Teacher(s): Grade/Subject:
Week of:February 8, 2016 / Unit : Civic Participation / Dates:
February 8-12, 2016
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SS 7.C.2.12, 2.13, 2.14, 2.3, 3.7 Unit 8;
SS7.C.2.7, 2.8,2.9,2.10,2.11
LAFS 68 RH 1.2
LAFS 68 WHST. 3.7,
Learning Goal: / Students will be able to evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system.
Essential Question / Can you identify and explain how the media impacts government and influences 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) / Is the Student able to demonstrate an understanding of the function and role of how the media influences American government and society.
Key Vocabulary / Political Party, Political System, Bias, Republican Party, candidates, symbolism, Democratic Party, platforms, propaganda, Libertarian Party, Public opinion, Communist Party, Influence, Socialist Party, Interest groups, Media
Monday 2/8 / Unit : Civic Participation / Rigor Level 3
Daily Agenda
Daily Objective / · Students will understand how to prepare a political proposal for a city council
BELL RINGER
( 5 minutes) / · EOC Prep p. 28 # 27
I DO: / · Introduce Eustis City Council writing prompt. Based on the facts that students gathered on their Eustis field trip, or, for those who did not go on the field, facts gathered from reading textbook pages 228 through 237, students will create a thinking map and write a 3 paragraph essay on how city government works. Students will also discuss, as part of the essay, the difference between the roles of a small town and large city mayor, both as to duties and how the mayor is elected. (Assignment is due Friday, Feb. 12)
· Introduce the Candidate questionnaire project. (Students selected one major party and one minor party presidential candidate. In satisfaction of a Unit 9 standard, students will investigate their candidates’ qualifications and answer questions about their candidate.
· 1st period- Introduce NH primary election homework (Students will not be in 1st period tomorrow due to Civics assessment exam) (Students will be given a questionnaire to complete as they watch the New Hampshire primary returns on TV)
WE DO: / · Students provide names of their major and minor party candidates.
YOU DO: / · Students will complete the Candidate questionnaire project.
·
Homework / · Eustis City Council essay.
EXIT TICKET:
(5 minutes) / · EOC Prep p. 28 # 31.
Tuesday 2/9 / Unit : Civic Participation / Rigor Level 3
Daily Agenda
Daily Objective / · Students will review for Unit 8 assessment understand the impact of the 13th, 14th, 15th, 19th 24th and 26th amendments on American society.
BELL RINGER
( 5 Minutes) / · EOC Prep p. 15, # 31.
· 1st Period excused- Assessment testing.
I DO: / · 1st Period- Assessment testing
· Introduce NH primary election homework. Students will be given a questionnaire to complete as they watch the New Hampshire primary returns on TV)
WE DO: / · Check homework assignment for comprehension.
· Review Unit 9 vocab
YOU DO: / · Students summarize Unit 9 vocab.
Homework / · NH Primary questionnaire.
EXIT TICKET:
(5 minutes) / · EOC prep p. 25 # 16
Wednesday 2/10 / Unit : Civic Participation / Rigor Level 3
Daily Agenda
Daily Objective / · Students will be introduced to and understand the role that media plays in influencing public opinion and the American political system, including elections.
BELL RINGER
( 5 Minutes) / · EOC prep p. 27 # 27
I DO: / · Review Unit 8 mini-test.
· Introduce Unit 9 standards (2.07, 2.08, 2.09, 2.10, 2.11 and vocab
WE DO: / · Review homework assignment from last night. Class will discuss the results and their impressions.
YOU DO: / · Students will make test corrections to Unit 8 mini-test.
· Students will use the balance of the class to catch up on outstanding assignments.
Homework / · Eustis City Council essay; Unfinished classwork.
EXIT TICKET:
(5 minutes) / · EOC Prep p. 29 # 32
Thursday 2/11 / Unit. Civic Participation Citizenship / Rigor Level 3
Daily Agenda
Daily Objective / · Students will be introduced to and understand the role that media plays in influencing public opinion and the American political system, including elections.
BELL RINGER
(5 Minutes) / · EOC prep p. 32 # 44
I DO: / · Introduce the concepts of public opinion and propaganda.
WE DO: / · In groups, students, prior to reviewing the various types of propaganda, will be given a fact situation and will discuss the form of propaganda they think will best be used to advocate the issue.
YOU DO: / · Students will read textbook pages 272 through 276, and will answer questions 1 (c), 2(b), 2(c), and 3(a and b).
Homework / · Eustis City Council essay; Unfinished classwork
EXIT TICKET:
(5 minutes) / · EOC Prep p. 33 # 46.
Friday 2/12 / Unit Civic Participation / Rigor Level 3
Daily Objective / · Students will understand how to prepare a political proposal for a city council.
BELL RINGER
( 5 Minutes) / · None
I DO: / · Introduce a political commercial.
· Introduce the concept of “polls.”
WE DO: / · Students review the political commercial and discuss the propaganda method used in the ad.
You DO: / · Students read textbook page 277 and answer questions 1, 2, and 3 in the Apply section on p. 277.
Homework / · Students will prepare a thinking map and write a 3 paragraph reflection on the field trip.
EXIT TICKET:
(5 minutes) / · Reflection: Students will write a 1 paragraph reflection on what they have learned about the primary election process. A summary of the students’ major party candidate showing in the Iowa caucuses and the New Hampshire primary shall be Included in the students’ answers.
Learning Scales and Accommodations:
MEASUREMENT, DATA, STATISTICS, AND PROBABILITYProbability
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,
.