Teachers Name: Michael Pechon

Unit 2: What are the different

interpretations of government?
AIM &
Objectives
Daily Formative
Assessment
(ex: Exit Slip)
Lesson Scope

Week: 1/25/2016-1/29/2016
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.
Written assessment tomorrow.

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 the
philosophers and the five
functions of government.
Instructional
Strategies
Differentiation

90

Study Guide

Agenda
Written Test

Time
90

CFUs
Written assessment

SSR for early finishers

Direct Instruction; AECR;

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

CCSS/ GLEs

CFUs

Tuesday
AIM: What do I know about "What is government" and "What is the
purpose of government"?
Objective: SWBAT demonstrate their understanding of government
and what its purpose is in a written assessment.
Written assessment

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

Struggling
Ensure all students receive appropriate accommodations.
Advanced
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

Thursday

AIM: What are the different types of

government? What were the beginnings of
limited government?
Objective: SWBAT explain what the different
types of governments are and what the
beginnings of Limited Government were.
Student written homework that will be assessed
the next morning with the entire class.

Agenda

Time

Review test from

Tuesday

15

Introduce Unit 2

Go to the website
and have students
complete
worksheets of types
of government and
discuss with the
class to ensure
understanding.
Partners

45

Discuss limiting the

monarch's power
with the Magna
Carta . Show
students copies of
the document on
website. Discuss
time in history and
the meaning of the
king having to
submit.
Summarize Lesson
Homework: Give
the pros and cons of
living under a
Theocracy. AECR.
Submit via email.

20

AIM: What were the beginnings of limiting

government? What were the beginnings of self
government?
Objective: SWBAT explain what the beginnings
of limiting government were and to discuss the
Mayflower Compact as the first act of self
government by the Pilgrims.
Student written homework that will be
assessed the next morning with the entire
class.

CFUs
Talk moves
Cold calls

Talk moves
Cold calls

Talk moves
Cold calls

Friday

Agenda
Review homework
Continue lesson of
limiting
government by
using English Bill of
Rights and
comparing it to
ours.
Begin discussion
about the
importance of the
Mayflower
Compact. Show
video and read
together with class.
Discuss.
Recap lesson.

Time
10
20

CFUs
Read hw
Talk moves
Cold calls

AIM: What is the Athenian Constitution,

what does it represent and how does it
look in practice?
Objective: SWBAT explain what the
Athenian Constitution represented and
how it looked in practice.
Student written homework that will be
assessed the next morning with the entire
class.

Agenda
Review
homework

10

Talk moves
Cold calls

10

Talk moves
Cold calls

20

Student
reading

Read hw

5
45

Talk moves
Cold calls

30

Student
writing

Read excerpts of
Athenian
Constitution
30

CFUs

Introduce lesson

Write a multiparagraph AECR

to respond: How
was Athenian
citizenship
determined? What
responsibilities
came with
citizenship? How
democratic was
Athenian
democracy?

5
SSR

Time

Homework: Finish
essay

Instructiona
l Strategies

Direct instruction, Working with partners, AECR

Direct instruction, Working with partners, AECR

Direct instruction, AECR essay, close

reading

Differentiati
on

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.

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.

CCSS/ GLEs

CCSS.ELA Literacy.RH.9-10.1, CCSS.ELALiteracy FH.9-10.2, CCSS.ELA-Literacy.RH.910.4, C.2.2, C.2.3, C.2.4

CCSS.ELA Literacy.RH.9-10.1, CCSS.ELALiteracy FH.9-10.2, CCSS.ELA-Literacy.RH.910.4, C.2.2, C.2.3, C.2.4

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.
CCSS.ELA Literacy.RH.9-10.1,
CCSS.ELA-Literacy FH.9-10.2, CCSS.ELALiteracy.RH.9-10.4, C.2.2, C.2.3, C.2.4