Teacher(s):H. GardnerGrade/Subject: 7Th grade Civics

Week of: / Unit: 4 / Dates:
November 28 – December 2
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SS.7.C.3.12:Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore
Learning Goal: / Students will be able to recognize the significance of landmark Supreme Court cases.
Essential Question / How is each Supreme Court case related to protecting your rights?
Assessments / Pre-assessment
Formative Assessments
Summative Assessments
Progress Monitoring/Feedback Loop
Higher Order Question(s)
Key Vocabulary
Monday 11/28 / Unit: / Rigor Level
Daily Agenda
Daily Objective /
  • Students will determine the outcome and significance on each landmark supreme court cases.

BELL RINGER
( 5 minutes) /
  • None

I DO: /
  • Introduce Unit 5 Judicial review Landmark cases

WE DO: /
  • Deconstruct standard SS.7.C.12

YOU DO: /
  • Deconstruct Standard and create tree map for

Homework /
  • Any unfinished class assignments

EXIT TICKET:
(5 minutes) /
  • Tracking students’ progress

Tuesday 11/29 / Unit: / Rigor Level
Daily Agenda
Daily Objective /
  • Students will determine the outcome and significance on each of the Judicial review and landmark cases.

BELL RINGER
( 5 Minutes) / None
I DO: /
  • Read the Judicial Review and 1st amendment landmark case

WE DO: /
  • Determine the outcome and Significance of each case

YOU DO: /
  • Complete the outcome and significance of the Judicial and 1st amendment on the tree map

Homework /
  • Any unfinished class assignments

EXIT TICKET:
(5 minutes) /
  • Tracking students’ progress

Wednesday 11/30 / Unit: / Rigor Level
Daily Agenda
Daily Objective /
  • Students will determine the outcome and significance on each landmark supreme court cases.

BELL RINGER
( 5 Minutes) / None
I DO: /
  • Review previous discussed Landmark cases

WE DO: /
  • Determine the outcome and Significance of each case

YOU DO: /
  • Complete the outcome and significance of the 2nd Amendment

Homework /
  • Any unfinished class assignments

EXIT TICKET:
(5 minutes) /
  • Tracking students’ progress

Thursday Nov 17 / Unit. / Rigor Level
Daily Agenda
Daily Agenda / Students will determine the outcome and significance on each landmark supreme court cases.
BELL RINGER
(5 Minutes) /
  • None

I DO: /
  • Review previous discussed cases

WE DO: /
  • Determine the outcome and Significance of each case

YOU DO: /
  • Student will complete the next category of the landmark cases (Rights of the accused)

Homework /
  • Any unfinished class assignments.

EXIT TICKET:
(5 minutes) /
  • Tracking Students progress.

Friday Nov 18 / Unit / Rigor Level
Daily Agenda
Daily Objective /
  • Students will determine the outcome and significance on each landmark supreme court cases.

BELL RINGER
( 5 Minutes) /
  • Kahoots 5 !!!!!

I DO: /
  • Review previous discussed cases

WE DO: /
  • Determine the outcome and Significance of each case (questions and answers)

You DO: /
  • Student will complete the last 2 categories of the landmark cases ( Racial segregation and equal protection/ The Presidency

Homework /
  • Any unfinished class assignments

EXIT TICKET:
(5 minutes) /
  • Tracking students’ progress.

Unit 5 Student Learning Scale

4.0 / I can evaluate and analyze the significance and outcome of landmark supreme court cases.
3.0 / I can Analyze the significance and outcome of landmark supreme court cases.
2.0 / With help I can analyze the significance and outcome of landmark supreme court cases.
1.0 / Even with help I struggle to analyze the significance and outcome of landmark supreme court cases.
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,
.