Monday
Tuesday
Wednesday
Thursday
Friday
Students will be able to
explain all objectives related
to The Revolutionary War
by completing review with
at least 90% accuracy
Students will be able to
explain all objectives related
to The Revolutionary War
by completing an exam with
at least 80% accuracy
The student will be able to
evaluate why the colonists
were passionate about state
rights and protecting rights
as evidenced by completed
Cornell notes and
summaries with 80%
accuracy
The student will be able to
compare and contrast the
Land Ordinances and their
role in settling the West as
evidenced by completed
reading and group e
valuations and questions
with 80% accuracy
Can I explain all objectives
for the unit learning goal?
Can I explain all objectives
for the unit learning goal?
Why were the colonists
passionate about state’s
rights?
The student will be able to
understand how the Articles
of Confederation created a
weak government as
evidenced by examining the
articles and evaluating their
success at creating a
government with 80%
accuracy
How did the Articles of
Confederation form a
government?
All from lesson topics
All from lesson topics
Constitution
Executive
Economic depression
Limited government
Legislature
Continental Congress
Land Ordinance of 1784
Land Ordinance of 1785
Land Ordinance of 1787
Land Ordinance of 1790
All from lesson topics
All from lesson topics
Demonstrate knowledge of
the challenges faced by the
new nation by identifying
the weakness of the
government established by
the Articles of
Confederation, the
compromise that took place
during the Constitutional
convention and identify the
basic principles of the new
government established by
the Constitution and the Bill
or Rights
SS.8.C.1.4-Explain economic
impact of government
policies
LA.8.1.6.2, 6.3, 6.5
LA.8.1.7.1, 7.4
Demonstrate knowledge of
the challenges faced by the
new nation by identifying
the weakness of the
government established by
the Articles of
Confederation, the
compromise that took place
during the Constitutional
convention and identify the
basic principles of the new
government established by
the Constitution and the Bill
or Rights
SS.8.A.3.9-Evaluate the
Articles of Confederation
and Constitutional
Convention
LA.8.1.6.2, 6.3, 6.5
LA.8.1.7.1, 7.4
Demonstrate knowledge of
the challenges faced by the
new nation by identifying
the weakness of the
government established by
the Articles of
Confederation, the
compromise that took place
during the Constitutional
convention and identify the
basic principles of the new
government established by
the Constitution and the Bill
or Rights
SS.8.G.2.3-Use geographic
terms and tools to analyze
changes in US regions
LA.8.1.6.2, 6.3, 6.5
LA.8.1.7.1, 7.4
Update notebooks. New
UGL and progress charts.
Free-write: Create an
introduction paragraph for
an essay with the topic of
the Revolutionary War
(Discuss needed
components of an intro
paragraph and thesis)
-Bell-work (Discuss)
-Directions for exam
-Exam time
-Preview Ch. 8: Government
-Ticket-out: How are the
progress charts assisting
you in preparing for the
exams?
Looking at the map on page
202-203 answer Q’s
Primary document analysis:
Articles of Confed.
Land Ordinances Map and
Q’s
-Bell-work (Discuss)
-Mini-lecture: Building a
new nation
-Cornell notes, summaries,
evaluations
-Reflection and progress
charts
-Bell-work (Discuss)
-Articles of Conf.
-Weaknesses
-Writing Assignment
-Reflection and Progress
Charts.
-Bell-work (Discuss)
-Mini-lecture: Land
Ordinances
-Complete charts
-Reflection and Progress
Charts.
Learning
Activities
Bellwork
Vocabulary
NGSSS and
CCSS
Essential
Question (s)
Objective(s)
TSWBAT:
Lesson Plans
Laura Fagan
8th grade American History & Advanced American History
Week of: December 10th-14th
-Bell-work (Discuss)
-Progress charts (what areas
to concentrate)
-Directions for Jeopardy
-Jeopardy
-Ticket-out and reflection
How did the government
settle the western lands?
ESOL and ESE modifications include but are not limited to: modified curriculum, reduced/modified assignments, assistance from classmates and/or
aides, extra time to complete assignments and tests, reducing assignments into manageable “chunks”, and avoiding penalizing for spelling/grammar
unless that is the objective of the assignment. Modifications are dictated by student needs, IEP, and the type of assignment given.
Assessment
Lesson Plans
Laura Fagan
8th grade American History & Advanced American History
Week of: December 10th-14th
completed
product/assignment
Chapter test/project
other:
completed
product/assignment
Chapter test/project
other:
completed
product/assignment
Chapter test/project
other:
completed
product/assignment
Chapter test/project
other:
completed
product/assignment
Chapter test/project
other:
Modifications and Accommodations
Note Taking
______XX______Make copies of Power point slides
______________Have another student take notes for the student in
need (using NCR paper)
______________Give student a copy of another student’s notes
______________Tape record lessons
______________Interpret lesson for student
_____XX______Pair up the student with another student to read notes on board aloud to student in need (The student in need may take notes while other
student reads the notes slowly and spells out words aloud when needed)
Class work
_____XX_______Review directions on-to-one
_____XX_______Give student extra time to complete assignment(s)
_____XX_______Shorten the assignments(s)
_____XX_______Have assignment(s) read to the student
_____XX_______Provide student with tape recorded reading
assignment(s)
_____XX_______Have student work with another student on assignment(s)
______________Have student tape record his/her answers
_____XX_______Have students give answers orally
_____XX_______Give student an alternative assignment
_____XX_______Work individually with student
______________Interpret assignment for student
Homework/Projects
______XX______Review directions one-to-one
______XX___ give student extra time to complete assignments(s)
______XX_____shorten the assignment(s)
ESOL and ESE modifications include but are not limited to: modified curriculum, reduced/modified assignments, assistance from classmates and/or
aides, extra time to complete assignments and tests, reducing assignments into manageable “chunks”, and avoiding penalizing for spelling/grammar
unless that is the objective of the assignment. Modifications are dictated by student needs, IEP, and the type of assignment given.
Lesson Plans
Laura Fagan
8th grade American History & Advanced American History
Week of: December 10th-14th
______XX_____Have student work with another student on assignment(s)
______XX_____Give student an alternative assignment
______________Provide student with tape recorded reading assignment(s)
______________Interpret assignment for student
Tests
______XX______Review directions one-to-one
______XX_____Have test read to student
______XX_____Have student give answers orally
______XX_____Provide printed copy of Power point test ______XX_____Provide alternative to test
______XX_____Give student extra time to complete test
______XX______Interpret test for student
Physical Needs
_______XX_____Move seat for hearing impairment
_______XX_____Move seat for vision impairment
_____
______Provide assistant for changing classes
______________Use color overlays
____
______Enlarge the print of materials
_____xx________Provide printed copy of power point materials
ESOL and ESE modifications include but are not limited to: modified curriculum, reduced/modified assignments, assistance from classmates and/or
aides, extra time to complete assignments and tests, reducing assignments into manageable “chunks”, and avoiding penalizing for spelling/grammar
unless that is the objective of the assignment. Modifications are dictated by student needs, IEP, and the type of assignment given.