Muskingum University Teacher Education Programs

Lesson Plan Format revised 6/20/14

Teacher: Katrena Grantham Subject: Social Studies

School Building: Caldwell Elementary Grade: 7th
I. Learning Goals
Identify the new Ohio Learning Standard(s)
OR Common Core Standard(s) addressed in this lesson:
The civilizations that developed in Greece and Rome had an enduring impact
on later civilizations. This legacy includes governance and law, engineering
and technology, art and architecture, as well as literature and history. The
Roman Empire also played an instrumental role in the spread of Christianity.

Describe the interconnections among the

components of the content within the discipline and the relationship of the
content to at least two other content areas. Specifically describe how the
content taught in your lesson relates to at least two other content areas.

Science: Students will be working with flowcharts that help them to view
the connections between material and the cause-and effect of events

Language Arts: Students will have to sequence events and see the
progress of events from beginning to end

What will your students know and be able to

do at the end of this lesson? (Include the student learning target I
can/am able to )
Students will be able to describe the events that led to the
Peloponnesian War (including the Persian War, the Delian League,
and the
I can talk about the events that led up to, and caused, the
Peloponnesian War
Students will be able to I can discuss the events and consequences
of the Peloponnesian War
I can describe how the Peloponnesian War occurred and
what happened because of it

II. Student Background Knowledge and Experience

What prior knowledge and skills do students need

in order to be successful in reaching the goals of this lesson?
Students will need to have already been taught the knowledge of
Classical Greece (including the Persian War, Pericles rise to power, and
the Peloponnesian War)

What are preconceptions, common errors, and

misunderstandings related to the content of this lesson?
Students have struggled with understanding that Sparta, Athens,
Thebes, etc. are part of Greece
 Students struggle with understanding that the Golden of Greece is
focused mainly on the Athens growth and prosperity during Pericles
rule

How do you know if students have the

knowledge and skills they need in order to be successful?
Todays lesson is going to be spent reviewing material after having
several days of class due to a Veterans day celebration, a field trip,
and Veterans day itself

Students who are struggling with these concepts will be invited to

come forward now so that their misunderstandings can be addressed

How will you use or accommodate the diverse experiences

that your students bring to class (gender, race/ethnicity, English language
proficiency, economic status, exceptionalities, skill level, learning styles)?

Students of each three learning styles will be addressed. Visual learners will
have the flowchart as a visual reminder of the previously learned material.
Auditory learners will be involved in a classroom discussion where we will
all work to fill out the review chart. Kinesthetic learners will be able to fill
out the flowcharts as we discuss the answers in class.

All students are provided with textbooks at the beginning of the year, which
will be used to allow students to research any previously discussed material
in which they struggle with

All students are treated equally in my classroom and will be given the same
treatment and discipline for their behavior. Studies show that girls and
minorities are treated more harshly by teachers and have stronger
expectations placed on them in society and so I will be conscious of this truth
and judge my behaviors constantly to monitor for unfair treatment.

III. Instructional Procedures

Content summary, including concepts and essential
understandings:
The Persian War (between Greece and Persia) led to the alliance of the various
Greek city-states. This war would lead to the formation of the Delian League
and Pericles rise to power within Athens. Athens would steal the Delian
Leagues treasury and use it to create a Golden Age within Athens. This would
upset the other Greek city-states and would lead to the Peloponnesian War
which was only ended after the Athenian Plague and poor decisions made by
leaders following Pericles death.
Teaching methods:
As a class, we will be completing a flowchart in which students will be
determining the sequential order of events that led up to the end of the
Peloponnesian War and students will use their notes and textbooks to
determine this order
 Academic Language (content vocabulary AND
general academic vocabulary used across the discipline e.g. Blooms
Taxonomy, key words, phrases, and symbols: Note: address each of these
specifically listing the academic language students are expected to learn and
use.
Persian War
Democracy
Greek city-states
Delian League
Treasury
Peloponnesian War
Plague
Truce

IV. Classroom Environment

Identify the components of the classroom environment (room arrangement,
grouping patterns, learning resources, and materials) needed for teaching the entire
planned lesson. Provide a strong rationale for each of the environmental decisions
made.

Room arrangement (with rationale provided):

Students will be arranged in their assigned seats in order to allow for an easy
classroom discussion and classroom completed flowchart

Grouping patterns (with rationale provided):

No grouping patterns will be required as students will be completing this flowchart
within a whole class structure

Learning resources, including technology (with rationale

provided):
SmartBoard will be needed for students to see what I am typing along with them as we
complete the flowchart as a review

Students will need their notes and/or textbooks to determine what the next step of the
flowchart will be

Copies of the flowchart will be given to students so that they can complete the
flowchart as a class activity

V. Instructional Activities
Lesson sequence (include important questions to ask students). Time Allotted Provide a
thorough description of each:

Opening:
Class will begin with students being asked to remember what we were learning about prior to the
election mini-unit and break from class (5 minutes)
The teacher will be checking to see how much students remember and so will not be providing much
prompting or direction
Students should discuss Pericles following the Persian War, the Delian League, the Peloponnesian
War, and the defeat of Athens
Main Activities:
After students have exhausted their memory, the teacher will pass out
the blank flowcharts and ask students to pull out their notes and textbooks (2 minutes)
 The teacher will also explain that this is a whole-class
activity and that this is mainly a review and chance to clear up any confusion
During a survey, students mentioned that they can become confused or
lost when having material explained to them so the teacher will ask students to stop at
any point if they are confused
Remind students that if they say nothing, I assume they
are understanding the material and that it helps everyone if they speak out
The teacher will tell students what the first bubble in the flowchart is
and will write in that information on the blank SmartBoard chart
The teacher will have a filled in copy of the flowchart at
the desk and will have a blank copy pulled up on the SmartBoard for students
to fill out and use as reference.
Using their notes, the students will then work together as a class to
determine what each bubble should be filled in as and will take turns filling the bubbles
in on the SmartBoard (20 minutes)
The teacher will help as needed and redirect students if
they are incorrect or confused
After the flowchart has been filled in, students will be asked if there are
any more confusions or parts that they would like to discuss (2-5 minutes)
Closing:
The teacher will ask again if students truly understand the material,
stressing again that they cant get help if they dont say anything
On a notecard, students complete a 3-2-1 closing activity
Three things they feel they have mastered, two concepts
or ideas they are struggling with, and one thing I should know about your
understanding
VI. Assessment/Evaluation
How will you know if each student has met the learning goals? Attach
assessments and assessment criteria.

Todays lesson is used as a review after a long break and so this will be
primarily formative assessment based as the teacher will format teaching
to meet any student confusion or any material that was forgotten. Students
will also conduct a formative 3-2-1 exit-slip

The summative assessment will be based on the flowchart being

completed correctly as students will be working on this together as a class

VII. Adaptations (e.g. IEP, 504 plans, WEP)

Student Name e.g. Gifted e.g. Special e.g. Special e.g. Special e.g. Other
(samples e.g.) Needs Needs Needs Needs
(physical) (intellectual) (attention (vision,
issues) hearing)
What needs are Student may Student has a Students with Students with
you addressing already fine motor intense learning ADHD might
for this student remember the disability and disabilities being struggle to
in this lesson? material and struggles with unable to follow follow
will be bored writing along with the discussions
class
Learning Students will Students class Learning goals Learning goals
Goals be able to lead goal is will be simplified remain the same
(modification the class socialization and for students
as to what discussion learning
student will be rather than behavioral skills
expected to myself
know or do)
Teaching Student will Student will be Teacher will Teacher remains
Methods lead more attempting to reiterate material patient and helps
student copy the words in a simplified student redirect
discussion from the master manner to their attention
copy increase back to the
understanding lesson
Teaching Materials will Extra master Materials remain Material remain
Materials remain the copy will need the same the same
same to be printed
Academic Academic Academic Academic Academic
Language language will language will language needs to language needs
(identify be expanded to need to be remain clear and to be clear and
variation based further their simplified to a simplified to its precise to avoid
upon student knowledge 1st grade level basics misunderstandin
needs) gs
Student Students will Student will be Student activity Student activity
Activities be able to lead practicing their will remain the remains the
the discussion copy-ing skills same same
Student Student Student will Student material Student material
Materials material need a blank and remains the same remains the
remains the filled in same
same flowchart
Assessment/ Assessment Student will not Assessment will Assessment will
Evaluation will remain the be expected to remain the same remain the same
(allows for same complete the
student assessments for
demonstration accuracy
of learning)

Reflection

Following this lesson plan, several students let me know on their notecards that they now felt
more comfortable with the material and could understand what we had been discussing. I did have a
few students who still felt that they were struggling with the concepts and material and, tomorrow, I
will inform that it is now their responsibility to come see me or work with a peer to be sure that they
can fully understand the material for their assessment test.
Overall, I believe that this unit would go much smoother without the interruptions that these
students faced and that student comfort on the material would be much more secure.
In the future, if I were re-teaching this section, I would adjust the flowchart to match the
textbook more closely so that students can have more autonomy and work independently to review
the material.
6/20/2014