Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)
Day -1
US History/8th

Educator: Standard(s ): EQ:

William Grissom

Subject/Grad e:

Dat e:

October. 7th, 2013

R - Resources A - Assessment

8.25 SPI(s) Developing a : CCSS: New Nation How did major battles and leaders of the American Revolution influence the outcome of the War?
Higher Order Thinking Questions (See Blooms Taxonomy: Remembering, Understanding, APplying, ANalyzing, Evaluation & Creating)

1. Checks for Mastery 2.

Pacing

TLW analyze the early battles that took place in the Revolutionary War. TLW describe George Washingtons role for the colonists in the Revolutionary War.

TI: Quality Core Instruction TII: Supplemental Needs-Based Instruction TIII: Intensive Individualized Instruction Plan R&A Workbook/Learner Textbooks/Assessmen t Measures/
Review previous learned material (i.e. do now or sponge, oral/written quiz, presentation individual/group) DI/RTI

Review: What are three rights that God has given people according to the Declaration of Independence? 5 Answer: Life, Liberty (this means freedom), and the Pursuit of Happiness
Re-statement of EQ and todays objective(s), learner expectation and plans for DI/RTI2; Introduce new material or proceed with sequential lesson

Sheet of paper- 75% mastery

20

Students will view a power point presentation. First, I will begin by showing them a few pictures of individuals fighting. I will pose this question. Why do people fight each other in Battles? Then I will have students respond to this question verbally. Then I will proceed with the presentation in which students will learn about the role of George Washington in the Revolutionary War. We will also examine early battles that took place. Each student will be given a graphic organizer that will be used to take notes. As we take notes students will be selected to read power point slides using the microphone.
Supervised Practice (w/corrective feedback) Address DI/RTI2

Classifying Graphic Organizer.

20

Students will be split into groups of three. Each group will have a leader in charge of keeping the group on track and making sure everyone is participating. The students will need to read through pages 153, 156,158, and 159 in their textbooks. As the students are reading they will create four questions. I will give the students specific criteria for how to make these questions. Each group will also need to provide answers for these questions. I will go around and assist students as needed.
Individual Practice (w/corrective feedback) Engaged, Student-centered learning (DI/RTI2)

Textbook pages 153,156,158, & 159

10

Next, students will switch their questions that they have made with another group. Then the groups will collaborate together to answer the four questions from another group. Their answers must be found in the text, but they must not write their answer word for word from the text. They will need to put all answers in their own words.
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points, reflection/class summary, assessment) (DI/RTI2)

Textbook pages 153,156,158, & 159 75% mastery

Exit Ticket: Which three battles did we discuss in class today and which of these battles directly involved the leadership of George Washington? Students will put their post it notes on the poster board in the front of the room.

Post it Note 75% mastery

Revised

October 7, y

Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)
Day -2
Comments

R - Resources A - Assessment

Educator: Standard(s ): EQ:

William Grissom

Subject/Grad e:

8th/History

Dat e:

October 8th,2013

8.25 Developing of a SPI(s) : CCSS: New Nation How did major battles and leaders of the American Revolution influence the outcome of the War?
Higher Order Thinking Questions (See Blooms Taxonomy: Remembering, Understanding, APplying, ANalyzing, Evaluation & Creating)

TLW describe the influence of key leaders in the war including Baron Von Steuben, Marquis de Lafayette, and the Hessians TI: Quality Core Instruction TII: Supplemental Needs-Based Instruction TIII: Intensive Individualized Instruction Pacing Plan R&A Workbook/Learner Textbooks/Assessmen t Measures/
Review previous learned material (i.e. do now or sponge, oral/written quiz, presentation individual/group) DI/RTI

1. Checks for Mastery 2.

TLW analyze the critical battles of Trenton, Princeton, & Saratoga in the Revolutionary War.

Review: What role did George Washington provide for the American Colonists and what battle did he fight in from yesterdays lesson?
Re-statement of EQ and todays objective(s), learner expectation and plans for DI/RTI2; Introduce new material or proceed with sequential lesson

Sheet of Paper 75% mastery

20

Students will view a power point presentation in which students will learn about the role of Von Steuben, Lafayette & the Hessians in the Revolutionary War. We will also examine key battles that took place in the middle of the war. Each student will be given a graphic organizer that will be used to take notes. As we take notes students will be selected to read power points slides using the microphone.
Supervised Practice (w/corrective feedback) Address DI/RTI2

Classifying Graphic Organizer.

20

Students will be split into groups of three. Each group will have a leader in charge of keeping the group on track and making sure everyone is participating. The students will need to read through pages 181, 182, and 183 in their textbooks. As the students are reading they will create four questions. I will give the students specific criteria for how to make these questions. Each group will also need to provide answers for these questions. I will go around and assist students as needed.
Individual Practice (w/corrective feedback) Engaged, Student-centered learning (DI/RTI2)

Textbook pages 181, 182, and 183

10

Next, students will switch their questions that they have made with another group. Then the groups will collaborate together to answer the four questions from another group. Their answers must be found in the text, but they must not write their answer word for word from the text. They will need to put all answers in their own words.
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points, reflection/class summary, assessment) (DI/RTI2)

Textbook pages 181, 182, and 183- 75% mastery

Revised

October 7, y

Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)
Day -3
Exit Ticket: How was the Battle of Saratoga a turning point for the American Colonist? List two examples from class. Students will put their post it notes on the poster board in the front of the room. Post it notes- 75% mastery
R - Resources A - Assessment

5 Comments

Educator: Standard(s ): EQ:

William Grissom

Subject/Grad e:

Social Studies 8th

Dat e:

October 9th, 2013

8.25 Developing of a SPI(s) : CCSS: New Nation How did major battles and leaders of the American Revolution influence the outcome of the War?
Higher Order Thinking Questions (See Blooms Taxonomy: Remembering, Understanding, APplying, ANalyzing, Evaluation & Creating)

1. Checks for Mastery 2.

Pacing

TLW identify reasons for needing slaves in the 13 colonies. TLW discuss the Atlantic Slave Trade including the Middle Passage and the Triangular Trade.

TI: Quality Core Instruction TII: Supplemental Needs-Based Instruction TIII: Intensive Individualized Instruction Plan R&A Workbook/Learner Textbooks/Assessmen t Measures/
Review previous learned material (i.e. do now or sponge, oral/written quiz, presentation individual/group) DI/RTI

Name two men who helped train and lead the American Colonists who were from other countries. Ans. Baron Von Steuben & Marquis de Lafayette
Re-statement of EQ and todays objective(s), learner expectation and plans for DI/RTI2; Introduce new material or proceed with sequential lesson

Sheet of Paper 75% mastery

20

Students will view a power point presentation in which students will learn about the role of Benedict Arnold as well as George Washington and General Cornwallis. We will also examine a key event called Valley Forge as well as the final battle of the war at Yorktown. Each student will be given a graphic organizer that will be used to take notes. As we take notes students will be selected to read power points slides using the microphone.
Supervised Practice (w/corrective feedback) Address DI/RTI2

Classifying Graphic Organizer.

20

Students will be split into groups of three. Each group will have a leader in charge of keeping the group on track and making sure everyone is participating. The students will need to read through pages 184, 191, and 192 in their textbooks. As the students are reading they will create four questions. I will give the students specific criteria for how to make these questions. Each group will also need to provide answers for these questions. I will go around and assist students as needed.
Individual Practice (w/corrective feedback) Engaged, Student-centered learning (DI/RTI2)

Textbook pages 184, 191, and 192

Revised

October 7, y

Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)
Day -4
Next, students will switch their questions that they have made with another group. Then the groups will collaborate together to answer the four questions from another group. Their answers must be found in the text, but they must not write their answer word for word from the text. They will need to put all answers in their own words.
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points, reflection/class summary, assessment) (DI/RTI2)

Textbook pages 184, 191, and 192- 75% mastery

R - Resources A - Assessment

10

Describe the living conditions at Valley Forge for George Washington and his men. How does this show resolve on the part of the Colonists

Post it Note

Comments

Educator: Standard(s ): EQ:

William Grissom

Subject/Grad e:

Social Studies 8th

Dat e:

October. 10th, 2013

Developing 8.27 SPI(s) of a New : CCSS: Nation How did the points of view of the Loyalists & Patriots differ from each other?
Higher Order Thinking Questions (See Blooms Taxonomy: Remembering, Understanding, APplying, ANalyzing, Evaluation & Creating)

1. Checks for Mastery 2.

TLW examine the differences between the Loyalists and Patriots in the American colonies. TLW be assessed on their understanding of the causes of the Revolutionary War, the battles and leaders of the American Revolution and the Declaration of Independence.

TI: Quality Core Instruction TII: Supplemental Needs-Based Instruction TIII: Intensive Individualized Instruction Pacing Plan R&A Workbook/Learner Textbooks/Assessmen t Measures/
Review previous learned material (i.e. do now or sponge, oral/written quiz, presentation individual/group) DI/RTI

N/A 5
Re-statement of EQ and todays objective(s), learner expectation and plans for DI/RTI2; Introduce new material or proceed with sequential lesson

20

Students will view a power point presentation in which students will learn about the role of Benedict Arnold as well as George Washington and General Cornwallis. We will also examine a key event called Valley Forge as well as the final battle of the war at Yorktown. Each student will be given a graphic organizer that will be used to take notes. As we take notes students will be selected to read power points slides using the microphone.
Supervised Practice (w/corrective feedback) Address DI/RTI2

Graphic Organizer: Compare and Contrast

Revised

October 7, y

Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)
Day -5
Students will complete an exam to assess their understanding of the causes of the Revolutionary War, the battles and leaders of the American Revolution and the Declaration of Independence. Exam #2- 75% mastery
R - Resources A - Assessment
Individual Practice (w/corrective feedback) Engaged, Student-centered learning (DI/RTI2)

15

15

Students will complete an exam to assess their understanding of the causes of the Revolutionary War, the battles and leaders of the American Revolution and the Declaration of Independence.

Exam #2- 75% mastery

Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points, reflection/class summary, assessment) (DI/RTI2)

What is the difference between the beliefs of the Loyalists and the Patriots? 5

Post it Notes

Comments

Educator: Standard(s ): EQ: Checks for Mastery Pacing

William Grissom

Subject/Grad e:

Social Studies 8th

Dat e:

October 11th, 2013

8.25 Developing of a SPI(s) : CCSS: New Nation What events took place during the American Revolution and what was the outcome?
Higher Order Thinking Questions (See Blooms Taxonomy: Remembering, Understanding, APplying, ANalyzing, Evaluation & Creating)

1. 2.

TLW view Episode #2 of America the Story of Us: Revolution

TI: Quality Core Instruction TII: Supplemental Needs-Based Instruction TIII: Intensive Individualized Instruction Plan R&A Workbook/Learner Textbooks/Assessmen t Measures/
Review previous learned material (i.e. do now or sponge, oral/written quiz, presentation individual/group) DI/RTI

Review: What is the difference between the Loyalists and the Patriots? 5
Re-statement of EQ and todays objective(s), learner expectation and plans for DI/RTI2; Introduce new material or proceed with sequential lesson

20

Students will watch episode #2 of America: The Story of Us (Revolution). As students are watching the video they will need to complete guided notes. These will be turned into me at the end of the class.

Youtube: Video Guided notes

Revised

October 7, y

Haywood Middle School

Learning Model for Success

(Assessment/DATA Informs Instruction)
Day -6
Supervised Practice (w/corrective feedback) Address DI/RTI2

25

R - Resources A - Assessment
Individual Practice (w/corrective feedback) Engaged, Student-centered learning (DI/RTI2)

10

Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points, reflection/class summary, assessment) (DI/RTI2)

Comments

Revised

October 7, y