October


Week of October 27-31, 2014

Social Studies
Grade 7

Monday, 10/27

Objectives
(I will be able to …)

Compare the cultural developments and ways of living of the Big-game Hunters, Desert Dwellers, and Mogollon cultures.

Teacher Activities

(The teacher will…)

1. introduce this week’s topic to students
2. guide student reading, pausing to ask questions, checking for comprehension.
3. present PPT for student notes
4. lead discussion on which areas of information students will need to know for upcoming exam.
5. remind students about materials needed for NM map project

Student Activities

(The students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. review vocabulary words
3. Chapter 2- New Mexico’s Early People
Read p. 17, Big-Game Hunters, p. 18-21; Desert Dwellers, p. 23-24
4. participate in teacher-led class discussion (section reviews)
5. write notes from PPT presentation
6. write and answer test-review questions

Academic Terms

Archaeologist, artifact, culture, kill site, nomadic

Competencies

I.A.2- describe the characteristics of other indigenous peoples that had an effect upon NM's development, including nomadic bands, the development of their tools, adaptation to the environments, and domestication of plants and animals.
I.A.5- explain how New Mexicans have adapted to their physical environments, to meet their needs over time including living in the desert, control over water sources, and use of natural resources
II.D.3- explain how ecosystems influenced settlements and societies

Resource(s)

textbook, PPT

Assessment

Student participation; exit question

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

 

Tuesday, 10/28

Objectives
(I will be able to …)

1. Compare the cultural developments and ways of living of the Big-game Hunters, Desert Dwellers, and Mogollon cultures.
2. describe the ways of living and achievements of the Anasazi Culture in the Southwest

Teacher Activities

(The teacher will…)

1. guide student reading, pausing to ask questions, checking for comprehension.
2. present PPT for student notes
3. lead discussion on which areas of information students will need to know for upcoming exam.
4. remind students about materials needed for NM map project

Student Activities

(The students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. review vocabulary words
3. Chapter 2- New Mexico’s Early People
Read Mogollon Culture, p. 24-26, The Anasazi Culture on the Rise, p. 27- 29
4. participate in teacher-led class discussion (section reviews)
5. write notes from PPT presentation
6. write and answer test-review questions

Academic Terms

sedentary, atlatl, mano, metate, pueblo, kiva

Competencies

I.A.2- describe the characteristics of other indigenous peoples that had an effect upon NM's development, including nomadic bands, the development of their tools, adaptation to the environments, and domestication of plants and animals.
I.A.5- explain how New Mexicans have adapted to their physical environments, to meet their needs over time including living in the desert, control over water sources, and use of natural resources
II.D.3- explain how ecosystems influenced settlements and societies

Resource(s)

Students’ notes

Assessment

Student participation; exit question

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

 

Wednesday, 10/29

Objectives
(I will be able to…)

1. describe the ways of living and achievements of the Anasazi Culture in the Southwest
2. explain the decline of the Anasazi Culture and the movement of peoples to new areas of settlement.

Teacher Activities

The teacher will …)

1. guide student reading, pausing to ask questions, checking for comprehension.
2. present PPT for student notes
3. lead discussion on which areas of information students will need to know for upcoming exam.
4. remind students about materials needed for NM map project

Student Activities

(students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. review vocabulary words
3. Chapter 2- New Mexico’s Early People
Read The Peak and Decline of the Anasazi Culture, p. 30-34
4. participate in teacher-led class discussion (section reviews)
5. write notes from PPT presentation
6. write and answer test-review questions

Academic Terms

 mesa

Standard(s)

I.A.2- describe the characteristics of other indigenous peoples that had an effect upon NM's development, including nomadic bands, the development of their tools, adaptation to the environments, and domestication of plants and animals.
I.A.5- explain how New Mexicans have adapted to their physical environments, to meet their needs over time including living in the desert, control over water sources, and use of natural resources
II.D.3- explain how ecosystems influenced settlements and societies

Resource(s)

Students’ notes

Assess./Evaluations

class participation; daily notes, exit question

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

 

Thursday, 10/30

Objectives
(I will be able to …)

Use information on NM’ s early people (Big-Game Hunters, Desert Dwellers, & Anasazi) to review and prepare for short assessment on materials learned this week.

Teacher Activities

(the teacher will…)

1. brief review on materials to check students for preparedness of test
2. complete Q&A on test material
3.monitor student involvement to make sure everyone stays on task
4. if time permits allow students to place new information on map project

Student Activities

(the students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. participate in test review
3. turn in Ch. 2 packet for grade
4. work on map project-add information from page 35

Academic Terms

n/a

Standard(s)

I.A.2- describe the characteristics of other indigenous peoples that had an effect upon NM's development, including nomadic bands, the development of their tools, adaptation to the environments, and domestication of plants and animals.
I.A.5- explain how New Mexicans have adapted to their physical environments, to meet their needs over time including living in the desert, control over water sources, and use of natural resources
II.D.3- explain how ecosystems influenced settlements and societies

Resource(s)

Textbook, PPT notes

Assess./Evaluations

Q&A, class participation, exit question

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

 

Friday, 10/31

Objective
(I will be able to …)

Use information on NM’ s early people (Big-Game Hunters, Desert Dwellers, & Anasazi) to briefly review and complete short assessment on materials learned this week.

Teacher Activities

1. guide brief student review for assessment on NM’s early people
2. pass out test to students
3. monitor students to make sure everyone is on task
4. exchange students’ test paper for grading purposes
5. allow students to work on map project

Student Activities

1. Students will copy daily Objectives/Assignment from whiteboard
2. brief review of week’s notes
3. turn in Objectives/Assignments in for grade
4. complete Ch. 2 Test
5. grade papers
4. work on map project-add information from page 35 & color map

Academic Terms

 n/a

Standard(s)

I.A.2- describe the characteristics of other indigenous peoples that had an effect upon NM's development, including nomadic bands, the development of their tools, adaptation to the environments, and domestication of plants and animals.
I.A.5- explain how New Mexicans have adapted to their physical environments, to meet their needs over time including living in the desert, control over water sources, and use of natural resources
II.D.3- explain how ecosystems influenced settlements and societies

Resource(s)

Textbook

Assess./Evaluations

Test grade

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

 

10/27-31, 2014 8th grade
Monday, 10-27
Objective (I will be able to).. 1. examine and discuss what happened at the Continental Congress and
2. how the colonists met British soldiers in the first battle.
Teacher Activities Teacher will introduce the topic of the First Continental Congress. Teacher will give students a brief history of how the delegates decided to face the British taxation policy. Teacher will then assign daily work.
Student Activities
Students will copy the Objectives/Assignment from the whiteboard when first entering the classroom. They will read 5.3- A call to Arms, p. 141-145 and will give an analysis on the delegates and the first battles of the American Revolution.Students should be prepared to answer random questions covering the material read. Students will complete the key terms, the Sequencing Information chart, and write 10 notes from the text.
Assessment/Evaluation student observation; Q & A; class participation; exit questions;
Academic Vocabulary militia, minutemen, Loyalist, Patriot
Additional Resources textbook, student notes
Accomodations 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 collabrate to modify SPED students' assignment.
Competencies I:B.1- Students will be able to describe, evaluate, and interpret the economic and political reasons for the American Revolution, to include:
1. attempts to regulate colonial trade through passage of Tea Act, Stamp Act, and Intolerable Acts;
2. colonists' reaction to British policy (boycotts, Sons of Liberty, petitions, appeals to Parliament)
III:C.1-describe political philosophies and concepts of government that became the foundation for the American Revolution and the United States government, to include:
1. concept of limited government and the rule of law established in the Magna Carta and the English Bill of Rights,
2. characteristics of representative governments
Tuesday, 10- 28
Objective (I will be able to).. 1. examine what happened at the Second Continental Congress.
2. determine why the colonists drafted the Declaration of Independence.

Teacher Activities Teacher will introduce the topic of the Second Continental Congress. Teacher will give students a brief history of why the delegates decided to write the Declaration of Independence. Teacher will then assign daily work.

Student Activities Students will copy the Objectives/Assignment from the whiteboard when first entering the classroom. They will read 5.4- Moving Toward Independence, p. 147-151 and will understand how the colonists took steps to avoid war.Students should be prepared to answer random questions covering the material read. Students will complete the key terms, the Organizing Information chart, and write 10 notes from the text.
Assessment/Evaluation student observation; Q & A; class participation; exit questions;
Academic Vocabulary petition, preamble

Additional Resources student notes, textbook
Accomodations 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 collabrate to modify SPED students' assignment
Competencies I:B.1- Students will be able to describe, evaluate, and interpret the economic and political reasons for the American Revolution, to include:
1. attempts to regulate colonial trade through passage of Tea Act, Stamp Act, and Intolerable Acts;
2. colonists' reaction to British policy (boycotts, Sons of Liberty, petitions, appeals to Parliament)
III:C.1-describe political philosophies and concepts of government that became the foundation for the American Revolution and the United States government, to include:
1 .concept of limited government and the rule of law established in the Magna Carta and the English Bill of Rights,
2. characteristics of representative governments
Wednesday, 10-29
Objective (I will be able to).. 1.compare & contrast why Boston colonists and British soldiers clashed, resulting in the Boston Massacre, and
2.used information learned this week on the events that led to the Boston Massacre, how the British government tried to maintain its control over the colonies, and the First and Second Continental Congresses to prepare for informal exam.
Teacher Activities Teacher will review previously learned information in a Q&A session to prepare students for quiz. Teacher will assigned some students work in the Computer Labwhile others will work, gathering information on the Boston massacre, in the classroom. Teacher will walk around class and do random Q&A with various students. Teacher will check student involvement in peer-learning to make sure students stay on task.
Student Activities Students will copy daily Objectives/Assignment from whiteboard. Students will complete a Q & A session covering material learned about Bostion colonists and the British soldiers in preparation for quiz. students will go to Computer Lab to work on Boston massacre paper.
Assessment/Evaluation Q & A; class participation; exit questions
Academic Vocabulary ALL Key terms from Ch. 5
Additional Resources textbook, student notes
Accomodations 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 collabrate to modify SPED students' assignment
Competencies I:B.1- Students will be able to describe, evaluate, and interpret the economic and political reasons for the American Revolution, to include:
1. attempts to regulate colonial trade through passage of Tea Act, Stamp Act, and Intolerable Acts;
2. colonists' reaction to British policy (boycotts, Sons of Liberty, petitions, appeals to Parliament)
III:C.1-describe political philosophies and concepts of government that became the foundation for the American Revolution and the United States government, to include characteristics of representative governments
Thursday, 10-30
Objective (I will be able to).. 1.compare & contrast why Boston colonists and British soldiers clashed, resulting in the Boston Massacre, and
2.used information learned this week on the events that led to the Boston Massacre, how the British government tried to maintain its control over the colonies, and the First and Second Continental Congresses to prepare for informal exam.
Teacher Activities Teacher will review previously learned information in a Q&A session to prepare students for quiz. Teacher will assigned some students work in the Computer Lab while others will work, gathering information on the Boston massacre, in the classroom. Teacher will walk around class and do random Q&A with various students. Teacher will check student involvement in peer-learning to make sure students stay on task.
Student Activities Students will copy daily Objectives/Assignment from whiteboard. Students will complete a Q & A session covering material learned about Bostion colonists and the British soldiers in preparation for quiz. students will go to Computer Lab to work on Boston massacre paper.
Assessment/Evaluation Q & A; class participation;
Academic Vocabulary ALL Key terms from Ch. 5
Additional Resources student notes, textbook, handout
Accomodations 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 collabrate to modify SPED students' assignment.
Competencies I:B.1- Students will be able to describe, evaluate, and interpret the economic and political reasons for the American Revolution, to include:
1. attempts to regulate colonial trade through passage of Tea Act, Stamp Act, and Intolerable Acts;
2. colonists' reaction to British policy (boycotts, Sons of Liberty, petitions, appeals to Parliament)
III:C.1-describe political philosophies and concepts of government that became the foundation for the American Revolution and the United States government, to include characteristics of representative governments
Friday, 10-31
Objective (I will be able to).. 1. successfully complete informal quiz on events that led to the American Revolution
2. gather and interpret primary and secondary sources about the Boston Massacre to form an opinion and will prepare a presentation for the class.
Teacher Activities Teacher will administer informal quiz to students. Teacher will instruct students to exchange papers for grading. Teacher will assign students to go to either the library or the computer lab to research information on the Boston massacre. Teacher will monitor testing for student participation and progress.
Student Activities Students will copy daily Objectives/Assignment from whiteboard. Students will complete informal quiz on Ch. 5; After quiz, students will work to prepare a presentation on the contrasting stories given by the Boston colonists and the British soldiers to determine who began the fighting that led to the killings of Boston colonists.
Assessment/Evaluation Q & A; class participation; exit questions
Academic Vocabulary n/a
Additional Resources student notes, textbook, handout
Accomodations 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 collabrate to modify SPED students' assignment.
Competencies I:B.1- Students will be able to describe, evaluate, and interpret the economic and political reasons for the American Revolution, to include:
1. attempts to regulate colonial trade through passage of Tea Act, Stamp Act, and Intolerable Acts;
2. colonists' reaction to British policy (boycotts, Sons of Liberty, petitions, appeals to Parliament)
III:C.1-describe political philosophies and concepts of government that became the foundation for the American Revolution and the United States government, to include:
concept of limited government and the rule of law established in the Magna Carta and the English Bill of Rights,
2. social conventant established in the Mayflower Compact, and
3. characteristics of representative governments
I.D.1- Students will understand and apply the problem-solving skills for historical research, to include:
1.use of primary and secondary sources
2. posing questions to be answered by historical inquiry
3. gathering and validating materials that present a variery of prespectives


6th Grade Lesson Plan 
Week of: October 6th – October 10th  

Social Studies

Monday October 6th-

Objective

(Student will…)

  • Chapter 4:Geography of China
  • Review the geography of China and its personal history.
  • Project 1:Daoism project 1- clay tablet
  • II-B.6-3:Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of changes: identify a region by its formal, functional, or perceived characteristics.
  • CK-Common Core Knowledge

Teacher Activities & Strategies

  • Teacher will review with the students over Ch. 4 material.Teacher will provide student with needed material to begin Daoism project 1.

Student Activities

  • Students will review Ch. 4 lesson & begin project 1 on Daoism symbol.

Assessment/Evaluation

  • Ch. 4 review & finish project 1- Daoism.

Academic Vocabulary (optional by dept.)

N/A

Additional Resources

N/A

Social Studies

Tuesday, October 7th-

Objective

(Student will…)

  • Chapter 4:Geography of China
  • Review the geography of China and its personal history.
  • Project 1:Great Wall China-project 2
  • II-B.6-3:Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of changes: identify a region by its formal, functional, or perceived characteristics.
  • CK-Common Core Knowledge

Teacher Activities & Strategies

  • Teacher will review with the students over Ch. 4 material.Teacher will provide student with needed material to begin Great Wall China-project 2.

Student Activities

  • Students will review Ch. 4 lesson & begin project 2 on Great Wall of China.

Assessment/Evaluation

  • Ch. 4:review & finish project 2-Great Wall of China.

Academic Vocabulary

  • N/A

Additional Resources

N/A

 

Wednesday, October 8th-

Objective

(Student will…)

  • Chapter 4:Geography of China.
  • Chapter 4-China Pre-Test
  • II-B.6-3:Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of changes: identify a region by its formal, functional, or perceived characteristics.
  • CK-Common Core Knowledge

Teacher Activities & Strategies

  • Teacher will give students- Ch. 4-Assessment Test
  • Paper and pencil or CPS 360 Clicker Test.

Student Activities

  • Student will use their notes and past vocabulary words for reference help to test.

Assessment/Evaluation

  • Graded test from Ch. 4 Assessment.

Academic Vocabulary

  • N/A

Additional Resources

N/A

Social Studies

Thursday, October 9th-

Objective

(Student will…)

  • Chapter 4:Geography of China.
  • Chapter 4-China Test
  • II-B.6-3:Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of changes: identify a region by its formal, functional, or perceived characteristics.
  • CK-Common Core Knowledge

 

Teacher Activities & Strategies

  • Teacher will give students- Ch. 4-Assessment Test
  • Paper and pencil or CPS 360 Clicker Test.

Student Activities

  • Student will use their notes and past vocabulary words for reference help to test.

Assessment/Evaluation

  • Graded Test from Ch. Test Assessment (class graded or CPS Assessment Report)

Academic Vocabulary

  • N/A

Additional Resources

N/A

Social Studies

Friday, October 10th-

Objective

(Student will…)

  • Chapter 5:Geography of India
  • Review the geography of India and its personal history.
  • List and describe some of the major achievement Indian culture.
  • II-B.6-3:Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of changes: identify a region by its formal, functional, or perceived characteristics.
  • CK-Common Core Knowledge

Teacher Activities & Strategies

  • Students will cover Ch. 5-Lesson 1- ( The use of the read along audio CD.)
  • Projector Notes on the overhead.

Student Activities

  • Students will cover the lesson by using the read-along CD, and will cover projector notes.

Assessment/Evaluation

  • Bell-work vocabulary, class discussion of India’s dynasties.

Academic Vocabulary

  • On White Board

Additional Resources

Media Cast video on India’s History.

 

Social Studies
Grade 7

Monday, 10/6

Objectives
(I will be able to …)

1.assess how the government tries to maintain economic stability and
2. explain what business cycles are. 

Teacher Activities

(The teacher will…)

1. introduce week’s activities plans to students- Ch. 16- Government’s Role in the Economy
2. lead students in writing PPT notes
3. assign student key terms for section covered in PPT, p. 258-263
4. introduce test review questions for Ch. 16
5. ask questions for student understanding & comprehension
6. explain Barter Day and pass out parent slips

Student Activities

(The students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. write notes as teacher read from PPT
3. begin Ch.16 key terms, p. 258-263
4. participate in teacher-led class discussion
5. answer test-review questions

Academic Terms

Business cycles, expansion, peak, recession, depression,

Competencies

IV- students will understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

Resource(s)

Textbook, PPT

Assessment

Student participation; exit question

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

 

Tuesday, 10/7

Objectives
(I will be able to …)

investigate how government manages businesses & the banking system

Teacher Activities

(The teacher will…)

1. lead students in writing Ch. 16 PPT notes
2. assign student key terms for section covered in PPT, p. 264- 267
4. introduce test review questions for Ch. 16
5. monitor student involvement to make sure everyone stays on task

Student Activities

(The students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. continue writing notes as teacher read from PPT
4. begin Ch.16 key terms, p. 264-267
5. participate in teacher-led class discussion
6. answer test-review questions

Academic Terms

Economic indicators, Gross Domestic Product, Consumer Price Index, inflation, deflation, unemployment rate, budget deficit, national debt, budget surpluses, reserve requirement, discount rate, government securities,

Competencies

IV- students will understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.
IV.A- explain and describe how individuals, households, businesses, governments, and societies make decisions, are influenced by incentives, and that their choices involve costs and varying ways of allocating.

Resource(s)

Textbook, PPT

Assessment

Student participation; exit question

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

 

Wednesday, 10/8

Objectives
(I will be able to…)

Discuss how government protects consumers and workers

Teacher Activities

The teacher will …)

1. review previous day’s lessons for student comprehension
2. continue PPT lecture
3. assign student key terms for section covered in PPT, p. 268-273
4. introduce test review questions for Ch. 16
5. monitor student involvement to make sure everyone stays on task
6. discuss Barter Day activities and rules

Student Activities

(students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. write notes as teacher read from PPT
3
begin Ch.15 key terms, p. 268-273
4.
answer test-review questions
5
. participate in teacher-led class discussion

Academic Terms

Antitrust laws, trust, labor union, collective bargaining, pickets, strikes,

Standard(s)

IV- students will understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.
IV.A- explain and describe how individuals, households, businesses, governments, and societies make decisions, are influenced by incentives, and that their choices involve costs and varying ways of allocating.

Resource(s)

Textbook, PPT

Assess./Evaluations

class participation; daily notes, exit question

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

 

Thursday, 10/9

Objectives
(I will be able to …)

Gather and review information on the effects of the government’s role in the American economy to prepare for test

Teacher Activities

(the teacher will…)

1. review previous day’s lessons for student comprehension
2. ask study review questions for student understanding & comprehension
3. introduce Barter Day activity to students
4. monitor student involvement to make sure everyone stays on task

Student Activities

(the students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. review economy notes on Chapters 15-16
3. answer questions in preparation of test

Academic Terms

Test words will be given out during review

Standard(s)

IV- students will understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.
IV.A- explain and describe how individuals, households, businesses, governments, and societies make decisions, are influenced by incentives, and that their choices involve costs and varying ways of allocating.

Resource(s)

Textbook, PPT notes

Assess./Evaluations

Q&A, class participation, exit question

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

 

Friday, 10/10

Objective
(I will be able to …)

Use this week’s materials on how the American economy to successfully complete test

Teacher Activities

1. review previous week’s lessons for student comprehension
2. collect student packet for Ch. 15-16
3. assign student seating assignments for test
4. give test instruction while passing out test
5. randomly pass test papers out for grading purposes
6. collect tests and call out grades to students

Student Activities

1. review Ch.16 notes briefly prior to test
2. submit Ch.16 note packet
3. complete Ch.15-16 Test
4. grade random student’s test answers

Academic Terms

Selected words for test

Standard(s)

IV- students will understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.
IV.A- explain and describe how individuals, households, businesses, governments, and societies make decisions, are influenced by incentives, and that their choices involve costs and varying ways of allocating.

Resource(s)

Textbook, PPT

Assess./Evaluations

Class participation, test grade, packet grade

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

Social Studies
Grade 8

Date: 11/6/2014

Objective
(I will…)

1. Examine how wars in Europe spread to the American colonies 2. Explain in detail the purpose of the Albany Plan of Union.

Teacher Activities

1. Post warm up activity on projector for timed student writing
2. Divide students into pairs
3. Pass out/explain French and Indian War discovery packet
4. Monitor student behavior in order to ensure student participation and understanding
5. Collect discovery packet for grade
6. Post chapter 4 study guide for student completion

Student Activities

Chapter 4 Section 3
1. Copy daily objectives and define vocabulary posted on white board in notebooks
2. Complete timed writing activity
3. Work in pairs to complete French and Indian War discovery packet
4. Turn in discovery packet
5. Begin chapter 4 study guide

Assess./Evaluations

French and Indian War discovery packet grade, participation

Academic Vocab.

N/A

Standard(s)

III.A.3- Understand the structure, functions, and powers of government by exploring and explaining the contributions of Native Americans in providing a model that was utilized in forming the United States government (Iroquois Nation).II.E.1- explain and describe how movement of people impacted and shaped settlement of the American colonies.

Resource(s)

Textbook: Glencoe American Republic to 1877
French and Indian War discovery packet-
http://web.archive.org/web/20060513054806/http://www.glc.k12.ga.us/
BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=42650

http://www.fortat4.org/education/lessons/comics/comics.php

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.

Social Studies
Grade 8

Date: 11/7/2014

Objective
(I will…)

1. Explore how British fortunes improved after William Pitt took over direction of the war
2. Examine how Chief Pontiac united his people to fight for their land.

Student Activities

Chapter 4 pg 121-125
1. Students will copy daily objectives and define vocabulary written on board in notebooks.
2
. Participate in PPT notes & discussion
3. Complete exit slip
4. Complete chapter 4 study guide questions

Teacher Activities

1. Lead PPT notes & discussion
2. Write section assessment questions on board for students' to complete.
3. Lead discussion for each question
4. Collect board questions
5. Post chapter 4 study guide for student completion

Assess./Evaluations

Q&A, class participation, board questions

Academic Vocab.

Alliance, speculator

Standard(s)

III.A.3- Understand the structure, functions, and powers of government by exploring and explaining the contributions of Native Americans in providing a model that was utilized in forming the United States government (Iroquois Nation). II.B.1- describe how individual and cultural characteristics affect perceptions of locales and regions, B.2- describe political, population, and economic regions that result from patterns of human activity.

Resource(s)

Textbook: Glencoe American Republic to 1877
PPT, Reading 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.

Social Studies
Grade 8

Date: 11/8/2014

Early dismissal

Objective
(I will…)

1. Explore how British fortunes improved after William Pitt took over direction of the war
2. Examine how Chief Pontiac united his people to fight for their land.

Teacher Activities

1. Lead students through PPT notes and discussion
2. Assign & collect exit slip
3. Monitor students to check for student participation and understanding
4. Post chapter 4 study guide questions

Student Activities

1. Students will copy daily objectives and define vocabulary posted on white board in notebooks
2. PPT notes & discussion
3. Complete exit slip
4. Complete chapter 4 study guide questions

Assess./Evaluations

Q&A, participation, exit slip

Academic Vocab.

N/A

Standard(s)

I.D.1- understand and apply the problem-solving skills for historical research using primary and secondary sources and collecting, interpreting, and applying information
II.B.1- describe how individual and cultural characteristics affect perceptions of locales and regions, B.2- describe political, population, and economic regions that result from patterns of human activity
II.E.1- explain and describe how movement of people impacted and shaped settlement of the United States.

Resource(s)

Textbook: Glencoe American Republic to 1877
PPT, Reading 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.

Social Studies
Grade 8

Date: 11/9/2014

Objective
(I will…)

recall information on:
1. understand how the first people arrived in the Americans
2. cite the discovery that changed the lives of the early Native Americans.
3. discuss the first peoples in America, how powerful empires rose, and will discuss which early people groups lived in the North America

Student Activities

1. Copy daily objectives written on white board in notebooks
2. Participate in review activity for chapter 4 test

Teacher Activities

1. Lead students through review activity to prepare for chapter 4 test
2. Monitor student behavior to check for involvement and understanding

Assess./Evaluations

Q&A, participation

Academic Vocab.

Selected words for test

Standard(s)

I.D.1- understand and apply the problem-solving skills for historical research using primary and secondary sources and collecting, interpreting, and applying information
II.B.1- describe how individual and cultural characteristics affect perceptions of locales and regions, B.2- describe political, population, and economic regions that result from patterns of human activity
II.E.1- explain and describe how movement of people impacted and shaped settlement of the United States.

Resource(s)

Textbook: Glencoe American Republic to 1877
Test review notes

Homework

Complete notebook work
Study for chapter 4 test

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.

Social Studies
Grade 8

Date: 11/10/2014

Objective
(I will…)

recall information on:
comparing and contrasting the three different regions of the English colonies, including governments, religions, economies, as well as slavery and education in order to successfully (70%) complete chapter 4 test

Student Activities

1. Briefly review chapter 4 material before test
2. Complete chapter 4 test
3. Turn in chapter 4 notebook

Teacher Activities

1. Allow brief review period
2. Pass out/explain chapter 4 test directions
3. Monitor students
4. Collect/pass back chapter 4 test for random grading
5. Collect chapter 4 notebook

Assess./Evaluations

Chapter 4 Test grade, Chapter 4 notebook grade

Academic Vocab.

N/A

Standard(s)

I.D.1- understand and apply the problem-solving skills for historical research using primary and secondary sources and collecting, interpreting, and applying information
II.B.1- describe how individual and cultural characteristics affect perceptions of locales and regions, B.2- describe political, population, and economic regions that result from patterns of human activity
II.E.1- explain and describe how movement of people impacted and shaped settlement of the United States.

Resource(s)

Textbook: Glencoe American Republic to 1877

Homework

N/A

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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