September

Social Studies
Grade 8

Date: 9/22/14

Objective
(I will…)

Students will be able to explain why the Middle Colonies had the most diverse populations in colonial America. Students will identify America’s first town planner.

Student Activities

Ch. 3 pg. 82-85. Students will copy daily objectives and define vocabulary written on the board when they enter the classroom into notebooks. PPT notes and discussion. Complete Middle Colonies flip book

Teacher Activities

1. Collect New England Colonies Flip Book
2. Lead students through lecture using PowerPoint presentation
3. Assign Middle Colonies flip book
4. Monitor classroom to check for student involvement and understanding. uction essfully (70%) complete quiz. e llebooks. board

Assess./Evaluations

New England Colonies Flip book grade, Student Participation

Academic Vocab.

Patroon, proprietary colony, pacifist

Standard(s)

I.B.3

Resource(s)

Textbook: Glencoe American Republic to 1877
PowerPoint lecture notes

Homework

Middle Colonies Flip Book

Modifications/
Accommodations

ELL students will be given directions/notes in Spanish.
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.

Social Studies
Grade 8

Date: 9/23/14

Objective
(I will…)

Students will be able to identify/explain how the Southern colonies were established

Student Activities

Ch. 3 pg. 86-93. Students will copy daily objectives and define vocabulary written on the board when they enter the classroom into notebooks. PPT notes and discussion. Assign Southern Colonies flip book. Complete Exit Slip

Teacher Activities

1. Collect Middle Colonies Flip book
2. Lead students through lecture using PowerPoint presentation
3. Assign South Colonies Flip Book
4. Assign/Collect Exit slip
5. Monitor classroom to check for student involvement and understanding

Assess./Evaluations

Middle Colonies Flip book grade, Exit Slip, participation

Academic Vocab.

Indentured servant, Constitution, Debtor

Standard(s)

I.B.3

Resource(s)

Textbook: Glencoe American Republic to 1877
PowerPoint lecture notes

Homework

Southern Colonies Flip Book

Modifications/
Accommodations

ELL students will be given directions/notes in Spanish.
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.

Social Studies
Grade 8

Date: 9/24/14

Early dismissal

Objective
(I will…)

Students will be able to compare and contrast Spanish and English colonies.

Student Activities

Ch. 3 pg. 86-93. Students will copy daily objectives and define vocabulary written on the board when they enter the classroom into notebooks. PPT notes and discussion. Complete chapter 3 test quesitons

Teacher Activities

1. Collect Southern Colonies flip book
2. Lead students through lecture using PowerPoint presentation
3. Monitor classroom for student involvement and understanding

Assess./Evaluations

Southern Colonies Flip book grade, Participation

Academic Vocab.

Tenant Farmer, Mission

Standard(s)

I.B.3

Resource(s)

Textbook: Glencoe American Republic to 1877
PowerPoint lecture notes

Homework

Complete notebook work

Modifications/
Accommodations

ELL students will be given directions/notes in Spanish.
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.

Social Studies
Grade 8

Date: 9/25/2014

Objective
(I will…)

Students will gather learned information over Colonial America to prepare for Chapter 3 Test.

Student Activities

Chapter 3 pg 68-93. Students will copy daily written on the board when they enter the classroom into notebooks. Complete Chapter 3 Test Review

Teacher Activities

1. Hand back 13 colonies Flip Book
2. Lead students through chapter 3 test review activity
3. Monitor classroom for student involvement and understanding.

Assess./Evaluations

Participation

Academic Vocab.

N/A

Standard(s)

I.B.3

Resource(s)

Textbook: Glencoe American Republic to 1877
Chapter 3 Study Guide

Homework

Study for Chapter 3 Test

Modifications/
Accommodations

ELL students will be given directions/notes in Spanish.
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.

Social Studies
Grade 8

Date: 9/26/2014

Objective
(I will…)

Students will be able to demonstrate their knowledge concerning Colonial America by successfully (70%) completing chapter 3 test.

Student Activities

Chapter 3 pg. 68-93 Students will copy daily objectives written on the board when they enter the classroom into notebooks. Review material. Complete Chapter 3 Test. Turn in Chapter 3 notebook.

Teacher Activities

1. Hand out/give directions for completing Chapter 3 test
2. Monitor classroom for student involvement and understanding
3. Pass back tests randomly for student grading

Assess./Evaluations

Chapter 3 Test grade, Chapter 3 Notebooks

Academic Vocab.

N/A

Standard(s)

I.B.3

Resource(s)

Textbook: Glencoe American Republic to 1877

Homework

N/A

Modifications/
Accommodations

ELL students will be given test in Spanish.
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 test.

 6th Grade Lesson Plan

Week of: September 22nd – September 26th  

Social Studies

Monday, September 22nd-

Objective

(Student will…)

  • Chapter 3: Life in Egypt –Test Review
  • Study Stack-Internet review
  • 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 use Study Stack to give the students an ideal look at what they will be studying on the Chapter 3 Test- and pretesting.

Student Activities

  • Students will use Study Stack internet program to prepare for Ch. 3 Test.

Assessment/Evaluation

 

  • Pretest Assessment-using Internet program (Study-Stack)

Academic Vocabulary (optional by dept.)

N/A

Additional Resources

N/A

Social Studies

Tuesday, September 23rd-

Objective

(Student will…)

  • Parent-Teacher Conference
  • Student may accompany parent to the Parent-Teacher conference to discuss student progress and recommendation to help student progress.

Teacher Activities & Strategies

  • Teacher will discuss with parent about the students progress and recommended needs that maybe required.

Student Activities

  • N/A

Assessment/Evaluation

  • N/A

Academic Vocabulary

  • N/A

Additional Resources

N/A

 

Wednesday, September 24th-

Objective

(Student will…)

  • Chapter 3: 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 test students on Chapter 3-curriculum.

Student Activities

  • Students will construct their own model and arrange their own Egyptian model.

Assessment/Evaluation

  • Completion of the model and arrange structure will be grade on its original form.

Academic Vocabulary

  • N/A

Additional Resources

N/A

Social Studies

Thursday, September 25th-

Objective

(Student will…)

  • Chapter 4: Geography of China
  • Review the geography of China and its personal history.
  • 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 cover China’s geography using textbook, power-point, and audio CD- read along.

Student Activities

  • Students will read and take notes on the geography of China.
  • Class discussion will be used to review the history of China’s geography.

Assessment/Evaluation

  • Class participation-class discussion

Academic Vocabulary

  • N/A

Additional Resources

N/A

Social Studies

Friday, September 26th-

Objective

(Student will…)

  • Chapter 4: Geography of China-(continue)
  • Review the geography of China and its personal history.
  • 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. 4-Lesson 1- (continue)
  • 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

  • Vocabulary Words on the board.

Academic Vocabulary

  • N/A

Additional Resources

N/A

  Week of  September  22-26, 2014

Social Studies
Grade 7

Monday, 9/22

Objectives
(I will be able to …)

1.examine how the Constitution divides power between the federal and state governments
2. discuss what services the state government provides.

Teacher Activities

(The teacher will…)

1. introduce week’s activities plans to students- Ch. 9 States Government
2. lead students in writing PPT notes
3. assign student key terms for section covered in PPT, p. 140-145
4. introduce test review questions for Ch. 9
5. ask questions for student understanding & comprehension
6. 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. submit Constitution Day poster
3. write notes as teacher read from PPT
4. begin Ch.9 key terms, p. 140-145
5. participate in teacher-led class discussion
6. answer test-review questions

Academic Terms

delegates, powers: exclusive, reserved, & concurrent powers, supremacy clause, extradition, polls, certification

Competencies

III.A.1- explain the structure and functions of NM’s state government as expressed in the NM Constitution, to include: roles & methods of initiative, referendum, and recall processes; the function of multiple executive offices; understand the separation of the criminal justice system
III.A.2- explain the roles and relationships of different levels of the legislative process to include: structure of the NM legislative districts and the structure of the NM legislature and leaders of the legislature during the current session.

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, 9/23

 

PARENT-TEACHER CONFERENCE

 

Wednesday, 9/24

Objectives
(I will be able to…)

1. discuss what services the state government provide
2. examine how state governments are organized.

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. 145-151
4. introduce test review questions for Ch. 9
5. ask questions for student understanding & comprehension
6. monitor student involvement to make sure everyone stays on task

Student Activities

(students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. write notes as teacher read from PPT
4. begin Ch.9 key terms, p. 145-151
5. answer test-review questions
6. participate in teacher-led class discussion

Academic Terms

censured, committees, appropriations, initiative, proposition, referendum, recall, clemency, commute, reprieve, parole

Standard(s)

III.A.1- explain the structure and functions of NM’s state government as expressed in the NM Constitution, to include: roles & methods of initiative, referendum, and recall processes; the function of multiple executive offices; understand the separation of the criminal justice system
III.A.2- explain the roles and relationships of different levels of the legislative process to include: structure of the NM legislative districts and the structure of the NM legislature and leaders of the legislature during the current session.

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, 9/25

Objectives
(I will be able to …)

1.examine how the Constitution divides power between the federal and state governments
2. discuss what services the state government provides
3. examine how state governments are organized

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. 151-156
4. introduce last section of test review questions for Ch. 9
5. ask questions for student understanding & comprehension
6. 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. write notes as teacher read from PPT
4. begin Ch.9 key terms, p. 151-156
5. answer test-review questions
6. participate in teacher-led class discussion

Academic Terms

parliamentary procedure, criminal cases, felonies, misdemeanors, civil cases, lower courts, general trial courts,

Standard(s)

III.A.1- explain the structure and functions of NM’s state government as expressed in the NM Constitution, to include: roles & methods of initiative, referendum, and recall processes; the function of multiple executive offices; understand the separation of the criminal justice system
III.A.2- explain the roles and relationships of different levels of the legislative process to include: structure of the NM legislative districts and the structure of the NM legislature and leaders of the legislature during the current session.

Resource(s)

Textbook, PPT

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, 9/26

Objective
(I will be able to …)

Use this week’s materials on how the Constitution divides power between the federal and state governments, what services the state government provides, and how state governments are organized to successfully complete test

Teacher Activities

1. review previous week’s lessons for student comprehension
2. collect student packet for Ch. 9
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.9 notes briefly prior to test
2. submit Ch.9 note packet
3. complete Ch.9 Test
4. grade random student’s test answers

Academic Terms

Selected words for test

Standard(s)

III.A.1- explain the structure and functions of NM’s state government as expressed in the NM Constitution, to include: roles & methods of initiative, referendum, and recall processes; the function of multiple executive offices; understand the separation of the criminal justice system
III.A.2- explain the roles and relationships of different levels of the legislative process to include: structure of the NM legislative districts and the structure of the NM legislature and leaders of the legislature during the current session.

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

 Week of  September 15-19, 2014

Social Studies
Grade 7

9/15

Objectives
(I will be able to …)

1.discuss why we have constitutional amendments
2. understand how and why the voting rights of Americans have changed
3. examine how changes in society affect how our Constitution is interpreted

Teacher Activities

(The teacher will…)

1. introduce week’s activities plans to students
2. lead students reading of new material
3. check student involvement to make sure students stay on task
4. ask questions for student understanding & comprehension
5. explain Constitution Day- give students information on project
6. introduce test review questions for Ch. 5 

Student Activities

(The students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. view Constitution Day video
3. read Ch. 5- The Living Constitution, p. 69-77
4. participate in teacher-led class discussion

Academic Terms

Abolitionist, affirmative action, Confederacy, discrimination, Emancipation Proclamation, ordinance, poll tax, quota, racial profiling, reverse discrimination, secede, segregation, suffrage, suffragists

Standard(s)

III.C- compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government
III.D.1- explain the obligations & responsibilities of citizenship (e.g. the obligations of upholding the Constitution, obeying the laws)
III.D.2- explain the role4s of citizens in political decision-making (voting, petitioning,) 

Resource(s)

Textbook, video,

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 collabrate to modify SPED students' assignment

 

9/16

Objective
(I will…)

1.discuss why we have constitutional amendments
2. understand how and why the voting rights of Americans have changed
3. examine how changes in society affect how our Constitution is interpreted

Teacher Activities

(the teacher will….)

1. review previous day’s learning to check for student comprehension of material
2. review students’ Constitution Day material needs
3. lead students reading of new material
4. check student involvement to make sure students stay on task
5. ask questions for student understanding & comprehension
6. introduce second portion of test review questions for Ch. 5.

Student Activities

(the student will …)

1. Students will copy daily Objectives/Assignment from whiteboard
2. discuss Constitution Day needs3. read Ch. 5- The Living Constitution, p. 78- 85
4. participate in teacher-led class discussion

Academic Vocab.

Abolitionist, affirmative action, Confederacy, discrimination, Emancipation Proclamation, ordinance, poll tax, quota, racial profiling, reverse discrimination, secede, segregation, suffrage, suffragists

Standard(s)

III.C- compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government
III.D.1- explain the obligations & responsibilities of citizenship (e.g. the obligations of upholding the Constitution, obeying the laws)
III.D.2- explain the role4s of citizens in political decision-making (voting, petitioning,)

Resource(s)

Textbook, lecture, cell phone

Assessment

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

 

9/17

Objectives
(I will be able to…)

Create a poster commemorating the celebration of Constitution Day on September 17th.

Teacher Activities

The teacher will …)

1.discuss poster project instruction for clarity
2. pass out poster board and other materials needed for project
3. check student involvement to make sure students stay on task
4. ask questions for student understanding & comprehension
5. collect poster board prior to students exiting classroom

Student Activities

(students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. discuss Constitution Day instructions and expectations
3. begin working on Constitution Day Project
4. participate in teacher-led class discussion

Academic Vocab.

n/a

Standard(s)

III.B-explain the significance of symbols, icons, songs, traditions of the U.S. that exemplify & provide continuity and a sense of unity.
III.C- compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government
III.D.1- explain the obligations & responsibilities of citizenship (e.g. the obligations of upholding the Constitution, obeying the laws)
III.D.2- explain the role4s of citizens in political decision-making (voting, petitioning,) 

Resource(s)

Textbook, pictures, adhesives,

Assess./Evaluations

class participation

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

 

9/18

Objectives
(I will…)

Create a poster commemorating the celebration of Constitution Day on September 17th.

Teacher Activities

(the teacher will…)

1.discuss poster project instruction for clarity
2. pass out poster board and other materials needed for project
3. check student involvement to make sure students stay on task
4. ask questions for student understanding & comprehension
5. collect poster board prior to students exiting classroom

Student Activities

(the students will…)

1. Students will copy daily Objectives/Assignment from whiteboard
2. discuss Constitution Day progress and expectations
3.
 continue working on Constitution Day Project
4. participate in teacher-led class discussion
5. prepare for Ch. 5 test

Academic Vocab.

n/a

Standard(s)

III.B-explain the significance of symbols, icons, songs, traditions of the U.S. that exemplify & provide continuity and a sense of unity.
III.C- compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government
III.D.1- explain the obligations & responsibilities of citizenship (e.g. the obligations of upholding the Constitution, obeying the laws)
III.D.2- explain the role4s of citizens in political decision-making (voting, petitioning,)

Resource(s)

Textbook, pictures,

Assess./Evaluations

Q&A, class participation

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

 

9/19

Objective
(I will…)

Use information on constitutional amendments, the changes in the voting rights of Americans, and how our society has affected how our Constitution is interpreted to successfully complete test.

Student Activities

 

Student Activities

1. Students will copy daily Objectives/Assignment from whiteboard
2. they will complete Ch. 5 Test
3. they will exchange test papers for grading purposes
4. they continue working on Constitution Day Project if time allows
5. posters will become homework if students do not complete in classroom setting

Academic Vocab.

n/a

Standard(s)

III.B-explain the significance of symbols, icons, songs, traditions of the U.S. that exemplify & provide continuity and a sense of unity.
III.C- compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government
III.D.1- explain the obligations & responsibilities of citizenship (e.g. the obligations of upholding the Constitution, obeying the laws)
III.D.2- explain the role4s of citizens in political decision-making (voting, petitioning,)

Resource(s)

Textbook, pictures

Assess./Evaluations

Class participation, Q & 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

 

Social Studies
Grade 8

Date: 9/15/2014

Objective
(I will…)

Students will be able to identify and compare/contrast the strengths/weaknesses of America’s first town including how the colonists received political rights.

Student Activities

Ch. 3 pg. 68- 73. Students will copy daily objectives and define vocabulary written on the board when they enter the classroom into notebooks. Students who failed Chapter 2 Test will complete Chapter 2 Test Re-take. PPT notes and discussion The “Starving Time” HSI investigation activity.

Teacher Activities

1. Lead students through lecture using PowerPoint presentation
2. Give directions/lead students through HSI activity- “The Starving Time”
3. Monitor room for student involvement and understanding

Assess./Evaluations

HSI investigation activity grade, participation

Academic Vocab.

Charter, Joint-Stock Company, Burgesses
Carta, Joint Stock Company, burgueses

Standard(s)

I.B.3

Resource(s)

Textbook: Glencoe American Republic to 1877
PowerPoint lecture notes
HSI

Homework

N/A

Modifications/
Accommodations

ELL students will be given directions/notes in Spanish.
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.

Social Studies
Grade 8

Date: 9/16/2014

Objective
(I will…)

Students will be able to explain why the Pilgrims and the Puritans came to America.

Student Activities

Ch. 3 pg 76-80 Students will copy daily objectives and define vocabulary written on the board when they enter the classroom into notebooks. PPT notes and discussion. Complete Section 1-2 DBQ. Complete Exit Slip

Teacher Activities

1. Lead students through lecture using PowerPoint Presentation
2. Assign/Collect Exit Slip
3. Assign Section 1-2 DBQ
4. Monitor classroom to check for student involvement & understanding

Assess./Evaluations

New England Colonies Flip Book, participation

Academic Vocab.

Dissent, persecute, Puritan, Separatist
Disentir, perseguir, puritano, separatista

Standard(s)

I.B.2

Resource(s)

Textbook: Glencoe American Republic to 1877
PowerPoint lecture notes

Homework

N/A

Modifications/
Accommodations

ELL students will be given directions/notes in Spanish.
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.

Social Studies
Grade 8

Date: 9/17/2014
Early Dismissal

Objective
(I will…)

Students will be able to analyze what freedom means to them

Student Activities

Constitution Day
Students will copy daily objectives written on the board when they enter the classroom into notebooks. Begin Constitution Day What does Freedom mean to me poster using magazine clippings

Teacher Activities

1. Assign/Explain Constitution day poster- What does freedom mean to me?
2. Monitor classroom for student involvement and understanding

Assess./Evaluations

Participation, poster grade

Academic Vocab.

N/A

Standard(s)

III.A.1,2,3; C.2
III.C- compare political philosophies & concepts of government that became the foundation for the United States government

Resource(s)

Internet , Magazine clippings

Homework

Constitution Day- What does Freedom mean to me? Poster

Modifications/
Accommodations

ELL students will be given directions/notes in Spanish and will work with a partner to help translate.
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.

Social Studies
Grade 8

Date: 9/18/2014

Objective
(I will…)

Students will be able to analyze what freedom means to them

Student Activities

Constitution day wrap up
Students will copy daily objectives written on the board when they enter the classroom into notebooks. Complete Constitution day posters. Present posters to class.

Teacher Activities

1. Monitor classroom for student involvement and understanding
2. Collect posters

Assess./Evaluations

Participation, poster grade

Academic Vocab.

N/A

Standard(s)

III.A.1,2,3; C.2
III.C- compare political philosophies & concepts of government that became the foundation for the United States government

Resource(s)

Internet, Magazine clippings

Homework

N/A

Modifications/
Accommodations

ELL students will be given directions/notes in Spanish and will work with a partner to help translate.
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.

Social Studies
Grade 8

Date: 9/19/2014

Objective
(I will…)

Students will be able to analyze how the Connecticut, Rhode Island, and New Hampshire colonies began.

Student Activities

Ch. 3 pg.76-80 Students will copy daily objectives and define vocabulary written on the board when they enter the classroom into notebooks. PPT notes and discussion. Complete Section 1-2 DBQ. Finish New England Flip Book

Teacher Activities

1. Lead students through lecture using PowerPoint presentation
2. Instruct/lead students through the creation of the 13 colonies Flip Book- New England Colonies
3. Monitor classroom to check for student involvement and understanding

Assess./Evaluations

New England Flip Book Grade

Academic Vocab.

Pilgrim, Mayflower Compact, Toleration
Peregrino, Mayflower Compact, tolerancia

Standard(s)

I.B.3

Resource(s)

Textbook: Glencoe American Republic to 1877
PowerPoint lecture notes
Section 1-2 DBQ
New England Flip Book

Homework

New England colonies flip book

Modifications/
Accommodations

ELL students will be given directions/notes in Spanish.
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.

 6th Grade Lesson Plan  Week of: September 15th – September 19th  

Social Studies

Monday, September 15th-

Objective

(Student will…)

  • Chapter 3:Lesson 2-Life in Egypt -PG.84
  • Describe and explain the importance of pharaohs and pyramid building in ancient Egypt.
  • Explain who unified upper and lower Egypt.
  • 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 use a Brain Pop video to give the students an ideal look at what they will be studying on the Upper and Lower Egypt nationsand use the textbook reading during class-time by either having students read aloud in class or use the audio CD read-along and stopping for question and answering.

Student Activities

  • Students will watch a Brain Pop video on the early civilizations in Egypt, and be taking notes on the projector screen; teacher will initiate class discussion on the ancient people of Egypt.

Assessment/Evaluation

 

  • Vocabulary (Bell-work), Participation grade, Questions at the end of the lesson 2.

Academic Vocabulary (optional by dept.)

  • pharaoh, hieroglyphics, pyramid, mummy.

Additional Resources

Brain Pop, Projector notes, Core knowledge materials

Social Studies

Tuesday, September 16th-

Objective

(Student will…)

  • Chapter 3:Lesson 2-Life in Egypt- PG.84-90
  • List and explain the similarities and differences between Egyptian and Sumerian culture.
  • Explain why trade was important to Egypt’s economy.
  • 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 continue with lesson 2 on Life in Egypt and extend the lesson on the rise and fall of the Egypt -pg.84-90.

Student Activities

  • Students will read or hear the read-along CD on the early civilizations in Egypt, and be taking notes on the projector screen; teacher will initiate class discussion on the ancient people of Egypt.

Assessment/Evaluation

  • End questions of Lesson 2 will be turned in at the end of class or be assigned as homework and be turned in the following.

Academic Vocabulary

  • On Board Assignment. (Bell-work)

Additional Resources

Brain Pop, Projector notes, Core knowledge materials

 

Wednesday, September 17th-

Objective

(Student will…)

  • Chapter 3:Lesson 2-Egypt project paper cut-ups
  • Create two models that appear like the Egyptian pyramids and the Sphinx.
  • 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 have paper cut-outs (pyramid & Sphinx), scissors, tape, and base board paper for the students to get ready to construct class models.
  • Students will focus on task for the entire class period.

Student Activities

  • Students will construct their own model and arrange their own Egyptian model.

Assessment/Evaluation

  • Completion of the model and arrange structure will be grade on its original form.

Academic Vocabulary

  • N/A

Additional Resources

N/A 

Social Studies

Thursday, September 18th-

Objective

(Student will…)

  • Chapter 3:Lesson 2-Egypt project paper cut-ups
  • Create two models that appear like the Egyptian pyramids and the Sphinx.
  • 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 have paper cut-outs (pyramid & Sphinx), scissors, tape, and base board paper for the students to get ready to construct class models.
  • Students will focus on task for the entire class period.

Student Activities

  • Students will construct their own model and arrange their own Egyptian model.

Assessment/Evaluation

  • Completion of the model and arrange structure will be grade on its original form.

Academic Vocabulary

  • N/A

Additional Resources

N/A

Social Studies

Friday, September 19th-

Objective

(Student will…)

  • Chapter 3:Lesson 3- PG.91
  • Evaluate the life of Ancient Pharaoh and the dynasties they left about Egyptian 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. 3-Lesson 3- on the life of the Pharoahs
  • 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

  • Vocabulary Words on the board.

Academic Vocabulary

  • N/A

Additional Resources

N/A

 

 

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