Every Student, Every Day
Logistically what this looks like in the classroom. Here is an example for GT learners in which students worked in an unstructured way.
The Constitution and Bill of Rights
Week of Feb. 6-10
1. If you have not taken the mastery quiz, then do so. If you did not score an 80% or above, you will retake it for mastery. Review your notes for 15-20 minutes, I will sit with you and discuss before I erase your grade, and then you make take it again.
2. Reflection: Instead of viewing the Articles of Confederation as the "problem" solved by the Constitution, ask how they were the "answer" to the problems posed by independence. Discuss. Be sure to use proper grammar, spelling, and sentence structure when responding to all posts. The response should at least be three well thought out sentences. You will receive -3 points for any grammar, spelling, or sentence structure errors. **Tip-Type your response in a Word doc first to help with grammar, spelling, and such; then copy and paste in your response. **
3. Watch the Constitution video for lecture notes. Be sure you have a central location for all your notes. It will help when it comes time for your mastery quiz and your Unit Exam.
4. Using the newspaper here or at your home, find an article that corresponds with one of the rights given to us in the Bill of Rights. Answer these questions about the document: What rights are being addressed in this article? What is the situation? Is this the only right being violated? Explain. Be sure to cut out the article, as you will turn it in with your rubric at the end of the week.
5. Fill out the BINGO chart reflecting ideas about the early governing documents. Explain what you mean and analyze what the question is asking. Be sure to use complete sentences. It will be -3 points for every box without a complete sentence.
6. Activity: Preamble Collage
a. Students will tell the story of the Preamble through pictures.
i. Take a sheet of butcher paper or poster board. You will create your collage on this.
ii. Pictures (from magazines, computer, or you may draw them) will be included for the following phrases (all other words in the Preamble may be written): We, the People; A more perfect union; establish justice; domestic tranquility; provide for the common defense; promote the general welfare; secure the blessings of liberty.
iii. You will memorize the Preamble for a grade. You must recite this to me by Friday.
7. Mastery Quiz
Week of Feb. 6-10
1. If you have not taken the mastery quiz, then do so. If you did not score an 80% or above, you will retake it for mastery. Review your notes for 15-20 minutes, I will sit with you and discuss before I erase your grade, and then you make take it again.
2. Reflection: Instead of viewing the Articles of Confederation as the "problem" solved by the Constitution, ask how they were the "answer" to the problems posed by independence. Discuss. Be sure to use proper grammar, spelling, and sentence structure when responding to all posts. The response should at least be three well thought out sentences. You will receive -3 points for any grammar, spelling, or sentence structure errors. **Tip-Type your response in a Word doc first to help with grammar, spelling, and such; then copy and paste in your response. **
3. Watch the Constitution video for lecture notes. Be sure you have a central location for all your notes. It will help when it comes time for your mastery quiz and your Unit Exam.
4. Using the newspaper here or at your home, find an article that corresponds with one of the rights given to us in the Bill of Rights. Answer these questions about the document: What rights are being addressed in this article? What is the situation? Is this the only right being violated? Explain. Be sure to cut out the article, as you will turn it in with your rubric at the end of the week.
5. Fill out the BINGO chart reflecting ideas about the early governing documents. Explain what you mean and analyze what the question is asking. Be sure to use complete sentences. It will be -3 points for every box without a complete sentence.
6. Activity: Preamble Collage
a. Students will tell the story of the Preamble through pictures.
i. Take a sheet of butcher paper or poster board. You will create your collage on this.
ii. Pictures (from magazines, computer, or you may draw them) will be included for the following phrases (all other words in the Preamble may be written): We, the People; A more perfect union; establish justice; domestic tranquility; provide for the common defense; promote the general welfare; secure the blessings of liberty.
iii. You will memorize the Preamble for a grade. You must recite this to me by Friday.
7. Mastery Quiz
More Structure, Same Goal
The above unstructured model is more accessible for high school students.
For middle school kids, or if you are not ready for the plunge, you'll need them all on the same thing on the same day. You can still talk to every student through some creative lesson planning.
17
(Warm-Up) Concept Wheel: What we’ve done so far.
(Activity) Pick a fad or trend from list and Google Search Research this fad/trend to find origin, length of time, what it is. Make Outline on Google Doc and fill out Google Form.
(Video) Culture and its Traits: Due Tomorrow
(Formative Assessments) Informal checks to reinforce Google Search skills & completion of Google Form.
18
(Warm-Up) List cultural traits of your own family
(Activity) American Culture Traits Glogster
(Assessment) ABC’s of American Culture Glog: Due Friday
(Video) Culture Change: Due Tomorrow
(Formative Assessments) Think-Pair-Share: Cultural traits of Texas/America
19 Work Day
(Warm-Up) Events that changed the culture of their family
(Project) ABC’s of their Country’s Culture
(Formative Assessments) Informal check of progress as students work
20
(Warm-Up) Concept Wheel: Lesser Concepts
(Activity) Thinking Maps on Conflict, Migration & Invention changing Culture. Thinking Maps on Exploration & Colonization spreading Culture
(Video) Types of Government: Due Tomorrow
(Formative Assessments) Traffic Light Cups: Check green’s thinking maps first, then if ok, allow them to help yellow while you help red.
21
(Warm-Up) American Government – Explain Limited vs Unlimited Govt.
(Activity) Types of Government Graphic Organizer
(Formative Assessments) Four Corners: Go through the different governments. The corners: limited govt. sure, limited govt. guess, unlimited govt. sure, and unlimited govt. guess.
24
(Warm-Up) Review Types of Government Graphic Org.
(Activity) Types of Government Simulation
(Project) Founding Document for “Create a Country”
(Video) Types of Economy: Due Tomorrow
(Formative Assessments) 3-2-1 Writing Reflection: Students write three things they learned from the simulation, two ways that government could effect culture, and one way that geography could effect government.
25
(Warm-Up) Review of yesterday’s writing reflections
(Activity) Types of Economy Simulation
(Activity) Types of Economy Graphic Organizer
(Project) Economic Report for “Create a Country”
(Formative Assessments) Traffic Light Cups: While going over graphic organizer.
26
(Warm-Up) Govt. & Econ. EQ examined in class discussion
(Activity) Writing Reflection on Government & Economy
(Video) Factors of Production & Types of Industry: Due Tomorrow
(Formative Assessments) Think-Pair-Share: “What economic & government system does your country have?”
27
(Warm-Up) Government & Economy Quiz
(Activity) Factors of Production – We model the factors of production in bringing a wooden chair to market.
(Formative Assessments) The students are in groups and are each given a different product from a different type of industry. They are to find the factors of production for America with this product. Then we tell them to find the factors in command, traditional, & pure market.
28 Work Day
(Warm-Up) Peer check on Founding Document & Economic Report
(Formative Assessments) Informal check of progress as students work
For middle school kids, or if you are not ready for the plunge, you'll need them all on the same thing on the same day. You can still talk to every student through some creative lesson planning.
17
(Warm-Up) Concept Wheel: What we’ve done so far.
(Activity) Pick a fad or trend from list and Google Search Research this fad/trend to find origin, length of time, what it is. Make Outline on Google Doc and fill out Google Form.
(Video) Culture and its Traits: Due Tomorrow
(Formative Assessments) Informal checks to reinforce Google Search skills & completion of Google Form.
18
(Warm-Up) List cultural traits of your own family
(Activity) American Culture Traits Glogster
(Assessment) ABC’s of American Culture Glog: Due Friday
(Video) Culture Change: Due Tomorrow
(Formative Assessments) Think-Pair-Share: Cultural traits of Texas/America
19 Work Day
(Warm-Up) Events that changed the culture of their family
(Project) ABC’s of their Country’s Culture
(Formative Assessments) Informal check of progress as students work
20
(Warm-Up) Concept Wheel: Lesser Concepts
(Activity) Thinking Maps on Conflict, Migration & Invention changing Culture. Thinking Maps on Exploration & Colonization spreading Culture
(Video) Types of Government: Due Tomorrow
(Formative Assessments) Traffic Light Cups: Check green’s thinking maps first, then if ok, allow them to help yellow while you help red.
21
(Warm-Up) American Government – Explain Limited vs Unlimited Govt.
(Activity) Types of Government Graphic Organizer
(Formative Assessments) Four Corners: Go through the different governments. The corners: limited govt. sure, limited govt. guess, unlimited govt. sure, and unlimited govt. guess.
24
(Warm-Up) Review Types of Government Graphic Org.
(Activity) Types of Government Simulation
(Project) Founding Document for “Create a Country”
(Video) Types of Economy: Due Tomorrow
(Formative Assessments) 3-2-1 Writing Reflection: Students write three things they learned from the simulation, two ways that government could effect culture, and one way that geography could effect government.
25
(Warm-Up) Review of yesterday’s writing reflections
(Activity) Types of Economy Simulation
(Activity) Types of Economy Graphic Organizer
(Project) Economic Report for “Create a Country”
(Formative Assessments) Traffic Light Cups: While going over graphic organizer.
26
(Warm-Up) Govt. & Econ. EQ examined in class discussion
(Activity) Writing Reflection on Government & Economy
(Video) Factors of Production & Types of Industry: Due Tomorrow
(Formative Assessments) Think-Pair-Share: “What economic & government system does your country have?”
27
(Warm-Up) Government & Economy Quiz
(Activity) Factors of Production – We model the factors of production in bringing a wooden chair to market.
(Formative Assessments) The students are in groups and are each given a different product from a different type of industry. They are to find the factors of production for America with this product. Then we tell them to find the factors in command, traditional, & pure market.
28 Work Day
(Warm-Up) Peer check on Founding Document & Economic Report
(Formative Assessments) Informal check of progress as students work