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 SkillsSTEM/STEAM Integration Gifted-Extensions for Learning 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 7th Grade World StudiesWeek of: November 4 – 8, 2019Unit #, Name, and Pacing Unit 2 – Governents and Economics of Africa

FOR

THE

WEE

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Priority Standard(s)

SS7CG1 COMPARE and CONTRAST different forms of citizen participation in government. a. Explain the role of citizen participation in autocratic and democratic governments. SS7E3 DESCRIBE factors that influence economic growth and EXAMINE their presence or absence in Nigeria, South Africa, and Kenya a. Evaluate how literacy rates affect the standard of living. b. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita). c. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita). d. Explain how the distribution of natural resources affects the economic development of Africa. e. Describe the role of entrepreneurship.

Supporting Standard(s)

SS7CG1 COMPARE and CONTRAST different forms of citizen participation in government. b. Describe the two predominant forms of democratic governments: parliamentary and presidential. c. Explain the role of citizens in choosing the leaders of South Africa (parliamentary democracy), Nigeria (presidential democracy), and Kenya (presidential democracySS7CG2 Analyze how government instability in Africa impacts standard of living. a. Describe the impact of government instability on access to education and the distribution of medicine and food to combat diseases and famine across Africa. SS7E1 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. c. Compare and contrast the economic systems in South Africa, Nigeria, and Kenya. SS7E2 Explain how voluntary trade benefits buyers and sellers in Africa a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes. Explain why international trade requires a system for exchanging currencies between nations.

Non-Content Standard(s)

Essential Question(s) How do citizens participate in autocratic governments as compared to democratic governments? How do the governments of Kenya, Nigeria, and South Africa compare? How do investment in education, training, factories, machinery and technology impact economic growth?

Big Ideas As a society increases in complexity and interacts with other societies, the complexity of the government also increasesThe production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society

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 Complete Unit 2 pre-assessment

Pre-Instructional Activity Students create sponge tri-fold with loose-leaf paper. Answer review question in appropriate daily column. Write the question and correct answer. Questioning

Opening(ENGAGE) TW give instructions for completing Unit 2 pre-assessment. Students need #2 pencil. TW distribute pre-slugged Illuminate

answer sheets.

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)Students complete Unit 2 Governments and Economies of Africa Pre-Assessment

Closing(EVALUATE)

Preview engaging scenario – Students will form a committees to research promote economic development in Africa. HW: Graffiti Word Wall

Resources/Instructional Materials handouts

Daily Lesson Plan for Tuesday Assessment Evidence Learning Target/Success Criteria

Pre-Instructional ActivityOpening

(ENGAGE)Work Period

(EXPLORE/EXPLAINEXTEND/ELABORATE)

No School – Teacher Work DayClosing

(EVALUATE)Resources/Instructional Materials

Daily Lesson Plan for Wednesday Assessment Evidence Learning Target/Success Criteria Identify and define key terms related to governments and economics

Pre-Instructional Activity Answer review question in appropriate daily column on sponge tri-fold. Write the question and correct answer. QuestioningOpening

(ENGAGE)In small groups, students break down one of the government or economics standards using the KUD organizer identifying what the standard ask students to know, understand, and do. Share responses.

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)KIM Chart – Students use the remainder of class to complete KIM chart by gathering information about key terms and drawing a memory clue to help remember the term.

Closing(EVALUATE)

Students share memory clues with class by drawing them on electronic board.

Resources/Instructional MaterialsDaily Lesson Plan for Thursday Assessment Evidence

Learning Target/Success Criteria SW be able to explain the role of citizens in democracies and autocracies

Pre-Instructional Activity Answer review question in appropriate daily column on sponge tri-fold. Write the question and correct answer. QuestioningOpening

(ENGAGE) Discuss the questions, “What type of government does the US have? How is the US government structured?

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)Government Backgroud Information: Read passages from Georgia Experience workbook. Take notes on pages 45, 47, 49 in IBN Complete related questions, activities, and quick quizzes on pages 44, 46, 48 in IBN. Discuss

Closing(EVALUATE) Exit ticket: Draw a picture/ diagram of showing citizen participation in autocracies and democracies

Resources/Instructional Materials Handouts

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