 4.0
Score 3.0
Score 2.0
Score 1.0
Score 0.0
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
  • Read directions for the student
  • Check for understanding
  • Allow to leave class for assistance
  • Extra time for exams
  • Daily agenda
/
  • Allow student time to step out to de-escalate
  • Testing in small groups
  • Use of a planner/binder for organization
  • English Language Dictionary
/
  • Extended time on assignments =1 day
  • Preferential seating
  • Written direction given
  • Break directions into chunks
/
  • Read Aloud to Students
  • Visual manipulatives
  • Cooperative Learning,
  • Vocabulary, Description, Introduction,
.