Teacher(s): Grade/Subject:

Week of:
November 6, 2015 / Unit : The Citizen and US Citizenship / Dates:
November 2 to 6, 2015
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SS 7.C.1.6, 1.7, 1.8, 3.4, 3.5, 3.8; WHST. 1, 2, and 3.
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 / Why is it important to establish a set of goals and purposes in the very beginning of the Constitution?
Assessments / Unit assessment:
Formative Assessments:
Cornell Notes, Class discussion, graphic organizers, exit tickets, writing prompt
Summative Assessments:
20 question exam, with a writing component, to test students’ mastery of the unit.
Progress Monitoring/ Feedback Loop / Review organizers, C Notes, and exit tickets, listen to class discussion and ask questions to test students’ mastery.
Higher Order Question(s) / Is the Student able to demonstrate an understanding of the origins and purposes of government, law, and the American political system?
Key Vocabulary / Ratification of the Constitution, James Madison, The Great Compromise, Patrick Henry, Supremacy Clause, George Washington, Necessary and Proper Clause, John Marshall, Amendment Process
Monday 11/2 / Unit : Citizen and US Citizenship / Rigor Level 3
Daily Agenda
Daily Objective / ·  Students will understand the events that led to the writing of the Declaration of Independence (DOI).
BELL RINGER
( 5 minutes) / ·  None
I DO: / ·  Review Friday’s Cornell Note assignment (breaking down the Declaration of Independence (DOI) into its 4 parts by modeling a correct version of the assignment.
WE DO: / ·  Review and edit Student’s Cornell Note assignment
·  Discuss Standard 1.5
YOU DO: / ·  Students will watch powerpoint from CPalms (From Confederation to Constitution) and complete interactive activities. PPT can be found by going to Blueprints; Unit II; Standard 1.5; CPalms Related Sources
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / ·  None
Tuesday 11/3 / Unit : Citizen and US Citizenship / Rigor Level 3
Daily Agenda
Daily Objective / ·  Students will understand the events that led to the writing of the DOI.
BELL RINGER
( 5 Minutes) / ·  EOC Prep book, p. 36 #4. Write the question and explain your answer in 2 complete sentences.
I DO: / ·  Review events that led to the writing of the DOI.
WE DO: / ·  Review status of Student’s assignment from Oct. 29 (“Breakup” Letter”).
YOU DO: / ·  Students will complete the Breakup Letter assignment.
Homework / ·  Unfinished Classwork
EXIT TICKET:
(5 minutes) / ·  EOC Prep book, p. 36 #5. Write the question and explain your answer in 2 complete sentences.
Wednesday 11/4 / Unit : Citizen and US Citizenship / Rigor Level 3
Daily Agenda
Daily Objective / ·  Students will understand the events that led to writing of the DOI.
BELL RINGER
( 5 Minutes) / ·  EOC Prep book, p. 50 #5. Write the question and explain your answer in 2 complete sentences.
I DO: / ·  Introduce Kahootit test prep.
WE DO: / ·  Review Kahootit procedures.
YOU DO: / ·  Students will use Kahootit interactive test prep to prepare for Unit II exam.
· 
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / ·  EOC Prep book, p. 50 #6. Write the question and explain your answer in 2 complete sentences.
Thursday 11/5 / Unit. Citizen and US Citizenship / Rigor Level 3
Daily Agenda
Daily Objective / ·  Students will understand how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.
BELL RINGER
(5 Minutes) / ·  None.
I DO: / ·  Introduce Unit II Exam
WE DO: / ·  Review test procedures
YOU DO: / ·  Students take Unit II Exam
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / ·  None
Friday 11/6 / Unit Citizen and US Citizenship / Rigor Level 3
Daily Objective / ·  Students will understand how the goals of the US Constitution.
BELL RINGER
( 5 Minutes) / ·  EOC Prep p. 51, #6.
I DO: / ·  Introduce Standards 1.6 (Interpret the intentions of the Preamble of the Constitution
·  Introduce Readers’ Theatre (RT) exercise
WE DO: / ·  Working in small groups, review and discuss the RT script, then students will read the RT role assigned to their group and highlight their parts.
You DO: / ·  Students work on Mini-Task activity sheet.
· 
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / ·  EOC Prep p.51, # 8

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,
.