DCSD Instructional Planning
Instrument Focus on Teaching
and Learning
Henderson Middle School
Weekly Components
Teacher:
Co-Teacher/Para:
Baah/Tyler
Course:
Social Studies
Priority Standards:
(content specific)
Supporting Standards:
(content specific)
Week of
2/27/23- 3/3/23
Unit Implementation
Week: 9
Unit Name:
Geography and
History of South
West Asia
SS7H2 Analyze continuity and change in Southwest Asia (Middle East). a. Explain how European
partitioning in the Middle East following WWI led to regional conflict. b. Explain the historical
factors contributing to the establishment of the modern State of Israel in 1948; include the
Jewish religious connection to the land, antisemitism, the development of Zionism in Europe,
and the aftermath of the Holocaust.
SS7G1 Locate selected features of Africa.
SS7G1 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.
SS7G1b. 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
SS7G 2 a. Explain how water pollution and unequal access to water impacts irrigation,
trade, industry, and drinking water.
SS7G 2 b. Explain the relationship between poor soil and deforestation in Sub-Saharan
Africa.
SS7G 2 c. Explain the impact of desertification on the environment of Africa.
SS7G4 Analyze the diverse cultural characteristics of the people who live in Africa
SS7G4a. Explain the differences between an ethnic group and a religious group.
SS7G4b. Describe the diversity of religions within African ethnic groups.
SS7H1 Analyze continuity and change in Africa.
SS7H1b. Explain how the Pan-African movement and nationalism led to independence in
Kenya and Nigeria.
Non-Content Standards:
(WIDA, interdisciplinary
standards, literacy, etc.)
SS7H1c. Explain the creation and end of apartheid in South Africa and the roles of Nelson
Mandela and F.W.de Klerk.
Language Objective: SWBAT ….
-define the terms of the geography of Africa both orally and in written form.
-use comparative phrases, orally and in written form
-listen to teacher led instruction in order to understand the various types of physical and
political features located in Africa.
ELAGSE7W1: Non-fiction writing for a travel blog
Learning Targets:
(what learners will be able to
do at the end of the learning
activity)
Essential Question(s):
(address philosophical
foundations; contain
multiple answers; provoke
inquiry)
Big Idea(s):
(main ideas, foundational
understandings, conclusions,
or generalizations)
Academic Vocabulary:
Engaging Performance
Scenario:
The student will be able to locate selected features of Africa including: Sahara, Sahel,
savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Victoria, Great
Rift Valley, Mt. Kilimanjaro, Atlas Mountains, and Kalahari Desert, and Democratic
Republic of the Congo, Egypt, Kenya, Nigeria, South Africa, and Sudan.
1. How does location influence the culture, development and economy of the ethnic groups
of Africa?
2. Evaluate how the European partitioning of Africa contributed to conflict, civil war, and
artificial political boundaries.
1. As a society increases in complexity and interacts with other societies, the complexity
of the government also increases.
2. The production, distribution, and consumption of goods/services produced by the
society are affected by the location, customs, beliefs, and laws of the society.
Academic Vocabulary:
1.
Locate
2.
political-physical map
3.
Explain
4.
environmental issues
5.
water pollution
6.
irrigation
7.
trade
8.
industry
9.
drinking water
10.
cultural characteristics
11.
ethnic group
12.
religious group
13.
diversity
14.
ethnic groups
15.
Analyze
16.
continuity
17.
change
Unit Specific Vocabulary:
1.
Sahara
2.
Sahel
3.
Savanna
4.
tropical rain forest
5.
Congo River
6.
Niger River
7.
Nile River
8.
Lake Victoria
9.
Great Rift Valley
10.
Mt. Kilimanjaro
11.
Atlas Mountains
12.
Kalahari Desert
13.
Democratic Republic of the Congo
14.
Egypt
15.
Kenya
16.
Nigeria
17.
South Africa
18.
Sudan
19.
Desertification
20.
deforestation
21.
Pan-African movement
22.
Nationalism
Various strategies will be utilized to engage students in activating prior knowledge, learning new content and
vocabulary as well as synthesizing the new content covered. Those strategies will include sorting out key words
from wars studied and summarizing by using self-monitoring sheets.
In the areas below, place an “X” in the box(es) to indicate the selected strategies and resources.
OPENING: Engaging
Instructional Activity
Research-Based
Instructional Strategies:
WORK PERIOD:
Exploring, Explaining,
(weekly strategies chosen to
guide teaching and learning)
Extending, and
Elaborating
CLOSING: Evaluating
Activate Prior
Knowledge
X
Provide
Feedback
Facilitate
Learning
Demonstrate/
Model
X
Explain/Apply/Ex X
tend concepts
and skills
Summarize
Lesson
X
Allow students
to assess their
own learning
X
Questioning
(Raises questions)
X
Clarify Previous
Lesson
Scaffold
Instruction
X
Create Interest
Academic
Discussions
Generating and
Testing
Hypotheses
High-Level
Questioning
Cooperative
Learning
Independent
Learning
Interdisciplinary
Writing
Provide Alternate
Explanations
Respond to EQs
Quick Write
3-2-1/K-W-L
DCSD RCD Aligned Lesson Plan Template
Components of this lesson plan may change according to the needs of the students.
X
Phenomenon
Other:
X
Other:
Other:
X
X
Other:
Other:
Other:
DCSD Instructional
Planning Instrument
Focus on Teaching and
Learning
Teamwork and Collaboration
21st Century
Learning Skills:
Initiative and Leadership
(weekly strategies chosen to
guide student engagement)
Curiosity and Imagination
x
Innovation and Creativity
Accessing and Analyzing Information
X
Critical Thinking and
Problem Solving
Effective oral and Written
Communication
Other:
Flexibility and Adaptability
Intervention Strategies
X
Intervention Strategies
(Tiers 1, 2, 3)
Additional Support in Classroom
Re-Voicing
Explaining
x
Prompting for Participation
X
Challenging or countering
Asking “Why?” “How”
Reread
X
x
X
Practice new academic vocabulary
Assistive technology
Pre-teach & re-teach in a different way
Use of manipulatives
Specially Designed Instruction for
Exceptional Education Students
X
Conferencing
Additional time
Strategies for English Language Learners
X
x
Small group collaboration
x
X
X
Modify quantity of work
Take student’s dictation
Scaffold information
Differentiated
content/process/product
Consistent reward system
Refer to students’ IEP or 504 plan
Assistive technology
Collaborative work
Visuals/Realia
Front-loading
Echoing/Choral response
X
Color-coding
Multiple exposures in different media
Pair-share
Modeling
X
x
x
Create differentiated text sets
Language scaffolds: eg, sentence frames
Deconstruct complex sentences
Increase student-to-student talk
Strategies vocabulary instruction
Additional think time
Gifted – Extensions for Learning
Gifted Edu. Cluster Classes
Gifted Edu. Collaboration Classes
Tiered Activities and Products
Use of Literature Clubs
Tier 1
Varied Pacing with Anchor Options
Work Alone or Together
Flexible Seating
Varied Scaffolding
Varied Computer Programs
Design-A-DAY
Tier 2
Alternative Assessments
Subject Advancement within class
Curriculum Compacting
Tiered Centers
Multiple Testing Options
Spelling by Readiness
Multiple Texts
Varying Organizers
Flexible-Learning Groups
Choice of Books
Homework Options
Use of Reading Buddies
Various Journal Prompts
Student/Teacher Goal Setting
X
Tier 3
Advanced Content (all core content)
Resource Classes
Independent/Directed Study
Socratic Seminars
Differentiated Instruction
(content, process, product)
x
x
x
x
Varied Supplemental Materials
Computer Mentors
Think-Pair-Share
Open-ended Activities
Explorations by Interest
Options for Competition
Community Mentorships
Stations
Group Investigations
Assess Students in Multiple Ways
Student choice
Simulations
Tier 4
Above grade level accelerated (all core content)
Advanced Placement Classes
International Baccalaureate Classes
Internship/Mentorships
Assessment Evidence
(formative, summative)
x
The lessons are differentiated in the process of the students’ end
project.
Assessments will be done daily by the use of their interactive
notebook- students will synthesize the day’s lesson in addition to the
daily questioning included during the opening and closing of the daily
lesson.
DCSD RCD Aligned Lesson Plan Template
Components of this lesson plan may change according to the needs of the students.
DCSD Instructional
Planning Instrument
Focus on Teaching and
Learning
Resources:
(weekly materials chosen
to support teaching and
learning)
Textbooks
Audio/Visual Aids
Handouts
White Boards
Electronic Devices
Supplemental Texts
Lab Materials
Course Syllabus
Dictionaries
Video Clips
Promethean Board
Manipulatives
X
X
X
Calculators
Other: (List the other resources below.)
BrainPop
X
x
x
Internet (tech)
Daily Lesson Plan for Monday
Pre-Instructional
Activity:
Opening (ENGAGE):
Work Period
(EXPLORE/EXPLAIN/
EXTEND/ELABORATE
Closing (EVALUATE):
Prime Times (Bell-ringer): FFM
OPENING BLACK PANTHER CLIP
Students Will:
Complete graphic organizers (GO) and map of Africa.
Students will do a peer review of maps.
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: Prime Times (Bell-Ringer) FFM
Opening (ENGAGE):
Fly over of Africa video
Work Period
(EXPLORE/EXPLAIN/
EXTEND/ELABORATE):
Work Period Details:
Students will complete MAP GO
Closing (EVALUATE):
Closing Details:
Students will complete WHO AM I NAMETAGS
Daily Lesson Plan for
Wednesday
Pre-Instructional Activity: Prime Times (Bell-Ringer) Warm Up FFM Complete Environmental Issues Reading and Chart
Opening (ENGAGE):
Work Period
(EXPLORE/EXPLAIN/
EXTEND/ELABORATE):
Opening Details: Get in groups by ethnic group.
Work Period Details:
Students will:
Complete YB QUIZ
Create Ethnic group poem
Closing Details:
Students will review the ethnic groups
DCSD RCD Aligned Lesson Plan Template
Components of this lesson plan may change according to the needs of the students.
SD Instructional Planning Instrument Focus on Teaching and Learning
Daily Lesson Plan for Thursday
Pre-Instructional Activity:
Opening (ENGAGE):
Work Period
(EXPLORE/EXPLAIN/
EXTEND/ELABORATE):
Closing (EVALUATE):
Prime Times (Bell-Ringer) Warm Up
Opening Details: Students will watch video of Ashanti Culture.
Work Period Details: Students will:
Create a newscast segment about where people live, what people do and what
transportation is used in Africa
Closing Details: Exit ticket quiz.
Daily Lesson Plan for Friday
Pre-Instructional Activity:
Opening (ENGAGE):
Work Period
(EXPLORE/EXPLAIN/
EXTEND/ELABORATE):
Prime Times (Bell-Ringer) Warm-Up
Opening Details: Students will review Africa’s map on Kahoot!
Work Period Details:
Students will complete a newscast segment about where people live, what people do and
what transportation is used in Africa
Quiz on Environmental Issues
Closing (EVALUATE):
Closing Details: Students will present their HNN news clip.