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 GRADE/SUBJECT: 7th Grade/Geography WEEK OF: March 16th - March 20th 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 | 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. | Standard 6- Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What is the importance of distance and relative location? Learning Targets For Students: (1) Relative Location (2) Interdependence and (3) Economic Changes I can (as a teacher) help the students gain knowledge on the production of goods and services. | Essential Question- How can you locate places using a grid? Learning Targets For Students: (1) A Grid (2) A Cell and (3) Cities and Towns I can (as a teacher) help the students gain knowledge on labels and symbols. | Essential Question- What is latitude and longitude? Learning Targets For Students: (1) Equator (2) Parallels and (3) Degrees I can (as a teacher) help the students gain knowledge on exactly where you are on the earth’s surface. | Essential Question- How can you find places using latitude and longitude? Learning Targets For Students: (1) Medical Offices (2) Legal Offices and (3) Transportation Routes. I can (as a teacher) help the students gain knowledge on the absolute location of a place. | Essential Question- How can you locate Continents and Oceans? Learning Targets For Students: (1) Continents (2) Oceans and (3) Land and Water I I can (as a teacher) help the students gain knowledge on the study of locations of the seven continents. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Global Interdependence Bell-Ringer- What is interdependence? Before-Read/Write/Discuss During- Graphic Organizer Reading Check Questions Strategy- Write 3 predictions After- Chart Activity Individual Work Formative Assessment Summative Assessment | Objective- Using Map Grids Bell-Ringer- What is a grid? Before- Quick Write During- Locate Places using a grid. Sum-IT-Up True/False Strategy- 3-2-1 After- Write 3 reactions Whole Group Formative Assessment Summative Assessment | Objective- Using latitude and longitude Bell-Ringer- How can you compare one location to another for the production of goods and services? Before- Read/Write Notes During- Main Ideas Key Terms Critical Thinking Questions Graphic Organizer Strategy- Save the Last Word For Me After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- Finding Places Using Latitude and Longitude. Bell-Ringer- What is Delta’s absolute location? Before- Read During- Word Wall Questions Matching Strategy- Turn and Talk After- Write 3 conclusive statements Small Group Formative Assessment Summative Assessment | Objective- Locating Continents and Oceans Bell-Ringer- What are the four main oceans? Before- Quick Write During- Diagram Completions Unscramble Find the letter Strategy- ABC Brainstorm After- Create an advertisement Whole Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Glencoe-McGraw-Hill Building Geography Skills For Life | Glencoe-McGraw-Hill Building Geography Skills For Life | Glencoe-McGraw-Hill Building Geography Skills For Life | ||
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: Contemporary Issues-Elective WEEK OF: March 16th-March 20th 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 climate zones? Learning Targets For Students:(1) Pattern of Weather (2) Tropical Climate and (3) Polar Climate I can (as a teacher) help the students gain knowledge on a pattern of weather over a long period of time. | Essential Question- What is continental climate? Learning Targets For Students: (1) Iowa (2) United States and (3) Winter 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 desert climate? Learning Targets For Students: (1)Rainfall (2) Hottest Months and (3) Arizona I can (as a teacher) help the students gain knowledge on places that are very hot and have very little rainfall. | Essential: Whattion- What is Mountain Climate? Learning targets For Students: (1) Colorado (2) Altitude and (3) Warm Valleys I can (as a teacher) help the students gain knowledge on the highest altitudes that could be covered with snow. | Essential Question- What is a natural resource? Learning Targets For Students: (10 Plants (2) Animals and (3) Trees I can (as a teacher) help the students gain knowledge on materials found on Earth that people use. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Climate Zones Bell-ringer- How many major climate zones does Earth have? Before- Read/Write/Discuss During- Completions True/False Strategy- Write 3 predictions After- Reading Check Question Individual Work Formative Assessment Summative Assessment | Objective- Continental Climate Before- Quick Write During- Unscramble Questions Find the letter Strategy- Save the Last Word For Me After- Create an advertisement. Whole Group Formative Assessment Summative Assessment | Objective- Desert Climate Bell-Ringer- What degrees can temperature in the desert climate reach? Before- Read/ Write Facts During- Word Wall Sum-It-Up Matching Strategy- ABC Brainstorm After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- Mountain Climate Bell-Ringer- What takes place in the mountain climate? Before- Read information During- Fact/Opinion Unscramble Write descriptive words. Graphic Organizer Strategy-3-2-1 After- Write 3 reactions Whole Group Formative Assessment Summative Assessment | Objective- What is a Natural Resource? Bell-Ringer- What does water provide? Before- Read/Write/Discuss During- Main Idea Key Terms Chart 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) | McGraw-Hill Companies | McGraw-Hill Companies | McGraw-Hill Companies | McGraw-Hill Companies | McGraw-Hill Companies |
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:March 9th - March 13th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. | Standard 5 - Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic, restaurants, and the spread of Islam. | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What were the major beliefs as a part of our culture? Learning Targets For Students: (1) Daily Life (2) History and (3) Arts I can (as a teacher) help the students gain knowledge on differences that are a challenge in many countries. | Essential Question-Hoe do people remember the successes of the past? Learning Targets For Students: (1) Holidays (2) Characteristics and (3) Disasters I can (as a teacher) help the students gain knowledge on experiences that influence how a group of people see themselves in the world around them. | Essential Question- How do people express culture? Learning Targets For Students: (1) Sculptures (2) Architecture and (3) Theater I can (as a teacher) help the students gain knowledge on how people express themselves. | Essential Question- What are some foods that reflect our culture? Learning Targets For Students: (1) Cultural Differences (2) Traditional Homes and (3) What People Wear? I can (as a teacher) help the students gain knowledge on our daily lives in every society. | Essential Question- What are cultural regions? Learning Targets For Students: (1) Common Characteristics (2) Culture Region and (3) Social Groups I can (as a teacher) help the students gain knowledge on different countries that have traits in common. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Basic Challenges Bell-Ringer- How does history shape the world? Before- Quick Write During- Matching Find the letters Word Wall Strategy- Write 3 predictions After- Reading Check Questions Individual Work Formative Assessment Summative Assessment | Objective- The Dark Periods of History Bell-Ringer- What are disasters or defeats? Before- Read/Write/Discuss During- Descriptive Words True/False Fact/Opinion Strategy- Save the last word for me After- Write 3 conclusive statements. Whole Group Formative Assessment Summative Assessment | Objective- Gaining Insight Bell-Ringer- Why are cultures beautiful and important? Before- Read/Write Notes During- Unscramble Completions Chart Strategy- 3-2-1 After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- Expressions of Culture Bell-Ringer- What makes culture different and significant to the world? Before- Read/Write Notes During- Graphic Organizer Complete the Statements Main Idea Strategy- ABC Brainstorm After- Advertisement Whole Group Formative Assessment Summative Assessment | Objective- Regions Bell-Ringer- Why do geographers use the term “regions?” Before- Quick Write During- Define Terms Recalling Facts Critical Thinking Questions Completions Strategy- Turn and Talk After- Write 3 reactions. 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:March 9th - March 13th 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 does the federal government implement? Learning Targets For Students: (1) Economic Environment (2) Competition and (3) The Federal Government I can (as a teacher) help the students gain knowledge on growth and stability. | Essential Question- What is Money and Banking? Learning Targets For Students: (1) Market Economy (2) Financial Institutions and (3) The Federal Reserve I can (as a teacher) help the students gain knowledge on banks that provide services to consumers. | Essential Question- What does the federal government prepare? Learning Targets For Students: (1) Americans (2) State Government and (3) Elementary and Secondary Education I can (as a teacher) help the students gain knowledge on preparing budgets every year. | Essential Question- What is international Trade? Learning Targets For Students: (1)Scarcity (2) Developing Nations and (3) Economic Assistance I can (as a teacher) help the students gain knowledge on the transition from command economies to market-based systems in the world. | Essential Question - What categories are Governments often placed into? Learning Targets For Students: (1) British Colonies (2) China and (3) Authoritarian Regimes I can (as a teacher) help the students gain knowledge on different types of governments in different countries. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Government and the Economy Bell-Ringer- What does the Federal Government create? Before- Read/Write/ Discuss During- Key Terms Main Idea Completions Strategy- Save the Last Word For Me After- Foldable Individual Work Formative Assessment Summative Assessment | Objective- Money and Banking Bell-Ringer- What does money function as? Before- Quick Write During- Matching Summary Graphic Organizer Strategy- 3-2-1 After- Reading Check Questions Whole Group Formative Assessment Summative Assessment | Objective- Government Finances Bell-Ringer- What is the main source of state government? Before- Quick Write During- Find the letter Complete the statements Chart Activity Strategy- Write 3 predictions After- Advertisement Whole Group Formative Assessment Summative Assessment | Objective- Comparing Economic Systems Bell-Ringer- What is the main reason for transition? Before- Read/Write Notes During- True/False Fact/Fiction Strategy- ABC Brainstorm After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- Comparing Systems of Government Bell-Ringer- What type of government did China’s leaders establish? Before- Read/Discuss During- Word Wall Unscramble Review Questions Strategy- Turn and Talk After- Graphic Organizer 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 | Glencoe McGraw-Hill | Glencoe McGraw-Hill | Glencoe McGraw-Hill | Glencoe McGraw-Hill |
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:March 2nd-March 6th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves ,ethnic restaurants, and the spread of Islam | Standard 5-Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Why is a government system needed? Learning Targets For Students: (1) Democracy (2) Dictatorship and (3) Monarchy I can (as a teacher) help the students gain knowledge on rules needed in order to live together without conflict | Essential Question- What is Cultural Diffusion? Learning Targets For Students: (1) Civilization (2)Cultural Diffusion and (3) Culture Region I can (as a teacher) help the students gain knowledge on cultures that do not remain the same. | Essential Question- What are cultural regions? Learning Targets For Students: (1)Economic Systems (2) Common Characteristics and (3) Traits in Common I can (as a teacher) help the students gain knowledge on areas that share common food, dress, and housing. | Essential Question- What are three reasons for population growth? Learning Targets For Students: (1) Population Growth (2) The World’s Population and (3) Better Health Care I can (as a teacher) help the students gain knowledge on where most people in the world live. | Essential Question- What are traditions ? Learning Targets For Students: (1) Daily Life (2) History and (3) The Arts I can (as a teacher) help the students gain knowledge on the way people express their culture. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Government System Bell-Ringer- What does culture include? Before- Read/Write 5 facts During- Create a chart Completions Matching Strategy- Turn and Talk After- Key Ideas Whole Group Formative Assessment Summative Assessment | Objective- Cultural Change Bell-Ringer- How did people learn to grow food? Before- Read/Write Notes During- Cover Title Introduction Information Drawing Reaction Strategy- ABC Brainstorm-Use the word CHANGE After- Each group will present and write 3 conclusive statements. Small Group Formative Assessment Summative Assessment | Objective- Cultural Regions Bell-Ringer- What is meant by the term “New Revolution”? Before- Read/Write/Discuss During- Recalling Facts Critical Thinking Questions Graphic Organizer Sum-IT-Up Strategy- Write 3 predictions After- Advertisement Individual Work Formative Assessment Summative Assessment | Objective- Population Patterns Bell-Ringer- What is population density? Before- Quick Write During- Create a chart on population growth for the United States. Create a title Write information on the title Write 2 questions that apply to the title. Complete a Venn Diagram Strategy-Save the Last Word For Me After- Write 3 reactions Small Group Formative Assessment Summative Assessment | Objective- Important Parts of Culture Bell-Ringer- What role does history play around the world? Before- Quick Write During- 5 facts Completions Unscramble Strategy3-2-1 After- Drawing 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: 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: March 2nd - March 6th 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 do millions of people have access to today? Learning Targets For Students: (1) The Internet (2) Web Sites and (3) Computer Access I can (as a teacher) help the students gain knowledge on the internet. | Essential Question- What is the responsibility of economists? Learning Targets For Students: (1) Trade-Offs (2) Opportunity Coast and (3) Informal Decisions I can (as a teacher) help the students gain knowledge on a wise individual dealing with economics. | Essential Question- What are the four factors of production? Learning Targets For Students: (1) Productivity (2) Consumers and (3) Economic Decisions I can (as a teacher) help the students gain knowledge on the production of goods and services. | Essential Question- What is a demand curve? Learning Targets For Students: (1) Consumer Incomes (2) Demand Elasticity and (3) A Product or Service I can (as a teacher) help the students gain knowledge on a consumer’s ability to buy a good or service. | Essential Question- What is Supply? Learning Targets For Students: (1) Productivity (2) Technology and (3) Government Policies I can (as a teacher) help the students gain knowledge on the principle that suppliers will offer for sale. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Citizenship and the Internet Bell-Ringer- What is computer access? Before- Quick Write During- Completions Sentences Strategy- Write 3 predictions After- Questions Individual Work Formative Assessment Summative Assessment | Objective- What is Economics? Bell-Ringer- What is economics? Before- Read/Write/Discuss During- Matching Find the Letter True/False Strategy- Save the Last Word For Me After- Advertisement Whole Group Formative Assessment Summative Assessment | Objective- The American Economy Bell-Ringer- What should consumers be aware of? Before- Read/Write Notes During- Unscramble Word Wall Fact/Opinion Strategy- 3-2-1 After- Questions Individual Work Formative Assessment Summative Assessment | Objective- Demand Bell-Ringer- How can demand be summarized? Before- Read/ Discuss During- Venn Diagram Main Idea Strategy- ABC Brainstorm After- Drawing Whole Group Formative Assessment Summative Assessment | Objective- Supply Bell-Ringer- How does prices relate to our economy? Before- Quick Write During- Word wall- 5 words Key Terms Sum-It-Up Graphic Organizer Strategy Turn and Talk After- Write 3 examples of supply. Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Dinah Zike’s Reading and Study Skills | Dinah Zike’s Reading and Study Skills | Dinah Zike’s Reading and Study Skills | Dinah Zike’s Reading and Study Skills | Dinah Zike’s Reading and Study Skill |
Student Grouping:X Whole Group XSmall 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: February 23rd-February 27th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. | Standard 5- Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, the the spread of Islam. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What are cultural features? Learning Targets For Students: (1) Culture (2) Social Groups and (3) Exploring Our World I can (as a teacher) help the students gain knowledge on how people make a living. | Essential Question- What is an ethnic group? Learning Targets For Students: (1) Dialect (2) Language and (3) Unifying Forces for a culture. I can (as a teacher) help the students gain knowledge on a common history,language, and some physical characteristics of a particular ethnic group. | Essential Question- Why do people need rules? Learning Targets For Students: (1) Democracy (2) Dictatorship and (3) Monarchy I can (as a teacher) help the students gain knowledge on ways to live together without conflict. | Essential Question- Why do people need rules? Learning Targets For Students: (1) Democracy (2) Dictatorship and (3) Monarchy I can (as a teacher) help the students gain knowledge on rules and laws created by governments. | Essential Question- What is cultural change? Learning Targets For Students: (1) Cultural Diffusion (2) Civilizations and (3) Culture Regions I can (as a teacher) help the students gain knowledge on similar economic systems, forms of government, and social groups. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- What is Culture? Bell-Ringer- What is one way of studying culture? Before- Quick Write During- Questions Descriptive Words Diagram on the elements of culture Strategy- Write 3 predictions. After- Write 3 examples of the way people celebrate their culture. Individual Work Formative Assessment Summative Assessment
| Objective- Social Groups Bell-Ringer-What is meant by the term “Sharing a Language”? Before- Read/Write/Discuss During- Completions Find the Words Strategy- Save the Last Word For Me After- Advertisement Whole Group Formative Assessment Summative Assessment | Objective- How People Express Culture? Bell-Ringer- How does history shape our view of the world? Before- Read/Write Notes During-Write 3 restaurants that shape our culture. How can people express their culture through the arts? Write foods that reflect your daily life. Matching Strategy- 3-2-1 After- Drawing Individual Work Formative Assessment Summative Assessment
| Objective- Government Laws Bell-Ringer- What takes place in a limited government? Before- Quick Write During- Unscramble Find the letters Complete the Statement Write 3 conclusive statements. Strategy- ABC Brainstorm After- What can culture include? Whole Group Formative Assessment Summative Assessment | Objective- Culture Over Time Bell-Ringer- What started about 10,000 years ago? Before- Read/Write/Discuss During- True/False Patterns of Cultural Change Fact/Opinion Cause/Effect Word Wall Sum-It-Up Strategy- Turn and Talk After- Questions 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: February 23rd-February 27th 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 the government be influenced? Learning Targets For Students: (1) Public Opinion (2) Interest Groups and (3) Citizens I can (as a teacher) help the students gain knowledge on the ideas and attitudes that most people hold about elected officials. | Essential Question- When was the federal system created? Learning Targets For Students: (1) U.S. Constitution (2) U.S. Congress and (3) State Courts I can (as a teacher) help the students gain knowledge on powers shared between the national and state governments. | Essential Question- What is the responsibility of the local government? Learning Targets For Students: (1)Townships (2) City Charter and (3) County Governments I can (as a teacher) help the students gain knowledge on the everyday needs of American citizens. | Essential Question- What is the process to be considered when making public policy? Learning Targets For Students: (1) Commissions (2) Community Leaders and (3) Protecting the environment I can (as a teacher) help the students gain knowledge on social programs and decisions about the community’s challenging future. | Essential Question- What are criminal cases? Learning Targets For Students: (1) Criminal Cases (2) Civil Cases and (3) The Juvenile Courts I can (as a teacher) help the students gain knowledge on a legal process or procedure. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Influencing Government Bell-Ringer - Why do citizens join together? Before- Read/Write/Discuss During- Completions Descriptive Words Strategy- Write 3 predictions After-Reading Check Question Individual Work Formative Assessment Summative Assessment | Objective- State Government Bell-Ringer- What is a governor’s most important role as the state’s chief executive? Before- Quick Write During- Questions Graphic Organizer True/False Strategy- Save the Last Word For Me. After- Write 3 conclusive statements. Individual Work Formative Assessment Summative Assessment | Objective- Local Government Bell-Ringer- What are the different kinds of local government? Before- Read/Write 5 facts Unscramble Find the letter Strategy- 3-2-1 After- Drawing Whole Group Formative Assessment Summative Assessment | Objective- Dealing with Community Issues Bell-Ringer- What are some challenges local school leaders face? Before- Read/Write/Discuss During- Matching Main Idea Review Facts Strategy- ABC Brainstorm After- Advertisement Whole Group Formative Assessment Summative Assessment | Objective- Civil and Criminal Law Bell-Ringer- What does criminal cases involve? Before- Read/Wrote Facts During- Completions True/False Chart Fact/Opinion Strategy- Turn and Talk After- Write 2 examples of civil cases and 2 examples of criminal cases. 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 | Glencoe/McGraw-Hill | Glencoe/McGraw-Hill | Glencoe/McGraw-Hill | Glencoe/McGraw-Hill |
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: February 17th-February 20th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 4- Evaluate spatial patterns and the demographic structure of the population on Earth’s surface in terms of density, dispersion, growth and mortality rates, natural increase, and doubling time. | Standard 4- Evaluate spatial patterns and the demographic structure of the population on Earth’s surface in terms of density, dispersion, growth and mortality rates, natural increase, and doubling time. | Standard 4- Evaluate spatial patterns and the demographic structure of the population on Earth’s surface in terms of density, dispersion, growth and mortality rates, natural increase, and doubling time. | Standard 4- Evaluate spatial patterns and the demographic structure of the population on Earth’s surface in terms of density, dispersion, growth and mortality rates, natural increase, and doubling time. | |
ESSENTIAL QUESTION Learning Targets “I can …” | President’s Day No Students | Essential Question- What are some examples of major population clusters? Learning Targets For Students: (1) Population Growth (2) Health Care and (3) Birthrate I can (as a teacher) help the students gain knowledge on reasons for population growth. | Essential Question- What are some changes from population growth? Learning Targets For Students:(1) Disasters (2) Technology and (3) Creativity I can (as a teacher) help the students gain knowledge on reasons and consequences of migration. | Essential Question- What is population distribution? Learning Targets For Students: (1) Industrial Age (2) Religious Significance and (3) Population Density I can (as a teacher) help the students gain knowledge on large numbers of people who cannot survive on land. | Essential Question- What is population movement? Learning Targets For Students: (1) Urbanization (2) Moving in Great Numbers and (3) Suburb to Suburb I can (as a teacher) help the students gain knowledge on people moving from place to place. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Population Patterns Bell-Ringer- How fast has the earth’s population grown? Before- Quick Write During- Word Wall True/False Fact/Opinion Strategy- Write 3 predictions After- Reading Check Questions Individual Work Formative Assessment Summative Assessment | Objective- Challenges From Population Growth Bell-Ringer- What is famine? Before-Read/Write/Discuss During- Summary Reviewing Main Ideas Graphic Organizer Strategy- 3-2-1 After-Drawing Individual Work Formative Assessment Summative Assessment | Objective- Population Density. Bell-Ringer- What is the importance of government and transportation centers? Before- Read/Write Notes During- True/False Questions Sum-IT-Up Strategy-Save the Last Word For Me After- Advertisement Whole Group Formative Assessment Summative Assessment | Objective- Population Movement Bell-Ringer- Why are people moving in great numbers? Before- Quick Write During- Completions Unscramble Summary Strategy- ABC Brainstorm After- Write 3 reactions Small Group Formative Assessment Summative Assessment | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | 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: Contemporary Issues- Elective WEEK OF: February 17th- February 20th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill- Reading Comprehension | Skill- Reading Comprehension | Skill-Reading Comprehension | |
ESSENTIAL QUESTION Learning Targets “I can …” | President’s Day No Students | Essential Question- What does it mean to be a citizen? Learning Targets For Students: (1) Rights (2) Duties and (3) Responsibilities I can (as a teacher) help the students gain knowledge on the citizen and the community. | Essential Question- What does Congress make-up? Learning Targets For Students: (1) Representatives (2) Senators and (3) Leaders I can (as a teacher) help the students gain knowledge on procedures to guide a bill into law. | Essential Question- What are the functions of the Judicial Branch of Government? Learning Targets For Students: (1) The Courts (2) The U.S. Constitution and (3) Equal Justice under the Law. I can (as a teacher) help the students gain knowledge on the Judicial Branch of Government. | Essential Question- What is meant by the term “Influencing Government?” Learning Targets For Students: (1) Public Opinion (2) Political Issues and (3) Mass Media I can (as a teacher) help the students gain knowledge on ideas and attitudes that most people hold about elected officials. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Citizen and the Community Bell-Ringer- What is volunteerism? Before- Read/Write/Discuss During- Find the Words Unscramble Strategy- ABC Brainstorm After- Questions Individual Work Formative Assessment Summative Assessment | Objective- Congress Bell-Ringer- What are some powers of Congress? Before- Quick Write During- Chart Word Wall Questions Strategy- 3 Predictions After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- The Judicial Branch Bell-Ringer- How would you describe the American Judicial System? Before- Read/Write 3 Facts During - Matching Main Idea Strategy- Save the Last Word For Me After- Advertisement Whole Group Formative Assessment Summative Assessment | Objective- Influencing Government Bell-Ringer- What does public opinion include? Before- Quick Write During- Matching Unscramble Find the Letters Strategy- 3-2-1 After- Write 2 examples of public opinion. Small Group Formative Assessment Summative Assessment | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | 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/Geography WEEK OF:February 9th - February 13th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems. | Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems. | Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems. | Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems. | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What is the Atmosphere? Learning Targets For Students: (1) Physical Geography (2) The Atmosphere and (3) Air Pollution I can (as a teacher) help the students gain knowledge on the Earth’s physical geography. | Progress Report Day No Students | Essential Question- What is the Lithosphere? Learning Targets For Students: (1) Topsoil (2) Deforestation and (3) Crop Rotation I can (as a teacher) help the students gain knowledge on minerals and ores mined from the Earth. | Essential Question- What is the Hydrosphere? Learning Targets For Students: (1) Conservation (2) Irrigation and (3) pesticides I can (as a teacher) help the students gain knowledge on managing water supplies. | Essential Question- What is the Biosphere? Learning Targets For Students: (1) Ecosystems (2) Biodiversity and (3) The environment I can (as a teacher) help the students gain knowledge on how the human population increases and people expand their communities. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Atmosphere Bell-Ringer- How would you explain the processes that shape the physical environment? Before- Quick Write During- Complete the Statements. True/False Strategy- 3-2-1 After-Drawing Whole Group Formative Assessment Summative Assessment
| Objective- The Lithosphere Bell-Ringer- What are the benefits of topsoil? Before- Read/Write/Discuss During- Word Wall Questions Strategy- ABC Brainstorm After- Write 3 conclusive statements. Whole Group Formative Assessment Summative Assessment | Objective- The Hydrosphere Bell-Ringer- What is water management? Before- Read/Write/Discuss During- 3 descriptive words Summary Main Idea Graphic Organizer Strategy- Write 3 predictions After- Write one fact and one opinion. Individual Work Formative Assessment Summative Assessment | Objective- The Biosphere Bell-Ringer- What are ecosystems? Before- Quick Write During- Questions Reviewing Facts Completions Strategy- Turn and Talk After- Create an advertisement. Small Group Formative Assessment Summative Assessment | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | 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:February 9th-February 13th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Reading Comprehension | Reading Comprehension | Reading Comprehension | Reading Comprehension | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Where is India located? Learning Targets For Students: (1) Dravidians (2) Indus Valley and (3) The Aryans I can (as a teacher) help the students gain knowledge on invaders that came from the East and the West. | Progress Report Day No Students | Essential Question- Who were the Indian Rulers? Learning Targets For Students: (1) King Chandra Gupta (2) The Gupta Empire and (3) Great Britain Takes Control I can (as a teacher) help the students gain knowledge on how India broke apart into many separate Hindu Kingdoms.. | Essential Question- What were the Mesoamerican Empires? Learning Targets For Students: (1) Significant Mayas (2) Farming and (3) Central America I can (as a teacher) help the students gain knowledge on how Central America land joins the North American and South American continents. | Essential Question- Who were the Incredible Incas? Learning Targets For Students: (1) The Incas (2) Craftsmen and (3) South America. I can (as a teacher) help the students gain knowledge on the Incas empire built in South America. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Early India Bell-Ringer- Who were the first people to arrive in Early India? Before- Read/Write Notes During- Completions Unscramble Questions Strategy- Write 3 predictions After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- Indian Rulers Bell-Ringer- What were the beliefs of most Mughal Leaders? Before- Quick Write During- Matching Word Wall Strategy- Save the Last Word For Me After- Advertisement Individual Work Formative Assessment Summative Assessment | Objective- Mesoamerican Empires Bell-Ringer- Who were the Magnificent Mayas? Before- Read/Write/Discuss During- Find the Words Sum-IT-Up. Strategy-ABC Brainstorm After- Graphic Organizer Whole Group Formative Assessment Summative Assessment | Objective- The Incredible Incas Bell-Ringer- Where did the Incas live? Before- Read/Write During- Unscramble the Words. Completions Questions Strategy- Turn and Talk After- Write 2 reactions Small Group Formative Assessment Summative Assessment | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | www.shelleducation.com | www.shelleducation.com | www.shelleducation.com | www.shelleducation | |
Student Grouping: X Whole Group X Small Group XIndividual Work Assessments: Formative 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: February 2nd - February 6th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What is the water cycle? Learning Targets For Students: (1) Water Cycle (2) Evaporation and (3) Water Vapor I can (as a teacher) help the students gain knowledge on the earth’s water moving in a cycle. | Essential Question- What is water vapor? Learning Targets For Students: (1) Water Vapor (2)Water Cycle and (3)Evaporation I can (as a teacher) help the students gain knowledge on water covering about 70 % of the earth’s surface. | Essential Question- What are bodies of water? Learning Targets For Students: (1) Groundwater (2) Aquifers and (3) Rainfall I can (as a teacher) help the students gain knowledge on the earth’s water supply. | Essential Question- What is making connections through exploring Earth’s Water? Learning Targets For Students: (1) Art (2) Science (3) Culture and (4) Technology I can (as a teacher) help the students gain knowledge on scientists knowing more about the surface of the moon than they do about the ocean floor. | Essential Question- Compare how culture and experience influence individual perceptions of places and regions? Learning Targets For Students: (1) Culture (2) Individual Perceptions and (3) Places and Regions I can (as a teacher) help the students gain knowledge on cultural influences. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Water Cycle Bell-Ringer- How does water move in the water cycle? Before- Read/Write/Discuss Sum-It-Up Matching Strategy- Save the Last Word For Me After- Write 2 conclusive statements Individual Work Formative Assessment Summative Assessment | Objective- The Earth’s Water Bell-Ringer- What are the processes and reasons for regional change through the water cycle? Before- Quick Write During- Create a chart Questions Drawing Strategy- ABC Brainstorm After- Write 3 reactions Individual Work Formative Assessment Summative Assessment | Objective- Water Resources Bell-Ringer- What is saltwater? Before- Read/Write/Discuss During- Complete the Statement Fact/Opinion Sentences Making Connections Strategy- 3 facts, 2 connections, 1 question I still have After- Advertisement Whole Group Formative Assessment Summative Assessment | Objective- Exploring Ice Shelves Bell-Ringer- What was the most promising areas of research for Autosub? Before- Quick Write During- Graphic Organizer Find the Words Essay Question Complete the Statement Strategy- Write 3 predictions After- Making the Connection Questions Whole Group Formative Assessment Summative Assessment | Objective- Explaining Globalization Bell-Ringer- What are water resources? Before- Quick Write During- Chart Analyzing the Diagram Summarizing True/False Strategy- Turn and Talk After- Drawing Conclusions Small Group Formative Assessment Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.comt | 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: February 2nd-February 6th 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- Where is Ancient Mesopotamia located? Learning Targets For Students: (1) Middle East (2) Turkey and (3) Sumer I can (as a teacher) help the students gain knowledge on the Fertile Crescent and Mesopotamia. | Essential Question- How would you describe the Mesopotamian Empires? Learning Targets For Students: (1) Hebrews (2) Tolerant Persians and (3) Ancient Empires I can (as a teacher) help the students gain knowledge on empires that existed long ago. | Essential Question - What took place in Ancient Egypt around 5000 B.C.? Learning Targets For Students: (1) The Nile River (2) Upper Egypt and (3) Lower Egypt I can (as a teacher) help the students gain knowledge on nomads that stop moving around, and homes built along the Nile River. | Essential Question- Who were the rulers of Egypt? Learning Targets For Students: (1) Egyptians (2) The Hyksos and (3) The Nile River I can (as a teacher) help the students gain knowledge on the Egyptian land and their ideas and customs. | Essential Question- Where is Greece located? Learning Targets For Students: (1) Pottery (2) The Mainland and (3) Greek Culture I can (as a teacher) help the students gain knowledge on Greece, a hot, dry country with mountain ranges. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Mesopotamia and the Fertile Crescent. Bell-Ringer- How can the Middle East be described? Before- Quick Write During- Word Wall Unscramble Completions Strategy- ABC Brainstorm After- Drawing Individual Work Formative Assessment Summative Assessment | Objective-More Mesopotamian Empires Bell-Ringer- What was the significance of the Persian Empire? Before- Read/Write/Discuss During- Graphic Organizer Descriptive Words True/False Strategy- Write 3 predictions After- Create an advertisement Individual Work Formative Assessment Summative Assessment | Objective- Ancient Egypt Bell-River- Who were the pharaohs? Before- Read/Write Notes During- Find the Words Summary Reactions - (3) Strategy- 3 facts, 2 connections, 1 question I still have After- Reading Check Questions Whole Group Formative Assessment Summative Assessment | Objective- Rulers of Egypt Bell-Ringer- What effect did Ahmose have on the Egyptians? Before- Quick Write During- Complete the Statement Find the Letters Main Ideas Strategy- Save the Last Word For Me After- Create a chart. Whole Group Formative Assessment Summative Assessment | Objective- Ancient Greece Bell-Ringer- What is Greek life centered on? Before- Quick Write During- Fact/Opinion Cause/Effect Social Studies Skill Activity KeyTerms Strategy- Turn and Talk After- Write 3 examples of Art and Theater. 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.shelleducation.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 | |||||