Teacher: Thompson/Davis

Semester: Spring Semester

Subject/Grade: TX History/7th Grade

Week of: January 30, 2012

Weekly Lesson Plans

Daily Plans and Activities for Monday

Adjustments

Objective: Students will demonstrate knowledge of the seven Constitutional Principles.

Materials: “Which Principle Is It?” master, Pillar Card Questions, “Pillar Principles” master, notebooks, colored pencils/markers

Procedure:
-In groups, students should complete the comprehension check using the “Which Principle Is It?” master w/notes from Friday’s presentations.
-Discuss as a class the answers and allow time for corrections.
-Divide class into 7 groups and provide students w/one of the principles to illustrate. They may use devices for further research.
-Each group should illustrate their chosen principle using no words and post within the classroom.
-Groups will rotate to assess and guess which principle each illustration is representing.
-Complete the “Pillar Principles” master for reference /

EQ: How can we define/visualize the seven Constitutional Principles?

Pre-AP: Create a mnemonic device to remember the 7 principles.
Evaluation: participation and illustrations /

TEKS: 7.8AB, 7.14AB, 7.15ABC, 7.16AB, 7.17B, 7.21A-H, 7.22A-D, 7.23AB

Daily Plans and Activities for Tuesday

Adjustments

Objective: Students will analyze the history of the Texas Constitution and explain the need for each separate document. / Materials: text pgs. 560-563, Section Quiz 27.1, “Texas History through the Constitutions of Texas” packet, notebooks
Procedure:
-Students begin class by completing the Section 27.1 Quiz as today’s comprehension check. Remind students of goals set last week!
-Read and discuss pgs. 560-563 as a class, comparing with the Constitution packet.
-Create a list of the different versions in their notebooks and write out purpose for each document.
-Complete the comprehension check as exit ticket. / EQ: What was the purpose behind each of the 8 Constitutions?
Pre-AP: none
Evaluation: participation and comprehension check / TEKS: 7.8AB, 7.14AB, 7.15ABC, 7.16AB, 7.17B, 7.21A-H, 7.22A-D, 7.23AB

Daily Plans and Activities for Wednesday

Adjustments

Objective: Students will compare/contrast the Texas and U.S. Constitutions and review the history of the Texas Constitutions. / Materials: text pgs. 566-569, Section Quiz 27.2, “Texas History through the Constitutions of Texas” packet, notebooks
Procedure:
- Students begin class by completing the Section 27.2 Quiz as today’s comprehension check.
-Review yesterday’s notes on the various Texas Constitutions
-In groups of 4-5, students will participate in the “Constitutional Relay” Race to review various portions of each Constitution.
-Complete the comprehension check as exit ticket / EQ: How is the Texas Constitution similar to the U.S. Constitution?
Pre-AP: none
Evaluation: participation and comprehension check / TEKS: 7.8AB, 7.14AB, 7.15ABC, 7.16AB, 7.17B, 7.21A-H, 7.22A-D, 7.23AB

Daily Plans and Activities for Thursday

Adjustments

Objective: The students will participate and experience the process of all three branches of governments to understand their duties/powers as well as the system of checks and balances. / Materials: “Separation of Powers: What’s For Lunch?” Master, powerpoint, notebooks
Procedure:
-Preview lesson w/ “Today I’ve Learned…” questions as a comprehension check
-Students will complete the “Lunch Evaluation” portion and then break into groups of 2-4.
-Students rotate through timed rounds to experience all 3 branches’ operations.
-Review and discuss each job performed and complete notes on the individual handouts.
-Complete the “Today I’ve Learned…” as exit ticket /

EQ: What is the purpose of the three branches of government and what is their overall goal?

Pre-AP: Create a flow-chart to represent how the three branches work together through the system of checks and balances.
Evaluation: notes and comprehension check / TEKS: 7.8AB, 7.14AB, 7.15ABC, 7.16AB, 7.17B, 7.21A-H, 7.22A-D, 7.23AB

Daily Plans and Activities for Friday

Adjustments

Objective: Students will review and demonstrate knowledge of the three separate branches of government. / Materials: notebooks, computer lab
Procedure:
-Students will log on in the computer lab to www.icivics.org to review government processes studied thus far.
-Each student should complete “The 3 Branches” Webquest first.
-Games for review will be “Executive Command”, “Branches of Power”, and “Law Craft” /

EQ: Which branch of government has the most difficult task, in your opinion?

Pre-AP: none
Evaluation: webquest and participation / TEKS: 7.8AB, 7.14AB, 7.15ABC, 7.16AB, 7.17B, 7.21A-H, 7.22A-D, 7.23AB