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 Instruction XGADOE Task/Activity/Resource Intervention Strategies X 21st Century Learning Skills XSTEM/STEAM Integration 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: August 12 - 16, 2019Unit #, Name, and Pacing Unit 1 – Geography/History of Africa – Week 1

FOR

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Priority Standard(s)(Content specific)

SS7G3 EXPLAIN the impact of location, climate, and physical characteristics on population distribution in Africa. a. EXPLAIN how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest impact trade and affect where people live.

Supporting Standard(s)(Content specific)

SS7G1 Locate selected features of AfricaSS7G1 a. Locate on a world and regional political-physical map: Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Victoria, Great Rift Valley, Mt. Kilimanjaro, Atlas Mountains, and Kalahari Desert. b. Locate on a world and regional political-physical map the countries of Democratic Republic of the Congo, Egypt, Kenya, Nigeria, South Africa, and Sudan. SS7G2 Explain environmental issues across the continent of Africa a. Explain how water pollution and unequal access to water impacts irrigation, trade, industry, and drinking water. b. Explain the relationship between poor soil and deforestation in Sub-Saharan Africa.

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

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.

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

How does location influence the culture, development, and economy of the ethnic groups of Africa?

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

Location affects a society’s economy, culture, and development

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 set up interctive binder notebook to aid in organization and learning.

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

Students create weekly sponge tri-fold on loose-leaf paper. Answer daily decision making question using paragraph form restating the question with a topic sentence, proper sentence structure, and correct grammer

Analyzing Student Work

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

TW distribute course syllabus and dicuss various aspects of the course. Student copy is to be kept in front of SS interactive binder notebook. Students will retrieve parent signature page from teacher website, get signed by parent and returned by Thursday, August 15.

Work Period(EXPLORE/EXPLAIN

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

TW Demonstrate and model the set up of student’s Interactive Binder Notebook (IBN). Distribute guidelelines and table of contents handouts for implementation. Students will number pages in notebook to organize content – input right side/odd number pages: notes, handouts, instructions - output left side/even number pages: student work, graphis organizers, summaries, etc. Self One-pager is cover of notebook. Pages. 1, 3, 5 Welcome to 7th grade PowerPoint notes or handout. Pages 2, 4, 6 Pre-Assessment tests. Behind divider page. students create section for graded and returned sponge pages.

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

3-2-1: Students write 3 facts about rituals routines, procedures, syllabus requirements, etc.; wites 2 vocabulary words with definitons; and one question or comment of 7th grade world studies 3-2-1

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

Handouts, teacher Interactive Binder Notebook for model

Daily Lesson Plan for Tuesday Assessment Evidence Learning Target/Success Criteria Pre-Assessment will establish baseline data for unit 1 – Geogrpahy and History of Africa.

Pre-Instructional Activity SW Answer daily decision making question using paragraph form restating the question with a topic sentence, proper sentence structure, and correct grammer

Analyzing Student Work

Opening(ENGAGE) TW give instructions for completing Unit 1 pre-assessments. Distribute pre-slugged answer sheets.

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)Students will complete DCSC Pre-Assessment for Unit 1 – selected and constructed responded. Students write answers on pre-sluggged bubble answer sheets. TW score using Illuminate. DCSD pre-assessment

Closing(EVALUATE) Questions, comments,cConcerns of students

Resources/Instructional Materials Handouts

Daily Lesson Plan for Wednesday Assessment Evidence Learning Target/Success Criteria Unpack standards to understand focus of learning.

Pre-Instructional Activity SW Answer daily decision making question using paragraph form restating the question with a topic sentence, proper sentence structure, and correct grammer

Analyzing Student Work

Opening(ENGAGE)

TW distribute copy of standards to students. Students paste standards on page 7 of IBN. Discuss instructions for “unpacking” the standards.

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

TW distribute standard/element to student groups. In groups students will use large paper to write standard/element, identify/ list verbs (action) ) and nouns (people, place, or things) in standard/element, provides synonyms or re-phrase, and draw pictures, diagrams, or other visuals to convey understanding.

Closing(EVALUATE) Activity continues tomorrow. Parking Lot: on sticky notes, students identify any questions, concerns.

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