Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nathan Stripp

Date April 21, 2017 Subject/ Topic/ Theme The Death of Julius Caesar Grade ____6th_________

I. Objectives
How does this lesson connect to the unit plan?
This lesson follows a lesson which describes the life and rise to power of Julius Caesar and shows a crucial turning point in Ancient Romes switch from Republic to
Empire
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Understand how to read and analyze a primary source U, Ap, E X
Synthesize various primary source material in order to make a historical argument U,Ap,An
Identify bias within a primary source An, E X
Know the events and ideas which led to Julius murder R

Common Core standards (or GLCEs if not available in Common Core) addressed:
P1.2 Interpret primary and secondary source documents for point of view, context, bias and frame of reference or perspective. P2.3 Know how to find, organize,
interpret information from a variety of sources. (Grades 5-8, Social Studies Processes and Skills);

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Good knowledge of Caesars life as taught in the preceding lesson, understanding of the structure of
knowledge and skills. the Roman Republic (as previously taught), understanding of how to use Google forms, read a graph,
some basic knowledge of college football
Pre-assessment (for learning): Gauge understanding of bias based on students response to questions

Formative (for learning): Checking for comprehension of what a primary source is with a basic response such as
Outline assessment thumbs up/down
activities
(applicable to this lesson) Formative (as learning): The Google form, as well as their individual note sheets will show how well they read
their source
Summative (of learning): None

Provide Multiple Means of
Representation
Provide options for perception-
making information perceptible
Instructions for activity will be
given both verbally and on a
powerpoint
What barriers might this
lesson present? Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for comprehension-
activate, apply & highlight
Information on the death of Caesar
will be communicated verbally,
through video, and through text
Provide Multiple Means of Action
and Expression
Provide options for physical action-
increase options for interaction
Provide options for expression and
communication- increase medium
of expression
Students can write their summary
of the opening video on their
laptops or on a piece of paper
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will work individually, in
small groups, presenting, and in
whole class contexts
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Worksheets (Includes multiple choice for sources, note section for all sources); Google quiz
(https://goo.gl/forms/3qOAmO2dwB6ef9m13); Videos (Michigan/MSU and Ides of March); Source
sheets available on Moodle

Students will be in tables of 5 (one will be 6)

How will your classroom

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
3 min Quiet down class and introduce video of the final Students will sit at their tables, listen to
scene from last years Michigan/MSU football instructions, and take out something to write with
game tell students they will need to watch the
video and pay attention to the details of what
happens, they need to take out something to write
with and on, either paper or their laptops
Motivation
1 min (opening/ Play video of games last play Watch video of games last play probably react
introduction/ according to how the team they like the most did
engagement)
2 min Before any discussion, tell students that without Quietly write down their own interpretation of the
talking they need to write a one to two sentence football play, including their own emotions,
summary of what they just saw prejudices, and ignorance

6 min Call on several students to read their responses, Students volunteer to read responses, notice
highlight differences, discuss why those differences differences amongst responses, identify the bias in
exist, introduce and define the words bias and their own and others retelling
perspective
4 min Play Ides of March video 0:20-3:30, briefly intro Watch video clip
with where we left off concerning Caesar taking
more power

4 min Talk about primary sources, gauge comprehension, Students will listen, ask questions about primary
explain the primary sources they will be using in sources, respond with their own level of
the next activity, give instructions verbally for the comprehension
next activity, will also be on a powerpoint slide
(see explanation below)
Development
6 min (the largest Get students started on activity, number them off so Students will begin by reading through their
component or that they know what source to use, meander and assigned source, they will then complete the
main body of offer assistance multiple choice section which corresponds to their
the lesson) source, after that they will fill out a brief google
form asking them who they think murdered Caesar
and how many people they think murdered him
all of this will be done individually and silently

3 min Display the results of the google form on the
projector, highlight the key differences in
responses, connect that back to bias and
perspective, introduce collaborative part of the
project, instructions on a powerpoint slide
Students will see and react to the google form
responses, listen to instructions for the next part of
their project

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15 Meander and guide students, provide prompting Students will present their source to the other
min and guiding questions for their discussion students in the group, before they begin they will
write out A. Who wrote their source; B. Was it
written before or after Caesars death; C. What was
their personal connection to Caesar; D. What was
their view of Caesar; E. One other
interesting/pertinant thing in their source. They
will then present to the other members of their table
group in a 1-2 minute speech their sources
answer to all of the above questions, all other
students will write down 1 important thing from all
of the other sources. Students will then once again
individually submit a google form

3 min Put responses to second google form on the Students will look at the responses, reply with their
powerpoint, discuss the changes from the first one, observations
was there more unity after we combined multiple
sources? Why?

6 min Play end of Ides of March video 3:30-9:30 can Watch end of video
Closure
(if easily be cut shorter, or posted on Moodle so they
(conclusion,
time) can watch it later if they want to
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Overall, this lesson went pretty well. I thought the part where I showed them the Michigan/Michigan State video and had them
respond was particularly engaging and helped them to identify bias within themselves though I could have drawn out that realization
a little bit more. I also really liked the use of the Google form to show them the need for multiple sources, and I think with different
material and a little more time this is a lesson that could be used in a lot of ways to most grades. The lesson was a lot more
abbreviated that what is listed above due to time constraints but I though my objectives were still well reached. They may not fully
remember who killed Caesar, but they should remember to check multiple sources and to me that is more important.

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