Teacher(s): Grade/Subject:

Week of: May 1, 2017 / Unit : State and Local Government / May 1 to 5, 2017
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SS 7.C.1.3, 1.5, 1.6, 3.3; LAFS 68.1 and 2; WHST. 1 and 2.
Learning Goal: / Students will be able to explain how British policies led to the writing of the DOI; how the DOI is set up, and why the Articles of Confederation failed
Essential Question / What role can individuals and the US government play in international organizations?
Assessments / Pre-assessment: 10 question quiz, based on the standards, to determine level of students’ prior knowledge
Formative Assessments:
Cornell Notes, Class discussion, graphic organizers, exit tickets
Summative Assessments:
25 question exam. To test students’ mastery of the unit.
Progress Monitoring/ Feedback Loop / Pre- and post- assessments; Review organizers, C Notes, listen to class discussion and ask questions to test students’ mastery.
Higher Order Question(s) / What are the major that led the Colonists to break away from England and start their own country?
Key Vocabulary
Monday 5/8 / Unit : State and Local Government / Rigor Level 0
Daily Agenda
Daily Objective / ·  Students will prepare for the EOC
BELL RINGER
( 5 minutes) / · 
I DO: / ·  Answer Civics questions for EOC
WE DO: / ·  Discuss EOC
YOU DO: / ·  Students ask questions on standards on which they still have questions.
Homework / ·  Unfinished Classwork
EXIT TICKET:
(5 minutes) / · 
Tuesday 5/9 / Unit : State and Local Government / Rigor Level 0
Daily Agenda
Daily Objective / · 
BELL RINGER
( 5 Minutes) / · 
I DO:
WE DO: / · 
YOU DO: / ·  Students take Civics EOC
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / · 
Wednesday 5/10 / Unit : State and Local Government / Rigor Level 2
Daily Agenda
Daily Objective / ·  Students will understand US geography
BELL RINGER
( 5 Minutes) / · 
I DO: / ·  Introduce Geography exercise
WE DO: / · 
YOU DO: / ·  Students will name the 50 statesand their capitals.
Homework / · 
EXIT TICKET:
(5 minutes) / · 
Thursday, 5/11 / Unit. State and Local Government / Rigor Level 2
Daily Agenda
Daily Agenda / ·  Students will understand aspects of economics
BELL RINGER
(5 Minutes) / · 
I DO: / ·  Introduce Europe trip exercise
WE DO: / · 
YOU DO: / ·  Students will take a virtual trip to Europe, convert dollars to Euros, make expenditures, and then convert remaining Euros back to dollars.
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / None
Friday 5/12 / Unit State and Local Government / Rigor Level 3 (Analyze, Construct)
Daily Agenda
Daily Objective / ·  Students will make up missing work
BELL RINGER
( 5 Minutes) / · 
I DO: / ·  Make arrangements with other teachers to get missing work to students
WE DO: / · 
You DO: / ·  Students make up missing assignments
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / · 

Learning Scales and Accommodations:

MEASUREMENT, DATA, STATISTICS, AND PROBABILITY
Probability
Grade 7
Score 4.0 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that allow student to apply knowledge and mastery to current day issues.
Score 3.5 / In addition to score 3.0 performance, partial success at score 4.0 content
Score 3.0 / The student will demonstrate knowledge and mastery of the underlying concepts of citizen and citizenship requirements and responsibilities, but cannot apply their knowledge to and mastery to current day issues.
Score 2.5 / No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content
Score 2.0 / The student will, with some help, demonstrate knowledge of the concepts of citizen and citizenship requirements and responsibilities, but has not totally mastered the concepts.
Score 1.5 / Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content
Score 1.0 / With help, student can demonstrate partial knowledge of the concepts of citizen and citizenship requirements and responsibilities.
Score 0.5 / With help, partial success at score 2.0 content but not at score 3.0 content
Score 0.0 / Even with help, student cannot demonstrate partial knowledge of the concepts of citizen and citizenship requirements and responsibilities.
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,
.