TI Name: Jenai Howard

Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

A Day 1: Learning and Assessment Plan

Select the Mode of Instruction: Face to Face / Online Synchronous / Online Asynchronous / Hybrid
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content ISTE Technology Standard
Curriculum Standards

SS7G10 Explain the impact of environmental issues across Southern and 1.3a Effective Research Strategies: Students plan and employ effective research
Eastern Asia. a. Explain the causes and effects of pollution on the Chang Jiang strategies to locate information and other resources for their intellectual or
(Yangtze) and Ganges Rivers creative pursuits.
SS7CG4 Compare and contrast various forms of government. a. Explain the 1.3d Explore Real-World Issues: Students build knowledge by actively
role of citizen participation in autocratic and democratic governments [i.e. exploring real-world issues and problems, developing ideas and theories, and
explain the role of citizens in choosing the leaders of China (communist state), pursuing answers and solutions
Japan (parliamentary democracy), North Korea (autocracy), South Korea
(presidential democracy), and India (parliamentary democracy)].
SS7G12 Analyze the diverse cultural characteristics of the people who live in
Southern and Eastern Asia.
Learning Objective/Goal(s) Assessment
Learning Objectives & Historically Responsive Education (CHRE Pursuits) Formative & Summative
1. Write the lesson’s formative assessment here.
 Identities: By seeing how India’s Government, Industries, and Hindu The teacher will be walking around sitting down with each group asking
citizens play major roles in pollution, students will be able to apply this to questions to hear the students reasoning.
their own environment. This will allow space for students to question how 2. Write the lesson’s summative assessment here.
similar social groups in their community can have an effect on their This assignment will be presented next class and will be considered the written
surroundings. summative assessment.
 Skills: SS7G10 Explain the impact of environmental issues across
Southern and Eastern Asia. a. Explain the causes and effects of pollution
on the Chang Jiang (Yangtze) and Ganges Rivers
SS7CG4 Compare and contrast various forms of government. a. Explain
the role of citizen participation in autocratic and democratic governments
[i.e. explain the role of citizens in choosing the leaders of China
(communist state), Japan (parliamentary democracy), North Korea
(autocracy), South Korea (presidential democracy), and India
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 1

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

(parliamentary democracy)].
SS7G12 Analyze the diverse cultural characteristics of the people who live
in Southern and Eastern Asia.
 Intellect: Students will be smarter on how all groups play a part in
polluting the Ganga R. and that no one is actually innocent. This
assignment will allow them to summarize all that they’ve learned dealing
with India’s government, their environmental issue with the Ganga, and
how they coexist.
 Criticality: Students will think about the power structure of who is to
blame for the pollution of the Ganga. Measuring who has the most power
in the situation. Answering the question when major problems arise such
as an environmental issue, who is at fault for it and who can fix it?
 Joy: Students get to pick their partner that they get to work with for the
Do Now. Students also get to work with their peers.

Introduction or Student Spark (___15_Number of
minutes)
Students will review over their video and notes they
wrote/ typed up. This will ensure that students are
able to be engaged and helpful when they get in
their groups.
Learning Activities
Body (__50__Number of minutes) Closure (__10_Number of minutes)
The teacher will direct students to get into their Students will turn in their collaborated work that
groups: Hindus, Ganga, Industries, & Government. they did in class. This is what they will use next class
Students will first discuss their findings from each of to present their case.
their videos. The goal is to figure out who has the
hardest/ compelling evidence to prove their groups
innocence and another groups guiltiness. Together
the group will format their information using
R.A.C.E (Restate, Answer, Cite, Explain). Each group
will come up with 3 pieces of evidence that proves
their innocence and 3 pieces of evidence to prove
someone else is guilty. They will have the template
accessible to them to help guide them. Students
will be given until the end of class to do so.
Differentiation, Modification & Accommodation
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 2

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Differentiated instruction (DI): provides all learners access to content and serves to meet all students’ learning needs – it is for all learners – and ensures active
and meaningful student participation. DI can and should occur anywhere within and across the learning continuum, from introduction to the body/learning
activity, closure, and assessment.

 Content (what the teacher teaches/what the student is asked to learn)

 Process (what students do to how students make sense of what they are asked to learn/sometimes activity or learning task are synonyms to process)
 Product (how students show what they have learned/evidence students generate when they complete a significant segment of content.)
 Environment (alterations to the physical or digital learning setting, e.g., stations, rotations, etc.)

Modification & Accommodation: Some modifications and accommodations are legally required for special education students, multilingual learners and students
who may need individualized, specific learning supports.
Differentiated instruction (DI) Modification & Accommodation
Students have the ability to explain what they have learned orally and through For the Introduction, Body, and Conclusion sections, describe in detail the
written communication. student-specific instructional modifications and accommodations provided for
Resources: Tomlinson, C. and/or Universal Design for Learning UDL students who have an Individual Education Plan (IEP), 504 Plan, students with
exceptionalities and/or English language learners who need support. These
modifications and accommodations occur throughout in the introduction,
body, and closure.

1. Write the modification/accommodation strategy for the introduction

here.
- Students work is kept in the classroom
2. Write the modification/accommodation strategy for the body here.
- Teacher will specifically come around to those students who struggle to
orally explain their thoughts to help them explain their evidence.
3. Write the modification/accommodation strategy for the closure here.
For those who have it in their plan time and a half will be taken
Facilitation & Safety
Classroom facilitation identifies specific structures of classroom community, physical structure, and organization that you will employ to facilitate the lesson – to
make the class run smoothly and maximize instructional and learning time.

1. Write the following components of the classroom facilitation and operation here:
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 3

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

 Students have a routine to always check the smart board and white board for all instructions. The teacher is responsible for leaving a slide up that
reminds students of the procedure and rules of the classroom
 Students will be redirected by the teacher for disruptions/outburst. Protocol for behavior laid out by the school will be as followed.
 Implementations such as “popcorn”, “popsicle sticks”, and others will be utilized to ensure students are engaged as they never know when they will be
called. Also, the use of go guardian will ensure students are on task when they are on the computer accompanied by the teacher walking around the
classroom.
 Students will have timed assignments &/or guided time to help students stay on task. Students will also follow the procedures of the class as it relates
to transitions
 Norms will be enforced through written and oral constant reminders
 Students will utilize the pick up table to get their resources. Also, the teacher will pass out extra resources as needed
 The classroom is setup with the desk in groups of 6 with one group of 8 that surrounds the teacher. Seating is based off of, 504/ IEP plans, behavior, and
social engagement. Classroom is always open to change depending on the assignment and/or student/ teacher needs
References
Layered Texts and Other Learning Materials
1. List the tool(s) students need to meaningfully participate and access the materials in the lesson.
- Notes from last class
- Computer
- Computer charger
2. Write a detailed (pearled) list of all the multimedia/materials/resources/links/technology students need to meaningfully participate in this
lesson.
3. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.
Powerpoint with links to the worksheets
Research & Theory References
1. Cite course readings and research knowledge to justify your pedagogical and curricular choices here.
2. Use APA formatting (https://owl.english.purdue.edu/owl/section/2/10/ ).

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 4

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

B Day 1 : Learning and Assessment Plan

Select the Mode of Instruction: Face to Face / Online Synchronous / Online Asynchronous / Hybrid
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content ISTE Technology Standard
Curriculum Standards
1. Write the curriculum standard’s ID number and description here. 1.3a Effective Research Strategies: Students plan and employ effective research
SS7G10 Explain the impact of environmental issues across Southern and strategies to locate information and other resources for their intellectual or
Eastern Asia. a. Explain the causes and effects of pollution on the Chang Jiang creative pursuits.
(Yangtze) and Ganges Rivers 1.3d Explore Real-World Issues: Students build knowledge by actively
SS7CG4 Compare and contrast various forms of government. a. Explain the exploring real-world issues and problems, developing ideas and theories, and
role of citizen participation in autocratic and democratic governments [i.e. pursuing answers and solutions.
explain the role of citizens in choosing the leaders of China (communist state),
Japan (parliamentary democracy), North Korea (autocracy), South Korea
(presidential democracy), and India (parliamentary democracy)].
SS7G12 Analyze the diverse cultural characteristics of the people who live in
Southern and Eastern Asia.
Learning Objective/Goal(s) Assessment
Learning Objectives & Historically Responsive Education (CHRE Pursuits) Formative & Summative
Skills: SS7G10 Explain the impact of environmental issues across Southern The warm- up is a mirror as to what they can expect on the quiz and will
and Eastern Asia. a. Explain the causes and effects of pollution on the Chang allow the students to have something to review and base their needs off
Jiang (Yangtze) and Ganges Rivers of. The teacher will also be able to see these things through the oral
SS7CG4 Compare and contrast various forms of government. a. Explain the review and walking around the classroom listening to the students work
role of citizen participation in autocratic and democratic governments [i.e. together. The work done in class will be built upon in the next class. Also,
explain the role of citizens in choosing the leaders of China (communist state), the close out has them summarize and explain their findings.
Japan (parliamentary democracy), North Korea (autocracy), South Korea
(presidential democracy), and India (parliamentary democracy)].
 SS7G12 Analyze the diverse cultural characteristics of the people who live
in Southern and Eastern Asia.
 Intellect: Students will be smarter on how all groups play a part in
polluting the Ganga R. and that no one is actually innocent.
 Criticality: How will this lesson engage students’ thinking about power,
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 5

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

equity, and anti-oppression in the text, in society, and in the world? How
will the lesson help students understand how what they learn can be used
to make a difference in their lives?
 Joy: Students get to pick their partner that they get to work with for the
Do Now. Students also get to work with their peers.

Introduction or Student Spark (___15_Number of
minutes)
Students will work together to finish a worksheet
that is geared towards the types and parts of
government. This is also a review of what they have
already learned before the break. The teacher will
then go over the worksheet by using popsicle
sticks to call on students to answer. Once done, the
teacher will pass out excerpt on the Ganga being
personified. Students will read by themselves in
groups. This will lead to a class discussion on what
this means for the Ganga and be used to flow into
he assignment.
Learning Activities
Body (__40_)Number of minutes) Closure (__15__Number of minutes)
The teacher will lead an oral review dealing with the For the closing, students will get on google
pollution of the Ganga R. and the roles of the classroom and answer the following question.
Hindus, Government, and Industries. The teacher “What is your hardest hitting evidence? Explain”
will then split the class up into four groups: Hindus This will ensure that students did their part for the
Government, Industries, & the Ganga R. They will be assignment. Also, it makes sure that students
split up at random by counting of 1 through 4. understand how to apply what they found to the
Groups will be rearranged if need by the teacher at assignment. Students will use this next class to
the end. Once in groups the instructions for the collaborate with their group. Lastly, students will be
assignment will be given. The teacher will also walk made aware of an upcoming mini quiz that will
the class through an example of the assignment. happen in the following weeks.
Students will then be popcorned to reexplain the
instructions to the class to ensure they understand.
In their groups they will all pick an evidence video
to watch. Once they’ve figured out which person is
watching what video they will go back to their seats
and watch it individually. While watching the video,
students will be writing down notes. The students
are looking for evidence to prove that their group is
innocent and that another group is guilty in the of
the Ganga R. being polluted. Students will be given
guided time to make sure they are on track with
getting what needs to be done that day. They will
also be told their goal as to what should be done

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 6

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

today so they can know what exactly should be

done to count as being effective.

Differentiation, Modification & Accommodation

Differentiated instruction (DI): provides all learners access to content and serves to meet all students’ learning needs – it is for all learners – and ensures active
and meaningful student participation. DI can and should occur anywhere within and across the learning continuum, from introduction to the body/learning
activity, closure, and assessment.

 Content (what the teacher teaches/what the student is asked to learn)

 Process (what students do to how students make sense of what they are asked to learn/sometimes activity or learning task are synonyms to process)
 Product (how students show what they have learned/evidence students generate when they complete a significant segment of content.)
 Environment (alterations to the physical or digital learning setting, e.g., stations, rotations, etc.)

Modification & Accommodation: Some modifications and accommodations are legally required for special education students, multilingual learners and students
who may need individualized, specific learning supports.
Differentiated instruction (DI) Modification & Accommodation
The warm up involves connect the dots and written out understanding. The excerpt will be put on different reading levels based on student
This will also be gone over orally for those who have a hard time writing needs. Students will create a guided organizer split between evidence for
out their explanation. The assignment utilizes videos with majority having innocence and evidence for guilty. Students will have guided notes for
the option of closed captions. Students are also encouraged to use some their group and the other groups they are going against to give a clear
of the written texts we’ve utilized in past classes. They can also look up purpose/ reasoning for the evidence they collect. Students are also given
their own evidence as well. a two week advance on a mini quiz that is coming up. Teacher has
resources for those who have forgotten their class materials.
Resources: Tomlinson, C. and/or Universal Design for Learning UDL
Facilitation & Safety
Classroom facilitation identifies specific structures of classroom community, physical structure, and organization that you will employ to facilitate the lesson – to
make the class run smoothly and maximize instructional and learning time.

2. Write the following components of the classroom facilitation and operation here:
 Students have a routine to always check the smart board and white board for all instructions. The teacher is responsible for leaving a slide up that

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 7

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

reminds students of the procedure and rules of the classroom

 Students will be redirected by the teacher for disruptions/outburst. Protocol for behavior laid out by the school will be as followed.
 Implementations such as “popcorn”, “popsicle sticks”, and others will be utilized to ensure students are engaged as they never know when they will be
called. Also, the use of go guardian will ensure students are on task when they are on the computer accompanied by the teacher walking around the
classroom.
 Students will have timed assignments &/or guided time to help students stay on task. Students will also follow the procedures of the class as it relates
to transitions
 Norms will be enforced through written and oral constant reminders
 Students will utilize the pick up table to get their resources. Also, the teacher will pass out extra resources as needed
 The classroom is setup with the desk in groups of 6 with one group of 8 that surrounds the teacher. Seating is based off of, 504/ IEP plans, behavior, and
social engagement. Classroom is always open to change depending on the assignment and/or student/ teacher needs.
References
Layered Texts and Other Learning Materials
4. List the tool(s) students need to meaningfully participate and access the materials in the lesson.
-computer
- pencil
- paper
- computer charger

5. Write a detailed (pearled) list of all the multimedia/materials/resources/links/technology students need to meaningfully participate in this
lesson.
6. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.
Powerpoint with links to the worksheets
Research & Theory References
3. Cite course readings and research knowledge to justify your pedagogical and curricular choices here.
4. Use APA formatting (https://owl.english.purdue.edu/owl/section/2/10/ ).

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 8

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

A Day 2: Learning and Assessment Plan

Select the Mode of Instruction: Face to Face / Online Synchronous / Online Asynchronous / Hybrid
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content ISTE Technology Standard
Curriculum Standards
1. Write the curriculum standard’s ID number and description here. 1.3a Effective Research Strategies: Students plan and employ effective research
SS7G10 Explain the impact of environmental issues across Southern and strategies to locate information and other resources for their intellectual or
Eastern Asia. a. Explain the causes and effects of pollution on the Chang Jiang creative pursuits.
(Yangtze) and Ganges Rivers 1.3d Explore Real-World Issues: Students build knowledge by actively
SS7CG4 Compare and contrast various forms of government. a. Explain the exploring real-world issues and problems, developing ideas and theories, and
role of citizen participation in autocratic and democratic governments [i.e. pursuing answers and solutions.
explain the role of citizens in choosing the leaders of China (communist state),
Japan (parliamentary democracy), North Korea (autocracy), South Korea
(presidential democracy), and India (parliamentary democracy)].
SS7G12 Analyze the diverse cultural characteristics of the people who live in
Southern and Eastern Asia.
Learning Objective/Goal(s) Assessment
Learning Objectives & Historically Responsive Education (CHRE Pursuits) Formative & Summative
Skills: SS7G10 Explain the impact of environmental issues across Southern Summative: Students are able to take all the information they’ve learned
and Eastern Asia. a. Explain the causes and effects of pollution on the Chang and sum it up to explain how/ why the Ganga R. is polluted. Students are
Jiang (Yangtze) and Ganges Rivers able to see all sides as it regards each major groups contribution to these
SS7CG4 Compare and contrast various forms of government. a. Explain the environmental issues. Students are then asked to voice their opinions on
role of citizen participation in autocratic and democratic governments [i.e. the matter as well.
explain the role of citizens in choosing the leaders of China (communist state),
Japan (parliamentary democracy), North Korea (autocracy), South Korea
(presidential democracy), and India (parliamentary democracy)].
 SS7G12 Analyze the diverse cultural characteristics of the people who live
in Southern and Eastern Asia.
 Intellect: Students will be smarter on how all groups play a part in
polluting the Ganga R. and that no one is actually innocent.
 Criticality: How will this lesson engage students’ thinking about power,
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 9

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

equity, and anti-oppression in the text, in society, and in the world? How
will the lesson help students understand how what they learn can be used
to make a difference in their lives?
 Joy: Students get to pick their partner that they get to work with for the
Do Now. Students also get to work with their peers.

Introduction or Student Spark (___15-
20_Number of minutes)
The teacher will ask the students to pay attention
to the lawyers in the movie preview of “The Burial”
Students will then put what the observed and
noticed in the Google Classroom portion for “Do
Now”. The teacher will then express the importance
of how it’s not only about the evidence that you
present, but also how your present yourselves.
From here students will get in their groups and will
have a few minutes to work out last minute kinks.
Learning Activities
Body (__40_)Number of minutes) Closure (__15__Number of minutes)
After the allotted time, the teacher will get all the The class will be called to attention as the results
student’s attention to move forward with class. The from the flash cards are read aloud. Once they hear
students will be instructed to type up 3 compelling the verdict, they will do their close out. The close
pieces of evidence for each group that convinces out is the question “Do you agree with the verdict?
them that one group is guilty, and one is innocent. Why or why not?”
Students must also include which group said what.
Students will be informed that any student on their
computer that is off task will receive this in paper
format. Each group must be ready to show which
video is their hardest piece of evidence and have a
group member explain it. Everyone in the group
must give an intentional verbal contribution to the
presentation. The first group to go is the Ganga. All
other groups will go in an order given by the Ganga
group at their discretion. After all groups have
gone, students will be given time to walk to other
groups and get evidence from them to finish up
their chart. The Ganga group will deliberate with the
teacher. The teacher will argue different points and
try to contradict statements to push critical
thinking, giving students numerous angles to see
from. The Ganga group will be given flashcards to
write down who they think is guilty.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 10

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Differentiation, Modification & Accommodation

Differentiated instruction (DI): provides all learners access to content and serves to meet all students’ learning needs – it is for all learners – and ensures active
and meaningful student participation. DI can and should occur anywhere within and across the learning continuum, from introduction to the body/learning
activity, closure, and assessment.

 Content (what the teacher teaches/what the student is asked to learn)

 Process (what students do to how students make sense of what they are asked to learn/sometimes activity or learning task are synonyms to process)
 Product (how students show what they have learned/evidence students generate when they complete a significant segment of content.)
 Environment (alterations to the physical or digital learning setting, e.g., stations, rotations, etc.)

Modification & Accommodation: Some modifications and accommodations are legally required for special education students, multilingual learners and students
who may need individualized, specific learning supports.
Differentiated instruction (DI) Modification & Accommodation
Students had two ways to show their understanding through oral Paper copies were made for students who are easily distracted. Students
and/or written communication. Students were shown a visual example had preferential seating due to their educational plans.
as to how their presentations should go from the Do now. Students
were also able to utilize the video to help explain their thoughts.
Resources: Tomlinson, C. and/or Universal Design for Learning UDL
Facilitation & Safety
Classroom facilitation identifies specific structures of classroom community, physical structure, and organization that you will employ to facilitate the lesson – to
make the class run smoothly and maximize instructional and learning time.

3. Write the following components of the classroom facilitation and operation here:
 Students have a routine to always check the smart board and white board for all instructions. The teacher is responsible for leaving a slide up that
reminds students of the procedure and rules of the classroom
 Students will be redirected by the teacher for disruptions/outburst. Protocol for behavior laid out by the school will be as followed.
 Implementations such as “popcorn”, “popsicle sticks”, and others will be utilized to ensure students are engaged as they never know when they will be
called. Also, the use of go guardian will ensure students are on task when they are on the computer accompanied by the teacher walking around the
classroom.
 Students will have timed assignments &/or guided time to help students stay on task. Students will also follow the procedures of the class as it relates
to transitions

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 11

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

 Norms will be enforced through written and oral constant reminders

 Students will utilize the pick up table to get their resources. Also, the teacher will pass out extra resources as needed
 The classroom is setup with the desk in groups of 6 with one group of 8 that surrounds the teacher. Seating is based off of, 504/ IEP plans, behavior, and
social engagement. Classroom is always open to change depending on the assignment and/or student/ teacher needs.
References
Layered Texts and Other Learning Materials
7. List the tool(s) students need to meaningfully participate and access the materials in the lesson.
-computer
- pencil
- paper
- computer charger

8. Write a detailed (pearled) list of all the multimedia/materials/resources/links/technology students need to meaningfully participate in this
lesson.
9. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.
Powerpoint with links to the worksheets
Research & Theory References
5. Cite course readings and research knowledge to justify your pedagogical and curricular choices here.
6. Use APA formatting (https://owl.english.purdue.edu/owl/section/2/10/ ).

B Day 2: Learning and Assessment Plan

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 12

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Select the Mode of Instruction: Face to Face / Online Synchronous / Online Asynchronous / Hybrid
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content ISTE Technology Standard
Curriculum Standards

SS7G10 Explain the impact of environmental issues across Southern and 1.3a Effective Research Strategies: Students plan and employ effective research
Eastern Asia. a. Explain the causes and effects of pollution on the Chang Jiang strategies to locate information and other resources for their intellectual or
(Yangtze) and Ganges Rivers creative pursuits.
SS7CG4 Compare and contrast various forms of government. a. Explain the 1.3d Explore Real-World Issues: Students build knowledge by actively
role of citizen participation in autocratic and democratic governments [i.e. exploring real-world issues and problems, developing ideas and theories, and
explain the role of citizens in choosing the leaders of China (communist state), pursuing answers and solutions
Japan (parliamentary democracy), North Korea (autocracy), South Korea
(presidential democracy), and India (parliamentary democracy)].
SS7G12 Analyze the diverse cultural characteristics of the people who live in
Southern and Eastern Asia.
Learning Objective/Goal(s) Assessment
Learning Objectives & Historically Responsive Education (CHRE Pursuits) Formative & Summative
1. Write the lesson’s formative assessment here.
 Identities: By seeing how India’s Government, Industries, and Hindu The teacher will be walking around sitting down with each group asking
citizens play major roles in pollution, students will be able to apply this to questions to hear the students reasoning.
their own environment. This will allow space for students to question how 2. Write the lesson’s summative assessment here.
similar social groups in their community can have an effect on their This assignment will be presented next class and will be considered the written
surroundings. summative assessment.
 Skills: SS7G10 Explain the impact of environmental issues across
Southern and Eastern Asia. a. Explain the causes and effects of pollution
on the Chang Jiang (Yangtze) and Ganges Rivers
SS7CG4 Compare and contrast various forms of government. a. Explain
the role of citizen participation in autocratic and democratic governments
[i.e. explain the role of citizens in choosing the leaders of China
(communist state), Japan (parliamentary democracy), North Korea
(autocracy), South Korea (presidential democracy), and India
(parliamentary democracy)].
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 13

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

SS7G12 Analyze the diverse cultural characteristics of the people who live
in Southern and Eastern Asia.
 Intellect: Students will be smarter on how all groups play a part in
polluting the Ganga R. and that no one is actually innocent. This
assignment will allow them to summarize all that they’ve learned dealing
with India’s government, their environmental issue with the Ganga, and
how they coexist.
 Criticality: Students will think about the power structure of who is to
blame for the pollution of the Ganga. Measuring who has the most power
in the situation. Answering the question when major problems arise such
as an environmental issue, who is at fault for it and who can fix it?
 Joy: Students get to pick their partner that they get to work with for the
Do Now. Students also get to work with their peers.

Introduction or Student Spark (___15_Number of
minutes)
Students will review over their video and notes they
wrote/ typed up. This will ensure that students are
able to be engaged and helpful when they get in
their groups.
Learning Activities
Body (__50__Number of minutes) Closure (__10_Number of minutes)
The teacher will direct students to get into their Students will turn in their collaborated work that
groups: Hindus, Ganga, Industries, & Government. they did in class. This is what they will use next class
Students will first discuss their findings from each of to present their case.
their videos. The goal is to figure out who has the
hardest/ compelling evidence to prove their groups
innocence and another groups guiltiness. Together
the group will format their information using
R.A.C.E (Restate, Answer, Cite, Explain). Each group
will come up with 3 pieces of evidence that proves
their innocence and 3 pieces of evidence to prove
someone else is guilty. They will have the template
accessible to them to help guide them. Students
will be given until the end of class to do so.
Differentiation, Modification & Accommodation

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 14

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Differentiated instruction (DI): provides all learners access to content and serves to meet all students’ learning needs – it is for all learners – and ensures active
and meaningful student participation. DI can and should occur anywhere within and across the learning continuum, from introduction to the body/learning
activity, closure, and assessment.

 Content (what the teacher teaches/what the student is asked to learn)

 Process (what students do to how students make sense of what they are asked to learn/sometimes activity or learning task are synonyms to process)
 Product (how students show what they have learned/evidence students generate when they complete a significant segment of content.)
 Environment (alterations to the physical or digital learning setting, e.g., stations, rotations, etc.)

Modification & Accommodation: Some modifications and accommodations are legally required for special education students, multilingual learners and students
who may need individualized, specific learning supports.
Differentiated instruction (DI) Modification & Accommodation
Students have the ability to explain what they have learned orally and through For the Introduction, Body, and Conclusion sections, describe in detail the
written communication. student-specific instructional modifications and accommodations provided for
Resources: Tomlinson, C. and/or Universal Design for Learning UDL students who have an Individual Education Plan (IEP), 504 Plan, students with
exceptionalities and/or English language learners who need support. These
modifications and accommodations occur throughout in the introduction,
body, and closure.

4. Write the modification/accommodation strategy for the introduction

here.
- Students work is kept in the classroom
5. Write the modification/accommodation strategy for the body here.
- Teacher will specifically come around to those students who struggle to
orally explain their thoughts to help them explain their evidence.
6. Write the modification/accommodation strategy for the closure here.
For those who have it in their plan time and a half will be taken
Facilitation & Safety
Classroom facilitation identifies specific structures of classroom community, physical structure, and organization that you will employ to facilitate the lesson – to
make the class run smoothly and maximize instructional and learning time.

4. Write the following components of the classroom facilitation and operation here:
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 15

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

 Students have a routine to always check the smart board and white board for all instructions. The teacher is responsible for leaving a slide up that
reminds students of the procedure and rules of the classroom
 Students will be redirected by the teacher for disruptions/outburst. Protocol for behavior laid out by the school will be as followed.
 Implementations such as “popcorn”, “popsicle sticks”, and others will be utilized to ensure students are engaged as they never know when they will be
called. Also, the use of go guardian will ensure students are on task when they are on the computer accompanied by the teacher walking around the
classroom.
 Students will have timed assignments &/or guided time to help students stay on task. Students will also follow the procedures of the class as it relates
to transitions
 Norms will be enforced through written and oral constant reminders
 Students will utilize the pick up table to get their resources. Also, the teacher will pass out extra resources as needed
 The classroom is setup with the desk in groups of 6 with one group of 8 that surrounds the teacher. Seating is based off of, 504/ IEP plans, behavior, and
social engagement. Classroom is always open to change depending on the assignment and/or student/ teacher needs
References
Layered Texts and Other Learning Materials
10. List the tool(s) students need to meaningfully participate and access the materials in the lesson.
- Notes from last class
- Computer
- Computer charger
11. Write a detailed (pearled) list of all the multimedia/materials/resources/links/technology students need to meaningfully participate in this
lesson.
12. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.
Powerpoint with links to the worksheets
Research & Theory References
7. Cite course readings and research knowledge to justify your pedagogical and curricular choices here.
8. Use APA formatting (https://owl.english.purdue.edu/owl/section/2/10/ ).

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 16

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

A Day 3: Learning and Assessment Plan

Select the Mode of Instruction: Face to Face / Online Synchronous / Online Asynchronous / Hybrid
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content ISTE Technology Standard
Curriculum Standards
Students went on a Field Trip to see “Wonka” to celebrate meeting MAP Students went on a Field Trip to see “Wonka” to celebrate meeting MAP
growth for ELA and Math growth for ELA and Math Students went on a Field Trip to see “Wonka” to
celebrate meeting MAP growth for ELA and Math
Learning Objective/Goal(s) Assessment
Learning Objectives & Historically Responsive Education (CHRE Pursuits) Formative & Summative
Students went on a Field Trip to see “Wonka” to celebrate meeting MAP . Students went on a Field Trip to see “Wonka” to celebrate meeting MAP
growth for ELA and Math growth for ELA and Math

Learning Activities
Introduction or Student Spark (___15_Number of Body (__50__Number of minutes) Closure (__10_Number of minutes)
minutes)
Students went on a Field Trip to see “Wonka” to Students went on a Field Trip to see “Wonka” to Students went on a Field Trip to see “Wonka” to
celebrate meeting MAP growth for ELA and celebrate meeting MAP growth for ELA and celebrate meeting MAP growth for ELA and
Math Math Math
Differentiation, Modification & Accommodation
Differentiated instruction (DI): provides all learners access to content and serves to meet all students’ learning needs – it is for all learners – and ensures active
and meaningful student participation. DI can and should occur anywhere within and across the learning continuum, from introduction to the body/learning
activity, closure, and assessment.

 Content (what the teacher teaches/what the student is asked to learn)

 Process (what students do to how students make sense of what they are asked to learn/sometimes activity or learning task are synonyms to process)
 Product (how students show what they have learned/evidence students generate when they complete a significant segment of content.)
 Environment (alterations to the physical or digital learning setting, e.g., stations, rotations, etc.)

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 17

TI Name: Jenai Howard
Day & Date: 1/8 A, 1/9 B, 1/10 A, 1/11 B, 1/12 A (field trip)
Subject Area & Grade Level: Social Studies 7 th grade
Number of Students in Class: 16 - 33
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Modification & Accommodation: Some modifications and accommodations are legally required for special education students, multilingual learners and students
who may need individualized, specific learning supports.
Differentiated instruction (DI) Modification & Accommodation
Students went on a Field Trip to see “Wonka” to celebrate meeting Students went on a Field Trip to see “Wonka” to celebrate meeting MAP
MAP growth for ELA and Math growth for ELA and Math
Facilitation & Safety
Students went on a Field Trip to see “Wonka” to celebrate meeting MAP growth for ELA and Math
References
Layered Texts and Other Learning Materials
13. List the tool(s) students need to meaningfully participate and access the materials in the lesson.
- Notes from last class
- Computer
- Computer charger
14. Write a detailed (pearled) list of all the multimedia/materials/resources/links/technology students need to meaningfully participate in this
lesson.
15. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.
Powerpoint with links to the worksheets
Research & Theory References
9. Cite course readings and research knowledge to justify your pedagogical and curricular choices here.
10. Use APA formatting (https://owl.english.purdue.edu/owl/section/2/10/ ).

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

Middle and Secondary Education Fall.2023 Page 18