HSOE Lesson Plan Template

TEL7170: Technology in the Curriculum

HSOE Lesson Plan Template

GRADE

Sixth Grade

SUBJECT

Social Science: World History and Geography Ancient Civilizations (6.4) Compare and Contrast
ancient city states Sparta and Athens
Lecture accessed through the website describing the location, government and social
life of the Athenians and Spartans During and after the Peloponnesian wars
In Class brief outline of terms that may have been difficult for students to understand
(ex: Definition of Helots)
Break into Spartan and Athenian groups to present and defend each governments way
of life as compared to the opposite
After class short paper on what role the student would want to fill in either city

LESSON SUMMARY

OBJECTIVE.
What will your students be able to do?
Students analyze the geographic, political, economic, religious, battles against the Persian Empire, Peloponnesian War and
social structures of the Ancient Greek City States of Athens and Sparta in comparison to one another.
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
-Students will be designated as either Spartans and Athenians during class time, following which they will present defend
each governments way of life as compared to the opposite
- Following the lesson the students will pick which position in society in either of the cities they most would like to fill and why
they would choose that position (ex: Warrior, Philosopher, Governor, Tyrant)
COMMON CORE
How will you address Common Core standards?
Lesson will correspond with Common Core Segment Social Science 6.4, Compare and contrast life in Athens and
Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.

Differentiation
-Video lecture before class will have important points summarized in language friendly terms for English learners as well as
attached vieos available in Close Captioned forms in multiple languages. (Ex- View video below.) Students will also be given a
review at the start of the live class to review advanced terms so that all can understand.
FLIPPED OPENING (Done Before Class)
How will you communicate what is about to happen? How will you communicate how it will
happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?

Version 1
02/16

MATERIALS/STRATEGIES
-Lecture accessible online
- Links to additional
videos/Found Below
- Ex: Flipping a Class from
the University of Texas at
Austin, Learning Sciences

TIME
30
Minute
s

TEACHER
Create an online lecture on the
geographic, political, economic,
religious, and social structures of the
Ancient Greek City States of Athens and
Sparta in comparison to one another
Add links to interesting websites for the
students

STUDENTS
-

View the lecture

View the attached
video

INTRODUCTION OF NEW MATERIAL (10 minutes suggested)

What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
10
-Reiterate points in the lecture and advanced
The students will
Minute
vocabulary review for English learers
take notes and will
s
-Ex Difference between the Athenians and
be called on to add
Spartans way of government Ex Democracy as
independent
opposed to monarchy.
thoughts on the lives
The Spartans military training opposed
of those who live in
to the citizen army of Athens
each city.
INDEPENDENT PRACTICE ( 25 minutes suggested)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
Split the class evenly into groups depending on
Students will be designated
25
the class size will determine the number of
as either Spartans or
Minute
students in each
Athenians during class time,
s
Serve as a moderator and Prompt the students
following which they will
(Ex Why was Democracy in Athens the best form
present defend each
of government. Why were the Spartans militarily
governments way of life as
superior to Athens?)
compared to the opposite.
Every group of students will
represent the city they are
assigned and will have to
defend the way of life to the
opposing group.
CLOSING ( 5 minutes suggested)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?
TIME
5

STUDENTS
Opportunity to ask the
instructor to clear any
questions that remain.
HOMEWORK (if appropriate). How will students practice what they learned?

Version 1
02/16

TEACHER
Closing statements and the acknowledgement of
the points made by the students

Whiteboard
Powerpoint
Note paper

Classroom

White Board

One page essay describing what city/position the student would like to fulfill and the reasons why they would pick
that way of life.

Version 1
02/16