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 28 – November 1, 2019Unit #, Name, and Pacing Unit 1, Week 6 - Africa’s Geography and History

FOR

THE

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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?)

SW be able to: explain why European coutries colonized Africa and the artificial boundaries contributed to conflict on the African continent; describe how Kenya and Nigeria gain independence after WWII; explain what apartheid looked like in South Africa and how and when it comes to an end. Describe the significance of Nelson Mandela and F.W. de Klerk in ending apartheid.

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

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

1-3, 7: Presentation prep: TW discuss procedure for presentations and note-taking during presentations. 6: TW distribute myWorld Studies workbooks. SW: will complete p. 86 in workbook thinking about the question “Who should cbenefit from a county’s resources, previewing chapter 4 headings, maps, and pictures. Make a prediction about sharing resources.

Work Period(EXPLORE/EXPLAIN

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

1 -3, 7 Periods: Students present various tasks from choice board – maps drawings, lists, songs, raps, cartoons, etc. – to demonstrate knowledge of Africa’s history. As students present, audience takes note on catergorizing information by elements in the standard – Eorpean partitioning, nationalism and Pan Africa movement, and South Africa and apartheid.6th Period: Close Read of Chapter 4, Sect. 2 in my World Studies textbook, pages 258 – 263. Student preview questions on page 263 . Read in small groups and discuss individual passages as they relate to questions. Discuss

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

1-3, 7: Exit ticket: Why did Eupean countries want control of the African continent? Why did Mandela and DeKlerk share the Nobel Peace Prize? (7 period question 1 only) Exit ticket

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

Handouts, my World Studies textbook and journal

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

Pre-Instructional Activity Answer the geography review question displayed on eboard in the appropriate daily column on the sponge tri-fold.. QuestioningOpening

(ENGAGE)1-3, 7: Presentation prep or distribution of study guide6: TW question students as a review of yesterday’s readings.

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)1-3, 7: Complete Africa history task presentations and/or Africa history study guide in preparation for test on Wednesday6: Re-read Chapter 4, Section 2 individually and completing vocabulary activity on p.. 90 and taking notes, p. 91

Closing(EVALUATE)

1-3, 7: Question for clarification 6: Respond to essential question on p. 91 What role did natural resources play in the history of West and Central Africa? questioning

Resources/Instructional Materials Handout, my World Studies textbook and journal.

Daily Lesson Plan for Wednesday Assessment Evidence Learning Target/Success Criteria See Monday – Pass test with 70% or greater accuracy (1-3, 7); Explain why Europe colonized Africa (6)

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

Opening(ENGAGE)

1-3, 7: Test prep6: TW distribute myWorld Studies workbooks. SW: will complete p. 96 in workbook thinking about the question, “Is conflict unavoidable?”, previewing chapter 5 headings, maps, and pictures. Make a prediction about sources of conflict in Southern and Eastern Africa.

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

1-3, 7: SW complete Africa’s History test in USA Test Prep6th Period: Close Read of Chapter5, Sect. 2 in my World Studies textbook, pages 290 – 295. Student preview questions on page 295 . Read in small groups and discuss individual passages as they relate to questions.

Closing(EVALUATE)

1-3, 7: Test completion6: Discuss questions with whole group Summative assessment

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