Teacher(S): H. Gardnergrade/Subject: 7Th Grade Civics

Teacher(s): H. GardnerGrade/Subject: 7Th grade Civics

Week of: / Unit: 8 / Dates:
Jan 30 – Feb 1
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue, and determining a course of action.
SS.7.C.2.13 Examine multiple perspectives on public and current issues.
SS.7.C.3.7 Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process.
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 / What were the major effects of the 13th, 14th, and 15th amendments?
Assessments / Pre-assessment
Formative Assessments
Summative Assessments
Progress Monitoring/Feedback Loop
Higher Order Question(s)
Key Vocabulary
Monday 1/30 / Unit: 8 / Rigor Level
Daily Agenda
Daily Objective / Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process.
BELL RINGER
( 5 minutes) /

• none

I DO: / Review standard SS.7.C.3.7
WE DO: /

• Review for Mini assessment test (1/31/17)

YOU DO: /

• Finish Cornell notes of the Civil War Amendments

Homework /

• Any unfinished assignments

EXIT TICKET:
(5 minutes) /

• Tracking students’ progress

Tuesday 1/31 / Unit. / Rigor Level
Daily Agenda
Daily Objective / Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process.
BELL RINGER
(5 Minutes) /

• None

I DO: /

• Quick review over all standard for unit 8

WE DO: /

• Answer any questions that the students may have concerning unit 8 mini test and gather all progression work.

YOU DO: /

• Students will complete unit 8 mint test

Homework /

• Any Unfinished class assignments

EXIT TICKET:
(5 minutes) /

• Tracking students’ progress

Wednesday 2/1 / Unit / Rigor Level
Daily Agenda
Daily Objective /

• Students will review previous standards to strengthen knowledge on previous taught standards.

BELL RINGER
( 5 Minutes) /

• None

I DO: /

• Explain Review Wednesday

WE DO: /

• Review previous standards

You DO: /

• Complete a tutorial of the previous standards

Homework /

• Any unfinished class assignments

EXIT TICKET:
(5 minutes) /

• Tracking students’ progress.

Thursday 2/2 / Unit: / Rigor Level
Daily Agenda
Daily Objective / Identify America’s current political parties, and illustrate their ideas about government.
BELL RINGER
( 5 Minutes) / Kahoots week #8
I DO: /

• Review over how to access the tutorial from the county site. Introduce Unit 9

WE DO: /

• Complete unit 9 pretest / grade

YOU DO: /

• Deconstruct standard SS.7.C.2.8 start on Tree map of the political parties and their Ideas about Government.

Homework / Any unfinished class assignments
EXIT TICKET:
(5 minutes) /

• Tracking Students Progress

Friday 2/3 / Unit: 8 / Rigor Level
Daily Agenda
Daily Objective /

• Identify America’s current political parties, and illustrate their ideas about government.

BELL RINGER
( 5 Minutes) /

• None

I DO: /

• Review Standard 2.8 and review what was covered on 2/2

WE DO: /

• Explain how to get on to the Civics tutorials from home.

YOU DO: /

• Complete the political parties and their ideas about Government

Homework /

• Any unfinished assignments

EXIT TICKET:
(5 minutes) /

• Tracking Students progress!!!!

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,

.