Teacher(s):
Grade/Subject:
Week of:
Unit : The Citizen and
Dates:
October 19, 2015
US Citizenship
October 19 to 23, 2015
Florida SS 7.C.1.1, 1.2, 1.3, 1.4, 1,5; LAFS 68.1 and 2; WHST. 1, 2, and 3.
Standard(s):
Benchmarks,
descriptions, DOK
levels, standards
unpacked
(know/do)
highlighted
Learning Goal:
Students will be able to demonstrate an understanding of the origins and purposes of the
government, law, and the American political system.
Essential Question How did Enlightenment ideals influence the Founders beliefs about individual liberties and
government?
Assessments Unit assessment:
Formative
Assessments:
Cornell Notes,
Class discussion,
graphic
organizers, exit
tickets, writing
prompt
Summative
Assessments:
20 question
exam, with a
writing
component, to
test students’
mastery of the
unit.
Progress
Monitoring/
Feedback Loop
Higher Order
Question(s)
Key Vocabulary
Monday 10/19
Daily 
Objective
BELL RINGER 
( 5 minutes)
Review organizers, C Notes, and exit tickets, listen to class discussion and ask questions to test students’
mastery.
Is the Student able to analyze documents which established the principles on which the America’s
founding fathers relied and on which the American government is based?
Thomas Pain, Common Sense Monarchy Shay’s Rebellion Magna Carta Democracy Articles of
Confederation Mayflower Compact Republic Intolerable Acts Social Contract Constitution
Boston Tea Party Natural Law natural rights Stamp Act Baron de Montesquieu Confederation
John Locke English Bill of Rights Sovereignty Ratification Trial by Jury Compromise Separation of
Powers Declaration of Independence.
Unit : Citizen and US
Rigor Level 3
Citizenship
Daily Agenda
Students will understand the impact that the Magna Carta, English Bill of Rights, Mayflower
Compact, and Thomas Paine’s Common Sense had on colonists’ views of government.
In 3 complete sentences, answer the following question: “One who believes that a government’s
right to rule flows from the leader down to the people would favor which form of government?
I DO: 
Introduce Standard 1.2 (Trace the impact that the Magna Carta, English Bill of Rights, Mayflower
Compact, and Thomas Paine’s Common Sense had on colonists’ views of government; introduce
vocabulary.
Students will review Standard 1.2. Mimi-task: In small groups, students will discuss and share
Class will review the following vocabulary words: Thomas Pain, Common Sense, Magna Carta,
Democracy, Mayflower Compact, English Bill of Rights.
Students will analyze the Standard (write the Standard as a clean copy, write the Standard in
their own words, box and underline the Standard, and break down the Standard as Mr. P refines
the Standard for them.
Unfinished classwork
In 3 complete sentences, answer the following question: “One who believes that a government’s
right to rule flows from the people would favor which form of government?
Unit : Citizen and US
Rigor Level 3
Citizenship
WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Tuesday 10/20

Daily Agenda
Students will apply the concepts of the Magna Carta, English Bill of Rights, Mayflower Compact,
and Thomas Paine’s Common Sense to understand their impact on the colonists’ argument to
exercise their natural rights.
In 3 complete sentences, compare and contrast the concepts of democracy and monarchy.





Review Standard 1.2 and the vocab.
Class will discuss Standard 1.2 and vocabulary.
Students will finish the vocab assignment from yesterday.
Unfinished classwork
In 3 complete sentences, students will explain the concept of “compromise” and give an example.
Daily 
Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Wednesday 10/21
Daily Objective 
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:





Homework 
EXIT TICKET: 
(5 minutes)
Thursday 10/23
Rigor Level 3
Unit : Citizen and US Citizenship
Daily Agenda
Students will apply the concepts of the Magna Carta, English Bill of Rights, Mayflower
Compact, and Thomas Paine’s Common Sense to understand their impact on the colonists’
argument to exercise their natural rights.
In 3 complete sentences, explain the concept of natural rights, Give an example as part of your
explanation.
Explain assignment and rubric.
Discuss the assignment.
Students will write a paragraph on the following prompt: “How did the Magna Carta, English
Bill of Rights, Mayflower Compact, and Thomas Paine’s Common Sense influence the colonists’
fight for natural rights?
Students will complete a document sheet.
Unfinished classwork
In 3 complete sentences, explain the purpose of the Mayflower Compact.
Unit. Citizen and US Citizenship
Daily Agenda
Rigor Level 3
Daily Objective 
BELL RINGER 
(5 Minutes)
I DO: 
WE DO: 

YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Students will understand how English policies and responses to colonial concerns led to the
writing of the Declaration of Independence.
In 3 complete sentences, explain the purpose of Thomas Paine’s “Common Sense.”
Introduce Standard 1.3 (Describe how English policies and responses to colonial concerns led
to the writing of the declaration of Independence): Introduce the following vocabulary:
Intolerable Acts, Boston Tea Party, Stamp Act, Trial by Jury, Declaration of Independence.
Read and discuss the Standard. Students will analyze the Standard (write the Standard as a
clean copy, write the Standard in their own words, box and underline the Standard, and break
down the Standard as Mr. P refines the Standard for them.
In small groups, students will discuss and define the Boston Tea Party.
Students will define, draw pictures, and write a comprehension sentence for each vocab
word.
Unfinished classwork
None
Friday 10/23
Unit Citizen and US Citizenship
Daily Agenda
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)


Rigor Level 3
No School





Learning Scales and Accommodations:
MEASUREMENT, DATA, STATISTICS, AND PROBABILITY
Probability
Grade 7
Score 4.0
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that
allow student to apply knowledge and mastery to current day issues.
Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content
Score 3.0
The student will demonstrate knowledge and mastery of the underlying concepts of citizen and citizenship
requirements and responsibilities, but cannot apply their knowledge to and mastery to current day issues.
Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content
Score 2.0
The student will, with some help, demonstrate knowledge of the concepts of citizen and citizenship
requirements and responsibilities, but has not totally mastered the concepts.
Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content
Score 1.0
With help, student can demonstrate partial knowledge of the concepts of citizen and citizenship requirements
and responsibilities.
Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content
Score 0.0
Even with help, student cannot demonstrate partial knowledge of the concepts of citizen and citizenship
requirements and responsibilities.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what
they still need
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Allow student time to step
out to de-escalate
 Extended time on
assignments =1 day
 Read Aloud to Students
 Visual manipulatives
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Preferential seating
 Written direction given
 Break directions into
chunks
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.