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 X Differentiated Instruction XGADOE Task/Activity/Resource Intervention Strategies X 21st Century Learning Skills XSTEM/STEAM Integration X Gifted-Extensions for Learning X Research-Based Instructional Strategies X

Section B: Unit & Standards AlignmentProvide information that gives an overview of the weekly focus.

School Name Chapel Hill Middle SchoolTeacher/Co-Teacher/Para Name(s) M. CombreGrade/Subject/Course World Studies Week of: October 14 – 16, 2019Unit #, Name, and Pacing Unit 1, Week 5 - Africa’s Geography and History

FOR

THE

WEE

K

Priority Standard(s)(Content specific)

SS7H1 Analyze continuity and change in Africa. a. Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries in Africa today. b. Explain how the Pan-African movement and nationalism led to independence in Kenya and Nigeria.c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk.

Supporting Standard(s)(Content specific)

Non-Content Standard(s)(WIDA, Interdisciplinary, Literacy)

L6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources. L6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Essential Question(s)(Address philosophical foundations; contain multiple answers; provoke inquiry)

Evaluate how the European partitioning of Africa contributed to conflict, civil war, and artificial political boundaries.

Big Ideas(Concepts or principles central to the lesson that anchor all of the smaller ideas in a lesson)

When there is a conflict between or within societies, change is the result

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 Note: A variety of formative

assessments should be used at key points throughout the lesson.

Learning Target/Success Criteria(What will students know and be able to do by the end of the lesson?)

Pre-Instructional Activity(Sponge; bell-ringer; journal; allows attendance to be taken)

Opening (ENGAGE)(Introduce the lesson; summarizes previous lesson; clarifies misconceptions)

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)(Allows students to practice concept; assesses student learning)

No School – Columbus Day

Closing (EVALUATE)(Summarizes lesson; ensures understanding; clarifies misconceptions)

Resources/Instructional Materials(What do I need in order to teach the lesson?)

Daily Lesson Plan for Tuesday Assessment Evidence Learning Target/Success Criteria Identify vocabulary, facts, and concepts to be learned from the history standard

Pre-Instructional Activity Create sponge tri-fold and answer the geography review question displayed on eboard in the appropriate daily column on the sponge tri-fold.. Questioning

Opening(ENGAGE) KWL: Students identify information they already know a bout African history and what they would like to learn.

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

TW distribute standard, SW paste on page 35 of IBN. Unpacking the Standard: SW break down standard in what they are expected know (vocabulary, facts, information), understand (concepts, big ideas), and do (actions) Complete KUD chart, p. 34 IBN. Discuss. Students use remainder of class period to work on graffiti word wall. Each student is assigned a vocabulary term to define or decribe using words, examples, and visuals. GWW will go on page 37 when returned after grading.

Closing(EVALUATE) SW return to KWL and identify something they learned from unpacking the standard activity. KWL, p. 35 in IBN KWL

Resources/Instructional Materials Handouts

Daily Lesson Plan for Wednesday Assessment Evidence Learning Target/Success Criteria Describe the Berlin Conference and explain why Europeans wanted to control the African continent and how the dividing of

Africa contributes to conflict, which continues into the 20th and 21st centuries.Pre-Instructional Activity Write and answer the geography review question in the appropriate daily column on the sponge tri-fold Questioning

Opening(ENGAGE)

Extended opening: Students share graffiti word walls as classmates take notes from presentations to complete Africa’s history KIM chart. (Key term, Information, Memory Clue) SW complete KIM chart as necessary and paste on p. 36

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

TW distribute Africa’s history choice board handout and discuss expectations and options for altenative assessments at the completion of the unit.. SW read background information on the Berlin Conference and Africa’s history of partitioning from Georgia Experience workbook, notes on p. 39.

Closing(EVALUATE)

Students answer questions on p. 38 of IBN. Review and discuss. HW: Students will read background information for each element of the standard (B. Pan-Africa movement and nationalism, IBN p. 41, South Africa and apartheid, IBN p. 43) and Questioning

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