SOCIAL SCIENCE WEEKLY LESSON PLAN FORMAT

Double Click at header or footer to add your name. Table will expand as you add information.
Unit Title The First Two Presidencies
Week
Subject U.S. History Grade 8 2/13/23-2/17/23
of
Essential/Driving
/Historical Question What are the significances of the first two U.S. presidencies?
and/or Theme
Day M T W R F

Lesson Topic/Title NO SCHOOL Trashketball Test Who Was Our 3rd President?

Students will be able to

Students will review for the test by creating a
Students will be able to identify the reasons for
Objectives NO SCHOOL study guide. They will also be able to pinpoint
correctly identify Jefferson’s victory in the 1800
areas that they should focus their studies on.
presidential election
Content Standards NO SCHOOL 8.3.4 Understand how the conflicts between 8.3.4 Understand how the 8.3.7 Understand the functions
and ELA Common Thomas Jefferson and Alexander Hamilton conflicts between Thomas and responsibilities of a free
Core State Standards resulted in the emergence of two political Jefferson and Alexander press.
parties (e.g., view of foreign policy, Alien and Hamilton
Sedition Acts, economic policy, National Bank, resulted in the emergence of 8.4.2 Explain the policy
funding and assumption of the revolutionary two political parties (e.g., significance of famous
debt). view of foreign policy, Alien speeches (e.g., Washington’s
and Sedition Acts, economic Farewell Address, Jefferson’s
8.3.5 Know the significance of domestic policy, National Bank, funding 1801 Inaugural Address, John
resistance movements and ways in which the and assumption of the Q. Adams’s Fourth of July 1821
central revolutionary debt). Address)
Government responded to such movements
(e.g., Shays’ Rebellion, the Whiskey Rebellion). 8.3.5 Know the significance of CCSS.ELA-LITERACY.RH.6-8.7.
domestic resistance Integrate visual information
8.4.2 Explain the policy significance of famous movements and ways in (e.g., in charts,
speeches (e.g., Washington’s Farewell which the central graphs, photographs, videos,
Address, Jefferson’s 1801 Inaugural Address, Government responded to or maps) with
John Q. Adams’s Fourth of July 1821 Address) such movements (e.g., Shays’ other information in print and
Rebellion, the Whiskey digital texts.
 Rebellion).

8.4.2 Explain the policy

significance of famous
speeches (e.g., Washington’s
Farewell Address, Jefferson’s
1801 Inaugural Address, John
CCSS.ELA-LITERACY.RH.6-8.4 Determine the
Q. Adams’s Fourth of July
meaning of words and phrases as they are
1821 Address)
used in a text, including vocabulary specific to
domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.4.
Determine the meaning of
words and phrases as they
are used in a text, including
vocabulary specific to
domains related to
history/social studies.

Democracy, republic, George

Vocab words are discussed and analyzed
Washington, John Adams, Vocab words are highlighted
throughout the review game.
Thomas Jefferson, Alexander and bolded in the PPT,
Hamilton, Cabinet, complemented by a visual if
Democracy, republic, George Washington,
inauguration, 1st Amendment, possible.
John Adams, Thomas Jefferson, Alexander
Vocabulary NO SCHOOL Alien and Sedition Acts of
Hamilton, Cabinet, inauguration, 1st
1798, political party, Small government, incumbent,
Amendment, Alien and Sedition Acts of 1798,
Federalists, Democratic- Thomas Jefferson’s First-
political party, Federalists, Democratic-
Republicans, Whiskey Inaugural Address, Monticello,
Republicans, Whiskey Rebellion, precedent,
Rebellion, precedent, contradiction
assumption, capitalism
assumption, capitalism
Lesson Intro NO SCHOOL Students will get into groups of 6 and come up Students will help setup Students will receive a notes
with a team name that they all must agree cubicles. packet with the slides printed
upon. While doing so, they will get out their on it, but missing the bullet
notes and iPad. I will also assign a letter to points. On that packet, they
each student. These letters will come from the will answer an opening
word “BASKET.” (5 min) question that will assess their
prior knowledge. The question
 is “Why did Adams lose to
Jefferson?” I will see if
students are writing anything
down, and if not I will provide
scaffolding questions like
“how did people react to
Adams passing the Alien and
Sedition Acts?” After 3-5
minutes, students will turn to
their table partner and share
what they wrote. After 2-3
minutes, I will gather the
classes attention back to me
and ask for volunteers. If no
one volunteers, I will call on a
pair to share what they
thought. (10 min)

Content Delivery NO SCHOOL There are a few instructions and rules that I I will take any last-minute Content Delivery will revolve
must make clear before the game begins. The questions from the students. around a PPT that contains
first is that everyone will be assigned a letter This will be their last chance vocabulary and terms, lecture
from the word “BASKET” and the letter they to get any answers from me. I slides and bullet points,
get will determine who answers a question. will be monitoring them images, questions, and a short
Each question, I will have one letter from each during testing and will video tour of Monticello.
group show me the answer they got. For answer any clarifying
example, we are on question 1 and I will then questions as they pop up. (5 I will pass out physical copies
call on all letter “A’s” to show me what they min) of the lecture notes and ask
typed out. Letters that are called out are in a students to get out a writing
random order to ensure all students are utensil.
paying attention. The second set of
instructions is for what they will doing with The lecture will take the
their iPads, which is using it to record all majority of the class period, as
questions and answers on Google Docs. Then, I I begin to introduce some
will explain how scoring works. For each context and background
correct answer they get 1 point. Bonus points information that will become
are awarded based on how far a student their foundation for the rest of
 makes the rubber ball into the trash-bin. If
they get the answer wrong they cannot shoot the chapter. (25 min)
the ball for bonus points. Finally, I will tell
them that the winning team gets 5 pts EC, 2nd I will also introduce two
3pts, and 3rd gets 1 pt. (5 min) questions that students will
work on independently for
After each question I will provide more some time, then share with
context to the answer if needed. This will also their table partner, and then
give them more time to record the answers share with the class. (7-8 min
that are longer than the others. each)

Student Engagement NO SCHOOL Students will be in heterogenous groups of 6 The test is comprised of a Students will interact with a
and will be tasked with two things: matching section, 2 questions total of three questions
that asks students to list throughout the lesson. They
First, they will work together as a group to specific steps/ideas, a are also tasked with copying
answer the question on the board. These compare and contrast down the notes onto their
questions will be from topics covered question, and an opinion notes packet. While taking
throughout the unit and they may either be piece. notes, they will also underline
found in their notes or from other activities. important information.
Each student is individually responsible for The matching section is used
recording the question and answer on their to assess students The first question is “In what
Google Docs document. However, they may understanding of various ways did Thomas Jefferson
develop their answers together and come to vocab words and important shape today’s democracy?”
the same conclusion. This will keep every figures.
student involved even if their letter is not The second question is “What
called out. The listing section assesses contradictions do you see in
students understanding of your life, and how does it
Second, they will shoot a rubber ball into a key topics, including compare to the contradictions
trash-bin from either the 1-pt line which is Hamilton’s Financial Plan and discussed today?”
very close to the trash-bin, 2-pt line which is Washington’s Farewell
one big step back, or the 3-pt line which is two Address.
big steps back.
There is also a compare and
There will also be roles assigned to select contrast question which asks
students. One of these roles is the score students to find differences
keeper, which will keep tally marks of how and similarities between the
 Democratic-Republican Party
and the Federalist Party.
Students will provide 2
differences and 2 similarities.
There is a sentence frame
provided for them to use if
they so choose.

teams are doing, they will total up the scores The final section asks for
at the end. Another role is the ball keeper, students to give their opinion
who will retrieve the ball once it is thrown. on what the most important
(38 min) thing Washington and Adam
did while they were
president. Students are to
write a minimum of 3
sentences which should
contain what they believe to
be the most important action
each president took and then
two sentences to support that
claim. (49 min)
Lesson Closure NO SCHOOL Students will reflect on how they did in Any student who finishes the At the end of class, we will
today’s review game. First checking to see if test early will silently peruse revisit the introduction
they got all of the questions and answers the next chapter, which talks question. Students can freely
recorded correctly, because this will serve as about Thomas Jefferson and change or add any new
their study guide. Then they will mark any westward expansion. They information learned to their
questions that they got wrong or were unsure may also organize their first response. After 3 minutes
of. The questions marked will guide their notebooks. they will share with their
studying and pinpoint some of the areas that partner what they changed,
they need to focus on. (5 min) what they added, or if they got
it all right from the start. (2
min). Then I will pick a group
or two to share their answer
with the class. I will collect the
notes and review what the
students wrote down to see if I
 need to change or highlight
anything next week. (7 min)

Informal: The intro question to

start the day off and to
activate prior knowledge, will
serve as the first assessment

Next, there will be various

questions sprinkled
throughout the lecture. These
Test on Thursday, detailed in Thursday’s questions will include call-
Assessments NO SCHOOL The test itself.
column and-response questions and
written responses.

Summative: Finally, there is

the end of class reflection and
sharing. Students will hand the
packets and responses to me
at the end of class for me to
examine.
Accommodations for NO SCHOOL ELs and SSNs will be placed in heterogenous SSNs are allowed to take their ELs and SSNs will have access
ELs and SSNs groups that consists of varying levels of both tests in another room with to a copy of the slides so that
English and content proficiency. I will also the RSP teacher and are given they may focus on the lecture
post the PPT used to our online class site just another version of the test itself. They are also allowed to
in case they missed any slides during class. that is matching instead of take pictures of the slides. I
Students with difficulties seeing and hearing multiple choice. They are also will also zoom in on each
are positioned closer to the screen and to me. allowed to use their notes. All section so that students can
students are given extra time see clearer.
For each question and answer, I will read it to finish and students that
out at a steady pace. I will also use hand receive failing scores are The PPT is filled with visuals,
motions to emphasize or direct attention to allowed to retake it. and I will read aloud some
key points. parts of the slides in a slow
SSNs students are provided and steady pace.
an alternate version of the
test which includes sentence The seating chart has ELs and
 SSNs sitting next to proficient
frames and more fill in the
students that they are
blank.
comfortable with.

 iPads to access Google Docs, which they

will use to record questions and answers.
 This unit’s lecture notes
 PPT to display instructions and
 PPT Lecture Slides
questions/answers Test, pencil, cubicles, and
Resources NO SCHOOL  Lecture note packet
 Whiteboard and marker to keep track of notes for SSNs
 Writing utensil
points
 Two rubber stress balls and a trash-bin
 Masking tape to mark point lines