Debra D. Mays

Lesson Plan - NAME: Debra Mays   GRADE/SUBJECT: 7th Grade/Geography      WEEK OF: May 5th-May 9th 2025                         

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Standard 12- Explain ways geographic features and environmental issues have influenced historical events.	Standard 12- Explain ways geographic features and environmental issues have influenced historical events.	Standard 12- Explain ways geographic features and environmental issues have influenced historical events.	Standard 12- Explain ways geographic features and environmental issues have influenced historical events.:	Standard 12- Explain ways geographic features and environmental issues have influenced historical events.
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What was the Age of Exploration? Learning Targets For Students:(1) Columbian Exchange (2) Christopher Columbus and (3) The Westward Expansion I can (as a teacher) help the students gain knowledge on Europe beginning to reach out beyond its boundaries in a great age of discovery and exploration.	Essential Question- How would you explain the Pinta? Learning Targets For Students: (1) Christopher Columbus (2) Europeans and (3) Trading with the Americas. I can (as a teacher) help the students gain knowledge on Columbus landing in a part of the world unknown to Europeans at that time.	Essential Question- What was the Age of Revolution? Learning Targets For Students: (1)  The Rule of the People. (2)  Divine Right of Kings and (3) Philosophers-John Locke, Jean Jacques, Rousseau. I can (as a teacher) help the students gain knowledge on American colonies freedom from the European Countries.	Essential Question- What were some of the Revolutionary changes? Learning Targets For Students? (1) Great Britain (2) Parliament and (3) British Democracy I can (as a teacher) help the students gain knowledge on a developed system of shared power and responsibility.	Essential Question- What was the beginning of the American Colonies? Learning Targets For Students: (1) Constitution (2) Congress and (3) British Colonies I can (as a teacher) help the students gain knowledge on the new United States with its Declaration of Independence.
Instructional Strategies/ Activities (Before, During, & After)	Objective- The Age of Exploration Before- Read/Write/Discuss During- Examples of geographic features, historical events, environmental issues. Outcomes of the age of exploration. Sum-It-Up Strategy- Write 3 predictions on Nina. Write 3 conclusive statements. Formative Individual Work	Objective- Christopher Columbus  With Three Small Ships. Before-Quick Write During- Inference Questions Cause and Effect Questions Reading Check Questions Recalling Facts Activity Strategy- ABC Brainstorm-Use the word COLUMBUS After- Write 3 reactions. Summative Individual Work	Objective- The Age of Exploration. Before- Quick Write During- Outcomes of the American Revolution. Completions Historical Questions Revolution Issues What would philosophers say? Strategy- Save the Last Word For Me After- Final thoughts on the rule of the people. Formative Individual Work	Objective- British Democracy Before- Read/Write/Discuss During- Popular Representative Body summary statement. Terms to Know Kings and Queens summary statement. Explain shared power What is Parliament? What was Parliament’s connection to British Democracy? Strategy- 3 facts, 2 connections, 1 question I still Have. Summative Whole Group	Objective- Democracy in the Americas. Before- Quick Write During- Defining Terms Recalling Facts Critical Thinking Graphic Organizer Applying Social Studies Skills Strategy- Think-Pair-Share After- Students will create a three-column chart with the headings- Renaissance, Reform, and Revolution. Students will fill in the chart with important events and people from the section on “From Renaissance to Revolution”. Formative Summative Small Group
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	The World and Its People-online	The World and Its People-online	The World and Its People-online	The World and Its  People-online	The World and Its People-online
Student Grouping:X  Whole Group X  Small Group  X Individual Work  Assessments:X Formative X Summative 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: May 5th - May 9th 2025                           

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Reading Comprehension	Reading Comprehension	Reading Comprehension	Reading Comprehension	Reading Comprehension
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What are Greek City-States? Learning Targets For Students: (1) The Minoans (2) The Mycenaeans and (3) Athens and Spartans I can (as a teacher) help the students gain knowledge on special kinds of government.	Essential Question- What was so significant about the beautiful city of Rome? Learning Targets For Students: (1) Rome (2) Roman Rulers and (3) Julius Caesar. I can (as a teacher) help the students gain knowledge on the Roman Empire.	Essential Question- What made the Roman Empire Rise and Fall? Learning Targets For Students: (1) A Strong Army. (2) Roman Religion and (3) Jupiter, Juno, and Minerva. I can (as a teacher) help the students gain information on practices that made the Roman Empire strong.	Essential Question- Where is India located? Learning Targets For Students: (1) Dravidians (2) Aryans and (3) King Darius I can (as a teacher) help the students gain knowledge on groups that invaded India and changed it in some way.	Essential Question- What was the purpose of the Gupta Empire? Learning Targets For Students: (1) The Gupta Empire  (2) the Mughal Empire and (3) Great Britain Takes Control I can (as a teacher) help the students gain knowledge on the empires that helped the Indian Rulers.
Instructional Strategies/ Activities (Before, During, & After)	Objective- Greek City-States Before- Read/Discuss During- Questions Completions Key Ideas Summary Drawing Strategy- 3 Predictions After-  Explain the city-states of Athens and Sparta. Formative Individual Work	Objective- The Mighty Roman Empire Before- Quick Write During- Terms to Know Inferences Critical Thinking Questions Map Analysis Strategy- ABC Brainstorm Use the word ROMAN After- Create a chart on Rome and the Roman Rulers. Summative Individual Work	Objective- The Rise and Fall of the Roman Empire. Before- Quick Write During- Read Aloud/Write key ideas Create a graphic organizer Create a word wall describing the Roman Empire. What made the Roman Empire strong? Who were the legionnaires? What were some of the accomplishments of the Romans? Strategy- Save the Last Word For Me Summary After- What made the Roman Empire Fall?. Formative Individual Work	Objective- Early India Before- Read/Discuss During- Analyze the visuals and write results. Write  information on the different groups that invaded India. Write 3 reasons for the invaders choosing Early India. Why did Early India need a change? Create a chart. Strategy- 3-2-1 3 facts, 2 connections, 1 question I still have on Early India. Summative Whole Group	Objective- Indian Rulers Before- Quick Write During- 5 key words Sum-It-Up What were the beliefs of the Muslims? What did most Mughal leaders want? Why did Great Britain Take Control of Early India? Terms To Know Create a Graphic Organizer Summary What was the Golden Age? Strategy- Think-Pair-Share After- Visual Analysis Formative Summative Small Group
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	www.pearsonlearning.com	www.pearsonlearning.com	www.pearsonlearning.com	www.pearsonlearning.com	www.pearsonlearning.com
Student Grouping: X Whole Group X  Small Group X  Individual Work  Assessments:X  FormativeX Summative 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/ Geography       WEEK OF: April 28th-May 2nd 2025                        

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.	Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.	Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.	Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.	Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- What are Natural Resources? Learning Targets For Students: (1) Renewable Resources (2) Nonrenewable Resources and (3) Natural Resources I can (as a teacher) help the students gain knowledge on countries trading for goods.	Essential Question- What are economic systems? Learning Targets For Students: (1) Traditional Economies (2) Command Economies and (3) Market Economies. I can (as a teacher) help the students gain knowledge on the use of natural resources used to produce and exchange goods and services.	Essential Question- What is World Trade? Learning Targets For Students: (1) Manufacturing (2) Distribution of Resources and (3) Perfect Soil and Climate. I can (as a teacher) help the students gain knowledge on the economies of the world’s countries.	Essential Question- What are barriers to trade? Learning Targets For Students: (1) Tariff (2) Quota and (3) Free Trade I can (as a teacher) help the students gain knowledge on trade benefits to help their country’s economy.	Essential Question- What are some differences in development? Learning Targets For Students: (1) Developed Countries (2) Developing Countries and (3) Industrialized Countries I can (as a teacher) help the students gain knowledge on the spread of industry among developed and developing countries.
Instructional Strategies/ Activities (Before, During, & After)	Objective- Resources and World Trade Before- Quick Write During- Chart Activity Drawing Questions Believe It or Not  Critical Thinking Conclusions What makes renewable resources different from nonrenewable resources? Strategy- Predictions- Write 3 predictions on Exploring Our World. After - Write 3 reactions Formative Individual Work	Objective- Economic Systems Before- Read/Write/Discuss During- Terms to Know What are similarities between the different types of economic systems? What are some differences between the economic systems? Completions Questions  Sum-It-Up Write 3 conclusive statements. Strategy- ABC Brainstorm- Use the word ECONOMIC Summative Individual Work	Objective- World Trade Before- Quick Write During- Write 5 facts Write 5 examples on each fact. Create a word wall on words describing world trade. Create a graphic organizer Applying Map Skills Strategy- Save the Last Word For Me After- How has World Trade affected the U.S. ? Formative Individual Work	Objective- Barriers to Trade Before- Quick Write During- Write 3 key ideas. List 5 words to describe trading among the different countries. Map Activity on Land Use. What resources were beneficial to World Trade? Summary Strategy- 3-2-1 3 facts, 2 connections, 1 question I still Have Summative Whole Group	Objective- Differences in Development. Define Terms Recalling Facts-Questions Critical Thinking-Questions Graphic Organizer Applying Social  Studies Skills Strategy- Think-Pair-Share Students will think about the information on both developed and developing countries, pair with a partner, then share their final results on differences in development among the countries.
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	The World and Its People-online	The World and Its People-online	The World and Its People-online	The World and Its People-online	The World and Its People-online
Student Grouping:X  Whole Group X  Small Group X  Individual Work  Assessments:X  Formative X Summative 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: April 28th- May 2nd 2025                           

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Reading Comprehension	Reading Comprehension	Reading Comprehension	Reading Comprehension	Reading Comprehension
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- Where is Ancient Greece located? Learning Targets For Students: (1) Ancient Greece  (2) Art and Theater and (3) The Beautiful Temples. I can (as a teacher)  help the students gain knowledge on the country of Greece..	Essential Question- What do most clocks show? Learning Targets For Students: (1)Clocks (2) Letters and (3) Latin Phrases I can (as a teacher) help the students gain knowledge on A.M. and P.M.	Essential Question- What is the fertile crescent known as? Learning Targets For Students: (1) Sumer (2) Babylonia and (3) The Code of Hammurabi. I can (as a teacher) help the students gain knowledge on why many people came to the fertile crescent?	Essential Question- What were the additional Mesopotamian Empires? Learning Targets For Students: (1) Crops (2) The Persian Empire and (3) The Tolerant Persians I can (s a teacher) help the students gain knowledge on more Mesopotamian Empires.	Essential Question- Who were the nomads? Learning Targets For Students: (1) Pharaohs (2) Lower Egypt and (3) Rich Soil I can (as a teacher) help the students gain knowledge on the ruler of Egypt.
Instructional Strategies/ Activities (Before, During, & After)	Objective- Ancient Greece Before-Read During- Write 5 facts. Create a word wall Graphic Organizer Examples of  Art and Theater Strategy- Write 3 predictions  After- 3 conclusive statements Formative Individual Work	Objective- A.M. and P.M. Before-Read/Write/Discuss During- Write 2 questions on your own about A.M. and P.M. Create a chart Write 5 words to describe clocks Drawing Strategy- Save the Last Word For Me After - Write 3 reactions on clocks. Summative Individual Work	Objective- Mesopotamia and the Fertile Crescent. Before- Quick Write During- Questions Inferences Summary 5 facts What is the connection between Mesopotamia and the Fertile Crescent? Graphic Organizer Strategy- ABC Brainstorm-Use the word CRESCENT After- Write 3 opinions Formative Individual Work	Objective- More Mesopotamian Empires. Before- Read During - Write how the Mosopotamian Empire became effective? Questions- 3 Examples-3 Reactions- 3 Strategy- 3-2-1 3 facts, 2 connections, 1 question I still Have After- Explain what made the Persians tolerant? Summative Whole Group	Objective- Ancient Egypt During- Read/Quick Write During- 5 facts 2 reactions Summary Drawing  Questions Examples of the culture of  Egypt - 3 Strategy- Think-Pair-Share Students will think about the information on Ancient Egypt, Pair with a partner, then write their final thoughts on nomads, pharaohs, and the expectations of Ancient Egypt. Formative Summative Small Group
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	www.pearsonlearning.com	www.pearsonlearning.com	www.pearsonlearning.com	www.pearsonlearning.com	www.pearsonlearning.com
Student Grouping:X Whole Group X  Small Group X  Individual Work  Assessments:X  Formative X  Summative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,     Additional Time,   X   EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X