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Step 1: Learning Goal(s) & Learning Objective(s) – Learning goals answer the question of, what do I want students to learn today (teachable concept)?
Learning Objectives answer the question of, what will students be able to do today as a result of their learning (skill)?
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Learning target: Learning target: SWBAT Learning target: SWBAT Learning target: SWBAT Learning target: SWBAT
Unit 7 Pre test create a list of reason for create a follow chart create a list of the events make a chart showing the
Intro to Unit 7 Johnson war on Poverty listing the events that that triggered the civil learn the reason for non-
Project assigned triggered the civil rights rights events. violent, passive resistance
Success Criteria: I can events. and its impact
Success Criteria: write a paragraph Success Criteria: I can
describing the war on Success Criteria: I can write list showing the Success Criteria: I can
poverty and explain its write a paragraph significance of this event write a paragraph
success and failures explaining the effect this and how it triggered the explaining the success of
event had on US society Civil Rights movement the non-violent
movement
Step 2: Do-Now – A three- five minute activity done at the start of each class. This activity is intentionally designed to settle the students into an academic
mode immediately upon entering the class. It can also serve as a review of previous material, a warm-up to new material, to activate prior knowledge, or a
reflection on the learning they have recently been doing.
Modified Version of Blackboard Configuration (BBC)
Monday Tuesday Wednesday Thursday Friday
Do-Now: Define the Do-Now: Look up the Do-Now: Use the Do-Now: Draw a Do-Now: Turn and
terms in your true definition. word in a complete picture of what it talk and discuss which
words. sentence would look like two terms are most
implemented confusing
Step 3: Learning Activities – Learning activities answer the question of, how will I get my students to arrive at the learning destination for the day? What
activities will my students engage in that introduces, reviews, or expands thinking about the topic? What differentiated instruction will be used?
Monday Tuesday Wednesday Thursday Friday
Learning Activities: R & Learning Activities: R & Learning Activities: Learning Activities: Learning Activities: R &
D D pg 372-375 Video on Emmett Till Video on Emmett Till D pg. 379-385
Step 4: Assessment – A structure or tool for gathering real-time data regarding the type of progress each individual student is making in demonstrating
proficiency. Daily formative assessments answer the question of, how will we know if students are learning (evidence of student learning)? Use assessment
results to determine current level of proficiency and to diagnose future instructional adjustments.
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Assessment: class Assessment: Assessment: Assessment: class Assessment: class Assessment: class
assignment terms and class assignment terms assignment terms and assignment terms and assignment terms and
Questions and Questions Questions Questions Questions
Which language and learning domains will be included in each daily lesson?
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xThinking x Listening xThinking x Listening x Thinking x Listening x Thinking x Listening x Thinking x Listening
x Reading x Speaking x Reading x Speaking x Reading x Speaking x Reading x Speaking x Reading x Speaking
Economics
2.2 Role of Government in the American Economy
Analyze the role of government in the American economy by identifying macroeconomic goals;
comparing perspectives on government roles; analyzing fiscal and monetary policy; and
describing the role of government as a producer and consumer of public goods and services.
Analyze how governmental decisions on taxation, spending, protections, and regulation impact
macroeconomic goals.
2.2.5 Government Revenue and Services – Analyze the ways in which governments generate
revenue on consumption, income and wealth and use that revenue for public services (e.g., parks
and highways) and social welfare (e.g., social security, Medicaid, Medicare).