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Dakota State University

College of Education
LESSON PLAN-History Lesson #1

Name: Rachel Slaven


Grade Level: 6
School: Flandreau Public Middle School
Date: 4/5/17
Time: 2nd, 5th, and 6th Hours

Reflection from prior lesson: The previous lesson was taught by my cooperating
teacher Mrs. LeBrun. She read the first half of the section aloud to the students. The
first half talked a lot about Socrates and Plato. The students understood this
information, and were very interested in it.

Lesson Goal(s) / Standards:


6.H.2.1 - Analyze the development and cultural contributions that gave rise to the
earliest human communities.
6.H.2.3 - Analyze the development and cultural contributions including large-scale
empires and major religions.
6.RI.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated,
and elaborated in text.

Lesson Objectives:
1. After reading in their textbooks, students will be able to write 2 things they
learned about how the Ancient Greeks contributed to Science and Technology.
2. After reading in their textbooks, students will be able to write 2 things they
learned about how the Ancient Greeks contributed to Mathematics.
3. After reading and discussing section 11.4, students will be able to create a mural
representing Ancient Greek culture that includes at least 5 pictures.

Materials Needed: Student textbooks, pencil, and Greek Art Mural Planning
Worksheet.
Contextual Factors/ Learner Characteristics:
2nd hour- There are students who become easily distracted, especially during transition
time. There are also students who will read their independent reading books during
instructional time.To help with this, I will remind students throughout the class that they
should only have their history books out. I will also explain all details of the assignment
before I let them find a partner.
5th and 6th hours- These classes are right after lunch and recess time. Students are
very talkative, and tend not to pay attention if they are not reading. They struggle with
staying focused, so I will stop periodically to remind students to follow along while other
students are reading.

A. The Lesson

1. Introduction (14 minutes--including CNN Ten video)


● getting attention- “6th graders, let’s take our seats and get ready to start the
day!” Each day students watch a 10 minute news segment on CNN Ten to
help get settled in for the class, and to keep up on current events. This is a
very important piece to their daily routine, because they really need those 10
minutes to settle in, and get ready to focus on the history material.
● relating to past experience and/or knowledge: I will remind students of
what we read the day before. “Yesterday we read the first part of section 4,
and today we are going to finish it. We talked about Greek Philosophy in the
first half of this section. Who can tell me one of the ancient philosophers we
talked about?” I will give students a few seconds to think about, and answer
the question. I am looking for them to remember Socrates. “Now, who can tell
me the name of the student who write down all of Socrates ideas?” I am
looking for them to come up with Plato. “Great job! Today, we are going to
finish up reading the rest of the section.”
● creating a need to know: I will tell students that a lot of what we are going to
read about today, they see in their everyday lives. “The information you are
going to read today is about things you see in your life every single day! A lot
of the science and technology, and even the math we do today, is largely
influenced by the Ancient Greek culture.”
● sharing objective, in general terms: “Today, I want you to be able to tell me
about the different sciences and technology that the Ancient Greeks came up
with. I also want you to pay close attention to what they contributed to math
and science.”

2. Content Delivery (25 minutes)


● Shared Reading Activity (15 minutes)-- As a class, we will read the second
half of section 11.4. This section is on pages 347-351. I will draw the students’
names out of a jar to determine who will read, as this is the routine that they are
used to. Each student will read 1 paragraph at a time. Throughout the pages, I
will point out important things to students.
○ Page 347- Aristotle - “Yesterday we read that Plato was a student of
Socrates. Now, who was Aristotle a student of?”
○ Page 348 - “Before we read this page, let’s look at the top of the page.
There is a section about the first computer.” I will draw a student name to
read this section as well. “Now, if you look at the picture to the right, you
can see an actual Antikythera that they found at the bottom of the ocean!
Does this look the computers that we use today? Why did they call it a
computer?”
○ Page 349 - “How many of you have heard about the Hippocratic Oath
before? This is something that our doctors still reference today!”
○ Page 349 - “If you look at the bottom righthand corner of this page, there
is a little bit of information about some famous Greek Doctors and
Scientists. I will read this section to them, because there are a lot of
names that the students will not be able to pronounce.
○ Page 350 - This whole page is about the lost city of Alexandria. I will draw
a student name to read this section. “Divers are still finding pieces of
Alexandria. If you look at the map you can see the pieces they have
found, and you can see some of the major places and artifacts they have
found.”
● Greek Art Mural Planning Worksheet (10 minutes)--”Today we are going to
start planning a mural. How many of you know what a mural is?” I am going to
show the students an example on the smartboard, in case any students are not
sure what it is. “You guys are going to be creating murals, and today you are
going to plan what you will include. You will notice that on the worksheet there
are 5 sections. They are art, architecture, drama, poetry, and other. For this
project, we will be using sections 11.3 and 11.4. All of the information you will
need will be in these two sections. I am going to give you about 10 minutes to get
with a partner, and plan out what you are going to include.”

3. Closure (5 minutes)
For the last 5 minutes of class, we will come back as a whole class. We will talk about
what kinds of things they decided to include in their murals, and why. I will ask multiple
groups to share. This will allow for all students to review the majority of the material in
the chapter.

B. Assessments Used
Informal/Formative - For this lesson, I will assess students by watching for, and listening
to the information they plan on including in their murals. I will also be able to assess
how much and how well the students know the information, by listening to their
responses during our closure discussion.
C. Differentiated Instruction
Remediation - For students who struggle with writing/reading and staying focused, I will
pair them up with a student who will be able to help them stay focused and complete the
task.
Enrichment- For students who are more advanced, I will ask them to include more facts
and/or questions they may have on their charts.
Language- During the shared reading activity, some students may struggle with reading
in front of the class. I will assist those students with any struggles they may run into
while reading.

D. Resources

Pearson My World History-ProGuide

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