Teacher(s):
Grade/Subject:
Week of:
Unit : The Citizen and
Dates:
December 7, 2015
US Citizenship
December 7 to 11, 2015
Florida SS 7.C.1.6, 1.7, 1.8, 3.3, 3.4, 3.5, 3.8; WHST. 1, 2, and 3.
Standard(s):
Benchmarks,
descriptions, DOK
levels, standards
unpacked
(know/do)
highlighted
Learning Goal:
Students will be able to evaluate the roles, rights, and responsibilities of U.S. citizens, and
determine methods of active participation in society, government, and the political system
Essential Question What is the function of the Bill of Rights?
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 12/7
Daily 
Objective
BELL RINGER 
( 5 minutes)
I DO: 

WE DO: 
Review organizers, C Notes, and exit tickets, listen to class discussion and ask questions to test students’
mastery.
Is the Student able to demonstrate an understanding of the role and protections of the Bill of
Rights?
The Bill of Rights
Unit : Citizen and US
Citizenship
Rigor Level 3
Daily Agenda
Students will understand the protections set out in the Bill of Rights.
Which of the following 1st Amendment rights (freedom of religion, speech, assembly. Press,
petition) is the most important to you. Explain your answer (3 sentences).
Introduce SS.7.C.2.4 (Evaluate rights contained in the Bill of Rights and other amendments to the
U.S. Constitution); SS.7.C.2.5 (Distinguish how the constitution safeguards and limits individual
rights); SS.7.C.3.6 (Evaluate constitutional rights and their impact on individuals and society).
Review Friday’s bellwork.
Review students’ status on Unit 4 classwork.
YOU DO: 
Students will 1) make test corrections; 2) finish Bill of Rights Cornell Notes; 3) Read the 13th, 14th,
15th, and 19th Amendments and Cornell Note them.
Unfinished classwork
The 4th Amendment protects people from illegal searches and seizures. Explain why this
protection is important. (3 sentences).
Unit : Citizen and US
Rigor Level 3
Citizenship
Homework 
EXIT TICKET: 
(5 minutes)
Tuesday 12/8
Daily 
Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 

Homework 
EXIT TICKET: 
(5 minutes)
Daily Agenda
Students will understand the Bill of Rights.
The 5th Amendment protects people from incriminating themselves. Why is this right important?
Explain your answer. (3 sentences)
Introduce “Choose Your Amendments” exercise. Students will be given a fact situation in which
they will have to analyze the Bill of Rights, and then select the 5 that they would have to
eliminate. Students will have to explain why they kept the amendments they kept as well as
explain why they eliminated the ones they chose to eliminate.
Check for comprehension.
Students will complete the “Choose Your Amendments” exercise
Unfinished Classwork
The 6th Amendment provides that criminal defendants are entitled to a lawyer at trial. Explain why
this is important. (3 sentences)


Rigor Level 3
Unit : Citizen and US Citizenship
Daily Agenda
Students will understand the protections set out in the Bill of Rights.
None





Introduce Gallery Walk. Students will critique the tri-fold projects of the other 2 Civics classes.
Check Students for comprehension.
Students conduct Gallery Walk.
Unfinished classwork.
None
Wednesday 12/9
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Thursday 12/10
Daily Objective 
BELL RINGER 
(5 Minutes)
I DO: 
WE DO: 
Unit. Citizen and US Citizenship
Rigor Level 3
Daily Agenda
Students will understand the concept of judicial review and the importance of selected
Supreme Court cases.
Explain the concept of judicial review. (3 sentences)
Introduce SS.7.C.3.12: Analyze the significance and outcomes of landmark Supreme Court
cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of
Education, Gideon v. Wainwright, Miranda v. Arizona, In re Gault, Tinker v. Des Moines,
Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore.
Discuss the role of the Supreme Court.
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Friday 12/11
Working in teams, Students will divide up the Supreme Court caselist and analyze the cases.
Each team will have 2 cases to analyze and will report their team findings to the rest of the
class.
Unfinished classwork
None
Unit Citizen and US Citizenship
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
Rigor Level 3


Students will understand the importance of selected Supreme Court cases.
None.





Check status of case analyses.
Students clarify questions that they may have.
Working in teams, Students will finish the case analyses.
Unfinished classwork
Reflection: On a scale of 0 to 4, tell me where you are regarding the Bill of Rights. If you are a
3, explain why you believe you are a 3. If you are not a 3, tell me what you need to learn in
order to get to a 3.
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
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.