Marvaye Payton
5.InstructionalDesignLessonPlansforMiniUnit(LO.3.1,3.4,&2.2)(APS2,5&6)
College of Education
Lesson Plan Template
Teacher Candidate: Marvaye Payton
and Thursday
Date and Time of Lesson: Tuesday, Wednesday,
School: Westview Middle School
Subject/Grade Level: Social Studies
Description of Lesson:
Students will begin their journey of understanding the Greek civilization and how it helped the current world they
live in.
Lesson Title or Essential Question that guides the lesson:
Title: Ancient Greece
Essential Questions:
Day one: Under Pericles, how did Athens become powerful and more democratic?
Day two: Understanding Greek drama, architecture, and the philosophers.
Day three: Alexander the Great.
Curriculum Standards Addressed:
National Standard(s):
NCSS 1- Culture: Through the study of culture and cultural diversity, learners understand how human beings create,
learn, share, and adapt to culture, and appreciate the role of culture in shaping their lives and society, as well the
lives and societies of others. In schools, this theme typically appears in units and courses dealing with geography,
history, sociology and anthropology, as well as multicultural topics across the curriculum.
SC Curriculum Standard(s):
Standard 6-2:The student will demonstrate an understanding of life in ancient civilizations and their contributions to
the modern world.
SC Academic Indicator(s):
6-2.1 Describe the development of ancient Greek culture (the Hellenic period), including the concept of citizenship
and the early forms of democracy in Athens.
Other:
EEDA Standard(s):
Teacher candidate will incorporate core academic subjects for high school graduation
including but not limited to English, mathematics, science, and social studies.
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Marvaye Payton
SSCA Element:
While learning, students above all are expected to follow the Golden Rule Treat those the
way you would want to be treated. All students are expected to answer and ask many
questions. Male students are expected to be more active than female students, but not too
active that will cause some females to feel intimidated. All students are also expected to be
patient while other students are working or may need assistance or extra time. Students will
also follow the classroom rules when it comes to asking and answering questions. Everyone
is expected to raise their hand when asking or answering a question; unless stated
otherwise, there should be no blurting out of any answers. When disagreeing with fellow
students about the math students must be able to give and receive criticism in a mature
way.
Day one:
Lesson Objective(s):
Assessment(s) of the Objectives:
Standard 6-2:
The student will demonstrate an understanding of life in ancient
Greek civilizations and their contributions to the modern world.
Pre Assessment:
Students will have to recall on information
from the previous section, about the Battle of
Plataea
Indicator 6-2.1:
Describe the development of ancient Greek culture (the Hellenic
period), including the concept of citizenship and the early forms of
democracy in Athens.
During Assessment:
Students should answer questions that are
asked during the lesson. Students should also
be able to complete the comparing chart on
paper.
Post Assessment:
Students should be able to work together or
individually and complete the critical
thinking chart on paper.
Materials/Resources:
PowerPoint, Smart Board, Paper, and Pencil
Prerequisites (Prior Knowledge):
Students must make the connections from section three of chapter four. The connections made should be how
Greeks defeated the Persians at Plataea, Greeks eventually realized they needed each other for security, and how
Athens and several other city-states soon banded together in a league for the common defense.
Procedures:
1. Make a Real World Connection
I have noticed that on your free time, you all really enjoy reading books about mythology, and Greek gods. Today,
we are going to learn about where mythology and Greek gods all started.
2. Build off of Prior Knowledge
What happened at the Battle of Plataea?
3. Introduce Top #1
Under Pericles, Athens became very powerful and more democratic.
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4. Introduce Vocabulary term Direct Democracy
Direct Democracy- People (Athenians) gather in mass meetings to decide on government matters.
5. Introduce Vocabulary term Representative Democracy
Representative Democracy- citizens choose smaller groups to make laws and governmental decisions.
6. By doing a chart, students will be able to discuss with classmates and make connections on how the Greeks
government was compared to the American government.
7. Introduction of Pericles
Discuss Pericles advancements in democracy and culture with the Greeks.
8. Introduce Vocabulary world Philosophers
Philosopher- are thinkers who ponder questions about life.
9. Introduce Topic #2
Athenian man and women had different roles.
10. What drove the Athenian Economy?
11. What were the roles of men and women in Athens?
12. Introduce Aspasia
13. Introduce Topic #3
Sparta and Athens went to war for control of Greece.
The Peloponnesian War
Pericles Funeral Oration
Why Athens was defeated.
14. Students will do Critical Thinking Chart
Use a chart to summarize what Athens was like in the Age of Pericles.
15. For early finishers,
They will analyze what caused the lack of trust between Sparta and Athens.
Describe the role of the Delian League in the creation of the Athenian empire.
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Day Two:
SC Academic Indicator(s):
6-2.2 Analyze the role of Alexander the Great (Hellenistic period), Socrates, Plato, Archimedes, Aristotle, and others
in the creation and spread of Greek governance, literature, philosophy, the arts, math, and science.
Lesson Objective(s):
Assessment(s) of the Objectives:
Standard 6-2:
The student will demonstrate an understanding of life in ancient
Greek civilizations and their contributions to the modern world.
Pre Assessment:
Im going to build off the students prior
knowledge by asking students about their
understanding of Greece under Pericles rule.
How did Athens become the center of beauty
and culture? How did Greek thinkers, writers,
and artists contribute to many new ideas of
the new world?
Indicator 6-2.2:
Analyze the role of Alexander the Great (Hellenistic period),
Socrates, Plato, Archimedes, Aristotle, and others in the creation
and spread of Greek governance, literature, philosophy, the arts,
math, and science.
During Assessment:
Throughout the lesson, I am going to stop
teaching and ask students to repeat to me the
new information I just taught. If they can, I
know they understand and I will continue. If
they cannot, I will have to stop and re-teach.
Post Assessment:
I will have students email me their Google
sides and I will assess their slides by having
the correct information and also any
important facts that deepening their
understanding.
Materials/Resources:
PowerPoint, Smart Board, Social Studies Notebooks, Pencils, IPads, Crome books, and Google Slides
Prerequisites (Prior Knowledge):
Students must understand that under Pericles, Athens became the center of beauty and culture. They must also
during the Golden Age, Greek thinkers, writers, and artists contributed many new ideas to the world.
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Procedures:
1. Real World Connection
Like I mention before, the Greeks made a lot of advancements that affect our life today. So, that made me wonder
what other ideas did the Greeks create that we use today. I did some research and come to find out there are a lot of
things. We are going to learn about those other ideas today.
2. Build off Prior knowledge.
Ask students about their understanding of Greece under Pericles rule. How did Athens become the center of beauty
and culture? How did Greek thinkers, writers, and artists contribute to many new ideas of the new world?
3. Introduce Topic #1
The Greeks believed that gods and goddesses controlled nature and shaped their lives.
4. Watch the video of the Gods.
The 12 most important gods and goddesses.
5. Introduce Topic #2 Greek poetry and Fables taught Greek Values also introduce new vocabulary myths,
oracle, epics, and fable
Watch PowerPoint that gives definitions of each word.
Myths- Traditional stories about god and heroes
Oracle- Sacred shrine where a priest spoke for a god or goddess
Epics- Greeks earliest stories long poems told about heroic deeds.
Fable- a short story that teaches a lesson passed down by word of mouth.
6. Introduce Homer author of Odyssey and Iliad.
Greeks most famous epics
6. Introduce Topic #3 Greek Drama still shapes entertainment today.
7. Introduce new vocabulary drama, tragedy, and comedy
Drama- a story told by actors who pretend to be characters of a story.
Tragedy- a person struggles to overcome difficulties but fails; results to the story having an
unhappy ending.
Comedy- the story is funny and usually ends with a happy ending.
8. Introduce Topic #4 Greek art and architecture expressed Greek ideas of beauty and harmony.
Paintings, sculptures, pottery, and architecture
9. Along with paintings, sculptures, pottery, and architecture the Greeks also created philosophy.
Introduce old vocabulary word Philosophy
Philosophy- Thinkers who ponder questions about life/ love of wisdom
Pythagoras- a philosopher that introduced math by saying all relationship in the world
could be expressed in numbers.
10. Introduce new term Sophists
Sophists- professional teachers in ancient Greece that traveled teaching others to use knowledge to improve
themselves.
11. Introduce Socrates, Socratic Method, Plato, and Aristotle
Students will work in groups and research the philosophers. While in groups, students will use
resources around the classroom
Resources like iPads, social studies book, back computers, and other .org websites.
While researching, students are to find out the important information about each philosopher.
Important dates, names, and accomplishments to the Greek civilization.
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Day Three:
SC Academic Indicator(s):
6-2.2 Analyze the role of Alexander the Great (Hellenistic period), Socrates, Plato, Archimedes, Aristotle, and others
in the creation and spread of Greek governance, literature, philosophy, the arts, math, and science.
Lesson Objective(s):
Assessment(s) of the Objectives:
Standard 6-2:
The student will demonstrate an understanding of life in ancient
Greek civilizations and their contributions to the modern world.
Pre Assessment:
I will ask students questions from lesson two.
Indicator 6-2.2:
Analyze the role of Alexander the Great (Hellenistic period),
Socrates, Plato, Archimedes, Aristotle, and others in the creation
and spread of Greek governance, literature, philosophy, the arts,
math, and science.
During Assessment:
I will judge students knowledge by their
accuracy of filling in the blanks from my
story I tell.
Post Assessment:
I will assess students knowledge on the
information they find by using their other
resources. I will also assess students by
their propaganda posters.
Materials/Resources:
PowerPoint, Smart Board, Social Studies Notebook, Pencil, IPad, Cromebook, Google Slides, and YouTube.
Prerequisites (Prior Knowledge):
We have learned why and how the might city-state Athens fell, but can anyone tell me what happen next? What
father and son duo stepped in and what were their actions.
Procedures:
1. Real world Connection
I saw a post online that talked about the 100 most influential people that have ever live. Can anyone guess who was
number thirty-three on that list? Yes, Alexander the Great. Can anyone tell me what he did to become known as the
thirty-third most influential person?
2. Build off of prior knowledge
We have learned why and how the might city-state Athens fell, but can anyone tell me what happened next to
Athens?
3. Im going to start off my telling a story about the fall of Athens and the students will cooperate with me
when telling this story. Students must fill in the blanks of my story. I have predetermined blanks in my
story that students will have to fill in.
4. My story:
Athens was known as the biggest and wealthiest city-state. What were some of the important reasons Athens had
that reputation?
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While being the strongest city-state at the time, other city-states were getting jealous. What city-state was getting
jealous and why?
That jealousy led to what war?
Doing the Peloponnesian War what happened?
While Sparta and Athens were fighting with each other, they forgot about the rest of the city-states. Forgetting about
the other city-states, what city-state was next to defeat Athens?
What was the name of that city-state?
How was the ruler of Macadamia?
And what was his sons name?
5. After telling my story and having student fill in the blanks, I will start the YouTube video about Alexander
the Great.
6. While watching the Youtube video, I will instruct students to take good notes. Their notes should include
important dates, battles, and names.
7. After, watching the video and taking notes, I will have students use their resources in the classroom to find
out other information.
8. After finding other information, I will have students construct propaganda posters about Alexander the
Great.
After finishing, I will post their propaganda posters in the hall way for all to see.
Activity Analysis:
1.
Students will use other classroom resources like Ipads, Crome books, classroom computers, .org websites,
and educational sites to research Greek philosophers. The strategy used with this activity will be student
led instruction. This strategy supports the lesson because students guide their own learning when taking
notes, researching facts, and working with peers. They will have to use self-judgment when determining
what information is or is not important. This activity stems from student needs because it allows students to
work with other resources within the classroom gives students a chance to learn how to use more than their
social studies book as a source to find information.
2.
The type of instructional strategy I will use when having students fill in the blanks of the story about
Alexander the Great will be a teacher guided strategy. This strategy supports the lesson objective because
while telling the story students will know what information is important for them to know and learn. The
activity stems form the student characteristics of the class because having the students fill in blanks creates
an environment that allows STEM students to converse and deepen their learning.
Differentiation/Accommodations/Modifications/Increases in Rigor
Throughout the three lessons, there were many modifications made to meet the needs of learners. Since I know the
students thrive off of lesson objective conversations I incorporated many opportunities for students to converse with
peers and myself. I also know that we have many different students that learn differently. Knowing that, I allowed
students to research and do the propaganda posters to help the kinesthetic learners. The PowerPoints, Perzis, and
videos I used assisted students who are visual learns. Since the student with autism loves buildings, I stressed the
architecture factors of Athens. For my approaching standard students I pushed them harder when discussing the
questions on the pre-assessment. I stressed and emphasized that content and made sure they understood it. For my
at standard students I wanted them to relay on their prior knowledge throughout the lessons allowing them to make
those connection they already knew but did not know how they linked together. With at standard students, I looked
to them for helping me teach the other students. I also asked at standard students questions that had more than one
correct answer to them allowing them to think deeper about the lessons content.
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