TOPIC PLANNER
PEAK Topic Planner
Topic: Abolitionists
Stage of
Instruction
Time
Frame
Posters:
Cloud(s)
Display
about 2 to 3
weeks before
the soak.
Sprinkle(s)
During the 2
or so weeks
before the
soak.
1. Choral Repetition- “Abolition” x 3 and “William Lloyd Garrison” x 3
2. Word Splash on The Reform Movement – What do the students notice about the
visual aspects of the poster?
3. Have students observe and talk about the visual aspects of the poster
Shower(s)
During the
week before
the soak.
1. Word Splash on The Reform Movement: Terms: reformers, abolition, abolitionist,
William Lloyd Garrison, Frederick Douglass, suffrage, Seneca Falls Convention, Susan
B. Anthony, Elizabeth Cady Stanton, temperance
2. Vanishing Content- “Abolition refers to the abolishment or ending of slavery”
3. TRQ- “William Lloyd Garrison was the abolitionists.”
4. Have students observe and talk about the content in the posters.
Soak
Covering
Several
days
drip(s)
Within the
unit and
beyond
Drip(s)
DRIP(S)
Within the
unit and
beyond
Beyond the
unit
Strategy
1. Abolition / Abolitionist
2. William Lloyd Garrison / Frederick Douglass with pictures
Interactive Notes detailing the abolitionist movement and the major
contributions of William Lloyd Garrison and Frederick Douglass.
1. No Peeking – Reform Movement and previous units rotated through groups
2. Reform MovementWord Splash – Students make relationships between terms.
3. Concept Bundles-Reform Movement Terms
4. Various ongoing drips throughout the rest of the school year.
1. Face Space on either Garrison or Douglass. The students must have the two historical
figures converse on the Face Space wall. Students use Interactive Notes and other
resources to complete the Face Space. Use rubric in T4E.
2. Write a paragraph- Assume the role of either William Lloyd Garrison or Frederick
Douglass. Write a diary entry on the day after Abraham Lincoln was assassinated.
3. Various ongoing Drips throughout the rest of the school year.
1. Cartoon Conversation- Characters: William Lloyd Garrison, Frederick Douglass, John
C. Calhoun, John Brown
2. Bracket Buster - Frame: Which historical figure had the most significant, long term
impact on American society? William Lloyd Garrison, John Brown, Frederick Douglass,
Susan B. Anthony, John C. Calhoun, Horace Mann, Henry Clay, John Wilkes Booth
(spread over 3 days)
3. Survivor– any previous historical figures
4. Various ongoing DRIPs throughout the rest of the school year.
Chapter 4 - Classroom Curriculum Alignment
77
TOPIC PLANNERS
Tracie Russo
Carwise Middle School
Palm Harbor, FL
PEAK Topic Planner
Topic: The 5 Themes of Geography
Stage of
Time
Instruction
Frame
Cloud
weeks prior
2 to 4
Strategy
Ceiling tiles will be up from day one. There is a tile with a picture to
represent each of the 5 Themes.
to the unit
Sprinkle(s)
During prior
unit
These are
spread out
Shower(s)
over a
1. Choral repetition: Mr. HELP (Say this 5 times in 5 different voices)
2. Discussion: What characteristics do you notice about the ceiling tiles?
Colors? Icons?
1. Show a bubble map for each of the 5 Themes (only one per day). The
bubble maps would show the characteristics and/or examples for each of
the themes.
period of 57 days
3 to 6 days
Soak
during the
1. Interactive notes on the 5 Themes of Geography.
2. Balloon Toss with Learning Support Stations
unit
drip
1 week after
the unit
2 or 3
Drip
weeks after
Create a 5 Themes City Web. Students will choose any city in the world and
connect the city to each of the 5 Themes of Geography in a web format.
Students will create a word splash for the 5 Themes of Geography or they
will create a content poster for one of the 5 Themes of Geography.
the unit
Survivor using the 5 Themes of Geography and the 5 Fields of Learning.
Possible prompts:
a) Which of these ideas are the 8 most important to the President of
the United States?
4 weeks
DRIP
after the
unit
b) Which of these ideas might be the 7 most important to an
archaeologist?
c) Which of these ideas might be the 8 most important to a
cartographer?
d) Which of these ideas might be the 7 most important to a citizen
living in Alaska?
e) Which of these ideas might be the 8 most important to a citizen
living under the rule of a dictator?
PEAK Topic Planner
Sandy Thornberry
Dekaney High School
Spring, TX
Topic: Great Depression
Stage of
Instruction
Cloud(s)
1.
2.
Song: “Brother Can You Spare a Dime”
Photos from the Great Depression arranged around room
Sprinkle(s)
1.
2.
Word Splash: Processing loops where students look at and discuss what the words/names are.
Have students create No Peeking cards for future activity over the Great Depression.
Shower(s)
1.
2.
Vanishing Content: The three major goals of the New Deal were Relief, Recovery, and Reform.
TRQ: What were the four causes of the Great Depression? (The four causes of the Great
Depression were the stock market crash, bank failures, dust bowl, and overuse of credit.)
Soak
1.
2.
3.
Interactive Notes over Great Depression, Dust Bowl, and New Deal
Photo Analysis & Six Room Poem—Dust Bowl photo by Dorothea Lange
Political Cartoon Analysis (New Deal/Alphabet Soup)
drip(s)
1.
2.
New Deal Programs match-up
Dominos activity
1.
No Peeking using cards created by students (next step processing—students rank cards by
importance)
Writing assignment—Journal entry from someone during the Great Depression discussing how
their family is surviving.
Drip(s)
DRIP(s)
78
Teaching for Excellence: Social Studies
Strategy
2.
1.
2.
Mandala
Writing Assignment—Students choose one New Deal Program (SEC, Social Security, FDIC) and
compare and contrast its purpose and function during the Great Depression and present-day.