CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

 9/15

RI.3

RF.4a

SL.1f

 Students will be able to describe the form of government in the United States

What role do people play in a democracy? 

1.  Explain the relationships or interactions between two or more events and concepts in a history.

2.  Read grade-level text with purpose and understanding.

3.  Use their experience and their knowledge of language and logic, as well as culture to think analytically.

1.  What did the Constitution set up?

2.  Describe the role citizens in our country’s democratic republic.

3.  Why are the federal, state, and local governments able to help when there is a natural disaster?

Tues

9/16

L.5

SL.3

L.3.3a

Students will be able to compare the roles of federal, state, and local governments.

What did the Constitution set up?

1.  Demonstrate understanding of figurative or language, word relationships, and nuances in word meanings.

2.  Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

3.  Choosse words and phrases for effect.

1.  What are some of the responsibilities that citizens have?

2.  What are some ways that citizens take part in government?

3.  Name the three levels of our government,

Wed

9/17

L.6.1e

RL.6

RI.1

Students will examine some of the rights and responsibilities of the United States citizens.

Name one way that citizens can take part in government

1.  Recognize variations from standard English in their own and others’ writing. 

2.  Explain how a series of scenes fits together to provide the overall structure of the perspectives.

3.  Quote accurately from a text when explaining what the text says.

1.  Who runs the government in a democratic republic?

2.  Why are the three levels of government necessary?

What effects does the right to vote have on the people who hold government offices?

Thurs

9/18

W.3

SL.1d

L.5.

4c

Students will be able to analyze the decision-making process. 

What is a decision?

1.  Use narratives techniques, such as dialogue, description to develop events.

2. Review the key ideas expressed and draw conclusions.

3.  Consult reference materials.

1.  What does it mean to make a decision?

2.  What do you do when you make a decision?

3.  Why do you think decision-making is an important skill to use in a political election

Fri

9/19

W.11a

RF.4

RI.6

Students will learn how to apply decision-making skill to everyday situations.

What must you do before voting for one candidate.

1.  Recognize cultural features in literary text.

2.  Read with sufficient accuracy and fluency to support comprehension.

3.  Analyze multiple accounts of the same events.

1.  Why is it important to evaluate carefully all of the alternatives when you a making a decision?

2.  What would you do in order to decide who is the best candidate for the job?

3.  How do the campaign posters show you the importance of decision>

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1.  Constitution

2.  democracy

3.  republic

4.  federal

5.  citizen

6.  civil rights

7.  decision

8.  alternatives

9.  evaluate

Use of Technology:

   ____ Smartboard

   ____ Student Response System