TI Name: Jenai Howard

Day & Date: 1/17 -1/19 (15th MLK DAY 16th weather day)
Subject Area & Grade Level: S.S & 7th
Number of Students in Class: 16 - 30
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 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 learn what they need to focus on when they have to
study for their quiz. They will reiterate the connection between the roles of
Industries, Ganga R, Hindus, and Government. They will also connect
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: 1/17 -1/19 (15th MLK DAY 16th weather day)
Subject Area & Grade Level: S.S & 7th
Number of Students in Class: 16 - 30
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

economics to the government types.

Identities: Students will be made aware how much they have learned and what
they need to go home and study/ clarify. Students will utilize previous
knowledge from class to create connections across the standards.
Joy: Students get to review through playing games and they also get to work
on missing work to get caught up in class.

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

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: 1/17 -1/19 (15th MLK DAY 16th weather day)
Subject Area & Grade Level: S.S & 7th
Number of Students in Class: 16 - 30
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

write down who they think is guilty.

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.

1. 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

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: 1/17 -1/19 (15th MLK DAY 16th weather day)
Subject Area & Grade Level: S.S & 7th
Number of Students in Class: 16 - 30
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

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.
-computer
- pencil
- paper
- 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/ ).

A Day 1 & 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 4

TI Name: Jenai Howard
Day & Date: 1/17 -1/19 (15th MLK DAY 16th weather day)
Subject Area & Grade Level: S.S & 7th
Number of Students in Class: 16 - 30
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 A day & B day / 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. Write the technology standard’s ID number and description here.
SS7H3 Analyze continuity and change in Southern and Eastern Asia.
a. Describe how nationalism led to independence in India
b. Describe the impact of Mohandas Gandhi’s belief in non-violent protest
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.

Learning Objective/Goal(s) Assessment

Learning Objectives & Historically Responsive Education (CHRE Pursuits) Formative & Summative

1. Write your learning objective/goal here. 1. Write the lesson’s formative assessment here.
Students will demonstrate their understanding of the content orally through
Identities: Students will be able to connect prior knowledge that they have on
answering questions and being engaged with class discussion
India and utilize it in discussions. Students will realize that they already know
2. Write the lesson’s summative assessment here.
some of the new content, but just didn’t have the wording to express it. This
- Students will be assessed on this information in the upcoming week or so. It
will be shown through examples.
will be through a mutli- choice test and also an oral test
Skills: SS7H3 Analyze continuity and change in Southern and Eastern Asia.
a. Describe how nationalism led to independence in India
b. Describe the impact of Mohandas Gandhi’s belief in non-violent protest
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.
Intellect: Major issues that we will be focused on is Imperialism, Nationalism, &
Partition/ partitioning. Students will become familiar with these words first by
making connections to everyday examples that they already know and see in

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: 1/17 -1/19 (15th MLK DAY 16th weather day)
Subject Area & Grade Level: S.S & 7th
Number of Students in Class: 16 - 30
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

their day to day lives.

Criticality: Students will discuss imperialism and the unbalanced nature of that
power. Students will be led to ask questions on how and why if India has all
these resources and is held at such an importance especially economically how
they are dealing with an environmental issue such as the Ganga.
Joy: Students will be able to realize that they are equipped with knowledge
that can already help them understand what they are learning in class. This
gives them confidence and reassurance on an unknown topic.
Learning Activities
Introduction or Student Spark (_15___Number of Body (_45___Number of minutes) Closure (__10__Number of minutes)
minutes)
Students will come in and check for the “Do Now” 1. Describe in detail the consecutive steps of 1. Explain how students will demonstrate
on the board. It will direct them to pick-up a note
the lesson that will enact the learning knowledge or understanding of the learning
sheet from the pick-up tray and to see Google
objective. What will students be doing and objectives for this lesson.
Classroom”. Students will be given the following
prompt:
what will the teacher be doing? 2. What are next steps for the students and the
2. Describe in detail the transition plan(s) teacher to prepare for the next class
“You and your siblings are fighting over a cookie.
You all are trying to compromise and cut it fairly, between class activities. session/learning objective?
but we all know how that goes. Somebody is still Students will be asked the following questions: Students will be asked to recall on their Do Now
going to get the bigger piece. Do you forfeit the What is a partition? about the cookie and connect that to what they’ve
whole cookie, do you fight for the bigger piece, OR What does July 4th, the national anthem, and the learned in class. How can you make the
do you let your parent decide what happens to the American Flag all have in common?
cookie?” connection about the cookie to what we’ve
What do you think imperialism is?
Students will have 5 to 10 minutes to answer before learned about India today. We will first discuss it
This will be answered with their prior awareness of
sharing out to the class. Afterwards the teacher will to ensure there is no confusion and then then
their environment, knowledge, and context.
give a personal story to draw the students in about students will answer the question on Google
how her and her brother got into a big argument From here the teacher will have 3 students look up
Classroom.
over a cookie”. This will be used later on in class to the terms: Imperialism, Partition, and Nationalism.
make a connection to the content. Once found they will read their definition out loud
and as a class, we will break down the definition
and reconstruct it to our understanding. The
teacher will write it on the board as well as,
repeatedly say it. They will write these definitions
on their paper they picked up from class. The

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: 1/17 -1/19 (15th MLK DAY 16th weather day)
Subject Area & Grade Level: S.S & 7th
Number of Students in Class: 16 - 30
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

teacher will be walking around as this is going on.

The next step in class is to read an excerpt from an
article explain the resources that India has to offer.
It will begin with a discussion on what students
think makes a country want to be imperialistic.
After a brief discussion we will read the excerpt
and students will answer the related question on
their paper. Lastly, we will watch a video that
explains the partitioning of India and gives
background information. We will watch it twice as
it is 3 minutes and might have a language barrier
due to the accent. Students are expected to
answer the questions on their previous paper as
they follow along with the video.
Differentiation, Modification & Accommodation
Differentiation:
 Content
 Process
 Product
 Environment
Modification & Accommodation:
Differentiated instruction (DI) Modification & Accommodation

1. Write the differentiation strategy for the introduction here.
Students will be able to answer orally and through written communication.
Connecting the content to something that is relatable.
2. Write the differentiation strategy for the body here.
The teacher will write it down on the board while also communicating it. The
paper is structure for it to be easily followed.
3. Write the differentiation strategy for the conclusion here.
1. Write the modification/accommodation strategy for the introduction
here.
Students are specifically called upon to give them a chance to answer orally as
some are better at explaining it that way rather than writing.
2. Write the modification/accommodation strategy for the body here.
Students are checked on throughout the lesson and are given a different sheet
that has more information on there so they don’t have to write to much and
fall behind. This will be supplied by the additional teacher in the classroom.
3. Write the modification/accommodation strategy for the closure 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 7

TI Name: Jenai Howard
Day & Date: 1/17 -1/19 (15th MLK DAY 16th weather day)
Subject Area & Grade Level: S.S & 7th
Number of Students in Class: 16 - 30
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Resources: Tomlinson, C. and/or Universal Design for Learning UDL

Facilitation & Safety
2. Write the following components of the classroom facilitation and operation here:
1. 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
2. Students will be redirected by the teacher for disruptions/outburst. Protocol for behavior laid out by the school will be as followed.
3. 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.
4. 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
5. Norms will be enforced through written and oral constant reminders
6. Students will utilize the pick up table to get their resources. Also, the teacher will pass out extra resources as needed
7. 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.
- Follow along paper
- Pencil
- highlighter
5. Write a detailed (pearled) list of all the multimedia/materials/resources/links/technology students need to meaningfully participate in this
lesson.
- Youtube video

6. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.
- Lesson plan has all resources linked in the slides
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: 1/17 -1/19 (15th MLK DAY 16th weather day)
Subject Area & Grade Level: S.S & 7th
Number of Students in Class: 16 - 30
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

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