Learning Scales and Accommodations

Teacher(s): Grade/Subject:

Week of: October 17, 2016 / Unit : The Citizen and US Citizenship / Dates:
October17-21, 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 be able to demonstrate an understanding of the functions, roles, and processes of the 3 Branches of government.
Essential Question / How did the US Constitution change the relationship between the people and their government?
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 did Locke’s ideas influence the Founding Fathers to write the Declaration of Independence?
Key Vocabulary / Montesquieu, Ratification of the Constitution, James Madison, The Great Compromise, Patrick Henry, Supremacy Clause, Necessary and Proper Clause, John Marshall, Amendment Process
Monday 10/17 / Unit : Citizen and US Citizenship / Rigor Level 0
Daily Agenda
Daily Objective / ·  TEACHER WORK DAY
BELL RINGER
( 5 minutes) / · 
I DO: / · 
WE DO: / · 
YOU DO: / · 
Homework / · 
EXIT TICKET:
(5 minutes) / · 
Tuesday 10/18 / Unit : Citizen and US Citizenship / Rigor Level 0
Daily Agenda
Daily Objective / ·  Students will understand how the government is divided into 3 branches.
BELL RINGER
( 5 Minutes) / ·  EOC Prep p. 51 # 8.
I DO: / ·  Introduce lesson (Students will use their Scavenger Hunt papers to complete the outline of Congressional powers and responsibilities. (Students will use a graphic organizer to determine whether a legislative power belongs to the House of Reps, the Senate, or is shared by both.
WE DO: / ·  Work through 2 examples.
YOU DO: / ·  Students complete the assignment.
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / ·  EOC Prep p. 69 # 3.
Wednesday 10/19 / Unit : Citizen and US Citizenship / Rigor Level 2
Daily Agenda
Daily Objective / ·  Students will understand how the government is divided into 3 branches.
BELL RINGER
( 5 Minutes) / ·  EOC Prep p. 71 # 5
I DO: / ·  Introduce powers of the federal executive branch.
WE DO: / ·  Students will work on a problem that a president faces.
YOU DO: / ·  Students will watch Executive Branch People (from Civics Blueprints resources SS7C 3.8) and write a summary of the executive branch’s powers and responsibilities.
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / ·  EOC Prep p. 9 # 10
Thursday 10/20 / Unit. Citizen and US Citizenship / Rigor Level 2
Daily Agenda
Daily Agenda / ·  Students will understand how the government is divided into 3 branches.
BELL RINGER
(5 Minutes) / ·  EOC Prep p. 13 # 24.
I DO: / ·  Introduce the federal court system (brief overview).
WE DO: / ·  Students will discuss a problem that a court might face.
YOU DO: / ·  Students will watch A Conversation on the Nature, Origin and Importance of the Supreme Court (Civics Blueprints resource under SS7C 3.8) and write a summary of the powers and responsibilities of the Supreme Court.
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / EOC Prep p. 33 # 15
Friday 10/21 / Unit Citizen and US Citizenship / Rigor Level 3 (Analyze, Construct)
Daily Agenda
Daily Objective / ·  Students will understand how the government is divided into 3 branches.
BELL RINGER
( 5 Minutes) / ·  EOC Prep 19, # 47
I DO: / ·  Introduce Separation of Powers Roundtable
WE DO: / ·  Students will break up into 3 groups- one for each branch of government.
You DO: / ·  Students will be discuss and debate which of the 3 Branches they believe to be the most powerful and try to convince other students to join their group. Students will write a paragraph describing why they either changed their position or maintained it.
Homework / ·  Unfinished classwork
EXIT TICKET:
(5 minutes) / ·  Self-reflection: In 3 sentences, explain where you are on the Learning Scale with respect to your understanding of Congress’ powers and responsibilities.

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,
.