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 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 26 - 30, 2019Unit #, Name, and Pacing Unit 1 – Geography/History of Africa – Week 3

FOR

THE

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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 Africaa. 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. c. Explain the impact of desertification on the environment of Africa. SS7G4 Analyze the diverse cultural characteristics of the people who live in Africa. a. Explain the differences between an ethnic group and a religious group. b. Describe the diversity of religions within African ethnic groups

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. 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)

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?)

Students will identify causes of environmental issues in Africa.

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 grammar

Analyzing Student Work

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

Think Pair Share: SW discuss with a partner what their life would be like if they had limited access to water. Discuss with whole group. TW introduce the concept of unequal access to water and tell students that this is a concern for many people in African. Ask student for ideas for addressing this problem.

Work Period(EXPLORE/EXPLAIN

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

SW view PowerPoint Presentation and take notes on environmental issues across Africa. ( IBN pages 21, 23) Students will create a multi-flow (Cause and Effect) graphic organizer using information from PP notes. Discuss.

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

Answer select response review questions (IBN page 22) Exit ticket

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

Eboard, handouts

Daily Lesson Plan for Tuesday Assessment Evidence Learning Target/Success Criteria Define ethnic group and religious group; Identify characteristics of ethnic groups; identify characteristics of religious goups;

give examples of ethnic and religious groups in 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 grammar

Analyzing Student Work

Opening(ENGAGE)

Students in odd number seats create a list of ethnic goups and students in even seat numbers create a list of religious goups. Share and compare list

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

SW view PowerPoint Presentation and take notes on ethnic groups and religion in Africa. (IBN pages 25, 27) Create a graphic organizer that identifies characteristics– location of ethnic group and religion(s) practiced - of Arabs, Ashanti, Bantu, and Swahili. (IBN p. 24)

Closing(EVALUATE) Answer select response review questions (IBN page 26) Exit ticket

Resources/Instructional MaterialsDaily Lesson Plan for Wednesday Assessment Evidence

Learning Target/Success Criteria Identify Islam as the main religion practiced in North Africa; Describe how people live in desert regions and what people do for a living in the Sahara.

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

Analyzing Student Work

Opening(ENGAGE)

Introduce PBS Africa series documentaries. SW read introductory passage about documentary “Desert Odyssey” and paste on p. 29

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

Students view “Desert Odyssey” documentary. While viewing take notes in standards-based graphic organizer recording characterisitcs of the geographic region, environmental issues, types of jobs people have, ethnic groups, religion, other cultural characteristics IBN p. 28

Closing Review graphic organizer notes with questioning

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