Teacher(s):HemphillGrade/Subject:Civics

Week of:
September 8-11, 2015 / Unit: The Citizen and US Citizenship / Dates:
September 8-11, 2015
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SS 7.C.2.1 and 2; LAFS 68.1 and 2; WHST. 1 and 2.
Learning Goal: / Students will understand citizenship and the roles, rights and responsibilities of being a legally bound U.S. citizen and determine methods of active participation in society, government, and the political system.
Essential Question / How would the United States be different if we didn’t have rules and structures for its citizens?
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) / Evaluate the requirements to become a US citizen, apply those concepts to the US’ current immigration debate, and develop a proposed solution.
Key Vocabulary / Citizen, citizenship, immigrant, immigration policy, legal requirements, responsibilities.
Monday 8/31 / Unit:Citizen and US Citizenship / Rigor Level 0
Daily Agenda
Daily Objective /
  • Labor Day holiday

BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Tuesday9/8 / Unit: Citizen and US Citizenship / Rigor Level 0
Daily Agenda
Daily Objective /
  • Students will understand who the rights and duties of being a US citizen

BELL RINGER
( 5 Minutes) /
  • In 3 complete sentences, explain a right enjoyed by US citizens and explain why that right is important.

I DO: /
  • Introduce and explain that being a citizen provides certain rights, voting.

WE DO: /
  • Discuss the concepts of citizenship rights, review the history of who gets to vote in the US.

YOU DO: /
  • Students will read text book page 121 and watch power point. Students will C Note the power point.

Homework /
  • Unfinished classwork

EXIT TICKET:
(5 minutes) /
  • Answer question #16 on p. 11 of your EOC Assessment Prep Workbook. Source: EOC Prep practice test #1.

Wednesday9/9 / Unit: Citizen and US Citizenship / Rigor Level 2
Daily Agenda
Daily Objective /
  • Students will understand who the rights and duties of being a US citizen

BELL RINGER
( 5 Minutes) /
  • In 3 complete sentences, identify which of the 5 rights set out in the 1st amendment is the most important to you and explain why the right is important to you.

I DO: /
  • Introduce and explain that being a citizen provides certain rights, Bill of Rights, 1st amendment.

WE DO: /
  • Discuss the Bill of Rights, 1st amendment.

YOU DO: /
  • Students will write a 2 paragraph mini-essay on which of the 1st amendment rights the student feels is the most important.

Homework /
  • Unfinished classwork

EXIT TICKET:
(5 minutes) /
  • In 3 complete sentences, explain the importance of the Bill of Rights.

Thursday9/10 / Unit. Citizen and US Citizenship / Rigor Level 2
Daily Agenda
Daily Agenda /
  • Students will understand who the rights and duties of being a US citizen.

BELL RINGER
(5 Minutes) /
  • Answer question #16 on p. 15 of your EOC Assessment Prep Workbook. Source: EOC Prep practice test #3

I DO: /
  • Introduce and explain that being a citizen imposes certain obligations, paying taxes.

WE DO: /
  • Discuss that being a citizen imposes certain obligations, paying taxes.

YOU DO: /
  • Students will review a power point and take C Notes on a citizen’s duty to pay taxes.

Homework /
  • Unfinished classwork

EXIT TICKET:
(5 minutes) /
  • Answer question #16 on p. 25 of your EOC Assessment Prep Workbook. Source: EOC Prep practice test #2.

Friday9/11 / Unit Citizen and US Citizenship / Rigor Level 3 (Analyze, Construct)
Daily Agenda
Daily Objective /
  • Students will begin to unpack the following standard: Obligations which citizens have to obey laws, pay taxes, defend the nation, and serve on juries.

BELL RINGER
( 5 Minutes) /
  • Answer question #15 on p. 53 of your EOC Assessment Prep Workbook. Source: EOC Prep practice test #4.

I DO: /
  • Introduce test review [test on September 14].

WE DO: /
  • Discuss the test.

You DO: /
  • Jeopardy test review.

Homework /
  • Unfinished classwork.

EXIT TICKET:
(5 minutes) /
  • None.

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,
.