Teachers Name: Michael Pechon

Unit 2: What are the different

interpretations of government?
Unit 3: What makes America
unique?
AIM &
Objectives
Daily Formative
Assessment
(ex: Exit Slip)
Lesson Scope

Instructional
Strategies
Differentiation

Week: 2/15/2016-2/19/2016
Course/ Period: Civics 1,3,4
Curriculum Mandates:
SSR
Evidence Based Writing Assignment

Monday
AIM: What do I need to know to be successful on the unit
assessment tomorrow?
Objective: SWBAT explain what it is they need to know to be
successful on the unit assessment tomorrow.
Student written homework that will be assessed the next
morning with the entire class.

Agenda

Time

Review class material and

DBQ with class in
preparation for test. Have
students with their partners
prepare review questions
for other pairs about what
are the different
interpretations of
government?
Direct instruction

90

Tuesday
AIM: How much of the Unit 2 material do I know?
Objective: SWBAT demonstrate what they know of the material in
Unit 2.
Written Test

CFUs
Talk moves
Cold calls

Struggling
Ask weaker students "leading" questions to bring them "step
by step" to the depth of understanding necessary.

Agenda
Unit 2 Test

CCSS/ GLEs

90

CFUs
Take test

SSR for early finishers

Direct instruction, AECR essay, close reading

Struggling
Make sure students get all accommodations
Advanced

Advanced

Ask stronger students higher level questions during class

discussions to challenge them and increase depth of thought.
CCSS.ELA Literacy.RH.9-10.1, CCSS.ELA-Literacy FH.9-10.2,
CCSS.ELA-Literacy.RH.9-10.4, C.2.2, C.2.3, C.2.4

Time

None
CCSS.ELA Literacy.RH.9-10.1, CCSS.ELA-Literacy FH.9-10.2,
CCSS.ELA-Literacy.RH.9-10.4, C.2.2, C.2.3, C.2.4

Wednesday
AIM &
Objectives

Daily
Formative
Assessment
(ex: Exit
Slip)
Lesson
Scope

Student written homework that will be

assessed the next morning with the entire
class.

Agenda
Introduce new unit
to students
Play and discuss
Newsroom videos
with students.
Play and discuss
excerpts of a
President Obama
speech and discuss.
Ask students to list
on the board what
they think makes
America unique and
special.
AECR, students will
write a two
paragraph essay
about what they
think makes
America unique and
special.

Instructiona
l Strategies

Thursday

AIM: What makes America so special and

unique?
Objective: SWBAT explain their on what makes
America so special and unique.

Time

CFUs

10

20

Talk moves
Cold calls

20

Talk moves
Cold calls

10

30

Talk moves
Cold calls

Student
writing

Direct instruction, AECR essay, close reading

Friday

AIM: Who were the people that gave ideas to

our Founding Fathers about how to put
together a government and what were they
thinking?
Objective: SWBAT to explain who the
philosophers were that gave ideas to our
Founding Fathers about how to put together a
government and what they were thinking.
Exit Ticket

Agenda

Time

CFUs

Lesson Starter on
Philosophers

Talk moves
Cold calls

Do a close read of
the material about
the four
philosophers
Hobbes, Locke,
Montesquieu, and
Rousseau.

30

Talk moves
Cold calls

10

Talk moves

Discuss

20

Observe
groups
preparing

Activity: Divide the

class in to 4
groups. Each
group researches
one of the four and
prepares for a
debate.
Debate several
different questions
about the
philosophers.

Aim: The Ideals of the Declaration: Which

is Most Important?
Objective: SWBAT explain which ideals
they think are the most important in the
Declaration of Independence.

Student class work on Mini-Q

Agenda
Students work on
Mini-Q lesson on
the Ideals of the
Declaration

Time
90

CFUs
Student
performance
of DBQ
Objectives.

20
Student debate

5
Exit ticket

Exit ticket
Direct instruction, Group Research Activity,
Student debate

Direct instruction, partners, student

reading

Differentiati
on

CCSS/ GLEs

Struggling
Ask weaker students "leading" questions to
bring them "step by step" to the depth of
understanding necessary.
Advanced
Ask stronger students higher level questions
during class discussions to challenge them and
increase depth of thought.
C.1.1, C.1.2, C.1.4, C.1.5,

Struggling
Ask weaker students "leading" questions to
bring them "step by step" to the depth of
understanding necessary.
Advanced
Ask stronger students higher level questions
during class discussions to challenge them and
increase depth of thought.
C.1.1, C.1.2, C.1.4, C.1.5,

Struggling
Ask weaker students "leading" questions
to bring them "step by step" to the depth
of understanding necessary.
Advanced
Ask stronger students higher level
questions during class discussions to
challenge them and increase depth of
thought.
C.1.1, C.1.2, C.1.4, C.1.5,