Teacher(s):Grade/Subject:

Week of: August 22, 2016 / Unit : The Citizen and US Citizenship / Dates:
August22-26, 2016
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 / Pre-assessment: 5 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:
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) / How does the current immigration debate impact the naturalization process in determining how an immigrant becomes a US citizen?
Key Vocabulary / Citizen, citizenship, immigrant, immigration policy, legal requirements, responsibilities.
Monday 8/22 / Unit :Citizen and US Citizenship / Rigor Level 0
Daily Agenda
Daily Objective /
  • 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.

BELL RINGER
( 5 minutes) /
  • EOC Prep page 38, # 13. Write the question, the letter of your correct answer, and explain why you’re answer is right.

I DO: /
  • Introduce the remediation of the concepts of citizen, citizenship determination and the rights, obligations, and duties of a citizen.

WE DO: /
  • Class discusses the remediation concepts.

YOU DO: /
  • Students will be given and discuss various scenarios to determine how to determine whether a person is an American citizen.
  • Students will be given various civic actions and will discuss whether such acts are rights, obligations, duties, or none of the above.

Homework /
  • Unfinished classwork

EXIT TICKET:
(5 minutes) /
  • EOC Prep page 38, # 14. Write the question, the letter of your correct answer, and explain why your answer is right.

Tuesday 8/23 / Unit : Citizen and US Citizenship / Rigor Level 0
Daily Agenda
Daily Objective /
  • 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.

BELL RINGER
( 5 Minutes) /
  • EOC Prep page 52, # 13. Write the question, the letter of your correct answer, and explain why you’re answer is right.

I DO: /
  • Introduce students to End Product article: 200 ears of Immigration. The article can be found by going to the Civics curriculum map, clicking on “Link to Unit 1,” and clicking on the article which can be found in the End Product section.

WE DO: /
  • San the article, circle unfamiliar words, and number the article paragraphs. Students will discuss the unfamiliar words.

YOU DO: /
  • Students will code text (highlight various sections of the article) by designating important sections [title, author], writing notes of important information in the left hand margin, and using one of the following designations in the right hand margin- H if the paragraph is merely historical, A if the paragraph provides information that is anti-immigration, or P if the paragraph contains information which supports or explains the benefit of immigration.

Homework /
  • Unfinished classwork

EXIT TICKET:
(5 minutes) /
  • EOC Prep page 53, # 14 Write the question, the letter of your correct answer, and explain why you’re answer is right.

Wednesday 8/24 / Unit: Citizen and US Citizenship / Rigor Level 2
Daily Agenda
Daily Objective /
  • 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.

BELL RINGER
( 5 Minutes) /
  • EOC Prep page 53, # 15. Write the question, the letter of your correct answer, and explain why you’re answer is right.

I DO: /
  • Review article code text status

WE DO: /
  • Discuss code text issues or concerns.

YOU DO: /
  • Students continue with code texting the article.

Homework /
  • Unfinished classwork

EXIT TICKET:
(5 minutes) /
  • EOC Prep page 53, # 16.

Thursday 8/25 / Unit. Citizen and US Citizenship / Rigor Level 2
Daily Agenda
Daily Agenda /
  • 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.

BELL RINGER
(5 Minutes) /
  • EOC Prep, page 69 # 4.

I DO: /
  • And review the concepts of thinking maps and an essay rubric.

WE DO: /
  • Discuss and review thinking maps and rubric.

YOU DO: /
  • Students will reduce the article to a thinking map, consistent with the essay rubric.

Homework /
  • None

EXIT TICKET:
(5 minutes) / Reflection: In 3 complete sentences, students will conduct a self-reflection as follows: 1) Students will explain at which level on the Learning Scale they believe themselves to be; 2) Students must provide a specific example as to why they believe that they are at the level they claim; and, 3) students gi e a specific example of what citizenship topic they still do not understand.
Friday 8/26 / Unit Citizen and US Citizenship / Rigor Level 3 (Analyze, Construct)
Daily Agenda
Daily Objective /
  • 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.

BELL RINGER
( 5 Minutes) /
  • Students will be given a chart of civic actions. Students must put the actions into their proper category- rights, obligations, and duties.

I DO: /
  • Review the essay rubric.

WE DO: /
  • Discuss questions and concerns about the rubric

You DO: /
  • Students finish their thinking maps.
  • Students write their essay.

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,
.