TPA-Referenced Lesson Plan 1
Teacher Candidate Name: Alexander Jelacic
Grade & Subject Area: 9th Grade World History
Date for Planned Lesson:10/20/17
Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this Lesson
- concisely says what students will
be able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL)
a. Domain-specific Academic
vocabulary
b. General Academic vocabulary
(words used in school across
many subject areas)
c. Syntax Sentence Frame:
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of
the lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in
the blank notes, word banks
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Ancient Greece
MN Standard: World history 9.4.3.8.2: The development of
interregional systems of communication and trade facilitated
new forms of social organization and new belief systems.
(Classical Traditions, Belief Systems and Giant Empires:
2000 BCE - 600 CE)
Describe the development, characteristics, interactions, and
decline of civilization Ancient Greece.
Possible language functions: Identify, explain, summarize,
interpret, contrast, justify…
Students can identify how geography and ancient poems
affected the way that Greece developed.
a. Domain-specific academic vocabulary: Peninsula,
Seafarers, Mycenaean Greeks, Isolation, Arete, Homer, Iliad,
Odyssey
b. General academic vocabulary: Compare, geography,
Mediterranean Sea, example,
c. Sentence Frame: Geography affected the development of
Greece by creating multiple isolated groups of people, having
a large amount of coastland, and there was minimal farmland
which pushed city-states to have colonies. The idea of Arete
from the Iliad and Odyssey created a society that strived to
bring honor to their family (as warriors or any other
profession).
d. In Lesson part 4 The students will write a 5-sentence
paragraph that identifies how geography and ancient
poems affected the way that Greece developed.
We will be working with our textbooks, maps, and graphic
organizers. I have a decently large group of students who
read at a level lower than 9th grade. By also using maps and
graphic organizers, the students will be able to visually see
how the geography of Greece looks. There is also a larger
reading portion that needs to be done however some
students will have a condensed reading that focuses on
exactly what needs to be done.
- graphic organizers, sentence
frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in activity
to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Notebook, Handout/outline for directed reading, Projector
picture of topographic map from internet, PowerPoint, Google
classroom to post everything for people missing. World
history and Geography by McGraw Hill p. 64-67
Activity description / teacher does Students do
Student reads learning target which is Students will
posted on first slide of power point. Once write down the
the student is done reading everyone learning target at
writes it down. “Students can identify how the top of their
geography and ancient poems affected page in their
the way that Greece developed.” Give notebook. They
pre-assessment which covers all parts of will then take the
Greece. Once everyone turns it back in, pre-assessment
ask them what they know about Greece in specifically
general. Ask them if they know anything focusing on the
about present day Greece. Where it is KWL section.
located, what are they famous for. Give They will then
them 2 minutes to pair with an elbow work with an
partner to talk about what they already elbow partner to
know about Greece. activate prior
knowledge.
Stand, share, sit. All students stand and Everyone stands
as they respond, type the ideas onto a up and we
blank word document. serpentine
around the
room. Once
someone has
given a
response, right
or wrong, they
sit down. Once
sitting down, jot
down ideas that
other students
have.
I will pass out directed note taking Students will
worksheets then I will have the students take directed
get into their “card” groups (I have them notes with them
split into groups of 4 by a number from a when they get
deck of cards). I will then bring up my into their groups
power point that has all the directions for of 4. They
today on it. Asking the students to read already know
out loud… First, students with white how the
sheets will be reading all of Ch. 4.1 and classroom is set
using the maps as an additional resource. up so that no
Those with “colored” or modified sheets person is
will only be reading two of the four confused on
sections then working with maps. (The where to go. The
maps will be posted after directions on the students will

Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated
in this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam &
assist
Phase 3 Assessment
Explain the plan to check for
ability to apply
demonstrated
projector.) Second, students will read in a read the
round robin. (There is a huge push for directions from
students to read and write more at my the board. Then
school).Third, once students are done the students will
reading they are to fill out the work sheet ask questions
that they were given. I will chime in saying about the
“NOT WHILE THEY READ”. Finally, once procedure.
they are done they are asked to come
back to their original seats. I will then ask
if there are any questions. Before I have
them start reading I will ask them to
continuously think about the way that
what they are reading/observing could
affect the development of a Greek state.
I will ask if there are any questions as to Students will ask
what needs to be done. After that I will any questions
ask students to give me a thumbs up or they have about
down in front of themselves to see if they what we are
are fully understanding. If there is anyone doing
that I notice thumbs down I will prompt today/procedure.
them to talk to their neighbor for help. After they have
After about a minute I will walk over and done this they
ask the student to make sure they are will give a
understanding. thumbs up or
down based on
if they
understand or
not. If they don’t
understand they
will be told to
use their
neighbors as
sources. If I
come and they
are still confused
they are to ask
me their
questions.
I will walk around the room specifically Students
asking the students who had thumbs continue to
down for understanding procedure to help work. If I ask
answer those questions. I will then quickly them questions,
put up maps on the projector for students specifically
who prefer to use the map on top of the about what they
readings. Groups can work in the hallway are not confident
and thus I will be rotating around to check about, then they
in on how people are doing. Keep are to ask
students on track and to answer questions.
questions.
I will walk around and make note of Students answer
groups who are working together to read the questions in
the passages and understand the maps. I their note books.
will ask a specific set of questions about They then
 steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for
ability to apply
demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned
opportunity for students to
self-assess their
perceived level of mastery
for the target.
Phase 6 Summative Next
Steps
Attach a class roster (first
names only) with space to
indicate for each student
the needed next steps of
instruction.
the material such as what has stuck out express what
so far, or how would this affect the they do and
philosophical, economic, government, or don’t
societies that developed. understand.
Students will fill out their directed note They fill ou their
taking sheet. They can work on this as a worksheet as a
group or individuals. Once they are done I group. Once
will ask everyone to come back to the they are finished
room to recap everything that was talked they are to
about. return to their
seats to recap
what they have
learned.
I will have students pass in the hand out When finished,
when they are finished. pass forward the
hand out.
I will have the students write a paragraph Students write a
answering the question, “How did 5 paragraph
geography and ancient poems affect the essay that
development of Ancient Greece.” (This is explains how
also the learning target for the lesson) geography and
ancient poems
They will write a number 1-5 on how well affected the
they understand the material. 1 meaning development of
doesn’t understand it yet, 5 meaning they Greece using
could teach someone who had missed the specific details.
class about it. They then write
a 1-5 depending
on how well they
understood the
material.
Students will turn in their paragraph that Students pass
they wrote to show their ability to identify forward their
the ways that Greece would be affected essays and in
by their geography and ancient texts. 1 the future take
and 2 are reteaches 3 and 4 are on their notes during the
way 5 is completely understanding reteaching
process.
TPA-Referenced Lesson Plan 2
Teacher Candidate Name: Alexander Jelacic
Grade & Subject Area: 9th Grade World History
Date for Planned Lesson:10/16/17-10/18/17
Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this Lesson
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL)
a. Domain-specific Acad vocabulary
b. General Academic vocabulary
(words used in school across many
subject areas)
c. Syntax Sentence Frame: Example
sentence that students can use
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Persian War and the Golden Age of Greece
Example: MN Standard: World history 9.4.3.8.2: The development
of interregional systems of communication and trade facilitated
new forms of social organization and new belief systems.
(Classical Traditions, Belief Systems and Giant Empires: 2000
BCE - 600 CE)
Describe and explain the development, characteristics,
interactions, and decline of civilization Ancient Greece.
Possible language functions: Identify, explain, summarize,
interpret, contrast, justify…
I can examine the Persian War started and the aftermath following
up to the Peloponnesian War to better understand relations
between Greek city-states.
a. Domain-specific academic vocabulary: Polis, Tyrant, Oligarchy,
Ephor, Acropolis, Agora, Phalanx, democracy, Direct democracy,
Ostracism, Age of Pericles, Tragedy, Socratic method,
Thermopylae, Leonidas, Themistocles, Salamis, Oracle
b. General academic vocabulary: Timeline, strategies, essay
c. Sentence Frame: The reason why the Persian War started was
due to the Ionian Greek revolt and its help from Athens. Due to the
Persian War, Athens and Sparta because the two front runners in
war, art, trade, and diplomacy in Greece. This created tensions as
both sides fought to establish who was more powerful.”
d. In lesson 2 part 3 students will be asked as a group to address
why the Peloponnesian War started. They will have the prompt of
“At the end of the Persian War, how did Athens and Sparta
create a scenario that spelt an upcoming war?”
Some groups will receive a thesis sentence frame that will help
them direct where their group paragraph goes. We will also be
watching a movie, and taking notes on the war and the time period
after it. There will be minimum reading, I have a directed note
taking worksheet so that students are able to follow along with my
“lecture”.
Resources & materials needed Power Point, projector, The real 300 - Documentary 2017 on
YouTube, 3 different handouts, World history and Geography by
McGraw Hill p. 68-72

Lesson Part Activity description / teacher does Students do

Phase 1 Student reads “I can examine the Students listen
State Target & Activate Persian Wars and the top and write
Prior Knowledge Peloponnesian War to better down the
a) Post the learning understand relations between target of the
target statement and Greek City states. day. They then
indicate whether the I will address the students asking participate
teacher or student(s) them about what they remembered creating a
will read it aloud about Persia from the last unit. word web of
b) Engage students in They should talk about how it was a ideas about
activity to elicit / build HUGE empire and had tons of who the
prior background resources. They should also talk Persians are.
knowledge about how they were super They take
religious. Overall living in the these notes
Persian empire was not a bad deal. down in their
Specifically, Cyrus and Darius were notebooks to
great rulers who were beloved to all helps
their subjects. remember
what we are
talking about.
Phase 1 Assessment As students talk about Persia I will Students
Explain the plan to note who is participating and who is participate.
capture data from this actively not.
phase of the lesson

Phase 2 Teacher Input / 1.We will begin this section with a 1. Students will
Inquiry - Explain youtube documentary called the real watch the
procedures 300 created by the History Channel. I videos and
- Demonstration the will pass out a worksheet that the complete the
task students will take notes on as the worksheet that
- Teacher think aloud movie continues. This movie is great goes with it.
for explaining why the Persian War Answer
started and the three main battles. questions they
This is mainly to give the students a might have
bunch of information that we can missed from
touch on as the lessons go on. I will the movie
read through all of the questions to while I go over
make sure that they are clear. the notes.

2.Next I will go over power point 4.3 2. Students

and 4.4 which goes into detail about take notes on
the end of the war and the growth of my sheet for
Sparta and Athens. 4.3 will be led by frontloaded
a lecture while 4.4 will be done in the information.
student’s books. I will give instruction They will also
on what pages and that they will work work in the
by themselves on 4.4 until the end. book during
this
 frontloading
section.
Phase 2 Assessment 1.I will ask for a thumbs up or thumbs 1. Students will
Explain the plan to down if they understand what I am give a thumbs
check for asking for them to do. If anyone has a up down or
understanding of thumbs down I will ask what is needed sideways
steps / procedures to be clarified. depending on
demonstrated in how well they
this phase 2. I will give credit to students who are feel about it.
actively taking notes during class. I
will give them a check by their name 2. students
on the name chart. actively take
notes, working
on the
worksheet.
Phase 3 Guided I will have the students pair up Students
Practice together and discuss “At the end of collaborate
- Paired/collaborative the Persian War, how did Athens and with a partner
work Sparta create a scenario that spelt an to cite specific
- Teacher(s) may roam upcoming war?” details on At
& assist the end of the
Persian War,
how did
Athens and
Sparta create
a scenario that
spelt an
upcoming
war?”
Phase 3 Assessment I will walk around and make note of Students
Explain the plan to overheard misconceptions. collaborate
check for ability to with a partner
apply to cite specific
demonstrated details on At
steps/procedures the end of the
during guided Persian War,
practice how did
Athens and
Sparta create
a scenario that
spelt an
upcoming
war?”
Phase 4 Independent I will have the students write a 5- At this point,
practice sentence essay on “At the end of the students will
- Individual student Persian War, how did Athens and be writing a 5
work Sparta create a scenario that spelt an sentence
upcoming war?” essay about
“At the end of
the Persian
War, how did
Athens and
Sparta create
a scenario that
 spelt an
upcoming
war?” using
the information
they just talked
about with a
partner.
Phase 4 Assessment Check individual answers on essays.
Explain plan to check
for ability to apply
demonstrated
steps/procedures
during
independent
practice

Phase 5 Restatement & Students will raise 1 to 3 fingers in the Students raise
Closure a) air to indicate how solid their a finger 1-3 on
Restate learning target understanding is from 3 (I could how well they
b) Explain a planned explain this to someone else) to 1 (I understand the
opportunity for want would want it explained to me information.
students to self- again before explaining it to someone
assess their else)
perceived level of
mastery for the
target.
Phase 6 Summative 3 columns on roster that say Reteach, Students take
Next Steps Extend Slightly, Transfer to new topic. notes on
Attach a class roster retaught items.
(first names only)
with space to
indicate for each
student the
needed next steps
of instruction.
TPA-Referenced Lesson Plan 3
Teacher Candidate Name: Alexander Jelacic
Grade & Subject Area: 9th grade World History
Date for Planned Lesson: 10/23/17-10/24/17
Lesson Title
MN/CC State Standard(s)
- direct quote from MN
standards
documents
- if only focusing on one part of
a given standard, underline
the part being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this
Lesson
- concisely says what students
will be able to know and do
- start with appropriate
language function (active
verb)
Academic Language (AL)
a. Domain-specific Acad
vocabulary
b. General Academic
vocabulary
(words used in school
across many subject
areas)
c. Syntax Sentence Frame:
Example sentence that
students can use to
accomplish target
d. Point in lesson where
students will be given
opportunity to use
Academic Vocabulary
(Note: It
is important that this
appear in TPA videotape
segments
Needed
modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect
of the lesson for given
student(s)
*Examples are given in the right hand column. When submitting your lesson plan, you
may either replace the given examples or leave them intact.
Sparta and Athens
MN Standard: World history 9.4.3.8.2: The development of
interregional systems of communication and trade facilitated new
forms of social organization and new belief systems. (Classical
Traditions, Belief Systems and Giant Empires: 2000 BCE - 600
CE)
Describe and explain the development, characteristics,
interactions, and decline of civilization Ancient Greece.
Possible language functions: Identify, explain, summarize,
interpret, contrast, justify…
I can compare and contrast the development of Sparta and Athens
to understand why the Peloponnesian War happened.
a. Domain-specific academic vocabulary: Spartan, Athens,
Phalanx, Democracy, Oligarchy, Warrior society, Delian League,
Peloponnesian League, Acropolis, Merchants, Direct Democracy,
Cleisthenes, Tyrants, Helots, Delphi, Ephors, Assembly, Arete,
Defense Pact, Ostracism, Pericles,
b. General academic vocabulary: Compare, Contrast, Timeline,
Social standards, Freedom, Societal roles,
c. Sentence Frame: Athens and Sparta are similar due to the fact
they both made defense pacts, but differ in the way their groups
developed socially and their style of government. (this sentence
shows that they understand that the two groups were
fundamentally different even though they were of the same group
of people. It also shows that defense pacts then to lead to war
which we will see again in the future.)
d. In lesson part 5 students will be asked to create a compare and
contrast “PEGGS” diagram such as a Venn diagram to help
formulate how Sparta and Athens are similar and different.
Some students will start with a premade graphic organizer to help
them organize their thoughts. There will be timelines made to help
show time and space between events. There is a directed notes
worksheet for Athens. When speaking of Sparta, the students will
be instructed on how to make a graphic organizer to help them
understand the Spartan government.
- visual, graphic, interactive
- reduced text, rewritten text,
fill-in the blank notes, word
banks
- graphic organizers, sentence
frames
Resources & materials
needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in
activity to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase 2 Teacher Input /
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Handout on Sparta, premade compare and contrast graphic
organizer, PowerPoint, Directed notes worksheet, World history
and Geography by McGraw Hill p. 73-83
Activity description / teacher does Students do
Student reads the Target of the lesson. “I Student reads the
can compare and contrast the Target of the lesson.
development of Sparta and Athens to “I can compare and
understand why the Peloponnesian War contrast the
happened.” Then they write it in their development of
notebook. Sparta and Athens to
understand why the
Activate prior knowledge talking about the Peloponnesian War
movie we watched about “The Real Story happened.” Then
of 300”. I will be trying to push them to copy it into their
remember specific examples about the notebook.
Spartans and Athenians which are the
main focus of the video. Spartans are a
warrior group that cuts out any
weaknesses. They are the premier fighters
in the world at this time. Athens has a
strong navy and is renowned for it
strategists (Themistocles). They also said
in the movie that the two had been heated
rivals for a very long time. I will ask why
this might be.
I will note responses on a roster of a + for Students should
participation or – for no participation as it participate on the
happens. discussion of Sparta
and Athens.
I will start by front loading information to Students will take
the students on Sparta and Athens. I will notes, ask questions,
start with Sparta and work my way with and in general try to
directed notes to the Peloponnesian War. I retain as much
will then start with Athens and work my information as they
way to the Peloponnesian War. When can on Sparta and
talking about Sparta I will talk about the Athens.
PEGGS (Philosophy/religion, economics,
government, geography, and
society/culture). I will lecture for most of
this however they will use multiple
diagrams and directed note taking

Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures
demonstrated in this
phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam &
assist
Phase 3 Assessment
Explain the plan to check
for ability to apply
demonstrated
steps/procedures
during guided practice
Phase 4 Independent
practice
- Individual student work
Phase 4 Assessment
Explain plan to check for
ability to apply
demonstrated
steps/procedures
during independent
practice
Phase 5 Restatement &
Closure a) Restate
learning target
b) Explain a planned
opportunity for students
to self-assess their
strategies so that they get the information
they need in the right context.
Assessment Example: 3 quick questions Students write their
(What are the Spartans known for? How answers on their
does the average male citizen from Athens white boards. They
act compared to a Spartan citizen? How participate.
do you think that government affects the
everyday person in Athens and Sparta?).
Individuals will write answers on individual
whiteboards and teacher will make note of
students who miss 1 or more.
At the end of note taking I will then ask the Students build a
students to make a Venn diagram to show VENN diagram
the differences and similarities between comparing and
the two groups. The will need at least one contrasting Sparta
input for each of the “PEGGS”. I will also and Athens by
ask which group the students would rather themselves then talk
live with. The strong and mighty Spartans about which group
or the right Athenians. they would rather be
a part of.
Ask students to work with elbow buddy Students work
and discuss what is similar and different together to notice the
for each “PEGGS”. Then I will be looking similarities and
for students to give pros and cons for why differences of the
they would live in one society over PEGGS of Sparta
another. This will help me to recognize and Athens. They
what might be more important to some answer the questions
students. I will also be looking for proper I give them citing
vocabulary. specific examples
from our PEGGS
work.
I will be teaching students how I would like Students think about
for them to write compare and contrast how to write a perfect
essays. This will consist of practicing a paragraph. They also
couple different prompts practice by
themselves and with
a partner how to write
a compare and
contrast essay.
Assessment Example: Student writes Student writes down
theses and bullet points for the details they a thesis for a
choose for their arguments. I will be compare and
assessing the thesis and conclusion. contrast essay. They
then write down 3
details and a
conclusion by
themselves.
Assessment Example: Students will raise 1 Students raise finger
to 3 fingers in the air to indicate how solid indicating how well
their understanding is from 3 (I could they feel they
explain this to someone else) to 1 (I want understand the
would want it explained to me again before information. They do
explaining it to someone else) this between their
shoulders so that it is
 perceived level of a private show of
mastery for the target. how well they are
doing.
Phase 6 Summative Next Assessment Example: (3 columns on Students hang out
Steps attached roster) and be truthful. They
Attach a class roster (first Reteach, Extend Slightly, Transfer to new take notes when
names only) with space situation/topic reteaching.
to indicate for each
student the needed
next steps of
instruction.
TPA-Referenced Lesson Plan 4

Teacher Candidate Name: Alex Jelacic

Grade & Subject Area: 9th grade World History
Date for Planned Lesson: 10/25/17
Lesson Title
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Alexander the Great

MN/CC State Standard(s) MN Standard: World history 9.4.3.8.2: The development of

- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
interregional systems of communication and trade facilitated new
forms of social organization and new belief systems. (Classical
Traditions, Belief Systems and Giant Empires: 2000 BCE - 600
CE)
Describe and explain the development, characteristics,
interactions, and decline of civilization Ancient Greece.

Learning Target for this Lesson Possible language functions: Identify, explain, summarize,
- concisely says what students will be interpret, contrast, justify…
able to know and do I can analyze how Alexander the Great interacted with different
- start with appropriate language groups as he expanded his empire.
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Polis, Tyrant, Oligarchy,
a. Domain-specific Academic Ephor, Acropolis, Agora, Phalanx, Democracy, Direct democracy,
vocabulary Ostracism, Age of Pericles, Tragedy, Socratic method, Hellenistic
b. General Academic vocabulary Era
(words used in school across many
subject areas) b. General academic vocabulary ex: essay, illustrate, contrast,
c. Syntax Sentence Frame: Example critique, table …
sentence that students can use
to accomplish target c. Sentence Frame: Alexander the Great conquered multiple
d. Point in lesson where students will civilizations and empires while expanding his own empire. As he
be given opportunity to use continued he started to spread greek ideas, art, and architecture.
Academic Vocabulary (Note: It This time period is called the Hellenistic Era.
is important that this appear in d. In lesson part 4 students will be asked to “Explain how
TPA videotape segments Alexander the Great interacted with different groups as he
expanded his empire and use specific examples from the book or
lecture.”

Needed modifications/supports We will have minimal reading in this lesson. There is a directed
a. Identify how some form of note taking sheet. There are multiple maps that will be present on
additional support will be my power point.
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will read I will have the students brainstorm
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
I will need a projector, power point, directed note taking hand out,
McGraw Hill textbook chapter 4, pp. 83-87.
Activity description / teacher does Students do
Student will read the learning target “I can Students will write
explain how Alexander the Great down the learning
interacted with different groups as he target and brainstorm
expanded his empire.” about who Alexander
the Great is. They will
also take out old
anything about Alexander the Great. I notes if they need
will also look to the development of them to help
philosophy and art during the “Golden remember what the
age” of Greece before the great minds of
Peloponnesian War. The goal is to have Greece have
the students thinking about all the great accomplished.
things that the Greeks had developed
over the past five hundred years. I will
specifically have them pull out
worksheet 4.3 and 4.4. Finally, as an
introduction into the material I will
remind the students that the
Peloponnesian War ended and All
Greeks south of Thrace were weak from
fighting.
I will put a checkmark next to students who Students participate.
take out their previous notes and
participate in discussion of what Greece is
like in the late 330s B.C.
Today I will lecture for about ten minutes Students listen to the
where the students will use a guided directions and lecture
worksheet to help them focus on what is taking notes as we
important to truly know for the class. Then go. Their directed
they will work in their textbooks reading note taking sheet
about philosophers from the Hellenistic should be finished up
Era. Finally, once they understand the until #10.
main points of the philosophers and
mathematicians, the students will create a
graphic organizer (advise on choosing
word map) that helps explain the way that
Greek ideas were spread during the
Hellenistic Era.
I will have the instructions on the board Students give thumbs
and will ask if students have any up down or sideways.
questions. If they don’t I will ask them to
give a thumbs up saying they understand
what needs to be done, or thumbs down if
they don’t understand. Sideways if they
are confused.
As a group the students should research Studetns use their
philosophers and mathematicians from this books, computers,
time period. They will work together to fill ipads and or mobile
out the rest of the worksheet. Then they devices to research

Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
will work on a word map that explains the philosophers and
Hellenistic era. Specifically I am looking at mathematicians from
the way that ideas, art, and architecture the Hellenistic era.
spread. They then recorded
their results on their
work sheets.
Ask “turn and talk” question. I will walk Students discuss
around and make note of overheard how and why these
misconceptions. philosophers and
mathematicians were
important in their
lifetimes and how
they are still
important today!
Students will be instructed to write a short Students, using their
paragraph to “Explain how Alexander the notes will create a
Great interacted with different groups as aparagraph that
he expanded his empire and use specific explains how “
examples from the book or lecture.” alexander the Great
interacted with
different groups as
he expanded his
empire”. They will put
a 1-5 on the top of
their sheet depending
on how well they
understand the
material.
I will be looking for an answer that has Students will pass
something to do with Alexander the Great their sheets in and
conquered multiple civilizations and then express some of
empires while expanding his own empire. their key ideas to
As he continued he started to spread small groups then to
Greek ideas, art, and architecture. This the larger class.
time period is called the Hellenistic Era.
At this point we will once again restate the Students restate the
learning target of I can explain how learning target and
Alexander the Great interacted with then think about
different groups as he expanded his whether or not they
empire and use specific examples from the can answer it. (most
book or lecture. should be able to)
Students will write down a 1-5 on their Students will be
assessment from phase 4 and that will tell ready to be retaught
me on top of the answer they gave from informaitno.
the question, if they are understanding or
need to be retaught. 1 meaning need to be
retaught, 5 meaning they understand and
can achieve the learning target.