Debra D. Mays
7th Grade Civics and Geography Teacher
BIO
Courses Taught:
Contemporary Civics/Geography - Grade 7
Contemporary Issues - Grade 7 (Elective)
Lesson Plan -NAME: Debra Mays SUBJECT/GRADE: 7th Grade/Geography WEEK OF: May 4th-May 8th 2026: :
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. | Standard 11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. | Standard 11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. | Standard 11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. | Standard 11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Why do governments try to manage trade? Learning Targets For Students: (1) Tariff on cars (2) People who buy an imported car. and (3) Tax added to the price of goods. I can (as a teacher) help the students gain knowledge on barriers to trade. | Essential Question- Where can valuable resources be found? Learning Targets For Students: (1) Renewable Resources (2) Nonrenewable Resources and (3) Nuclear Energy I can (as a teacher) help the students gain knowledge on the use or value of natural resources. | Essential Question- How would you identify issues regarding depletion of nonrenewable resources? Learning Targets For Students: (1) Minerals (2) Oil and (3) Gas I can (as a teacher) help the students gain knowledge on how people burn oil and gas to heat homes or run cars. | Essential Question- Why are resources not distributed evenly around the world? Learning Targets For Students: (1) World Countries (2) Manufacturing and (3) Industrial Centers I can (as a teacher) help the students gain knowledge on the competition for scarce resources may also lead to conflict. | Essential Question- What are resources people can use for making products? Learning Targets For Students: (1) Wind (2) Water and (3) Oil I can (as a teacher) help the students gain knowledge on products of the earth that people use to meet their needs. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Cultural Viewpoints Bell-Ringer- What are tariffs? Before- Write 3 Ideas. During-Valued Commodities. Value of natural Resources. Applying Map Skills Find the Words Strategy- Write 3 Predictions. After- Drawing Individual Work Formative Assessment Summative Assessment
| Objective- Exploring Our World Through Natural Resources Bell-Ringer- What are offshore resources?. Before- Quick Write During- The Way I See It Completions Unscramble Strategy- Save the Last Word For Me After- Reading Check Questions Individual Work Formative Assessment Summative Assessment | Objective- Nonrenewable Resources Bell-Ringer- Why do countries rely on nuclear energy? Before- Read/Discuss During- Graphic Organizer Find the Word Word Wall Write 5 Main Ideas That’s Debatable Strategy- ABC Brainstorm After- Sum-IT-Up Whole Group Formative Assessment Summative Assessment | Objective- World Trade Bell-Ringer- What is another picture we see in the western United States? Before- Quick Write During- Venn Diagram Questions Main Ideas Key Words Strategy- 3-2-1 After- Write 3 examples of World Trade. Whole Group Formative Assessment Summative Assessment | Objective- Renewable Resources Bell-Ringer- What are examples of renewable energy sources? Before- Quick Write During- Completions Unscramble Find the words Solar Energy Strategy- Turn and Talk After-Write Final thoughts. Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments: X Formative XSummative 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 4th-May 8th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Who was the most important person in Egypt? Learning Targets For Students: (1) The Nile River (2) Ancient Egypt and (3) Pharaohs I can (as a teacher) help the students gain knowledge on the lands near where the Nile River started and the lands where the river emptied into the Mediterranean Sea. | Essential Question- Where is Ancient Greece located? Learning Targets For Students: (1) Art (2) Theater and (3) The Colonists I can (as a teacher) help the students gain knowledge on a large mainland surrounded by many smaller islands. | Essential Question- Why did invaders interfere with Early India? Learning Targets For Students: (1) The Dravidians (2) The Aryans and (3) Alexander the Great I can (as a teacher) help the students gain knowledge on India that lies between the East and the West, and how invaders came from both places. | Essential Question- How would you explain the Gupta Empire? Learning Targets For Students: (1) The Mughal Empire (2) Great Britain Takes Control and (3) The Taj Mahal I can (as a teacher) help the students gain knowledge on how many scientific gains were made during a peaceful, stable time known as the golden age. | Essential Question- How did the Incas make a living? Learning Targets For Students: (1) The Incas (2) Written Language and (3) Skilled Builders I can (as a teacher) help the students gain knowledge on craftsman who made things from cotton, wool, gold, and silver. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Ancient Egypt Bell-Ringer- How would you describe Upper Egypt? Lower Egypt? Before- Quick Write During- Graphic Organizer Questions Find the Words Strategy- 3-2-1 After- Reading Check Question- What was ancient Egypt known for? Individual Work Formative Assessment Summative Assessment | Objective- Ancient Greece Bell-Ringer- What did the Greeks create? Before- Read/Write 5 Facts/Discuss During- Matching Venn Diagram Completions Sum-It-Up Strategy- Save the Last Word For Me After- Create a drawing scenery on Ancient Greece. Individual Work Formative Assessment Summative Assessment | Objective- Early India Bell-Ringer- Who were the Dravidians? Before- Quick Write During- Create a chart. Unscramble Find the letters. Strategy- ABC Brainstorm After- Create an advertisement on Early India. Whole Group Formative Assessment Summative Assessment | Objective- Indian Rulers Bell-Ringer- What were the beliefs of the Mughal leaders? Before- Read/Write 5 Facts During- Fact/Opinion Reading Check Questions Sum-It-Up Word Wall After- What was the legacy of the Indian Rulers? Strategy- Write 3 Predictions Whole Group Formative Assessment Summative Assessment
| Objective- The Incredible Incas Bell-Ringer- What are terraces? Before- Quick Write During- Descriptive Words Questions Examples Venn Diagram Strategy- Turn and Talk After- Write Final Thoughts Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.shelleducation.com | www.shelleducation.com | www.shwlleducation.com | www.shelleducation.com | www.shelleducation.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, 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 27th-May 1st 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 8- Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people. | Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment. | Standard 10- Explain how human systems develop in response to physical environmental conditions. | Standard 11- Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. | Standard 12- Explain ways geographic features and environmental issues have influenced historical events. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- How would you describe the new Europe? Learning Targets For Students: (1) The New Europe (2) Continued Cooperation and (3) Citizens of European Countries I can (as a teacher) help the students gain knowledge on political boundaries, cooperation among countries, and territorial conflicts over borders resources, land use, and ethnic and nationalistic identity. | Essential Question- How do the people of Bangladesh earn a living? Learning Targets For Students: (1) Rice (2) Growing Conditions and (3) The People I can (as a teacher) help the students gain knowledge on the economy of agriculture. | Essential Question- Explain how human systems develop in response to physical environmental conditions? Learning Targets For Students: (1) Hurricanes (2) Tornadoes and (3) Thunderstorms I can (as a teacher) help the students gain knowledge on the causes of destructive events. | Essential Question- Why do people use natural resources? Learning Targets For Students: (1) Natural Resources (2) Renewable Resources and (3) Nonrenewable Resources I can (as a teacher) help the students gain knowledge on the use or value of natural resources | Essential Question-Who was Christopher Columbus? Learning Targets For Students: (1) Christopher Columbus (2) Columbian Exchange and (3) The Age of Exploration I can (as a teacher) help the students gain knowledge on geographic features and environmental issues that have influenced historical events. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Moving Toward Unity Bell-Ringer- What were the reasons for many of the European countries joining together? Before- Read During- Graphic Organizer On Location The Euro Continuing Cooperation Solutions for Conflict Strategy- Write 3 Predictions After- Write one conclusive statement. Individual Work Formative Assessment Summative Assessment | Objective- A Farming Economy Bell-Ringer- What is made possible through fertile soil and plentiful water? Before- Read/ Write 3 Facts During- Create a Booklet Include Cover Page Introduction Information Page Visual Conclusion Strategy- Save the Last Word For Me After- Present to the class. Individual Work Formative Assessment Summative Assessment | Objective- Storms Bell-Ringer- How do people prepare for and respond to natural hazards? Before- Quick Write During- Prevailing Wind Patterns Venn Diagram Write 3 Reactions Strategy-ABC Brainstorm After- Ways to keep people safe. Whole Group Formative Assessment Summative Assessment | Objective- Natural Resources Bell-Ringer- List 3 fossil fuels Before- Read/Discuss During- Matching Completions Word Wall Making Connections Strategy- 3-2-1 After- Write about the resource important to you. Whole Group Formative Assessment Summative Assessment | Objective- The Age of Exploration Bell-Ringer- Which European nation first explored the coast of Africa? Before- Read/Discuss During- Create a diagram showing the routes of exploration. Sum-IT-Up Write 5 key Ideas Strategy-Turn and Talk After- How I want to remember the Age of Exploration? Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.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, 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 27th-May 1st 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Why are grains considered the “superstars” of nutrition? Learning Targets For Students: (1) Products (2) Historical Note and (3) Many Uses of Grains I can (as a teacher) help the students gain knowledge on Grains recipes from diverse cultures. | Essential Question- What are Herbs and Spices? Learning Targets For Students: (1) Herbs (2) Spices and (3) Using Spices I can (as a teacher) help the students gain knowledge on the uses of spices around the world. | Essential Question- What are foods of the West Indies? Learning Targets For Students: (1) Native Cultural Influences (2) European Influences and (3) African and Asian Influences I can (as a teacher) help the students gain knowledge on crops grown by Native Americans. | Essential Question- What are foods of North Africa and Southwest Asia? Learning Targets For Students: (1) North Africa (2) Food Imports and (3) Southwest Asia I can (as a teacher) help the students gain knowledge on the foods of North Africa today and the inhabitants of Southwest Asia. | Essential Question- What are the foods of the Northern Indian Subcontinent? Learning Targets For Students: (1) Beliefs (Traditions and (3) Land of Spices and Rice I can (as a teacher) help the students gain knowledge on a subcontinent bordered by one of the world’s highest mountain ranges- the Himalaya. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Grains of the World Bell-Ringer- What is the significance of /grains? Before- Quick Write During-/Write 3 Facts Questions Find the Words Strategy- Write 3 predictions. After- Write examples on the uses of Grains. Present to the class. Whole Group Formative Assessment Summative Assessment | Objective- Herbs and Spices of the World Bell-Ringer- How would you describe herbs? Before-Read/Write/Discuss During- Graphic Organizer Word Wall Sum-It-Up Strategy- Save the Last Word For Me After- Create an Advertisement. Individual Work Formative Assessment Summative | Objective- Foods of the West Indies Bell-Ringer- What did Christopher Columbus introduce when he arrived in 1493? Before- Read/Discuss During- True/False Find the letters Unscramble Strategy- 3-2-1 After- Drawing Whole Group Formative Assessment Summative Assessment | Objective- Foods of North Africa and Southwest Asia Bell-Ringer- What are food imports? Before- Read During- Completions Matching Summary Strategy- ABC Brainstorm After- Reading Check Question Individual Work Formative Assessment Summative Assessment | Objective- Foods of the Northern Indian Subcontinent Bell-Ringer- What are two ingredients that connect the foods of this diverse region? Before- Read/Quick Write During-Fact/Opinion Unscramble Find the Word Strategy- Turn and Talk After- Write Final Thoughts Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Glencoe-McGraw-Hill Foods Around the World | Glencoe-McGraw-Hill Foods Around the World | Glencoe-McGraw-Hill Foods Around the World | Glencoe-McGraw-Hill Foods Around the World | Glencoe-Glencoe-Hill Foods Around the World |
Student Grouping: X Whole Group X Small Group X Individual Work Assessments: X Formative XSummative 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 20th-April 24th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 6- Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns. | Standard 7- Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns | Standard 8- Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people. | Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment. | Standard 10- Explain how human systems develop in response to physical environmental conditions. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Why do you think that the poorest countries have seen few gains from globalization? Learning Targets For Students: (1) Global Relationships (2) Pop Goes Global and (3) Culture Clash I can (as a teacher) help the students gain knowledge on how trade changes lives. | Essential Question- What are settlement patterns? Learning Targets For Students:(1) Human Activities (2) Development of Settlements and (3) Location of Resources I can (as a teacher) help the students gain knowledge on describing settlement patterns in association with the location of resources. | Essential Question- Where is India located? Learning Targets For Students: (1) Location (2) The Green Revolution and (3) Industry I can (as a teacher) help the students gain knowledge on a large landmass that is part of another continent but distinct from it. | Essential Question- What is Desertification? Learning Targets For Students: (1) Overgraze (2) Drought and (3) Desertification I can (as a teacher) help the students gain knowledge on land degradation, pollution and ozone depletion. | Essential Question- Why is Mozambique known for slash-and-burn farming? Learning Targets For Students: (1) Cutting and Burning Forests (2) Mozambique and (3) Cyclones I can (as a teacher) help the students gain knowledge on farming practices in different regions. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- How Trade Changes Lives? Bell-Ringer- What is driving globalization today? Before- Read/Discuss Quick Write During- Learn and identify key words on globalization. Students will walk around to match words with definition. Completions Unscramble Strategy- ABC Brainstorm Individually Each student will have an opportunity to write words using letters from the word Globalization on Chart Paper posted on the Classroom Wall. After- Write 3 close-out conclusive statements on lesson. Individual Work Whole Group Formative Assessment Summative Assessment | Objective- Spatial Patterns of Settlement Bell-Ringer- Where is Singapore located? Before- Read/Write 5 Facts During- Define Words Writing Prompt Economic Question- Why do the people of Singapore enjoy a high standard of living? Students will complete a Graphic Organize. In the center, list similarities of the countries. In the outer ovals, write two ways the country differs from the others.(Group Activity) Strategy- Save the Last word For Me After- Create a Drawing to illustrate one Country. Individual Work Whole Group Formative Assessment Summative Assessment | Objective- India-Past and Present Bell-Ringer- How would you describe India’s Land and Economy? Before- Read/Write 3 Facts/Discuss KWL Activity During- Create a chart to include Land, Economy, History, and Religion. Wordwall Key Terms Matching Strategy- Write 3 Predictions After- Students will present KWL to the class. Individual Work Whole Group Formative Assessment Summative Assessment | Objective- Overgrazing and Drought Bell-Ringer- Explain how people in overgrazing and drought countries live? Before- Quick Wright During- Exploring Culture Create a chart to include Land, Economy, and Culture. Write 3 key Ideas. Create a Drawing on Changes that affect the Environment. Each student will be allowed to post one change that can affect the environment around the room. Students will choose the best 3. Strategy- 3-2-1 After- Write 3 Reactions to the lesson. Individual Work Whole Group Formative Assessment Summative Assessment | Objective- Physical Environmental Conditions Bell-Ringer- How has cyclones destroyed countries? Before- Read/Discuss/Quick Write During- Reading Check Question Write Factual Sentences Write 3 ways to eliminate fires/ Matching Find the Words Strategy- Turn and Talk After- Each student will present Final Thoughts to the class through an Advertisement.. Individual Work Whole Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com |
Student Grouping: XWhole 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 20th-April 24th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- How can we save the rain forest? Learning Targets For Students: (1) Rain Forests (2) Sweden and (3) Acres of Land I can (as a teacher) help the students gain knowledge on learning to save the rain forest. | Essential Question- What is Recycling? Learning Targets For Students: (1) Recycle (2) Reuse and (3) Reduce I can (as a teacher) help the students gain knowledge on garbage that ends up in landfills that can leak chemicals into water, soil, and air. | Essential Question- What Makes Day and Night? Learning Targets For Students: (1) Earth (2) Sun and (3) Axis I can (as a teacher) help the students gain knowledge on how Earth turns on its axis once every 24 hours. | Essential Question- What are Time Zones Learning Targets For Students: (1) New York (2) Canada and (3) The United States I can (as a teacher) help the students gain knowledge on how the Earth is divided into 24 time zones. | Essential Question- What makes Winter and Summer? Learning Targets For Students: (1) Winter (2) summer and (3) Earth I can (as a teacher) help the students gain knowledge on how Earth moves in a big oval around the Sun. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Saving the Rain Forest Bell-Ringer- What procedures did the First and Second Graders take to save the rain forest? Before- Read/Write 3 Facts During- Find the letters Completions Questions Strategy- Save the Last Word For Me After- Drawing Present to the Class. | Objective- Recycle, Reuse, and Reduce Bell-Ringer- What is one way to reduce demands on Earth’s ecosystems? Before- Read During- Matching True/False Summary Word Wall Strategy- 3-2-1 After- Graphic Organizer Present to the Class | Objective- What Makes Day and Night? Bell-Ringer- What takes place when light travels in a straight line in space? Before- Quick Write During -Write 3 key ideas Sum-It-Up Graphic Organizer Strategy- ABC Brainstorm After- Create an Advertisement Present to the Class | Objective- Time Zones Bell-Ringer- What makes the United and Canada have several time zones? Before- Read/Discuss During- Questions Complete the Statements Chart Write 3 Conclusive Statements Strategy-Save the Last Word For Me After- Write 3 examples of Time Zones Present to the Class | Objective-Winter and Summer Bell-Ringer- What takes place when the hemisphere tilts away from the Sun? Before- Read During- Matching Completions Word Wall Graphic Organizer Strategy- Turn and Talk Write Final Thoughts After- Write 2 ways you enjoy winter and 2 ways you enjoy summer Present to the Class. |
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 XSummative 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 13th-April 17th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 6- Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns. | Standard 6- Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns. | |||
ESSENTIAL QUESTION Learning Targets “I can …” | ACAP TESTING ELA: SESSIONS 1 & 2 | ACAP TESTING ELA: SESSIONS 3 & 4 | ACAP TESTING MATH: SESSIONS 1 & 2 | Essential Question- What are industrialized countries? Learning Targets For Students: (1) Global Trade (2) Foreign Countries and (3) Poor Countries I can (as a teacher) help the students gain knowledge on the impact of increased trade, and the ability of people to make and spend money. | Essential Question- How can people learn about other cultures? Learning Targets For Students: (1) Globalization (2) The United States and (3) People From Other Nations I can (as a teacher) help the students gain knowledge on economic interdependence and globalization. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- A Wider Gap Bell-Ringer- What are developing countries? Before- Read/Write 3 Facts. During- Questions Completions Matching Strategy- Write 3 predictions After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- Learning About Other Cultures Bell-Ringer- What has enabled more and more people to cross borders and find work? Before- Quick Write During- Find the Words True/False Key Ideas Graphic Organizer Write 3 Reactions Strategy- ABC Brainstorm After- Create an Advertisement Small Group Formative Assessment Summative Assessment | |||
IXL Skills | Social Studies | Social Studies | |||
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.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, 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 13th-April 17th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill-Reading Comprehension | |||
ESSENTIAL QUESTION Learning Targets “I can …” | ACAP TESTING ELA: Sessions 1 &2 | ACAP TESTING ELA: Sessions 3 & 4 | ACAP TESTING Math: Sessions 1 & 2 | Essential Question- What are Food Chains? Learning Targets For Students: (1) Plants and Animals (2) Australia and (3) Sugarcan Farmers I can (as a teacher) help the students gain knowledge on plants and animals in an ecosystem. | Essential Question- What are Endangered Species? Learning Targets For Students: (1) Species of Animals (2) The Amazon Rain Forest and (3) Earth I can (as a teacher) help the students gain knowledge on plants that are a part of the ecosystem. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Food chains Bell-Ringer- How can Australia be described? Before- Read/Write 3 Notes During- Find the Letters Questions Completions Chart Sum-It-Up Strategy- ABC Brainstorm After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- Endangered Species Bell-Ringer- What takes place when too many plants are destroyed? Before- Quick Write During- Graphic Organizer Questions Unscrample Word Wall Summary Strategy- Save the Last Word For Me After- Create an Advertisement Small Group Formative Assessment Summative Assessment | |||
IXL Skills | Social Studies | Social Studies | |||
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | |||
Student Grouping: X Whole Group XSmall 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/Geography WEEK OF: March 30th - April 3rd 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 6- Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns. | Standard 6- Illustrate how primary, secondary, and tertiary economic activities and have specific functions and spatial patterns. | Standard 6- Illustrate how primary, secondary, and tertiary economic activities and have specific functions and spatial patterns. | Standard 6- Illustrate how primary, secondary, and tertiary economic activities, and have specific functions and spatial patterns. | Standard 6- Illustrate how primary, secondary, and tertiary economic activities, and have specific functions and spatial patterns. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - What are economic systems? Learning Targets For Students:(1) Traditional Economies (2) Command Economies (3) Market Economies and (4) Mixed Economies I can (as a teacher) help the students gain knowledge on setting rules for deciding what goods and services to produce, how to produce them, and who will receive them.. | Essential Question- How does world trade have an impact on economic interdependence and globalization on places and their populations? Learning Targets For Students: (1) Export (2) Import (3) Tariff and (4) Quota I can (as a teacher) help the students gain knowledge on economic resources distributed around the world.. | Essential Question- What is Free Trade? Learning Targets For Students: (1) Developed Countries (2) Developing Countries and (3) North American Free Trade Agreement (NAFTA) I can (as a teacher) help the students gain knowledge on the differences in the development of countries. | Essential Question- Why did many European Nations join the European Union? Learning Targets For Students: (1) Europeans (2) Competition and (3) Revolutions I can (as a teacher) help the students gain knowledge on Global Influence | Essential Question - Where is Southeast Asia located? Learning Targets For Students: (1) Deforestation (20 Precious Gems and (3) Socialism I can (as a teacher) help the students gain knowledge on Southeast Asia. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Economic Systems Bell-Ringer-What are the similarities between the economic systems? Before- Read/Write one fact on each economic system. During- Create a chart on the economic systems. Write 4 Key Ideas Answer Questions Compare one location to another for the production of goods and services. Strategy- Write 3 Predictions After- Write 4 Conclusive Statements. Individual Work Formative Assessment Summative Assessment
| Objective- World Trade Bell-Ringer- What is the difference between export and import? Before- Quick Write During- Questions Create a chart Descriptive Words Describe Commercial Farming and Parts of Guinea-Bissau. Strategy- 3-2-1 ( 3 facts, 2 connections, 1 question I still have.) After- Write 3 Reactions. Individual Work Formative Assessment Summative Assessment | Objective- Developmental Differences Bell-Ringer- What is the difference between developed and developing countries? Before- Read/Write 5 facts During- Reading Check Questions Graphic Organizer Complete the Statements Summary Strategy- Save the Last Word For Me After- Create an Advertisement Whole Group Formative Assessment Summative Assessment | Objection- Global Trade Agreements among the European Union-(EU) Bell-Ringer - What took place with the Revolutions after the 1700’s? Before- Read/Write 3 Facts. During- Write information from the chart on Data Bits. How did competition among European Nations move forward? Write 5 Main Ideas Completions Strategy- ABC Brainstorm After- Drawing Whole Group Formative Assessment Summative Assessment | Objective- Life on the Mainland Bell-Ringer- How would you describe Myanmar? Before- Quick Write During- Matching Completions Word Wall Chart Strategy-Turn and Talk After- Write 3 facts on Myanmar. Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | The World and Its People | The World and Its People | The World and Its People | The World and Its People | The World and Its People |
Student Grouping: X Whole Group XSmall 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: March 30th-April 3rd 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What are Renewable Resources? Learning Targets For Students: (1) Natural Resources (2) Renewable Resources and (3) Growing too many crops I can (as a teacher) help the students gain knowledge on resources that can be used or made again. | Essential Question- What are Non-Renewable Resources? Learning Targets For Students: (1) The Temperature (2) Examples of Natural Resources and (3) New Inventions I can (as a teacher) help the students gain knowledge on resources that can’t be replaced. | Essential Question- What are natural resources in the United States used for? Learning Targets For Students: (1) United States (2) China and (3) Japan I can (as a teacher) help the students gain knowledge on trading that bring products and money into a country’s economy. | Essential Question - What are the three North American Countries? Learning Targets For Students: (1) The United States (2) Canada and (3) Mexico I can (as a teacher) help the students gain knowledge on the United States in North America, Canada the Northern Neighbor of the United States, and Mexico is its Southern Neighbor. | Essential Question- What are the different kinds of Volcanoes? Learning Targets For Students: (1) Active Volcanoes (2) Extinct Volcanoes and (3) Volcanologists. I can (as a teacher) help the students gain knowledge on the study of various kinds of volcanoes. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Renewable Resources Bell-Ringer- What happens when farmers take care of the soil? Before- Read/Write/Discuss During- Write 3 descriptive words Create a chart Completions Strategy- Write 3 predictions After- Write 3 conclusive statements. Individual Work Formative Assessment Summative Assessment | Objective- Non-Renewable Resources Bell-Ringer- What possibilities come with new inventions? Before- Quick Write During- Write 3 main ideas Critical Thinking Questions Key Terms Graphic Organizer Strategy- Save the Last Word For Me After- Drawing to illustrate the objective.. Individual Work Formative Assessment Summative Assessment
| Objective- Trading and the Economy Bell-Ringer- What are exports? Before- Read/Write five facts During- Create a Venn Diagram Statements that be Fact or Opinion Sum-It-Up Strategy- ABC Brainstorm After- Write 3 reactions Whole Group Formative Assessment Summative Assessment | Objective- Three-North American Countries Bell-Ringer- How can you (as a student) describe differences between the three countries? Before- Read/Discuss During- Write 3 facts Create a graphic organizer Completions True/False Strategy- Turn and Talk Write Final thoughts After-Present to the class (Final Thoughts) Whole Group Formative Assessment Summative Assessment | Objective- Kinds of Volcanoes Bell-Ringer- Who are Volcanologists? Before- Quick Write During- Matching Unscramble Find the letters Word Wall Strategy- Turn and Talk After- Write 3 conclusive statements. Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Quick Reads- A Research-Based Fluency Program www.pearsonlearning.com | Quick Reads- A Research-Based Fluency Program www.pearsonlearning.com | Quick Reads-A Research-Based Fluency Program www.pearsonlearning.com | Quick Reads-A Research-Based Fluency Program www.pearsonlearning.com | Quick Reads-A Research-Based Fluency Program www.pearsonlearning.com |
Student Grouping: XWhole Group X Small Group X Individual Work Assessments: X Formative XSummative 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 | |||||