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LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:__Nathan Brandsma ________Date:____09/30/14______________________________


Unit Essential Question: How did the Acient Greek Civilization Contribute to Western
Civilization? ___Why do we study the ancient Greeks? _____________________________
Lesson Topic:_Ancient Greece Legacies __Class:__World History ____
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Enculturation in a democratic society because the students will be learning about the historical
origins of democracy and practicing it themselves.

STANDARDS (www.cde.state.co)
Content:
3.a. Discuss the historical
development and impact of
major world religions and
philosophies.

Literacy and Numeracy:


Access and Use primary and
secondary sources to explain
questions being researched.

Democracy and
21st Century Skills:
Conduct Research using
acceptable research methods.
Work effectively with others.

3.c. Evaluate the historical


development and impact of
political thought, theory and
actions.
1.c. Construct and defend a
written historical argument
using relevant primary and
secondary sources as
evidence.

Cooperate for a common


purpose.

OBJECTIVES
Content:
SWBAT discuss the historical
development and impact of
major world religions and
philosophies by a Socratic
discussion and investigation.
SWBAT Evaluate the historical
development and impact of
political thought, theory and
actions by research and
discussion.

Literacy and Numeracy:


SWBAT apply their ability to
access and use secondary
sources to explain questions
being researched by working
in a group to research an
aspect of ancient Greek
culture and present it to the
class.

Democracy and
21st Century Skills:
SWBAT apply their ability to
work effectively with others,
cooperate for a common
purpose and conduct research
using acceptable research
methods by researching an
aspect of ancient Greek
culture and presenting it to
the class.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
The papers that the students
turn in as well as a short ticket
out the door on what they
learned.

Literacy and Numeracy:


The written work of each
group on their topic as well as
the presentation they provide
to the class.

Democracy and
21st Century Skills:
Monitoring the groups and
the papers the students turn
in.

Literacy and Numeracy

Democracy and
21st Century Skills
Democracy

KEY VOCABULARY
Content
Polis
Democracy
Philosophy
Architecture
Tragedy
Comedy

HIGHER ORDER QUESTIONS for this lesson

Content
Why do some things leave a
legacy through time?
What can Architecture tell us
about a society?
How have Greek ideas and
culture influenced you?
Why do we study Ancient
Greek Democracy?

Literacy and Numeracy

Democracy and
21st Century Skills

LESSON FLOW
This is the actual planning of the lesson activities.
Time
5-10 min

Anticipatory Set Purpose and Relevance


Warm-up may include any of the following: hook, pre-assessment, introduction
to topic, motivation, etc.
Socratic inquiry on the nature of Justice.

Time

Pre-Assessment

5 min

Student brainstorm and 0-5 rating on how much they know about ancient greece

Time

Building Background
Link to Experience:
Asking students to describe justice (or injustice) in the warm-up.

Link to Learning:
The pre-assessment is a brainstorm of things the students know about ancient
Greece.

Time

Activity Name Should be creative title for you and the students to associate
with activity.

Jigsaw activity or student presentations depending on student decision with a


democratic vote.
Anticipatory Set The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.
5 mins

The students will do a quick democratic discussion with their peers to


convince them to choose which type of activity they would rather do.

Time

Instructional Input Includes: input, modeling and checking for understanding

10 mins

Brief lecture on the origins of Greece


Models of Teaching:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.
A Brief Socratic discussion on the nature of Justice, followed by a jigsaw or
presentation based on research groups
SIOP Techniques: I do, We do, You do.

45 mins

Guided Practice: An opportunity for each student to demonstrate grasp of new


learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery
and to provide individual feedback and remediation as needed. (Praise, Prompt,
and Leave)
The students will research a designated legacy of ancient Greece, followed by
either an informal presentation or a jigsaw activity on the subject. I will be
involved either way, walking around the room, answering questions and giving
prompts.
Reading , Writing, Listening, Speaking
The assignment involves all of these tasks in some form, from reading while
researching to writing up their summary. There should be discussion in groups
followed by presenting (while other students listen and take notes
Checking for Understanding: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the teacher
must know that the students understood before proceeding to practice. If

there is any doubt that the class does not understand, the concept or skill
should be re-taught before practice begins.
I will make sure that students understand the activity they choose before we
begin.
Questioning Strategies: Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity). The question on the ticket out the door asks students to go further
with their experience. They will write about what legacy of the ancient Greeks is
most influential to them and why. I also added questions for each group to
consider as they research, discuss and write up their summary.
Independent Practice: Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or individual
or group work in class. It can be utilized in a subsequent project. It should
provide for relevant situations not only the context in which it was originally
learned.

Time

Accommodations, Modifications, and Student Adjustments


Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special Needs)
The open ended nature of the assignments should allow for students to write
extra in their summaries. I have also provided several websites for the students
to choose from.

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?

Content: We Will explicitly discuss the listed objective of the class

Literacy and Numeracy:


The students ability to derive the important information from the sources will be
good for assessment.
Democracy and 21st Century Skills:
I will be monitoring all of the group work. If the class decides on presentations
then I will ask that all voices in each group be heard.

Time

5-10 mins

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
I plan to get the class together at the end for a think pair share about why do
certain things stand the test of time.

Time

Next Step
I am not sure, given that I not only will not be teaching the next lesson, but
indeed will not be in class at all. This is tougher when trying to fit into someone
else's teaching and classroom.

Post-Lesson Reflection ( For the Teacher)


1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?


4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?

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