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Unit 3 Week 5
Unit 3 Week 5
Unit 3 Week 5
Step 1: Learning Goal(s) & Learning Objective(s) – Learning goals answer the question of, what do I want students to learn today (teachable concept)?
Learning Objectives answer the question of, what will students be able to do today as a result of their learning (skill)?
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Learning Learning Learning Target: SWBAT Learning Learning
Target: SWBAT explain Target: SWBAT analyze analyze and write in a Target: SWBAT create a Target: SWBAT successfully
how the new consumer the effect of nativism on paragraph how the graphic organizer on how complete and pass the unit 3
society of the 1920's affected American society during popular culture of the the Harlem Renaissance Progressivism and Reform
Americans and list the this decade by analyzing 1920s and the emergence of started and what it revealed test.
cause of growth and and listing the cause/effect mass media impacted about African American Success Criteria: I can read
prosperity of the 1920's era of anti-immigrant American society. culture. and answer unit 3 post test
on a double bubble map. prejudices in a graphic Success Criteria: I can list questions with at least 70%
organizer. Success Criteria: In one the causes and effects of of my answers being correct
Success Criteria: I paragraph, I can analyze the Harlem Renaissance in
can analyze and list on a Success Criteria: I the popular culture of the a graphic organizer.
double bubble map the can analyze and list 1920s and the emergence of
cause of growth and the causes and effects mass media impacted
prosperity of the 1920's era. of anti-immigrant American society.
prejudices in a graphic
organizer.
S.
Modified Version of Blackboard Configuration (BBC)
Step 2: Do-Now – A three- five minute activity done at the start of each class. This activity is intentionally designed to settle the students into an academic
mode immediately upon entering the class. It can also serve as a review of previous material, a warm-up to new material, to activate prior knowledge, or a
reflection on the learning they have recently been doing.
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Do-Now: Define the Do-Now: Look up the Do-Now: Use the Do-Now: Draw a Do-Now: Turn and
terms in your true definition. word in a complete picture of what it talk and discuss which
words. sentence would look like two terms are most
implemented confusing
Step 3: Learning Activities – Learning activities answer the question of, how will I get my students to arrive at the learning destination for the day? What
activities will my students engage in that introduces, reviews, or expands thinking about the topic? What differentiated instruction will be used?
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Learning Activities: pg Learning Activities: pg Learning Activities: pg Learning Activities: Learning Activities: test
212/216 217/220 221 to 223 handouts
Step 4: Assessment – A structure or tool for gathering real-time data regarding the type of progress each individual student is making in demonstrating
proficiency. Daily formative assessments answer the question of, how will we know if students are learning (evidence of student learning)? Use assessment
results to determine current level of proficiency and to diagnose future instructional adjustments.
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Step 5: Extended Practice – An opportunity to provide a targeted learning activity to reinforce skills, expand thinking, or to synthesize new knowledge to
extend learning for students. Extended practice answers the question of, what activity will my students be able to complete on their own? How can I provide a
new or different context in which the students can practice their new skills?
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Extended Practice: Extended Practice: Extended Practice: Extended Practice: Extended Practice:
complete test note complete test notes complete test notes complete test notes complete test notes
Which language and learning domains will be included in each daily lesson?
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xThinking x Listening xThinking x Listening x Thinking x Listening x Thinking x Listening x Thinking x Listening
x Reading x Speaking x Reading x Speaking x Reading x Speaking x Reading x Speaking x Reading x Speaking
Content Expectations/Standards
MI: Social Studies (2007)
High School
Civics & Government
1.2 Alternative Forms of Government
Describe constitutional government and contrast it with other forms of government through the investigation of such questions as: What are essential
characteristics of limited and unlimited government? What is constitutional government? What forms can a constitutional government take?
1.2.4 Compare and contrast direct and representative democracy.
C2 Origins and Foundations of Government of the United States of America
2.1 Origins of American Constitutional Government (Note: Much of this content should have been an essential feature of students’ 5th and 8th grade
coursework. High School U.S. History and Geography teachers, however, revisit this in USHG Foundational Expectations 1.1, 1.2, and 2.1.) Explain the
fundamental ideas and principles of American constitutional government and their philosophical and historical origins through investigation of such
questions as: What are the philosophical and historical roots of the foundational values of American constitutional government? What are the
fundamental principles of American constitutional government?
2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the
Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.