Teacher(s):Grade/Subject:

Week of: October 24th 2016 / Unit: 3
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Dates:
October 24th- 28th
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances.
SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments.
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 / Suppose you could add or remove powers from any one of the branches, what would you change? Why?
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 for SS.7.C.1.7
checks and balances / noun / a principle of the federal government, according to the U.S. Constitution, that allows each branch of government to limit the power of the other branches
constitutional government / noun / a form of government based on a written set of laws that all citizens agree to; in this form of government, the constitution is the highest law of the land
judicial review / noun / the power of the judicial branch to review the actions of the executive and legislative branches and determine whether or not they are unconstitutional (this includes laws passed by Congress); the U.S. Supreme Court case Marbury v. Madison established this power
limited government / noun / a government that has been limited in power by a constitution, or written agreement
Marbury v. Madison / proper noun / U.S. Supreme Court case that established judicial review
separation of powers / noun / the structure of the federal government, according to the U.S. Constitution, that sets up three branches with their own distinct powers and responsibilities
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.”
Monday 10/24th / Unit 3:
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Rigor Level
Daily Agenda
Daily Objective / Students will deconstruct standard 1.7 and
BELL RINGER
( 5 Minutes) /
  • From the picture displayed on the projector what conclusion can you draw from it?

I DO: / Introduce standard 1.7
WE DO: /
  • Deconstruct standard 1.7

YOU DO: /
  • Begin daily activity for that period (Return notes to class folder)

Homework /
  • None

EXIT TICKET:
(5 minutes)
Tuesday 10/25th / Unit 3
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Rigor Level
Daily Agenda
Daily Objective / Began text coding notes and start graphic organized
BELL RINGER
(5 Minutes)
I DO: / Continue text- coding and begin graphic organizer
WE DO: / Begin graphic organizer ( Using notes from the article)
YOU DO: / Work on graphic organizer in group
Homework / None
EXIT TICKET:
(5 minutes) / Check for completion of the classwork
Wednesday 10/26th / Unit 3
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Rigor Level
Daily Agenda
Daily Objective / Students will complete graphic organizer
BELL RINGER
( 5 Minutes)
I DO: / Review expectations for graphic organizer
WE DO: / Q&A for assignment
You DO: / In groups students will complete graphic organizer (due at the end of class)
Homework / Graphic Organizer if not complete
EXIT TICKET:
(5 minutes)
Thursday 10/27th / Unit 3
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Rigor Level
Daily Agenda
Daily Objective / Students will deconstruct standard 3.4
BELL RINGER
(5 Minutes) / Which branch holds the most power? Explain in a brief summary
(Place in binder in the bellringer section)
I DO: / Introduce new standard 3.4
WE DO: / Read from text book pages 90-91
YOU DO: / Began graphic Organizer
Homework / None
EXIT TICKET:
(5 minutes) / Collect all paper work before students exit
Friday 10/28th / Unit 3
The United States Constitution and Structure, Function, Powers of Government
(22 Days) / Rigor Level
Daily Agenda
Daily Objective / Complete graphic organizer
BELL RINGER
( 5 Minutes) / KAHOOT! Review of previous standards
I DO: / Review expectations for graphic organizer (Diagram)
WE DO: / Q&A for graphic organizer
You DO: / Construct a brief summary using the information from the diagram
Homework / None
EXIT TICKET:
(5 minutes) / Completed work

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,
.