Teacher(s):
Grade/Subject: 7TH grade Civics
H.Gardner
Week of:
Unit : 3
Florida Standard(s):
Benchmarks, descriptions,
DOK levels, standards
unpacked (know/do)
highlighted
Learning Goal:
Essential Question
Assessments
Dates:
October 3-7
SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution. 2015-2016 Curriculum Blueprint
SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II,
and III with corresponding powers) of government in the United States as established in the Constitution.
SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers
and checks and balances. SS.7.C.3.4 Identify the relationship and division of powers between the federal
government and state governments. SS.7.C.3.8 Analyze the structure, functions, and processes of the
legislative, executive, and judicial branches. SS.7.C.3.5 Explain the constitutional amendment process.
SS.7.C.1.8 Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the
Constitution and inclusion of a bill of rights.
The students will be able to demonstrate an understanding of the origins and purposes of
government, law, and the American political system.

What examples can you find of check and balances within our government?

Why is it important to establish a set of goals and purposes in the very beginning of the
Constitution?

Why did our Founding Fathers add an amendment process into our Constitution?

Suppose you could add or remove powers from any one of the branches, what would you
change? Why?
Pre-assessment
Formative
Assessments
Summative
Assessments
Progress Monitoring/
Feedback Loop
Higher Order Question(s)
Key Vocabulary
Monday 10/3
Preamble, General welfare, Federalist, “We the People” Limited Government, Anti – Federalist
More Perfect Union, Separation of Power, Federalist Paper, Domestic tranquility, Checks and balances, Bill
of Rights, Posterity, Federalism, Common Defense, Ratification
Unit : 3
Rigor Level
2
Daily Agenda
Daily Objective Students will be able to Explain the viewpoints of the Federalist and the Anti- Federalist regarding the ratification of the
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Tuesday 10/4
constitution and inclusion of the Bill of Rights.

Recognize Vocabulary technique

Introduce Standard SS.7.C.1.8

Review Bell Ringer, Read and Text code “ The Debate over Ratification”

Continue to read and text code “ The Debate over Ratification”

Review the intention of the Preamble page 65-66

Which statement supports the Anti- Federalist in the struggle over ratification of the U.S. Constitution?
a. The Constitution should limit state government
b. The Constitution should protect fundamental rights
c. The Constitution should create a strong national government
d. The Constitution should prevent the election of amateur politicians
Unit : 3
Rigor Level 2
Daily Agenda
D4aily
Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:

Students will be able to explain the viewpoints of the Federalist and the Anti- Federalist regarding the ratification of
the constitution and inclusion of the Bill of Rights.

EOC Prep p. 22, # 5.



Review the Bell ringer/ Standard SS.C.7.1.8
Continue to read and text code “ The Debate over Ratification”
Complete the Thinking Map ( Double Bubble) on Federalist and Anti – Federalist 1 paragraph
summary
Any unfinished class assignments
Homework 
EXIT TICKET: 
(5 minutes)
EOC Prep p. 22 # 7
Wednesday 10/5
Rigor Level
Unit: 3
2
Daily Agenda
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Students will illustrate and function of government in the United States as established in the Constitution.

EOC Prep p. 13, # 24.

Deconstruct Standard SS.7.C.3.3

Read and Text code “The Principles of the Constitution”

Continue to read and text code “The Principles of the Constitution”

Any unfinished class assignments

Tracking Students Progress
Thursday 10/6
Unit. 3
Rigor Level 2
Daily Agenda
Daily Agenda
BELL RINGER
(5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Friday 10/7
Students will illustrate and function of government in the United States as established in the Constitution.

In 3 sentences, explain what you believe to be the role of government.





Substitute teacher
Finish reading and text coding “The Principles of the Constitution”
Complete a tree Map ( 3 branches of Government) 1 paragraph summary
Any unfinished class assignments
EOC Prep p. 36 # 5.
Unit 3
Rigor Level 2
Daily Agenda
Daily Objective Students will illustrate and function of government in the United States as established in the Constitution.
BELL RINGER  EOC Prep p. 8, # 7.
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)





Substitute Teacher
Review the Intentions of the Preamble
Complete Thinking Map ( Circle Map) 1 paragraph summary
Any unfinished class assignments
EOC Prep 37, # 7
Learning Scales and Accommodations:
Mrs. Gardner 7th grade Civics
Unit III
The United States Constitution and Structure, Function, Powers of Government
4.0 - In addition displaying a 3.0 performance, the students must demonstrate in depth influences and applications
that go beyond what was taught within the Standard.
3.0 – Students will be able to:







Explain the constitutional amendment process.
Identify the relationship and division of powers between the federal government and state governments.
Describe how the Constitution limits the powers of government through separation of powers and checks
and balances
Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.
Illustrate the structure and function of government in the United States an established in the Constitution.
Explain the viewpoints of the Federalist and the Anti- Federalist regarding the ratification of the Constitution
and inclusion of the Bill of Rights.
Interpret the intentions of the Preamble of the Constitution.
2.0 – The students can recognize or recall specific vocabulary such as:
Preamble, General welfare, Federalist, “We the People” Limited Government, Anti – Federalist
More Perfect Union, Separation of Power, Federalist Paper, Domestic tranquility, Checks and balances, Bill of Rights,
Posterity, Federalism, Common Defense, Ratification
1.0
– Even with help I struggle to recognize or recall specific vocabulary such as:
Preamble, General welfare, Federalist, “We the People” More Perfect Union,
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what
they still need
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.