Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)

R - Resources A - Assessment

Day -1

Educator: Standard(s): EQ:

William Grissom

Subject/Grade:

US History/8th

Date:

November. 18th, 2013

Constitution & 8.32 Describe the principles American Political embedded in the Constitution. SPI(s): System What is the purpose of the government according to the Preamble of the Constitution?
Higher Order Thinking Questions (See Blooms Taxonomy: Remembering, Understanding, APplying, ANalyzing, Evaluation & Creating)

Checks for 2. Interpret the Preamble of the Constitution of the United States. Mastery

1. 3.

Describe in general terms the purpose of government.

Analyze the Preamble text to determine the purpose of government.

Pacing

TI: Quality Core Instruction TII: Supplemental Needs-Based Instruction TIII: Intensive Individualized Instruction Plan R&AWorkbook/Learner Textbooks/Assessment Measures/
Review previous learned material (i.e. do now or sponge, oral/written quiz, presentation individual/group) DI/RTI

Review: In three sentences describe the purpose of a government. In other words, what is the reason for having a government. 5

Assess prior knowledge (use index cards)

Re-statement of EQ and todays objective(s), learner expectation and plans for DI/RTI2; Introduce new material or proceed with sequential lesson

25

Students will complete Exam #3. This exam will assess student understanding of the Articles of Confederation (government structure, strengths & weaknesses), Land Ordinances of 1785 & 1787, Constitutional Convention (key people, Virginia Plan, New Jersey Plan, Great Compromise) & Federalist vs. Anti-Federalist and the Ratification of the Constitution.

Supervised Practice (w/corrective feedback) Address DI/RTI2

Introduce the key principles of the constitution. 10

Individual Practice (w/corrective feedback) Engaged, Student-centered learning (DI/RTI2)

15

Read the preamble to the Constitution. With a partner highlight the purpose of government directly from the text. Then complete a graphic organizer stating the purpose of government as it is stated in the preamble.
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points, reflection/class summary, assessment) (DI/RTI2)

Assignment: 100%

Exit Ticket: Why do need to clearly define (explain) our government in a document like the Constitution of the United States?

Index Card from the beginning of class.

Comments

Revised November 18, 13

Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)
Educator: Standard(s): EQ:
William Grissom

R - Resources A - Assessment

Day -2

Subject/Grade:

8th/History

Date:

November 19th,2013

Constitution & 8.32 Describe the principles American Political embedded in the Constitution. SPI(s): CCSS: System How is the governments power divided according to the Constitution?
Higher Order Thinking Questions (See Blooms Taxonomy: Remembering, Understanding, APplying, ANalyzing, Evaluation & Creating)

Checks for 2. Compare the powers of each branch of government. Mastery 3. Design a graph to illustrate how each branch of government balances the other two and keeps one branch from becoming Pacing
too powerful. TI: Quality Core Instruction TII: Supplemental Needs-Based Instruction TIII: Intensive Individualized Instruction Plan R&AWorkbook/Learner Textbooks/Assessment Measures/
Review previous learned material (i.e. do now or sponge, oral/written quiz, presentation individual/group) DI/RTI

1.

Describe the branches of government listed in the Constitution.

Assess prior knowledge (use index cards) 75% mastery

Review: What is the purpose of government according to the preamble? 5

Re-statement of EQ and todays objective(s), learner expectation and plans for DI/RTI2; Introduce new material or proceed with sequential lesson

15

Introduce the three branches of government and their individual roles. Also, make connections between the branches. How do they keep each other from gaining too much power?

Textbook pgs. 258-263.

Supervised Practice (w/corrective feedback) Address DI/RTI2

Have students complete a graphic organizer depicting each branch of government and its power/ abilities. Put students into groups. 20

Textbook pgs. 258-263

Individual Practice (w/corrective feedback) Engaged, Student-centered learning (DI/RTI2)

15

Writing Prompt: Pretend you are the president of the United States. You have the power to propose a bill. Write a bill that you would like to propose to Congress. Explain the purpose of the bill and how it will impact the citizens of the United States. (Bill when passed become Laws)
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points, reflection/class summary, assessment) (DI/RTI2)

Notebook paper

Exit Ticket: How is the governments power divided according to the Constitution?

Index Card (same one from bellwork) 85% mastery

Comments

Revised November 18, 13

Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)

R - Resources A - Assessment

Day -3

Educator: Standard(s): EQ:

William Grissom

Subject/Grade:

Social Studies 8th

Date:

November 20th, 2013

Constitution & 8.32 Describe the principles American Political embedded in the Constitution. SPI(s): System How is the Constitution amended?

CCSS:

Higher Order Thinking Questions (See Blooms Taxonomy: Remembering, Understanding, APplying, ANalyzing, Evaluation & Creating)

Checks for 2. Distinguish between different methods for proposing and ratifying an amendment. Mastery

1. 3.

Explain in your own words how the Constitution is amended.

Propose a change to an already existing amendment. Thus proposing an amendment.

Pacing

TI: Quality Core Instruction TII: Supplemental Needs-Based Instruction TIII: Intensive Individualized Instruction Plan R&AWorkbook/Learner Textbooks/Assessment Measures/
Review previous learned material (i.e. do now or sponge, oral/written quiz, presentation individual/group) DI/RTI

Review: How is the governments power divided according to the Constitution? 5

Re-statement of EQ and todays objective(s), learner expectation and plans for DI/RTI2; Introduce new material or proceed with sequential lesson

Assess prior knowledge (use index cards) 75% mastery

20

Introduce the concept of Federalism. Discuss the process of amending or adding onto the Constitution. We will discuss the first ten amendments to the Constitution of Friday.
Supervised Practice (w/corrective feedback) Address DI/RTI2

Textbook pg. 264

15

Have students complete a graphic organizer (sequencing chart) depicting the steps for amending the Constitution. Put students into groups.
Individual Practice (w/corrective feedback) Engaged, Student-centered learning (DI/RTI2)

Textbook pg. 264

15

Writing Prompt: Pretend youre wanting to propose an change to the First Amendment of the Bill of Rights. In a paragraph describe how you would change the first amendment to the Constitution. Congress will make no law restricting the freedom of religion, freedom of speech, freedom of the press, the right of the people to assemble peacefully, and the freedom to petition the government.
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points, reflection/class summary, assessment) (DI/RTI2)

Sheet of notebook paper.

Index Card (same one from bellwork) 85% mastery

Exit Ticket: How is the Constitution amended?

Revised November 18, 13

Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)
Comments

R - Resources A - Assessment

Day -4

Educator: Standard(s): EQ: Checks for Mastery Pacing

William Grissom

Subject/Grade:

Social Studies 8th

Date:

November 21st, 2013

Constitution & 8.32 Describe the principles American Political embedded in the Constitution. SPI(s): System N/A: Field Trip to the Orpheum Theater.

CCSS:

Higher Order Thinking Questions (See Blooms Taxonomy: Remembering, Understanding, APplying, ANalyzing, Evaluation & Creating)

1.

TI: Quality Core Instruction TII: Supplemental Needs-Based Instruction TIII: Intensive Individualized Instruction Plan R&AWorkbook/Learner Textbooks/Assessment Measures/
Review previous learned material (i.e. do now or sponge, oral/written quiz, presentation individual/group) DI/RTI

Review 5
Re-statement of EQ and todays objective(s), learner expectation and plans for DI/RTI2; Introduce new material or proceed with sequential lesson

20
Supervised Practice (w/corrective feedback) Address DI/RTI2

15
Individual Practice (w/corrective feedback) Engaged, Student-centered learning (DI/RTI2)

15
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points, reflection/class summary, assessment) (DI/RTI2)

5 Comments

Exit Ticket:

Revised November 18, 13

Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)

R - Resources A - Assessment

Day -5

Educator:

William Grissom Constitution & American Political System

Subject/Grade:

Social Studies 8th

Date:

November 22nd, 2013

Standard(s): EQ:

8.32 Describe the principles embedded in the Constitution. 8.33 Write an opinion piece arguing for a particular write from the Bill SPI(s): of Rights. CCSS: What individual rights are protected in the Bill of Rights?

Higher Order Thinking Questions (See Blooms Taxonomy: Remembering, Understanding, APplying, ANalyzing, Evaluation & Creating)

Checks for Mastery Pacing

1. 2. 3.

List the individual rights that are protected in the Bill of Rights. Categorize these rights into Most Important, Important, & Least Important according to you personally. Create a persuasive essay in which you are arguing for the most important right listed in the Bill of Rights.

TI: Quality Core Instruction TII: Supplemental Needs-Based Instruction TIII: Intensive Individualized Instruction Plan R&AWorkbook/Learner Textbooks/Assessment Measures/
Review previous learned material (i.e. do now or sponge, oral/written quiz, presentation individual/group) DI/RTI

Review: How is the Constitution amended? 5

Re-statement of EQ and todays objective(s), learner expectation and plans for DI/RTI2; Introduce new material or proceed with sequential lesson

Assess prior knowledge (use index cards) 75% mastery

15

Introduce the individual rights that are protected and guaranteed under the Bill of Rights. Why are these rights important for the citizens in our country?
Supervised Practice (w/corrective feedback) Address DI/RTI2

15

Have students complete a graphic organizer summarizing the first 10 amendments of the Constitution. Put students into groups.

Graphic Organizer Textbook pages 265

Individual Practice (w/corrective feedback) Engaged, Student-centered learning (DI/RTI2)

20

Writing Prompt: Persuasive Writing- Pick a particular right from the Bill of Rights and persuade me why it is the most important right for the people living in Haywood County.
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points, reflection/class summary, assessment) (DI/RTI2)

Sheet of paper

Exit Ticket: What individual rights are protected in the Bill of Rights? 5

Index Card (same one from bellwork) 85% mastery

Comments

Revised November 18, 13