ࡱ> QSNOP $Vbjbj *N ]]]]]qqq8qmT99999r4r4r4TTTTTTTQVXvT]:V.r4::T]]99'TO<O<O<:^]9]9TO<:TO<O<HNO9@;q;jNS=T0mTNiYo;piY(OO4iY]0Qr4p6lO<7$9r4r4r4TT;pr4r4r4mT::::iYr4r4r4r4r4r4r4r4r4 #:  Weekly Lesson Plan Teacher Name: Ms. Felicia Bradford Dates: 02/27/2012-03/02/2012 Unit and Week #: Unit 5 Week 25Period (s) 1, 2, 6, 7 and 8Title of Unit: WORLD STUDIES West and Central Africa U.S. HISTORY The New Government SENIOR SEMINAR F.A.F.S.A. (Free Application for Federal Student Aid) and Scholarships Department: Reading in the Social Sciences Course: World Studies (9th grade)/ U.S. History (10th grade)/Senior Seminar (12th grade)   Day: Monday  A Day Block  B Day Block  Modified block Student Centered Lesson Objective(s): I CAN (based on what students should know and be able to do from unit plan instruction). World Studies I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can learn the location of West and Central Africa. I can name the countries of west and Central Africa. I can list, identify and describe the environmental challenges that the regions of West and Central Africa face on a daily basis. I can edit and publish my Black History project. U.S. History I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can discover information about the New Leaders of the New Government selected by George Washington. I can analyze the issues and topics that challenged George Washingtons government. I can list the qualities and kinds of details that were involved in planning the capital city. I can discuss, speculate and realize how the structure of the New Government came into place. I can edit and publish my Black History project. Senior Seminar I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can utilize technology and fill-out and complete my F.A.F.S.A. (Free Application for Federal Student Aid). I can apply for scholarships. I can edit and publish my Black History project. College Readiness Standards (Please specify if it is primary or re-teaching) (ILS for IES/LBS teachers only) (Levels 13-15, 16-19 and 20-23) Reading, Questioning and Writing Meaning of Words Main Ideas Supporting Details Drawing Conclusions Making Predictions Identifying Cause and Effect Listing Sequential Order Making Generalizations Learning Plan Please describe the learning plan including the bell ringer, modeling, teacher input, checking for understanding, guided practice, transitions, etc in the space to the right. Include the time allotted for each. Please include any Well Managed Classroom skills/strategies. All of these may not need to be specifically referenced for every day. Learning Modalities: auditory visual kinesthetic interpersonal other Bellringer: ( 15 minutes): World Studies U.S. History Senior Seminar Classwork: (30 minutes): World Studies *Review test taking strategies. *Students will take Teacher created interim for Quarter 3. *Students will edit and publish their Black History research papers. U.S. History Senior Seminar Journal: (15 minutes): World Studies Answer the Map Skills questions on page 323. U.S. History Senior Seminar Checking for Understanding: (5 minutes): Review the class objectives for the day! Closure: (5 minutes): Exit ticket. Assessment(s): Teacher created interim. An edited and published Black History research paper. Homework: (30 minutes): World Studies U.S. History Senior Seminar Materials  Day: Tuesday  A Day Block  B Day Block  Modified block Student Centered Lesson Objective(s): I CAN (based on what students should know and be able to do from unit plan instruction). World Studies I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can describe the economy of North Africa. I can identify the natural resources in North Africa. I can list, identify and describe the environmental challenges that the region of North Africa faces. I can conduct research for a Black History project. U.S. History I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can discover how the position of the Federalist differed from that of the Anti-federalist. I can analyze the issues and topics that helped the Federalist win the approval of the Constitution. I can list the qualities of the arguments for and against the Bill of Rights. I can discuss, speculate and realize how the structure of the government under the Constitution divides power. I can conduct research for a Black History project. Senior Seminar I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can utilize technology and fill-out and complete my F.A.F.S.A. (Free Application for Federal Student Aid). I can apply for scholarships. I can conduct research for a Black History project. College Readiness Standards (Please specify if it is primary or re-teaching) (ILS for IES/LBS teachers only) (Levels 13-15, 16-19 and 20-23) Reading, Questioning and Writing Meaning of Words Main Ideas Supporting Details Drawing Conclusions Making Predictions Identifying Cause and Effect Listing Sequential Order Making Generalizations  Learning Plan Please describe the learning plan including the bell ringer, modeling, teacher input, checking for understanding, guided practice, transitions, etc in the space to the right. Include the time allotted for each. Please include any Well Managed Classroom skills/strategies. All of these may not need to be specifically referenced for every day. Learning Modalities: auditory visual kinesthetic interpersonal other Bellringer: (15 minutes): World Studies Copy the objectives for this lesson on page 316. U.S. History What were the 4 reasons why the Federalist won (refer to page 160). Senior Seminar Computer lab. Classwork: (30 minutes): World Studies *Read Chapter 13 lesson 4 pages 316-317. *Answer questions 1-5 on page 317. *Complete the graphic organizers for Chapter 13 lesson 4. U.S. History *Read Chapter 5 section 3 pages 158-163. *Copy the Reading Focus and Main idea for this section on page 158. *Complete the chart on page 158 under the Target Reading Skills and fill it in with information for both sides (at least 5 topics). Senior Seminar *Complete a WOW handout. Journal:(15 minutes): World Studies Read the section on page 318 and answer the 2 questions on page 318 U.S. History Copy the charts on pages 160 and 161. Senior Seminar Continue to work on the Black History project. Checking for Understanding:(5 minutes): Review the objectives for the day. Closure:(5 minutes): Exit ticket. Assessment(s): Q & A assessment.Homework: (30 minutes): World Studies Define the 4 vocabulary words for Chapter 13 lesson 4 on page 316. U.S. History Define the Key Terms on page 158. Senior Seminar Continue to apply for scholarships. MaterialsNotebooks and TextbooksDay: Wednesday  A Day Block  B Day Block  Modified block Student Centered Lesson Objective(s): I CAN (based on what students should know and be able to do from unit plan instruction). World Studies I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can describe the economy of North Africa. I can identify the natural resources in North Africa. I can list, identify and describe the environmental challenges that the region of North Africa faces. I can conduct research for a Black History project. U.S. History I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can discover how the position of the Federalist differed from that of the Anti-federalist. I can analyze the issues and topics that helped the Federalist win the approval of the Constitution. I can list the qualities of the arguments for and against the Bill of Rights. I can discuss, speculate and realize how the structure of the government under the Constitution divides power. I can conduct research for a Black History project. Senior Seminar I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can utilize technology and fill-out and complete my F.A.F.S.A. (Free Application for Federal Student Aid). I can apply for scholarships. I can conduct research for a Black History project. College Readiness Standards (Please specify if it is primary or re-teaching) (ILS for IES/LBS teachers only) (Levels 13-15, 16-19 and 20-23) Reading, Questioning and Writing Meaning of Words Main Ideas Supporting Details Drawing Conclusions Making Predictions Identifying Cause and Effect List Sequential Order Making Generalizations  Learning Plan Please describe the learning plan including the bell ringer, modeling, teacher input, checking for understanding, guided practice, transitions, etc in the space to the right. Include the time allotted for each. Please include any Well Managed Classroom skills/strategies. All of these may not need to be specifically referenced for every day. Learning Modalities: auditory visual kinesthetic interpersonal other Bellringer: (15 minutes): World Studies Discussion about the meaning of Black History. U.S. History Discussion about the meaning of Black History. Senior Seminar Discussion about the meaning of Black History. Classwork: (30 minutes): World Studies *Turn in Black History research papers. *Complete WOW handout. U.S. History *Turn in Black History research papers. *Complete WOW handout. Senior Seminar *Turn in Black History research papers. *Complete WOW handout. Journal: (15 minutes): World Studies What did you learn about your person & yourself from writing the Black History research paper? U.S. History What did you learn about your person & yourself from writing the Black History research paper? Senior Seminar What did you learn about your person & yourself from writing the Black History research paper? Checking for Understanding: (5 minutes): Review the objectives for the day. Closure: (5 minutes): Exit ticket! Assessment(s): A finished research paper. Homework: (30 minutes): World Studies Enjoy the last day of Black History month! U. S. History Enjoy the last day of Black History month! Senior Seminar Enjoy the last day of Black History month! MaterialsWOW handout.Day: Thursday  A Day Block  B Day Block  Modified block Student Centered Lesson Objective(s): I CAN (based on what students should know and be able to do from unit plan instruction). World Studies I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can name and identify the location of West and Central Africa. I can describe the four physical regions. I can utilize technology to conduct research. U.S. History I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can name the new leaders selected by President George Washington. I can describe the challenges the Washington government faced. I can analyze and evaluate the details that were involved in planning the capital city. I can utilize technology to conduct research Senior Seminar I can give a definition, antonym, synonym, sentence and illustration for the W.O.W. (Word of the Week). I can demonstrate and practice the Social Skill of the Month daily. I can apply for scholarships. I can utilize technology to conduct research. College Readiness Standards (Please specify if it is primary or re-teaching) (ILS for IES/LBS teachers only) (Levels 13-15,16-19 and 20-23) Reading, Questioning and Writing Meaning of Words Main Ideas Supporting Details Drawing Conclusions Making Predictions Identifying Cause and Effect List Sequential Order Making Generalizations  Learning Plan Please describe the learning plan including the bell ringer, modeling, teacher input, checking for understanding, guided practice, transitions, etc in the space to the right. Include the time allotted for each. Please include any Well Managed Classroom skills/strategies. All of these may not need to be specifically referenced for every day.  Learning Modalities: auditory visual kinesthetic interpersonal other Bellringer: (15 minutes): World Studies Copy the Goals for Learning and the Geo-Stats on page 322. U.S. History Copy the Reading Focus and Main ideas on page 165. Senior Seminar Apply for scholarships. Classwork: (30 minutes): World Studies *Read pages 323-327 *Answer questions #s 1-5 on page 327. U.S. History *Read pages 165-169. *Answer questions #s 1 and 2 on page 169. Senior Seminar Apply for scholarships. Journal:(15 minutes): World Studies Answer the Map Skills questions on page 323. U.S. History Describe Martha Washington. Senior Seminar Apply for scholarships. Checking for Understanding:(5 minutes): Review the objectives for the day! Closure:(5 minutes): Exit ticket! Assessment(s): Homework: (30 minutes): World Studies Define the 3 vocabulary words in Chapter 14 lesson 1. U.S. History Define the Key Terms on page 165. Senior Seminar Apply for scholarships. MaterialsComputers in the computer labs.  Day: Friday  A Day Block  B Day Block  Modified block The assignments are the same for the 10th graders that I have on A days. Student Centered Lesson Objective(s): I CAN (based on what students should know and be able to do from unit plan). College Readiness Standards (Please specify if it is primary or re-teaching) (ILS for IES/LBS teachers only) (Levels 13-15, 16-19 and 20-23) Reading, Questioning and Writing Meaning of Words Main Ideas Supporting Details Drawing Conclusions Making Predictions Identifying Cause and Effect List Sequential Order Making Generalizations  Learning Plan Please describe the learning plan including the bell ringer, modeling, teacher input, checking for understanding, guided practice, transitions, etc in the space to the right. Include the time allotted for each. Please include any Well Managed Classroom skills/strategies. All of these may not need to be specifically referenced for every day.  Learning Modalities: auditory visual kinesthetic interpersonal other Bellringer: (15 minutes): World Studies U.S. History Senior Seminar Classwork: (30 minutes): World Studies U.S. History Senior Seminar Journal:(15 minutes): World Studies U.S. History Senior Seminar Checking for Understanding:(5 minutes): Review the objectives for the day! Closure:(5 minutes): Exit ticket! Assessment(s): Homework (15 minutes): World Studies U.S. History Senior Seminar Materials WORD OF THE WEEK (W.O.W) Endure- To go through something for a period of time. SOCIAL SKILL (S) Having a Conversation. 1.) Look at the person. 2.) Use a pleasant voice. 3.) Listen to what the person has to say. 4.) When there is a break in the conversation, ask a question or share a thought.  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