January

Jan. 12, 2015 - Jan. 16, 2015 7th grade

Social Studies
Grade 7

Monday
Date: 1/12/15

Objective
(I will…)

Understand the themes and elements associated with the study of geography.

Teacher Activities 

1. Handout note cards and explain geography challenge activity to be completed at the beginning of each class following the completion of bell work

2. Introduce students to the days topics

3. Assign geography handbook study guide

4. Monitor students to check for understanding and completion

Student Activities

1. Copy daily objectives and define vocabulary posted on white board into notebooks

2. Complete Geography challenge Day 1 on notecard

3. Turn in 6 essential elements homework assigned Friday

4. Complete geography handbook study guide

Assess./Evaluations

Participation, Q&A

Academic Vocab.

N/A
ELL students are given vocabulary in Spanish.

Standard(s)

II.A.-analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills, and perspectives and apply them to explain the past, present, and future in terms of patterns, events, and issues.
II.B.-explain the physical and human characteristics of places and use this knowledge of define regions, their relationships with other regions, and their patterns of change.
II.C.- understand how human behavior impacts man-made and natural environments recognizes past and present results, and predicts potential changes.

Resource(s)

Textbook: The World and its People, student notes

Homework

Complete notebook work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given notes/directions in Spanish and will work with a partner to help translate.

Social Studies
Grade 7

Tuesday
Date: 1/13/15

Objective
(I will…)

1. Understand the themes and elements associated with the study of geography.

2. Identify the way(s) in which geographers look at the world & the tools they use

Student Activities

1. Copy daily objectives and define vocabulary posted on whiteboard into notebooks

2. Complete Geography Challenge Day 2 on notecard

3. Briefly review over Geography Handbook information/study guide

4. Complete Geography Handbook Test

5. Read Ch. 1;1 pg. 22-27 & complete reading guide

6. Turn in reading guide at end of class.

Teacher Activities

1. Assign Geography Challenge Day 2 question

2. Introduce students to the days topic

3. Assign reading assignment & reading guide

4. Collect reading guide

5. Monitor student behavior to check for understanding and completion

Assess./Evaluations

Participation, Q&A, reading guide grade

Academic Vocab.

Geography, Landform, Environment, Fossil
ELL students are given vocabulary in Spanish

Standard(s)

II.A.-analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills, and perspectives and apply them to explain the past, present, and future in terms of patterns, events, and issues.
II.B.-explain the physical and human characteristics of places and use this knowledge of define regions, their relationships with other regions, and their patterns of change.
II.C.- understand how human behavior impacts man-made and natural environments recognizes past and present results, and predicts potential changes.

Resource(s)

Textbook: The World and its People, reading guide grade, student notes

Homework

Complete notebook work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given notes/directions in Spanish and will work with a partner to help translate.

Social Studies
Grade 7

Wednesday
Date: 1/14/15

Early dismissal

Objective
(I will…)

1. Identify the way(s) in which geographers look at the world & the tools they use

2. Understand how geographers their knowledge of the earth

Teacher Activities

  1. Assign Geography Challenge Day 3 question
  2. Introduce the days topic to class
  3. Continue reading guide Ch. 1;1 pg. 22-27
  4. Conduct thinking like a geographer discussion/activity
  5. Monitor student behavior to check for understanding and completion

Student Activities

1. Copy daily objectives and define vocabulary posted on whiteboard into notebooks

2. Complete geography challenge Day 3 on notecard

3. Continue Ch. 1;1 reading guide

4. Participate in Thinking like a geographer discussion/activity in order to review over information learned from reading

Assess./Evaluations

Participation, reading guide grade

Academic Vocab.

Global Positioning System, Geographic Information System, Artifact
ELL students are given vocabulary in Spanish

Standard(s)

 

Resource(s)

Textbook: The World and its People, student notes, http://acrosstheunitedstatesofamerica.weebly.com/4-g101-thinking-like-a-geographer.html

Homework

Complete notebook work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given notes/directions in Spanish and will work with a partner to help translate.

Social Studies
Grade 7

Thursday
Date: 1/15/15

Objective
(I will…)

1. Identify what makes up the solar system

2. Describe how Earth moves in space

3. Explain why Earth’s seasons change

Student Activities

1. Copy daily objectives and define vocabulary posted on whiteboard into notebooks

2. Complete Geography Challenge Day 4

3. Participate in discussion/lecture concerning chapter 1;2 (pg. 29-33)

4. Participate in read-aloud

Teacher Activities

1. Assign Geography Challenge Day 4 question

2. Lead students through discussion/lecture concerning chapter 1;2

3. Conduct read-aloud with students

4. Monitor student behavior to check for understanding and completion

Assess./Evaluations

Participation, Q&A

Academic Vocab.

Orbit, Atmosphere, Axis, Revolution
ELL students are given vocabulary in Spanish

Standard(s)

 

Resource(s)

Textbook: The World and its People, student notes

Homework

Complete notebook work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given notes/directions in Spanish and will work with a partner to help translate.

Social Studies
Grade 7

Friday
Date: 1/16/15

Objective
(I will…)

1. Identify what makes up the solar system

2. Describe how Earth moves in space

3. Explain why Earth’s seasons change

Student Activities

1. Copy daily objectives and define vocabulary posted on whiteboard into notebooks

2. Complete geography challenge day 5

3. Go over and turn in geography challenge Day 1-5

4. Review over material learned yesterday

5. Continue read aloud Ch. 1;2 (pg. 29-33)

6. Turn objectives into questions (with answers) for exit slip to be completed and turned in by end of class.

Teacher Activities

1. Assign geography challenge Day 5 question

2. Go over answers to geography challenge questions 1-5 & collect

3. Review material learned yesterday with students by conducting Q&A

4. Lead students through discussion/lecture Ch. 1;2

5. Lead students through read aloud (pg. 29-33)

6. Assign/collect exit slip: Turn objectives into questions with answers

Assess./Evaluations

Geography Challenge Grade, Participation, Q&A

Academic Vocab.

Leap Year, Summer Solstice, Winter Solstice, Equinox
ELL students will be given vocabulary in Spanish

Standard(s)

 

Resource(s)

Textbook: The World and its People, student notes

Homework

Complete notebook work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given notes/directions in Spanish and will work with a partner to help translate.

  Jan. 12, 2015 - Jan. 16, 2015 - 8th grade

Social Studies
Grade 8

Monday
Date: 1/12/15

Objective
(I will…)

Discuss how the U.S. expanded in the early 1800’s and analyze the expeditions of explorers Lewis & Clark.

Teacher Activities 

1. Show video: Lewis and Clark- Great Journey West

2. Assign video notes/questions to be answered while watching video

3. Monitor students to check for understanding and completion

4. Collect video notes

Student Activities

Chapter 9 Section 2

1. Copy daily objectives posted on white board into notebook

2. Watch Lewis and Clark video & complete video notes

3. Turn in video notes at end of hour

Assess./Evaluations

Participation, video notes grade

Academic Vocab.

N/A
ELL students are given vocabulary in Spanish.

Standard(s)

II.A.2- provide a historic overview of patterns of population expansion into the Westby the many diverse groups of people
II. E.1- explain and describe how movement of people impacted and shaped western settlement of the United States.

Resource(s)

Textbook: The American Republic to 1877, video notes, National Geographic video: Lewis & Clark-Great Journey West

Homework

Complete notebook work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given notes/directions in Spanish and will work with a partner to help translate.

Social Studies
Grade 8

Tuesday
Date: 1/13/15

Objective
(I will…)

Discuss how the U.S. expanded in the early 1800’s and analyze the expeditions of explorers Lewis & Clark.

Student Activities

Chapter 9 Section 2

1. Students will copy daily objectives posted on white board into notebook

2. Complete Louisiana Purchase Map

3. Answer questions posted on white board on back side of map

4. Turn in map at end of hour

Teacher Activities

1. Pass out/explain Louisiana Purchase Map, maps must be neat and meet all requirements (pg. 284)

2. Assign questions to answered on the back of map

3. Collect maps at end of hour

4. Monitor students to check for understanding and completion

Assess./Evaluations

Participation, Louisiana Purchase Map grade

Academic Vocab.

N/A
ELL students are given vocabulary in Spanish

Standard(s)

II.A.2- provide a historic overview of patterns of population expansion into the Westby the many diverse groups of people
II. E.1- explain and describe how movement of people impacted and shaped western settlement of the United States.

Resource(s)

Textbook: The American Republic to 1877, student notes, Louisiana Purchase Map handout

Homework

Complete notebook work, complete Louisiana Purchase map

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given notes/directions in Spanish and will work with a partner to help translate.

Social Studies
Grade 8

Wednesday
Date: 1/14/15

Early dismissal

Objective
(I will…)

1. Understand and identify the reason(s) why Tecumseh built a confederacy among Native American empire.

2. Analyze why the War Hawks wanted to go to war

Teacher Activities

1. Lead students through discussion/lecture by conducting a read aloud

2. Point out specific information students should take note on in their notebooks

3. Pause to ask questions during reading to make sure students are comprehending information

4. Assign notebook entry

5. Assign/collect exit slip

Student Activities

Ch. 9 Section 3

1. Copy daily objectives and define vocabulary posted on white board into notebooks

2. Participate in discussion/lecture through read aloud on first half of the section

3. Complete notebook entry

4. Complete/turn in exit slip

Assess./Evaluations

Participation, Q&A, notebook entry, exit slip

Academic Vocab.

Tribute, Neutral Rights, Impressment

ELL students are given vocabulary in Spanish

Standard(s)

II.A.2- provide a historic overview of patterns of population expansion into the Westby the many diverse groups of people
II. E.1- explain and describe how movement of people impacted and shaped western settlement of the United States.

Add standard

Resource(s)

Textbook: The American Republic to 1877, student notes, PPT notes
http://www.mchce.net/Y2IP/MacJohnson_Y2IP.pdf

Homework

Complete notebook work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given notes/directions in Spanish and will work with a partner to help translate.

Social Studies
Grade 8

Thursday
Date: 1/15/15

Objective
(I will…)

1. Understand and identify the reason(s) why Tecumseh built a confederacy among Native American empire.

2. Analyze why the War Hawks wanted to go to war

Student Activities

Chapter 9 Section 3

1. Copy daily objectives and define vocabulary posted on white board into notebooks

2. Participate in lecture/discussion through read aloud on section half of the section

3. Complete notebook entry

Teacher Activities

1. Lead students through lecture/discussion by conducting read aloud

2. Point out important information students should take note of from the reading

3. Pause to ask questions to make sure students are comprehending the information

4. Assign notebook entry

Assess./Evaluations

Participation, Q&A, notebook entry

Academic Vocab.

Embargo, War Hawks, Nationalism
ELL students are given vocabulary in Spanish

Standard(s)

II.A.2- provide a historic overview of patterns of population expansion into the Westby the many diverse groups of people
II. E.1- explain and describe how movement of people impacted and shaped western settlement of the United States.

Add standard

Resource(s)

Textbook: The American Republic to 1877, student notes, PPT notes

Homework

Complete notebook work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given notes/directions in Spanish and will work with a partner to help translate.

Social Studies
Grade 8

Friday
Date: 1/16/15

Objective
(I will…)

1. Analyze the reason(s) why & how the British were able to seize and set fire to Washington D.C.

2. Explain why Andrew Jackson fought a battle after the war was over.

Student Activities

Chapter 9 Section 4

1. Copy daily objectives and define vocabulary posted on white board into notebooks

2. Participate in read aloud on first half of section 4

3. Conduct Think-Pair-Share activity to analyze why & how the British were able to seize and set first to Washington

4. Complete/turn in exit slip

Teacher Activities

1. Lead students through read aloud on first half of section 4

2. Pause during reading to ask questions and make sure students are comprehending the information

3. Point out important information students should take note of

4. Assign/explain Think-Pair-Share activity for students to complete with their groups

4. Assign/collect exit slip

Assess./Evaluations

Participation, Q&A, exit slip

Academic Vocab.

Frigate, Privateer
ELL students will be given vocabulary in Spanish

Standard(s)

II.A.2- provide a historic overview of patterns of population expansion into the Westby the many diverse groups of people
II. E.1- explain and describe how movement of people impacted and shaped western settlement of the United States.

Add standard

Resource(s)

Textbook: The American Republic to 1877, student notes, PPT notes

Homework

Complete notebook work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will be given notes/directions in Spanish and will work with a partner to help translate.


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