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 7th Grade World StudiesWeek of: November 11 - 15, 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 Students can identify amount of government control in market and command economic systems.

Pre-Instructional Activity Create 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. questioning

Opening(ENGAGE)

1, 3: Review and discuss Governments of Africa activities from IBN pages 46-532, 6, 7: Review autocratic and democratic governments, parliamentary and presidential democracies

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

1, 3: Review economic terms on KIM chart p. 44 in IBN with whole group; discuss types of economic systems – market vs command, factors that encourage economic growth – capital goods, human capital, natural resources, entrepreneurs; Students insert econ background information and activities into IBN 2, 6, 7: Read small group – Ch 4, Section 3 in my World Studies textbook, pages 268 – 273. Take notes on p. 93 of Interactive Journal (IJ). Complete Word Wise activity on p. 92 in IJ. Discuss.

Closing(EVALUATE)

1, 3: Place the following economic systems on a continuum – market, mixed, command, traditonal2, 6,7: Answer question on p. 92 of IJ: How does unequal access to access to oil wealth affect the lives of Nigeria’s people? questioning

Resources/Instructional Materials Handouts, binder notebook, textbook, interactive journal

Daily Lesson Plan for Tuesday Assessment Evidence Learning Target/Success Criteria Students can describe factors that encourage economic growth

Pre-Instructional Activity 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. questioning

Opening(ENGAGE)

1, 3: Open-ened Questioning: Which growth factor is most importantant to an economy and explain why? 2, 6, 7: Review economic terms on KIM chart p. 44 in IBN with whole group; discuss types of economic systems – market vs command, factors that encourage economic growth – capital goods, human capital, natural resources, entrepreneurs

questioning

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

1, 3: Students read economic background information and complete activities2, 6,7: Read small group – Ch 4, Section 3 in my World Studies textbook, pages 298 -303. Take notes on p. 103 of Interactive Journal (IJ). Complete Word Wise activity on p. 102 in IJ. Discuss.

Closing(EVALUATE)

1, 3: Check and correct background information activities.2, 6,7: Answer question on p. 103 of IJ: In the countries of Sudan, Rwanda, Kenya, and South Africa, what has caused ethnic violence?

questioning

Resources/Instructional Materials Handouts, binder notebook, textbook, interactive jounal

Daily Lesson Plan for Wednesday Assessment Evidence Learning Target/Success Criteria Students will demonstrate knowledge and understanding of government and economies in Africa by complete

Pre-Instructional Activity 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. questioning

Opening 1, 3: Review instructions for One-Pager assessment; 2, 6, 7: Review instructions for completing 2-part Africa Unit study guide,part 1.

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

1, 3: Students create a One-Pager to show understanding of governments and economies of Africa.2, 6,7: Complete Chapter Review (history, government, economics of Central and West Africa, p. 276 in My World Studies textbook, #1 -17, no 11. Use the RACE strategy to answer questions.

Closing(EVALUATE) 1, 3: Questions, comments, concerns; 2, 6, 7: Check and correct chapter review

Resources/Instructional Materials Textbook, loose-leaf paper, drawing paper and various art supplies

Daily Lesson Plan for Thursday Assessment Evidence Learning Target/Success Criteria 2, 6, 7: Students will demonstrate knowledge and understanding of government and economies in Africa by complete

Pre-Instructional Activity 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.

Opening(ENGAGE)

1, 3: Students retrieve materials for project work 2, 6, 7: Review instructions for completing 2-part Africa Unit study guide, part 2

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

1, 3: 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. 2, 6,7: Complete Chapter Review (history, government, economics of Central and West Africa, p. 308 in My World Studies textbook, #1 -18. Use the RACE strategy to answer questions.

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