Debra D. Mays

Lesson Plan: NAME:  Debra Mays   GRADE/SUBJECT: 7th Grade/Civics WEEK OF: October 14th - October 18th 2024                         

UNIT QUESTION (if applicable):
	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question - Why is public opinion important to politicians and government? Learning Targets For Students: (1) Forming Public Opinion. (2) Expressing Views. and (3) Interests Groups. I can (as a teacher) help the students gain knowledge on ideas and attitudes that most people hold about elected officials, government, and political issues.	Essential Question - What are the components of public opinion? Learning Targets For Students: (1) Directions. (2) Intensity. and (3) Stability. I can (as a teacher) help the students gain knowledge on political scientists and public experts.	Essential Question - How can public opinion be measured? Learning Targets For Students: (1) Random Samples. (2) Polls and Democracy. and (3) Framers of the Constitution. I can (as a teacher) help the students gain knowledge on public-opinion polling supporting democracy.	Essential Question - What are the types of mass media? Learning Targets For Students: (1) Types of Media. (2) The Media’s Impact on Politics and Government. and (3) Protecting the Media. I can (as a teacher) help the students gain knowledge on the media.	Essential Question - What types of interest groups attempt to influence decision making? Learning Targets For Students: (1) Types of Interest Groups. (2) Influencing Government. and (3) Techniques of Interest Groups. I can (as a teacher) help the students gain knowledge on the various types of interest groups.
KEY VOCABULARY	public opinion, mass, media, interest group	direction, intensity, stability	polls, democracy	print media, electronic media, public agenda	public interest group, public policy
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up	Before - Quick Write on understanding public opinion. Write a one-paragraph summary. Write 3 words to describe public opinion. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How is public opinion formed?. Video	Before - Quick Write on government officials interested in public opinion. Write a one-paragraph summary. Write 3 words to describe the components of public opinion. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What role does direction play in public opinion? Video	Before - Read/Write information on measuring public opinion.. Write a one-paragraph summary. Write 3 words to describe polls. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - What did Framers of the Constitution create? Video	Before - Quick Write on the Media. Write a one-paragraph summary. Write 3 words to describe the media. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How can  the media influence politics and government? Video	Before - Quick Write on the significance of interest groups. Write a one-paragraph summary. Write 3 words to describe interest groups. Draw a picture. Create a diagram. Create a word wall. Bell-Ringer - How can  interest groups try to influence the government?
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)	Objective - Public Opinion. Activity - Reading Strategy-  Analyzing Information.. Marzano Strategy- Think-PairShare- Students will think about the information on public opinion, pair with a partner, then  share with the class their findings on forming public opinion.	Objective - Components of Public Opinion. Activity - Write 3 questions. Marzano Strategy- Predictions- Write 2 Predictions on the components of public opinion.	Objective - Polls and Democracy. Activity - Write 3 questions. Marzano Strategy - Save the Last Word For Me- Students will write one overall summary statement on public opinion polling..	Objective - The Mass Media. Activity - Reading Strategy- Organizing Information . Marzano Strategy - 3-2-1 Strategy- Students will write 3 facts, 2 connections, 1 question I still have on the media.	Objective - Interest Groups. Activity - Reading Strategy- Organizing Information.. Marzano Strategy- ABC Brainstorm. For every letter in the word GROUP, students will write a word, phrase, or sentence to describe the different types of interest groups.
SUMMARIZING EXIT SLIP (After)	After - Write 3 conclusive statements. Present to the Class.	After - Write 3 conclusive statements. Present to the Class.	Write 3 conclusive statements. Present to the Class.	Write 3 conclusive statements. Present to the Class	Write 3 conclusive statements. Present to the Class.
ACOS STANDARDS	Standard 12- Explain how the United States can be improved by individual and collective participation and by public service.	Standard 12- Explain how the United States can be improved by individual and collective participation and by public service.	Standard 12- Explain how the United States can be improved by individual and collective participation and by public service.	Standard 12- Explain how the United States can be improved by individual and collective participation and by public service.	Standard 12- Explain how the United States can be improved by individual and collective participation and by public service.
MATERIALS USED	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards): Standard 10 - Literacy Across the Curriculum - Developing core literacy skills is crucial for student success.
Technology Used: chromebook, laptop, smartboard, civ.glencoe.com			Supplementary Materials Used: Dinah Zike’s Reading and Study Skills- graphic organizers, strategies, review, and assessments
ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,   X  Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

Lesson Plan: NAME: Debra Mays GRADE/SUBJECT: 7th Grade/ Contemporary Issues-Elective WEEK OF: October 14th-October 18th 2024                         

UNIT QUESTION (if applicable):
	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question - What are climate zones? Learning Targets for Students: (1) Patterns of weather. (2) Tropical Climate. and (3) Polar Climate. I can (as a teacher) help the students gain knowledge on patterns of temperature and rainfall.	Essential Question - What is a continental climate? Learning Targets for Students: (1) The growth of Iowa. (2) Winter Temperatures. and (3) Summer Temperatures. I can (as a teacher) help the students gain knowledge on temperatures that differ a lot from summer to winter.	Essential Question - What is a mild climate? Learning Targets for Students: (1) Coastal California. (2) Temperatures similar in summer and winter. and (3) Tropical Climates. I can (as a teacher) help the students gain knowledge on temperatures in summer and winter.	Essential Climate - What is a desert climate? Learning Targets for Students: (1) Arizona Temperatures. (2) Alaska Temperatures. and (3) Places that are very hot, and have very little rainfall. I can (as a teacher) help the students gain knowledge on temperatures in hot and cold months.	Essential Question - What is a mountain climate? Learning Targets for Students: (1) Temperatures in Colorado. (2) Temperatures near the top of the mountains. and (3) Rainfall throughout the year. I can (as a teacher) help the students gain knowledge on altitudes that can vary widely in the mountain climate zones.
KEY VOCABULARY	tropical climate,  polar     climate	continental climate	mild climate, coastal climate	desert climate	mountain climate
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up	Before - Quick Write on Climate Zones. Write a one-paragraph summary. Draw a picture. Write 3 words to describe climate zones. Create a diagram. Create a word wall. Bell-Ringer - What are patterns of weather over a long period of time called?	Before - Read/Write/Discuss information on a continental climate. Write a one-paragraph summary. Draw a picture. Write 3 words to describe continental climate. Create a diagram. Create a word wall. Bell-Ringer - What is the major crop grown in Iowa?	Before - Quick Write on a mild climate. Write a one-paragraph summary. Draw a picture. Write 3 words to describe a mild climate. Create a diagram. Create a word wall. Bell-Ringer - What do people need in coastal California?	Before - Read/Discuss information on a desert climate. Write a one-paragraph summary. Draw a picture. Write 3 words to describe a desert climate. Create a diagram. Create a word wall. Bell-Ringer - What type of climate zone does most of Arizona have?	Before - Quick Write on a mountain climate. Write a one-paragraph summary. Draw a picture. Write 3 words to describe a mountain climate. Create a diagram. Create a word wall. Bell-Ringer - What climate zone is most of Colorado located in?
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)	Objective - Climate Zones. Activity - Write 3 questions. Marzano Strategy- Predictions- Write 3 predictions on climate zones.	Objective - Continental Climate. Activity- Write 3 questions. Marzano Strategy - Save the Last Word For  Me. Students will write one overall summary statement on temperatures from summer to winter.	Objective - Mild Climate. Activity - Write 3 questions. Marzano Strategy -  3-2-1 Strategy. Students will write 3 facts, 2 connections, and 1 question I still have on a mild climate.	Objective - Desert Climate. Activity - Write 3 questions. Marzano Strategy - ABC Brainstorm. For every letter in the word DESERT, students will write a word, phrase, or sentence to describe  temperatures that are hot and cold during the different months of the year.	Objective - Mountain    Climate.   Activity - Write 3 questions. Marzano Strategy -  Think-Pair-Share- Students will think about the information on mountain climate, pair with a partner, then share with the class their findings on temperatures that depend on altitudes at the base  of the mountains.l
SUMMARIZING EXIT SLIP (After)	After - Write 3 conclusive statements. Present to the class.	After - Write 3 conclusive statements. Present to the class.	After - Write 3 conclusive statements. Present to the class.	After - Write 3 conclusive statements. Present to the class.	After - Write 3 conclusive statements. Present to the class.
ACOS STANDARDS	N/A	N/A	N/A	N/A	N/A
MATERIALS USED	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards):  N/A
Technology Used:chromebook, laptop, smartboard, online-pearsonlearninggroup.com			Supplementary Materials Used:  Quick Reads-A Research-Based Fluency Program
ACCOMMODATIONS:     Retake Tests,     Preferential Seating,  X    Shorter Assignments,   X  Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

Lesson Plan: NAME: Debra Mays      GRADE/SUBJECT: 7th Grade/Civics   WEEK OF: October 9th-October 11th 2024                   

UNIT QUESTION (if applicable):
	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
ESSENTIAL QUESTION Learning Targets “I can …”	FALL BREAK	FALL BREAK	Essential Question - What are the qualifications to vote? Learning Targets for Students: (1) Voter Registration. (2) At the Polls. and (3) Casting a Vote. I can (as a teacher) help the students gain knowledge on voting and elections.	Essential Question - What are the types of elections available to voters? Learning Targets for Students: (1) General Elections. (2) Voting on Issues. and (3) Special Elections. I can (as a teacher) help the students gain knowledge on the different types of elections.	Essential Question - How are campaigns financed, both publicly and privately? Learning Targets for Students: (1) Running for Office. (2) Canvassing. and (3) Endorsements. I can (as a teacher) help the students gain knowledge on the purpose of campaigns.
KEY VOCABULARY			voting, registration	election, campaigns	endorsements, canvassing
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up			Before - Quick Write. Write a one-paragraph summary. Draw a picture. Create a word wall. Create a diagram. Bell-Ringer - How has the right to vote expanded? Video	Before- Quick Write. Write a one-paragraph summary. Draw a picture. Create a word wall. Create a diagram. Bell-Ringer - What is the difference between an initiative and a referendum? Video	Before- Quick Write. Write a one-paragraph summary. Draw a picture. Create a word wall. Create a diagram. Bell-Ringer - What are possible reforms of the campaign finance system? Video
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)			Objective - Who Can Vote? Activity- True/False Statements. Rewrite the false statements to make them true. Write 3 words to describe voting. Marzano Strategy- 3-2-1 Strategy. Students will write 3 facts, 2 connections, 1 question I still have on voting.	Objective - Election Campaigns. Activity- Fill in the blank with the term that best complete each sentence. Write 3 words to describe election campaigns. Marzano Strategy - Predictions-  Write 5 predictions on the different types of elections.	Objective- Paying for Election Campaigns. Activity - Answer questions in the space provided. Write 3 words to describe campaign expenses. Marzano Strategy - Think-Pair-Share- Students will think about the information  on paying for election campaigns, pair with a partner, then share with the class their findings on campaign expenses to win votes.
SUMMARIZING EXIT SLIP (After)			After - Write 3 conclusive statements on qualifying to vote. Present to the Class.	After - Write 3 conclusive statements on elections Present to the Class..	After - Write 3 conclusive statements on campaign expenses. Present to the Class.
ACOS STANDARDS			Standard 12-B- Participating in the political process.	Standard 12-B-Participating in the political process.	Standard 12-B- Participating in the political process.
MATERIALS USED	,		textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards): Standard 10- Literacy Across the Curriculum. Developing core literacy skills is crucial for student success.
Technology Used:chromebook, laptop, smartboard			Supplementary Materials Used: Dinah Zike’s Reading and Study Skills-Foldables
ACCOMMODATIONS:     Retake Tests,     Preferential Seating,  X    Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

Lesson Plan : NAME: Debra Mays  GRADE/SUBJECT: 7th Grade/Contemporary issues-Elective WEEK OF: October 9th - October 11th 2024                       

UNIT QUESTION (if applicable):
	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
ESSENTIAL QUESTION Learning Targets “I can …”	FALL BREAK	FALL BREAK	Essential Question - What is a crescent sunset? Learning Targets for Students: (1) Pacific Ocean. (2) Sun and the Moon. and (3) Annular eclipse. I can (as a teacher) help the students gain knowledge on the American West before the crescent sun went down.	Essential Question - What is a premature twilight? Learning Targets for Students: (1) Global Seed Vault. (2) Global Crisis. and (3) Longyearbyen, Norway. I can (as a teacher) help the students gain knowledge on a total solar eclipse.	Essential Question - What are spectacles in the sky? Learning Targets for Students: (1) The North Star. (2) Constellations of the zodiac. and (3) The Northern Lights. I can (as a teacher) help the students gain knowledge on a rainbow in the sky.
KEY VOCABULARY			sun, moon	eclipse, twilight	rainbow, meteorologists
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up			Before- Quick Write. Write a one- paragraph summary. Draw a picture. Create a word wall. Create a diagram. Bell-Ringer - Where did the eclipse start?	Before - Quick Write. Write a one-paragraph summary. Draw a picture. Create a word wall. Create a diagram. Bell-Ringer - What places were the solar eclipse visible?	Before- Quick Write. Write a one-paragraph summary. Draw a picture. Create a word wall. Create a diagram. Bell-Ringer - What were the words of William Wordsworth?
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)			Objective - Crescent Sunset. Write 3 words to describe the crescent sunset. What took place on May 20, 2012? Marzano Strategy - Predictions. Write 3 predictions on the crescent sunset.	Objective - Premature Twilight. Write 3 words to describe a premature twilight. What happened on March 20, 2015? Marzano Strategy - Save the Last Word for Me. Students will write one overall summary statement on a premature twilight.	Objective - Spectacles in the Sky. Write 3 words to describe the North Star. Why did humans look to the skies? Marzano Strategy- ABC Brainstorm. For every letter in the word SKY, students will write a word, phrase, or sentence to describe the skies in wonder.
SUMMARIZING EXIT SLIP (After)			After - Write 3 questions on the crescent sunset. Present to the Class.	After - Write 3 questions on a total solar eclipse. Present to the class.	After - Write 3 questions on the North Star.
ACOS STANDARDS			N/A	N/A	N/A
MATERIALS USED			hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper.
Literacy Standards Used (See the MOC for a list of content appropriate standards):    N/A
Technology Used:chromebook, laptop, smartboard			Supplementary Materials Used:  Time Edition-Beautiful Phenomena-Discovering Nature’s Most Exotic Wonders
ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,   X  Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

Lesson Plan: NAME:  Debra Mays      GRADE/SUBJECT: 7th Grade/ Civics      WEEK OF: September 30th-October 4th 2024                 

UNIT QUESTION (if applicable):
	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question - How have political parties formed throughout U.S. history? Learning Targets for Students: (1) The two-party system. (2) Third Parties. and (3) Other Party Systems. I can (as a teacher) help the students gain knowledge on political parties and politics.	Essential Question - How are local, state, and national political party committees organized? Learning Targets for Students: (1) National Party Organizations. (2) State and Local Organizations. and (3) County Committees. I can (as a teacher) help the students gain knowledge on the organization of American Political Parties.	Essential Question - How do political parties nominate and campaign for candidates? Learning Targets for Students: (1) Nominating Candidates. (2) Primary Elections. and (3) open and closed primaries. I can (as a teacher) help the students gain knowledge on nominating candidates.	Essential Question - What are other party rules? Learning Targets for Students: (1) Campaigning for Candidates. (2) Informing Citizens. and (3) Helping to Manage Government Systems. I can (as a teacher) help the students gain knowledge on nominating candidates for office.	Essential Question - How can the different levels of government be linked? Learning Targets for Students: (1) Party Ties. (2) Branches of Government. and (3) Election Campaigns. I can (as a teacher) help the students gain knowledge on linking the different levels of government.
KEY VOCABULARY	political party, two-party system, third party	delegate, caucus, precinct, wand	nomination, direct primaries, open primary, close primary	campaign, inform, manage	goals, cooperate
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up	Before - Quick Write- Political Parties. Draw a picture. Write 3 descriptive words. Create a diagram. Create a word wall. Bell-Ringer - What are the differences between the two major parties? Video	Before - Quick Write- Organization of Political Parties. Draw a picture. Write 3 descriptive words. Create a diagram. Create a word wall. Bell-Ringer - How do political machines sometimes emerge? Video	Before - Quick Write. Primary Elections. Draw a picture. Write 3 descriptive words on nominating candidates. Create a diagram. Create a word wall. Bell-Ringer - What other roles are performed by political parties? Video	Before - Quick Write. Other Party Roles. Draw a picture. Write 3 descriptive words on nominating candidates. Create a diagram. Create a word wall. Bell-Ringer - What do the parties raise money for? Video	Before - Quick Write. Linking the Different Levels of Government. Draw a picture. Write 3 descriptive words on the branches of government. Create a diagram. Create a word wall. Bell-Ringer - What takes place when a majority of legislators belong to the same party? Video
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)	Objective - Development of American Political Parties. Write a one-paragraph summary. Activity - Read each sentence, and decide whether it describes the House of Representatives, the Senate, or both houses of Congress. In the space provided, students will write the words House, Senate, or both. Marzano Strategy - Predictions. Students will write 3 predictions on political parties.	Objective - Organization of American Political Parties. Write a one-paragraph summary. Activity - Match the definition at the right with the term at the left. Write the correct letter in the space provided. Marzano Strategy - Save the Last Word for Me. Students will write one overall summary statement on the organization of Political Parties.	Objective - Nominating Candidates. Write a one-paragraph summary. Activity- Reading Strategy-Summarizing Information. Marzano Strategy- 3-2-1 Strategy. Students will write 3 facts, 2 connections,and 1 question I still have on primary elections.	Objective - Other Party Roles. Write a one-paragraph summary. Activity- Answer questions from a chart on Leading Third- Party Candidates. Marzano Strategy - ABC Brainstorm. For every letter in the word PARTY, students will write a word, phrase, or sentence to identify other party roles.	Objective - Party Ties. Write a one-paragraph summary. Activity- Section Review on other party roles. Marzano Strategy- Think-Pair-Share. Students will think about the information on other party roles, pair with a partner, then share with the class their findings on campaigning, informing, and helping manage government elections on the basis of open, competitive examinations and merit.
SUMMARIZING EXIT SLIP (After)	After - Write 3 facts.	After - Write 3 facts.	After - Write 3 facts.	After - Write 3 facts. -	Write 3 facts.
ACOS STANDARDS	Standard 12-B- Participating in the political process.	Standard 12-B- Participating in the political process.	Standard 12-B- Participating in the political process.	Standard 12-B- Participating in the political process.	Standard 12-B- Participating in the political process.
MATERIALS USED	textbook, hand-out, pencils/colored pencil, copy paper	textbook, hand-out, pencils/colored pencils, copy paper,	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards): Standard 10 - Literacy Across the Curriculum.  Developing core literacy skills is crucial for student success.
Technology Used:chromebook, laptop, smartboard, online- civ. glencoe.com			Supplementary Materials Used: Dinah Zike’s Reading and Study Skills-Social Studies
ACCOMMODATIONS:     Retake Tests,     Preferential Seating,    X  Shorter Assignments,   X  Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

 

Lesson Plan: NAME: Debra Mays   GRADE/SUBJECT:  7th Grade/Contemporary Issues-Elective  WEEK OF: September 30th-October 4th 2024                    

UNIT QUESTION (if applicable):
	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question - What is the history behind the solar eclipse, 2017? Learning Targets for Students: (1) Ancient Civilizations. (2) The Sun. and 93) Distant ancestors. I can (as a teacher) help the students gain knowledge on the solar eclipse, 2017.	Essential Question - What is meant by the term” The Allure of Totality.” Learning Targets for Students: (1) Astronomers. (2) Scientists. and (3) Cosmic mechanics. I can (as a teacher) help the students gain knowledge on exploring the legend behind the total solar eclipses.	Essential Question - What is the All-American Eclipse? Learning Targets for Students: (1) The skywatchers at NASA. (2) Citizen Scientists. and (3) The eclipse’s effect on Earth. I can  (as a teacher) help the students gain knowledge on the science and culture behind the Great American Eclipse,	Essential Question - What is meant by the term “Following a Moonshadow.” Learning Targets for Students: (1) A Continental Odyssey. (2) A Moonshadow. and (3) The path of totality. I can (as a teacher) help the students gain knowledge on the moon’s transit of the sun into darkness.	Essential Question - What are skywatchers looking for? Learning Targets for Students: (1) English Astronomers. (2) Intriguing aspects of an eclipse. and (3) A brief portion of the eclipse. I can (as a teacher) help the students gain knowledge on each eclipse of the sun.
KEY VOCABULARY	predictions, opportunity, ancestors	explore, cosmic, diameter	effect, expectation, totality	journey, path, cosmic	aspect, memorable, solitary
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up	Before - Quick Write- Solar Eclipse. Draw a picture. Write 3 words to describe the solar system. Create a diagram. Create a word wall. Bell-Ringer - What did ancient civilizations worship?	Before - Read/Write/Discuss the mechanics behind total solar eclipses. Draw a picture. Write 3 words to describe the diamond-ring effect of the total solar eclipse. Create a diagram. Create a word wall. Bell-Ringer - Why was the moon placed in space?	Before - Read the information on the entire course of the eclipse. Draw a picture. Write 3 words to describe the eclipse in true American fashion. Create a diagram Create a word wall. Bell-Ringer - What was the belief of skywatchers at NASA?	Before - Quick Write on the solar system from sea to sea. Draw a picture. Write 3 words to describe the total eclipse. Create a diagram. Create a word wall. Bell-Ringer - How can “following a moonshadow” be explained?	Before - Read the information on a unique occurrence of each eclipse on the sun. Draw a picture. Write 3 words to describe brief portions of the eclipse. Create a diagram. Create a word wall. Bell-Ringer - Who was Edmund Halley?
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)	Objective - The Solar Eclipse, 2017. Write a one-paragraph summary. Marzano Strategy - 3-2-1 Strategy. Students will write 3 facts, 2 connections, and 1 question I still have on the solar eclipse.	Objective - The Allure of Totality. Write a one-paragraph summary. Marzano Strategy- ABC Brainstorm. For every letter in the word ECLIPSE, students will write a word, phrase, or sentence   on the glorious phenomenon we know as a solar eclipse.	Objective - The All-American Eclipse. Write a one-paragraph summary. Marzano Strategy - Predictions. Students will write 3 predictions on the make-up of the all-American eclipse in preparation for the big sky show.	Objective - A Continental Odyssey. Write a one-paragraph summary. Marzano Strategy - Save the Last Word for Me. Students will write one overall summary statement on the solar eclipse.	Objective- Eclipsing the Sun. Write a one-paragraph summary. Marzano Strategy - Think-Pair-Share.  Students will think about the information on eclipsing the sun, pair with a partner, then share with the entire class findings on intriguing aspects of an eclipse.
SUMMARIZING EXIT SLIP (After)	After - Write 3 conclusive statements. Present to the class.	After - Write 3 conclusive statements. Present to the class.	After - Write 3 conclusive statements Present to the class..	After - Write 3 conclusive statements.  Present to the class.	After - Write 3 conclusive statements. Present to the class.
ACOS STANDARDS	N/A	N/A	N/A	N/A	N/A
MATERIALS USED	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards):  N/A
Technology Used:chromebook, laptop, smartboard, online: beautiful phenomena.com			Supplementary Materials Used: Special Time Edition-Discovering Nature’s Most Exotic Wonders
ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,   X  Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

 

Lesson Plan: NAME:  Debra Mays  GRADE/SUBJECT: 7th Grade/Civics      WEEK OF: September 23rd-September 27th 2024                            

UNIT QUESTION (if applicable):
	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question - What is the Judicial Branch of Government? Learning Targets for Students: (1) Equal Justice for all. (2) The Federal Court System. and (3) Relation to State Courts. I can (as a teacher) help the students gain knowledge on the Federal Court System.	Essential Question - How are Federal Courts Organized? Learning Targets for Students: (1) U.S. District Courts. (2) U.S. Courts of Appeals. and (3) Federal Judges. I can (as a teacher) help the students gain knowledge on District Courts.	Essential Question - What are the powers of the Supreme Court? Learning Targets for Students: (1) The Supreme Court Justices. (2) Powers of the Court. and (3) Limits on the Courts’ Power. I can (as a teacher) help the students gain knowledge on the United States Supreme Court.	Essential Question - What factors influence Supreme Court decisions? Learning Targets for Students: (1) How cases reach the Court? (2) Steps in decision making. and (3) Reasons for court decisions. I can (as a teacher) help the students gain knowledge on cases at the Supreme Court.	Essential Question - Why must the Supreme Court print its opinions? Learning Targets for Students: (1) The Law.  (2)Social Conditions. and (3) Legal Views. I can (as a teacher) help the students gain knowledge on reasons for court decisions.
KEY VOCABULARY	jurisdiction, exclusive jurisdiction, concurrent jurisdiction	appeals courts, jurisdiction, circuit, remand, opinion, precedent	constitutional, judicial review	docket, dissenting opinion, majority opinion, concurring opinion	stare decisis
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up	Before- Quick Write on the Federal Court System. Draw a picture. List 3 words to describe the Federal Courts. Write a one-paragraph summary. Bell-Ringer - How did the Federal Court originate? Video	Before - Read the information on the organization of Federal Courts. Draw a picture. List 3 words to describe the levels of Federal Courts. Write a one-paragraph summary. Bell-Ringer - How are federal judges selected? Video	Before - Read/Write/Discuss information on the Supreme Court Justices. Draw a picture. List 3 words to describe the powers of the Supreme Court. Write a one-paragraph summary. Bell-Ringer - Who serves as Supreme Court Justices? Video	Before - Quick Write on Supreme Court Cases. Draw a picture. List 3 words to describe Supreme Court Cases at the Supreme Court. Write a one-paragraph summary. Bell-Ringer- What are the steps in the Supreme Court decision-making process? Video	Before - Read the information on court decisions. Draw a picture. List 3 words to describe cases that come before the court. Write a one-paragraph summary. Bell-Ringer - Why are precedents important in Supreme Court decision making? Video
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)	Objective - The Federal Court System. Activity- In a word puzzle on the Federal Court System, students will find 10 factors that may affect a person’s opinion on public issues. Circle the factors as they are found in the puzzle. Marzano Strategy -  Predictions- Write 3 predictions on the Federal Court System.,	Objective - How Federal Courts are Organized? Activity- Students will write the letter of the choice that best completes each sentence. Marzano Strategy - Save the Last Word for Me. Students will write one overall summary statement on U.S. District Courts.	Objective - The United States Supreme Court. Activity- Students will write True or False for each statement on the Supreme Court. Students will also rewrite the false statements to make them true. Marzano Strategy - Think-Pair-Share. Students will think about the information on the U.S. Supreme Court, pair with a partner, then share with the class their final findings on Supreme Court Justices.	Objective - Deciding Cases at the Supreme Court. Activity- Students will read each sentence, decide whether the statement describes the House of Representatives, the Senate, or both houses of Congress. Marzano Strategy- 3-2-1 Strategy. Students will write 3 facts, 2 connections, 1 question I still have on Supreme Court Cases.	Objective - Reasons for Court Decisions. Activity- Students will create a word wall on the Supreme Court. Marzano Strategy - ABC Brainstorm. For every letter in the word SUPREME COURT, students will write a word, sentence, or phrase to illustrate decisions made by the Supreme Court.
SUMMARIZING EXIT SLIP (After)	After - Write 3 questions on the Federal Court System.	After - Write 3 questions on How Federal Courts are Organized?	After - Write 3 questions on the United States Supreme Court.	After - Write 3 questions on Deciding Cases at the Supreme Court.	After - Write 3 questions.
ACOS STANDARDS	Standard 4-B- Describing the organization and jurisdiction of courts within the judicial system of the United States at the local, state, and national levels.	Standard 4-B- Describing the organization and jurisdiction of courts within the judicial system of the United States at the local, state, and national levels.	Standard 4-B-Describing the organization and jurisdiction of courts within the judicial system of the United States at the local, state, and national levels.	Standard 4-B- Describing the organization and jurisdiction of courts within the judicial system of the United States at the local, state, and national levels.	Standard 4-B- Describing the organization and jurisdiction of courts within the judicial system of the United States at the local, state, and national levels.
MATERIALS USED	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper	textbook, hand-out, pencils/colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards): Standard 10 - Literacy Across the Curriculum- Developing core literacy skills is crucial for student success.
Technology Used: chromebook, laptop, smartboard, online-civ.glencoe.com			Supplementary Materials Used: social studies.com
ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,   X  Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

 

Lesson Plan: NAME:  Debra Mays   GRADE/SUBJECT: 7th Grade/Civics   WEEK OF: September 16th-September 20th 2024                           

UNIT QUESTION (if applicable):
	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- How is Congress Organized? Learning Targets for Students: (1) Terms of Congress. (2) A Bicameral Legislature. (3) Congressional Leaders. and (4) Committees: Little Legislatures. I can (as a teacher) help the students gain knowledge on members of Congress carrying out their duties.	Essential Question- What are the powers of Congress? Learning Targets for Students: (1) Legislative Powers. (2) Non-legislative Powers. and (3) Limits on Power. I can (as a teacher) help the students gain knowledge on the Constitution limiting the powers of Congress.	Essential Question- What is a franking privilege” Learning Targets for Students: (1) Requirements and Benefits of Congress. (2) Members of Congress at Work. and (3) Congressional Staff of Congress. I can (as a teacher) help the students gain knowledge on the work of Congress.	Essential Question- How are bills introduced? Learning Targets for Students: (1) Private Bills. (2) Public Bills. and (3) Joint Resolutions. I can (as a teacher) help the students gain knowledge on complex steps involved in taking an idea and turning it into a law.	Essential Question- What does every bill start with? Learning Targets for Students: (1) Committee Action. (2) Floor Debate. and (3) Voting on a bill. I can (as a teacher) help the students gain knowledge on bills becoming a law.
KEY VOCABULARY	bicameral, census, constituents, gerrymander	expressed powers, implied powers, elastic clause	lobbyist, casework	Joint Resolutions	filibuster, riders, voice vote, roll-call vote, veto, pocket veto
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up	Before- Quick Write- Congress. Draw a picture. List 3 words to describe Congress. Create a diagram. Bell-Ringer-What role do committees play in Congress? Video	Before- Quick Write- Legislative powers of Congress. Draw a picture. List 3 words to describe the legislative powers of Congress. Create a graphic organizer. Bell-Ringer- What powers did the Constitution give to Congress? Video	Before- Quick Write- Requirements and benefits of Congress. Draw a picture. List 3 words to illustrate congressional staff. Create a diagram. Bell-Ringer - What benefits do members of Congress enjoy? Video	Before- Quick Write.-Types of Bills. Draw a picture. List 3 words to illustrate private and public bills. Create a diagram. Bell-Ringer- Why might public bills take months to debate? Video	Before- Quick Write- Bills becoming a law. Draw a picture. List 3 words to describe the different types of bills introduced  to Congress. Create a chart - From Bill to Law. Bell-Ringer- What takes place if a committee is in action? Video
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)	Objective- How Congress is Organized? Activity- True/False Statements. Reading Strategy- Comparing and Contrasting information on the organization of Congress.  Marzano Strategy- Save the Last Word for Me. Students will write one overall summary statement on How Congress is Organized?	Objective- The Powers of Congress. Activity- Matching on the powers ofCongress. Reading Strategy- Comparing Information on the powers of Congress. Marzano Strategy- Predictions.  Write 3 predictions on the legislative powers of Congress.	Objective- Representing the People. Activity- Multiple Choice statements on the congressional staff of Congress. Reading Strategy - Analyzing Information  on Congressional Staff of Congress. Marzano Strategy- Think-Pair-Share. Think about the information on the Congressional Staff of Congress, pair with a partner, then share final findings on the benefits of Congress.	Objective- How a Bill Becomes a Law?  . Activity-Completions- the different types of bills. Reading Strategy- Sequencing Information - showing how an idea becomes a law. Marzano Strategy- ABC Brainstorm. For every letter in the word LAW, students will write a word, phrase, or sentence to identify private and public laws.	Objective- From Bill to Law. Activity- Write a one-paragraph summary. Write the steps involved in a floor debate. Marzano Strategy- 3-2-1 Strategy- Write 3 facts, 2 connections, and 1 question I still have on bills becoming a law. Some of these ideas come from members of Congress or private citizens.
SUMMARIZING EXIT SLIP (After)	After - Write 3 questions.-How Congress is Organized?	Write 3 questions.- The Powers of Congress.	After-Write 3 questions. Representing the People.	After- Write 3 questions. Types of Bills.	Write 3 questions. From Bill to Law.
ACOS STANDARDS	Standard 5-B-Explaining what is meant by the term rule of law.”	Standard 5-B–Explaining what is meant by the term “rule of law.”	Standard 5-B- Explaining what is meant by the term “rule of law.”	Standard 5-B- Explaining what is meant by the term “rule of law.”	Standard 5-B- Explaining what is meant by the term “rule of law.”
MATERIALS USED	textbook,hand-out, pencils/colored pencils, copy paper	textbook,hand-out, pencils/colored pencils, copy paper	textbook,hand-out, pencils/colored pencils, copy paper	textbook,hand-out, pencils/colored pencils, copy paper	textbook,hand-out, pencils/colored pencils, copy paper
Literacy Standards Used (See the MOC for a list of content appropriate standards): Standard 10- Literacy Across the Curriculum.  Developing core literacy skills is crucial for student success.
Technology Used:chromebook, laptop, smartboard, online-civ.glencoe.com			Supplementary Materials Used: Quick Reads- A Research-Based Fluency Program
ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,   X  Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

 

Lesson Plan: NAME: Debra Mays  GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective  WEEK OF: September 16th-September 20th 2024                     

UNIT QUESTION (if applicable):
	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question - What is the connection between the Northern Hemisphere and the Sun? Learning Targets for Students: (1) Summer/Winter. (2) Day/Night. and (3)  Northern/Southern Hemisphere. I can (as a teacher) help the students gain knowledge on the Earth’s Axis.	Essential Question- How does Earth move? Learning Targets for Students: (1) Earth’s Axis. (2) Sun’s Axis. and (3) Winter/Summer. I can (as a teacher) help the students gain knowledge on Earth moving around the Sun.	Essential Question- What are shadows? Learning Targets for Students: (1) Sunlight. (2) Shadow Change. and (3) Sundials. I can (as a teacher) help the students gain knowledge on shadows changing during the daytime.	Essential Question - What makes Day and Night? Learning Targets for Students: (1) Differences in time to create day and night. (2)Specific time zones that day can be created. and (3) Time zones that night can be created. I can (as a teacher) help the students gain knowledge on the process of day and night.	Essential Question- What is A.M. and P.M.? Learning Targets for Students: (1) Abbreviations. (2) The purpose of Clocks. and (3)Latin phrases meaning before noon, and after noon. I can (as a teacher) help the students gain knowledge on A.M. and P.M.
KEY VOCABULARY	axis, hemisphere	orbit	sundials, shadows	time zone	abbreviations
ACTIVATING STRATEGY (Before) Bell Ringers/ Warm Up	Before-Quick Write - Northern and Southern Hemisphere. Draw a picture. List 3 words to describe the Earth’s Axis. Bell-Ringer - What is the difference between summer in the Northern Hemisphere and summer in the Southern Hemisphere?	Before-Read/Write/Discuss the Earth’s axis and the Sun’s Axis. Draw a picture. List 3 words to describe one half of Earth tilting toward the Sun. Bell-Ringer - What is the process that creates summer’s longer, warmer days?	Before- Read the information on Shadows. Draw a picture. List 3 words to describe shadow change as the Sun appears to move across the sky. Bell-Ringer - Why were sundials built? .	Before- Quick Write on the process of day and night. Draw a picture. List 3 words to describe day and night. Bell-Ringer - What is the connection between day and night?	Before- Read the information to indicate the period from midnight to noon and the period from noon to midnight. Draw a picture. List 3 words to describe A.M. List 3 words to describe P.M. Bell-Ringer - How many hours is in one day?-
Strategies used to Implement Lesson /Marzano Strategies (examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)	Objective- Day and Night. Where is the location of the sun in the Northern/Southern Hemisphere for winter? Where is the location of the sun in the Northern/Southern Hemisphere for summer? Write a one-paragraph summary. Marzano Strategy- Predictions. Write 3 predictions on Day and Night.	Objective- Winter and Summer. Why does the hemisphere tilt toward the Sun? What creates winter’s shorter, cooler days? Write a one-paragraph summary. Marzano Strategy- 3-2-1 Strategy. Write 3 facts, 2 connections, 1 question I still have on Winter and Summer.	Objective - Shadows and Time. What takes place when the Sun is low in the sky? What takes place when sunlight falls on an object? Write a one-paragraph summary. Marzano Strategy-Save the Last Word For Me. Write one overall summary statement on shadows and Time.	Objective - Day and Night. What  facts were learned  on the creation of day and night? What are the time zones for day/night? Marzano Strategy- ABC Brainstorm. For every letter in the word Day or Night, students will write a word, phrase, or sentence on the process of time zones to create day and night.	Objective- A.M. and P.M. How many times do clocks go around in one day? What hours do most clocks show? Marzano Strategy- Think-Pair-Share. Students will think about their findings on A.M. and P.M., pair with a partner, then share final findings on the Latin phrase meaning “before noon” and “after noon.”
SUMMARIZING EXIT SLIP (After)	After- Write 3 questions on the Northern/Southern Hemisphere.	After- Write 3 questions on Winter and Summer	After - Write 3 questions on Shadows and Time.	After- Write 3 questions on Day and Night.	After- Write 3 questions on A.M. and P.M
ACOS STANDARDS	N/A	N/A	N/A	N/A	N/A
MATERIALS USED	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper	hand-out, pencils/colored pencils, copy paper.
Literacy Standards Used (See the MOC for a list of content appropriate standards):   N/A
Technology Used: chromebook, laptop, smartboard, online-www.pearsonlearning.com			Supplementary Materials Used: Quick Reads-A Research-Based Fluency Program
ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,   X  Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X