DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

Section A: Strategies & TasksCheck the appropriate box to indicate the inclusion of the task and/or strategies for the weekly lesson plan.

STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NODCSD Unit Task Interdisciplinary Integration Differentiated InstructionGADOE Task/Activity/Resource Intervention Strategies X 21st Century Learning Skills XSTEM/STEAM Integration Gifted-Extensions for Learning X Research-Based Instructional Strategies X

Section B: Unit & Standards AlignmentSchool Name Cha[el Hill Middleee SchoolTeacher/Co-Teacher/Para Name(s) M. CombreGrade/Subject/Course World StudiesWeek of: January 13 – 17, 2020Unit #, Name, and Pacing Worlds Studies Concepts Review - Intro to Semester II, Week 2

FOR

THE

WEE

K

Priority Standard(s)

Map and Globe Skills1. use a compass rose to identify cardinal directions2. use intermediate directions3. use a letter/number grid system to determine location4. compare and contrast the categories of natural, cultural, and political features found on maps5. use graphic scales to determine distances on a map6. use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps

Supporting Standard(s)4. distinguish between fact and opinion5. identify main idea, detail, sequence of events, and cause and effect in a social studies context6. identify and use primary and secondary sources7. interpret timelines, charts, and tables8. identify social studies reference resources to use for a specific purpose

Non-Content Standard(s)

Essential Question(s) Why do people move/migrate to other places? What is government? What are different types of governments? What is economics? What are different types of economies?

Big Ideas Social Studies basic vocabulary and conceptsWorld Studies has four domains – geography, history, civics/government, and economics

DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

Section C: Instructional FrameworkIdentify the strategies from Section A that will be implemented within the daily instructional framework. List the specific strategies as provided on the strategy chart found at the end of the DCSD Instructional Planning Instrument.

Daily Lesson Plan for Monday Assessment Evidence

Learning Target/Success Criteria Students will be able to explain how people interact with their environment and describe reasons people move to other locations/places. Students can correctly identify scenarios of human environment interaction and movement.

Pre-Instructional Activity Students use myWorldStudies textbook to complete CoreConcept 2.1 Word Wise activity on p. 8 of student journal. Discuss and correct as necessary. questioning

Opening(ENGAGE) 1st Period: Complete world geography test from Friday

2nd – 7th: Check and correct geography section of student-made World Studies resource guide. Notebook check (Part 1 – geography)

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

Students continue creating a World Studies resource guide section in their interactive binder notebook (IBN) of various social studies concepts from geography, government, and economics domains. Review 5 themes of geography with focus themes of human geography -- human environment interaction and movement/migration. Students complete graphic organizers to: Sort statements that indicate environments affecting people or people affecting environments. Define migration, and push-pull theory

Closing(EVALUATE) Students given a scenario in history of migration of people and determine push-pull factor(s).

Resources/Instructional Materials myWorld Studies textbook, journal, Chromebook or other technology, eboard, handouts, interactive notebook, scissors, glue

Daily Lesson Plan for Tuesday Assessment Evidence Learning Target/Success Criteria Student should be able to define monotheism and polytheism and describe characterisitics of major world

religions.

Pre-Instructional Activity Students use myWorldStudies textbook to complete CoreConcept 2.2 Word Wise activity on p. 9 of student journal. Discuss and correct as necessary. questioning

Opening(ENGAGE) Students respond to the question “What I know about religion.” Write response on given graphic organizer (pencil outline)

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

Students continue creating a World Studies resource guide section in their interactive binder notebook (IBN) of various social studies concepts from geography, government, and economics domains. Students use world studies textbook or Internet search to define terms monotheism and polytheism and complete chart identifying symbols, major beliefs, and main locations of major world religions

Closing(EVALUATE) Check and correct chart as necessary.

Resources/Instructional Materials myWorld Studies textbook, journal, Chromebook or other technology, eboard, handouts, interactive notebook, scissors, glue

Daily Lesson Plan for Wednesday Assessment Evidence Learning Target/Success Criteria Students should be able to define government, explain its purpose, and identity several types of governments

Pre-Instructional Activity Students use myWorldStudies textbook to complete CoreConcept 2.3 Word Wise activity on p. 10 of student journal. Discuss and correct as necessary.

Opening(ENGAGE) Students respond to the question “What I know about government”. Write response on given graphic organizer (pencil outline)

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

Students continue creating a World Studies resource guide section in their interactive binder notebook (IBN) of various social studies concepts from geography, government, and economics domains. Define government, limited government, unlimited government, democracy, republic, representative democracy, direct democracy, monarchy, constitutional monarchy, theocracy, totalitarian, and dictatorship on various orgnizers and cut and paste into interactive notebook.

Closing(EVALUATE)

Check and correct definitions. Exit ticket: on a sticky not, identify a type of government in which the citizens have power and a type where only one person or a few have power. Exit ticket

DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

This page is for informational purposes only as lesson plans are developed. Do not attach this page to the weekly lesson plan.

Section D: Strategy Chart

Research-Based Instructional

Strategies(weekly strategies chosen to guide

teaching and learning)

Opening Work Period ClosingActivate Prior KnowledgeProvide FeedbackQuestioning (Raises questions)Scaffold InstructionClarify Previous LessonCreate InterestPhenomenonOther…

Facilitate LearningDemonstrate/ModelAcademic DiscussionsHigh-level QuestioningCooperative LearningIndependent LearningInterdisciplinary WritingExplain/Apply/Extend concepts and skillsGenerating and Testing HypothesesOther...

Summarize LessonsAllow students to assess their own learningProvide Alternative ExplanationsQuick WriteRespond to Essential Questions3-2-1/K-W-LOther…

21st Century Learning Skills

(weekly strategies chosen to guide student engagement)

Teamwork and CollaborationInitiative and LeadershipCuriosity and Imagination

Innovation and CreativityCritical Thinking and Problem SolvingFlexibility and Adaptability

Accessing and Analyzing InformationEffective Oral and Written CommunicationOther…

Intervention Strategies

Intervention Strategies(Tiers 1, 2, 3)

Additional Support in Classroom

Specially Designed Instruction for Exceptional Education Students

Strategies for English Language Learners

Re-VoicingExplainingPrompting for ParticipationChallenging or counteringAsking “Why?” or “How?”RereadPractice new academic vocabularyAssistive technologyPre-teach & re-teach in a different wayUse of manipulativesCollaborative workCreate differentiated text sets

ConferencingAdditional timeSmall group collaborationModify quantity of workTake student’s dictationScaffold informationDifferentiated (content/process/product)Consistent reward systemRefer to students’ IEP or 504 planAssistive technology

Visuals/RealiaFront-loadingEchoing/Choral responseColor-codingMultiple exposures in different mediaPair-shareModelingLanguage scaffolds: example: sentence framesDeconstruct complex sentencesIncrease student-to-student talkStrategies vocabulary instructionAdditional think time

GiftedExtensions for

Learning

Tier 1 Tier 2 Tier 3 Tier 4Flexible-Learning GroupsChoice of BooksHomework OptionsUse of Reading BuddiesVarious Journal PromptsStudent/Teacher Goal SettingVaried Pacing with Anchor OptionsWork Alone or TogetherFlexible SeatingVaried ScaffoldingVaried Computer ProgramsDesign-A-DayVaried Supplemental MaterialsComputer MentorsThink-Pair-ShareOpen-ended ActivitiesExplorations by InterestOptions for Competition

Gifted Edu. Cluster ClassesGifted Edu. Collaboration ClassesTiered Activities and ProductsUse of Literature ClubsMultiple Testing OptionsMultiple TextsAlternative AssessmentsSubject Advancement within classCurriculum CompactingTiered CentersSpelling by ReadinessVarying OrganizersCommunity MentorshipsStationsGroup InvestigationsAssess Students in Multiple WaysStudent ChoiceSimulations

Advanced Content (all core content)Resource ClassesIndependent/Directed StudySocratic Seminars

Above grade level accelerated (all core content)Advanced Placement ClassesInternational Baccalaureate ClassesInternshipsMentorships

Assessment Evidence

(Formative)

Analyzing Student WorkRound Robin ChartsStrategic Questioning3-Way Summaries

Think-Pair-Share3-2-1 CountdownClassroom PollsExit/Admit Tickets

One-Minute PaperMetacognition TableFour CornersSelf-Evaluation

Stop and GoClasswork Trade/Peer ReviewLearning LogsDocument Observations