Mount Dora Middle School Lesson Plans
Mr. Deutsch, 7th Grade Civics
Dates:
/ 22 - 26 September 2014 /(Topic) and Learning Goal:
/ (Foundations of Government, Law, and the American Political System) Students will be able to demonstrate an understanding of the origins and purposes of government, law, and the American political system.Annually Assessed Benchmark(s):
Florida Statues, Title XLVIII, 1003.42 “Freedom Week”SS.7.C.1.2 Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine’s Common Sense had on colonists’ views of government. (M,T)
SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. (M,T)
SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence. (M,T)
SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. (T,W)
SS.7.C.1.8 Explain the viewpoints of the Federalist and the Anti-Federalist regarding the ratification of the Constitution and inclusion of a bill of rights.(R)
SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. (T,W)
SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. (T,W) /
Supporting LAFS and MAFS Standards:
LAFS.68.RH.1.1, LAFS.68.RH.1.2, LAFS.68.RH.1.3, LAFS.68.RH.2.4, LAFS.68.RH.2.5, LAFS.68.RH.2.6, LAFS.68.RH.3.7, LAFS.68.RH.3.8, LAFS.68.RH.3.9, LAFS.68.WHST.1.1, LAFS.68.WHST.1.2, LAFS.68.WHST.2.4, LAFS.68.WHST.2.5, LAFS.68.WHST.2.6, LAFS.68.WHST.3.8, LAFS.68.WHST.3.9, LAFS.68.WHST.4.10, LAFS.7.SL.1.1, LAFS.7.SL.1.2, LAFS.7.SL.1.3, LAFS.7.SL.2.4, MAFS.6.SP.2.4, MAFS.6.SP.2.5, MAFS.K12.MP.1.1, MAFS.K12.MP.3.1, MAFS.K12.MP.5.1, MAFS.K12.MP.6.1Monday
/Tuesday
/Wednesday
/Thursday
/Friday
Essential Question
/ What were the most effective protests against the power of England? / ↔ / What happened in the 11 years between the Declaration of Independence and the U.S. Constitution? / How did the Federalists trick the Anti-Federalists? / Teacher Work DayMeasurable Objective
/ Students will be able to trace the causal relationships between English/British policies, English responses to colonial grievances, and the writing of the Declaration of Independence. / ↔ / Student will be able to identify the weaknesses of the government under the Articles of Confederation. / Students will be able to recognize the Anti-Federalists’ reasons for the inclusion of a bill of rights in the U.S. Constitution.Bell Ringer
/ 一 Freedom! Discussion / ↔ / 一 Reading Pick Up / 一 My Room, My RulesAgenda
/ 二 Active Reading Demonstration三 Key King! Marking Up the Text
四 Triad Activities / ↔ / 二 Model Quickthink Reading
三 Quick Quizzes / 二 Federalism Triad Reading
三 Federalism Review
Exit Survey
/ 五 Review Worksheet / ↔ / 四 Government Flow Chart / 四 States RightsHome Prep
/ Hey King review worksheet due Thursday. Notes Check 03 29 Sep. Test 03 30 Sep. / Hey King review worksheet due Thursday. Notes Check 03 29 Sep. Test 03 30 Sep. / Hey King review worksheet and Just Right Government flow chart due Thursday. Notes Check 03 29 Sep. Test 03 30 Sep. / Notes Check 03 29 Sep. Test 03 30 Sep.ESOL Strategies (from LEPs)
1. Differentiated Instruction
2. Multiple learning styles
3. Promote cooperation through small group work
4. Encourage self-talk and positive thinking
5. Teach note taking strategies such as Cornell notes / ESE Accommodations (from IEPs)
1. Make comparisons between the new concept and things students already know.
2. Use mnemonics to help students remember multiple steps in a procedure.
3. Model the steps in the strategy, using a think-aloud process.
4. Use multiple reviews of concepts and skills.
5. Give students specific feedback about what they are doing well or need to change.
6. Give students enough practice to master skills.