TI Name: Jenai Howard

Day & Date: A 1/5

Subject Area & Grade Level: Social Studies 7
Number of Students in Class: 16 - 31
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

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 1

TI Name: Jenai Howard
Day & Date: A 1/5
Subject Area & Grade Level: Social Studies 7
Number of Students in Class: 16 - 31
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 2

TI Name: Jenai Howard
Day & Date: A 1/5
Subject Area & Grade Level: Social Studies 7
Number of Students in Class: 16 - 31
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.

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

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: A 1/5
Subject Area & Grade Level: Social Studies 7
Number of Students in Class: 16 - 31
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
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/ ).

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