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/Civics WEEK OF:: November 17th-November 21st 2025 :
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 9- Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and saving accounts, loans, investments, credit, and comparison shopping. | Standard 9- Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and saving accounts, loans, investments, credit, and comparison shopping | Standard 9- Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and saving accounts, loans, investments, credit, and comparison shopping | Standard 9- Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and saving accounts, loans, investments, credit, and comparison shopping. | Standard 9- Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and saving accounts, loans, investments, credit, and comparison shopping. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What are the three functions of money? Learning Targets For Students: (1) Money- medium of exchange. (2) Money- store of value. and (3) Money- measure of value. I can (as a teacher) help the students gain knowledge on trading money for goods and services. | Essential Question- Why does money have value? Learning Targets For Students: (1) Value (2) Alternative Use. and (3) The Financial System. I can (as a teacher) help the students gain knowledge on the value of money | Essential Question- What are the different types of Financial Institutions? Learning Targets For Students: (1) Commercial Banks (2) Savings and Loan Associations. and (3) Credit Unions I can (as a teacher) help the students gain knowledge on keeping our financial system safe. | Essential Question- What are financial institutions? Learning Targets For Students: (1) Regulatory Agencies. (2) Federal Deposit Insurance Corporation. and (3) The Banking System I can (as a teacher) help the students gain knowledge on the safest financial systems in the world. | Essential Question- What is a Time Zone Map? Learning Targets For Students: (1) Why Learn This Skill? (2) Learning the Skill. and (3) Practicing the Skill I can (as a teacher) help the students gain knowledge on the 24 different time zones. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Three Functions of Money. Bell-Ringer- How does money make our lives easier? Before- Read/Write Notes During- Main Idea Key Terms Organize Information Activity Read to Learn Questions Strategy- Write 3 Predictions. After- Closure Question Whole Group Formative Summative | Objective- Why Money has Value? Bell-Ringer- Why do we value and accept money? Before- Quick Write During- Inferences Questions Sum-It-Up Reading Check Graphic Organizer Strategy- ABC Brainstorm After- Create a word wall on the financial system. Individual Work Formative Summative | Objective- Features ofU.S. Currency. Bell-Ringer- What does it mean to say money serves as a “medium of exchange”? Before- Read/Write/Discuss During- Create Chart with Illustrations Completions Multiple Choice Strategy- Save the Last Word For Me After- Making Generalizations Whole Group Formative Summative | Objective- Keeping our financial system safe. Bell-Ringer- Why is banking one of the most regulated industries in the country? Before- Quick Write During- Write Notes Create a chart Analyze Visual Main Idea Questions Strategy- 3-2-1 After- Define Words Individual Work Formative Summative | Objective- Reading a Time Zone Map Bell-Ringer- What makes time zones different? Before- Read During- Discuss Explain the purpose of Why Learn this Skill?. Write notes on Learning the Skill. Answer questions on Practicing the Skill. Draw a chart on Time Zones. Strategy- Turn and Talk After- Applying the Skill Activity. Small Group Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.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: November 17th-November 21st 2025
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 the benefits of volcanoes? Learning Targets For Students: (1) Layers of Rock. (2) Mount Vesuvius and (3) Volcanic Eruptions I can (as a teacher) help the students gain knowledge on volcanoes that have helped to form our world. | Essential Question- What Makes Day and Night? Learning Targets For Students: (1) Light From the Sun (2) Earth turning on its Axis and (3) Day and Night I can (as a teacher) help the students gain knowledge on the part of the Earth that is turned toward the Sun is lighted and the part turned away from the Sun is in shadow. | Essential Question- What are time zones? Learning Targets For Students: (1) The Sun (2) The Earth and (3) Several time zones I can (as a teacher) help the students gain knowledge on time zones being similar to a north-to-south slice of Earth. | Essential Question- What makes winter and summer? Learning Targets For Students: (1) Earth Movements (2) The Hemisphere and (3) The Sun’s axis I can (as a teacher) help the students gain knowledge on Earth moving to a new spot in its orbit. | Essential Question- What are shadows and time? Learning Targets For Students: (1) Sunlight (2) Ancient Times and (3) A sundial I can (as a teacher) help the students gain knowledge on ways the length and position of the shadow change as the Sun appears to move across the sky. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Benefits of volcanoes Bell-Ringer- What takes place during volcanic eruptions? Before- Quick Write During- Discuss/Notes Sum-It-Up Questions Fact versus Opinions Strategy- ABC Brainstorm After- Write 3 reactions Whole Group Formative Summative | Objective- What Makes Day and Night? Bell-Ringer- What process causes day and night? Before- Quick Write During-Graphic Organizer Main Idea Questions Find the Words Strategy- 3-2-1 After- Write 3 conclusive statements. Individual Work Formative Summative | Objective- Time Zones Bell-Ringer- What makes time zones different around the world? Before- Read/Write/Discuss During- Venn Diagram illustrating the different time zones Questions True/False Strategy- Save the Last Word for Me After- Visual with Illustrations Whole Group Formative Summative | Objective- Winter and Summer Bell-Ringer- How does Earth move around the sun? Before- Quick Write/Discussions During- Write a response to Essay Question Write a poem on Winter and Summer Strategy- Write 3 predictions After- Complete a drawing with illustrations. Individual Work Formative Summative | Objective- Shadows and Time Bell-Ringer- What takes place when sunlight falls on an object? Before- Read/Write Notes During- Completions Inferences Matching Strategy- Turn and Talk After- Write 3 examples of Shadows and Time. Small Group Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program- Elfrieda H. Hiebert Ph.D.
| www..pearsonlearning.com Quick Reads-A Research-Based Fluency Program-Elfrieda H. Hiebert, Ph.D. | www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program-Elfrieda H. Hiebert Ph.D. | www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program-Elfrieda H. Heart Ph.D. | www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program-Elfrieda H. Hiebert Ph.D. |
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: 7 th Grade/Civics WEEK OF: November 10th-November 14th 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 8- Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decisions making, and the stock market. | Veterans Day Holiday | Standard 8- Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market. | Standard 6- Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market. | Standard 8- Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What is the consumer sector? Learning Targets For Students: (1) Factor Markets (2) Consumers and (3) Capital Exchange I can (as a teacher) help the students gain knowledge on situations that allow buyers and sellers to exchange a certain economic product. | Essential Question- What is the business sector? Learning Targets For Students: (1) Product Markets (2) Business Sector and (3) The Government Sector I can (as a teacher) help the students gain knowledge on a circular flow of economic activity. | Essential Question- What is the Foreign Sector? Learning Targets For Students: (1) Value of goods and services. (2) Growth in the economy. and (3) Productivity I can (as a teacher) help the students gain knowledge on goods and services the U.S. purchases from other countries. | Essential Question- What is specialization? Learning Targets For Students: (1) Businesses (2) Regions and (3) Countries I can (as a teacher) help the students gain knowledge on specialization taking place when people, businesses, regions, and even countries concentrate on goods or services that they can produce better than anyone else. | |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Consumer Sector Bell-Ringer- Who are the consumers? Before- Read/Write Notes During- Key Terms Read to Learn Reading Check Evaluate Visual Strategy- Predictions After- Main Idea Activity Whole Group Formative Summative | Objector- Product Markets Bell-Ringer- What process is involved in the flow of economic activity? Before- Read/Write/Discuss During- Questions Find the Words Sum-It-Up Strategy- ABC Brainstorm After- Visual with Illustrations Individual Work Formative Summative | Objective- The Foreign Sector Bell-Ringer- What is productivity? Before- Read/Discuss During- Examples of foreign sectors. Fact/Opinion Main Idea Word Wall Strategy- 3-2-1 After- Write 3 conclusive statements. Whole Group Formative Summative | Objective- Specialization Bell-Ringer- What is division of labor? Before- Read/Discuss During- Key Terms Reviewing Main Ideas Drawing Inferences Organizing Information Create Chart Strategy- Turn and Talk After- Questions Small Group Formative Summative | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.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:November 10th-November 14th 2025
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 …” | 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 different kinds of volcanoes. | Veterans Day Holiday | Essential Question- How are Volcanoes Formed? Learning Targets For Students: (1)Earth’s Crust (2) Earth’s Mantle and (3) Layers of Lava. I can (as a teacher) help the students gain knowledge on plates moving together and overlapping. | Essential Question- What Happens when Volcanoes Erupt? Learning Targets For Students: (1) Volcanic Eruption (2) Fahrenheit and (3) Poisonous Gases I can (as a teacher) help the students gain knowledge on Volcanic Eruptions. | Essential Question- What are Volcanic Islands? Learning Targets For Students: (1) Islands of Hawaii (2) Magma and (3) Eruptions I can (as a teacher) help the students to gain knowledge on volcanoes that erupt from a hot spot in Earth’s Mantle. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Kinds of Volcanoes Bell-Ringer- Who are volcanologists? Before- Quick Write During- Word Wall Notes Read to Learn Questions Strategy- Save the Last Word For Me. After- Graphic Organizer Whole Group Formative Summative | Objective- How Volcanoes Form? Bell-Ringer- What is the process of volcanoes forming? Before- Read/Write/Discuss During- Summary Inferences Completions Strategy- ABC Brainstorm After- Drawing and Illustration. Individual Work Formative Summative | Objective- When Volcanoes Erupt? Bell-Ringer- What is a poisonous Gas? Before- Read During- Descriptive Words Find the Words Unscramble Cause and Effect Strategy- 3-2-1 After- Create an advertisement. Whole Group Formative Summative | Objective- Volcanic Islands Bell-Ringer- What are hot spots? Before- Quick Write During- Reading/Write Notes. Analyze chart Main Idea Activity Analyze Visual Matching Strategy- Turn and Talk After-Write 3 reactions. Small Group Formative Summative | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | |
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 | |||||