Daily 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/TASKSYESNOSTRATEGIES/TASKSYESNOSTRATEGIES/TASKSYESNODCSD Unit Task FORMCHECKBOX FORMCHECKBOX Interdisciplinary IntegrationX FORMCHECKBOX FORMCHECKBOX Differentiated InstructionX FORMCHECKBOX FORMCHECKBOX GADOE Task/Activity/Resource FORMCHECKBOX FORMCHECKBOX Intervention StrategiesX FORMCHECKBOX FORMCHECKBOX 21st Century Learning SkillsX FORMCHECKBOX FORMCHECKBOX STEM/STEAM IntegrationX FORMCHECKBOX FORMCHECKBOX Gifted-Extensions for LearningX FORMCHECKBOX FORMCHECKBOX Research-Based Instructional StrategiesX FORMCHECKBOX FORMCHECKBOX Section B: Unit & Standards AlignmentProvide information that gives an overview of the weekly focus.School NameChapel Hill Middle SchoolTeacher/Co-Teacher/Para Name(s)M. CombreGrade/Subject/Course7th Grade World StudiesWeek of:November 18 - 22, 2019Unit #, Name, and PacingUnit 2 – Governents and Economics of AfricaFOR THE WEEKPriority 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 IdeasAs 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 societySection 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 MondayAssessment Evidence Learning Target/Success CriteriaStudents can complete self-checking puzzles about Africa’s geography, history, government, and economicsPre-Instructional ActivityCreate weekly sponge trifold. Answer the USA Test Prep review question dispalyaed e-board.. Write the question and correct answer choice in the appropriate daily column of sponge tri-fold.questioningOpening (ENGAGE)Review all domains and standards (page numbers in IBN) in Africa Unit.Work Period(EXPLORE/EXPLAINEXTEND/ELABORATE)1- 7: Complete Africa Unit Review Puzzles study guide – Africa Rreview Crossword and Wordfind. For word find puzzle studenst write a description of words in word bank. 1, 3: Complete for homework, study for Africa unit assessmentClosing(EVALUATE)progress check with questioning questioningResources/Instructional MaterialsHandouts, binder notebook,Georgia Experience textbookDaily Lesson Plan for TuesdayAssessment Evidence Learning Target/Success CriteriaMagnet Gifted students score an 80% or higher on Africa unit assessment.Students can complete self-checking puzzles about Africa’s geography, history, government, and economics Pre-Instructional ActivityAnswer the USA Test Prep review question dispalyaed e-board.. Write the question and correct answer choice in the appropriate daily column of sponge tri-fold.questioningOpening (ENGAGE)Distribution of testing materials or continuation of sudy guide reviewWork Period(EXPLORE/EXPLAINEXTEND/ELABORATE)1, 3: Students complete Africa Unit Assessment2, 6, 7: Complete and check review summativeClosing(EVALUATE)Questions, comments, concernsResources/Instructional MaterialsHandouts, binder notebook, Georgia Experience textbookDaily Lesson Plan for WednesdayAssessment Evidence Learning Target/Success Criteria1, 3: Students will build a model of a city with focus on theme of clean water or research a topic based on the theme Breaking Barriers in history. 2, 6, 7: Students score an 70% or higher on Africa unit assessment.Pre-Instructional ActivityAnswer the USA Test Prep review question dispalyaed e-board.. Write the question and correct answer choice in the appropriate daily column of sponge tri-fold.questioningOpeningStudents retrieve project materials or distribution of testing materialsWork Period(EXPLORE/EXPLAINEXTEND/ELABORATE)1: Students work on city models for Future City project; 3: Students conduct research based on chosen topics relating to NHD theme, Breaking Barriers in History or students complete semester makeupwork as necessary (2, 6,7: Students complete Africa Unit AssessmentsummativeClosing(EVALUATE)Questions, comments, concernsResources/Instructional MaterialsTextbook, loose-leaf paper, drawing paper and various art suppliesDaily Lesson Plan for ThursdayAssessment Evidence Learning Target/Success Criteria1, 3: Students will build a model of a city with focus on theme of clean water or research a topic based on the theme Breaking Barriers in history. 2, 6, 7 Students will complete makeup work to raise average 70% or abovePre-Instructional ActivityAnswer the USA Test Prep review question dispalyaed e-board.. Write the question and correct answer choice in the appropriate daily column of sponge tri-fold.questioningOpening(ENGAGE)Students retrieve project materials or distribution of grade printouts for makeup work and discussion of semester restitution work in Everfi, USA Test Prep or IBNWork Period(EXPLORE/EXPLAINEXTEND/ELABORATE)1: Students work on city models for Future City project; 3: Students conduct research based on chosen topics relating to NHD theme, Breaking Barriers in History or students complete semester makeupwork as necessary (2, 6,7: Students complete semester makeupwork or extension work as necessary in , USA Test Prep, or IBNClosingQuestions, comments, concerns or Students use grade printout to check off completed makeup assignments for grading Resources/Instructional MaterialsChromebook, interactive binder notebookDaily Lesson Plan for FridayAssessment Evidence Learning Target/Success Criteria1, 3: Students will build a model of a city with focus on theme of clean water or research a topic based on the theme Breaking Barriers in history. 2, 6, 7 Students will complete makeup work to raise average 70% or abovePre-Instructional ActivityAnswer the USA Test Prep review question dispalyaed e-board.. Write the question and correct answer choice in the appropriate daily column of sponge tri-foldquestioningOpening(ENGAGE)Students retrieve project materials or continue semester restitution work Work Period(EXPLORE/EXPLAINEXTEND/ELABORATE)1: Students work on city models for Future City project; 3: Students conduct research based on chosen topics relating to NHD theme, Breaking Barriers in History or students complete semester makeupwork as necessary (2, 6,7: Students complete semester makeupwork or extension work as necessary in , USA Test Prep, or IBNClosing(EVALUATE)Questions, comments, concerns or Students use grade printout to check off completed makeup assignments for grading Resources/Instructional MaterialsChromebook, interactive binder notebookThis page is for informational purposes only as lesson plans are developed. Do not attach this page to the weekly lesson plan.Section D: Strategy ChartResearch-Based Instructional Strategies(weekly strategies chosen to guide teaching and learning)OpeningWork PeriodClosingActivate 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 ImaginationInnovation and CreativityCritical Thinking and Problem SolvingFlexibility and AdaptabilityAccessing and Analyzing InformationEffective Oral and Written CommunicationOther…Intervention StrategiesIntervention Strategies(Tiers 1, 2, 3)Additional Support in ClassroomSpecially Designed Instruction for Exceptional Education StudentsStrategies for English Language LearnersRe-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 setsConferencingAdditional timeSmall group collaborationModify quantity of workTake student’s dictationScaffold informationDifferentiated (content/process/product)Consistent reward systemRefer to students’ IEP or 504 planAssistive technologyVisuals/RealiaFront-loadingEchoing/Choral responseColor-codingMultiple exposures in different mediaPair-shareModelingLanguage scaffolds: example: sentence framesDeconstruct complex sentencesIncrease student-to-student talkStrategies vocabulary instructionAdditional think timeGiftedExtensions for LearningTier 1Tier 2Tier 3Tier 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 CompetitionGifted 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 ChoiceSimulationsAdvanced Content (all core content)Resource ClassesIndependent/Directed StudySocratic SeminarsAbove grade level accelerated (all core content)Advanced Placement ClassesInternational Baccalaureate ClassesInternshipsMentorshipsAssessment Evidence(Formative)Analyzing Student WorkRound Robin ChartsStrategic Questioning3-Way SummariesThink-Pair-Share3-2-1 CountdownClassroom PollsExit/Admit TicketsOne-Minute PaperMetacognition TableFour CornersSelf-EvaluationStop and GoClasswork Trade/Peer ReviewLearning LogsDocument Observations ................
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