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Teacher Candidate: Caleigh Scanlon Subject: Global History Grade Level: 9 Lesson Number: 1
Central Focus/Overall Goal: Students will be able to justify (Evaluation) the differences between the two major
belief systems in India, Buddhism, and Hinduism, and how the Mauryan Empire was able to keep and
consolidate power.
1c. Students will also be able to identify (knowledge) key similarities and differences
Evidence between the civilizations of the East and the West.
_____________________________________________________________
1. T-Chart Graphic Organizer
2. Exit Slip
Common Students may have some misconceptions with the ancient civilizations of the East,
Misconceptions/ and may know the names of Rome and Greece, but not any specifics. How this will be
Possible Student addressed is the teacher will prepare Venn Diagram charts to help students organize
Errors & How they
the similarities and differences while writing her own on the board in the classroom.
will be addressed
This lesson is an introduction for students, to learn some basics before transitioning
into the specifics of India and the Mauryan Empire.
Procedure – Hook:
● For the hook the teacher will lead students into a game.
Label: Instructional ● The teacher will explain to students the rules of the game, which are: the
method(s), learning
teacher will say a prompt, and if students agree with it, they move to the side
tasks, modeling,
guided practice,
of the room where there is a sign that says agree, and if they disagree they
scaffolding, move to the opposite side. (Kinesthetic)
independent practice, ● The teacher will ask for two students to repeat the directions for the class.
activities and/or other (CFU-directions)
● The series of prompts will be related to themes regarding the classical
civilizations.
● The activity will last until all the prompts are completed. At the end, the teacher
Label: Bell Ringer
will explain what the meaning of the prompts were, and how they were starting
Also may be called:
anticipatory set,
a new unit which was Classical Civilizations.
hook, introduction,
review, Do Now,
Write Now, Silent Transition: After the game, the students will be asked to return to their seats and the
Starter, warm-up
teacher will transition into the bellringer activity.
Warm Up
● For the warm up activity the teacher will ask students to create a short list of
anything they think of when they hear the term ancient civilization.
● The teacher will ask for two student volunteers to repeat the directions for the
class. (CFU-directions)
● Students will be given one minute to complete the warm up activity.
Label: Transitions ● The teacher will put students on the clock for one minute.
Transition: The teacher will give students a ten second warning.
● After the bellringer is completed, the teacher will conduct a brief discussion on
what words the students came up within the minute they had. (Auditory) This
discussion will last around two to three minutes.
Label:
Accommodations for Transition: After the warm up discussion, the teacher will move forward with the
Learning Modalities agenda for the day.
visual, auditory, and
kinesthetic
Agenda:
● After the brief discussion and the conclusion of the bellringer, the teacher will
transition into the agenda for the day’s lesson.
● This will be displayed on a slide show in the front of the room.
Label: Checks for ● The teacher will explain that the lesson is the first in a larger unit plan on
Understanding: Ancient Civilizations, and more specifically the Mauryan Empire and the Gupta
directions, and/or Golden Age in India.
content (formal or ● This lesson is the first introduction to Ancient Civilizations, and the teacher is
informal)
going to be giving an overview of important characteristics of the civilizations of
the East (India and China) and of the West (Greece and Rome).
Label: RBIS
Transition After going over the agenda the teacher will transition into the next activity,
which is a vocabulary activity about the word justify.
Label: Adaptations/ ● The second Vocab Tab will be used for the word justify. The teacher will ask
Accommodations for students to raise their hands if they know what it means to justify something.
diverse learning (Academic Language: Introduced)
needs (not required)
● The teacher will explain the directions which are, she will provide the word and
definition, and students will complete the rest of the tabs individually.
Label: Differentiated ● The teacher will give students five to seven minutes to complete the task.
Instructions (content, ● The teacher will ask two students to repeat the directions for the class.
process, and/or product (CFU-directions)
–ability/readiness) –only Transition: The teacher will give students a one minute warning.
required in 1 LP
● The teacher will keep in close proximity to monitor progress of students.
Label: Transition- When the vocabulary activity is completed, the teacher will move forward
Interdisciplinary Skills with the next activity which is guided reading.
Guided Reading:
● The teacher will give out a packet of stapled worksheets for the students to
Label: Closure
pass around to each other.
● The teacher will be reading the text out loud, and asking for student volunteers
to help read sentences of the passage for the class. (Auditory)
● The teacher will introduce important words and concepts: patriarchal, and
agricultural.
● The teacher will break down and explain what each of these terms mean, and
have the students write the definition in their own words. (Academic Language:
introduced)
Transition- After the brief guided reading introducing Classical Civilizations, the
teacher will move forward with some guided practice.
Transition: The teacher will put students on the clock, and give a one-minute warning.
● Then, the teacher will instruct the students to turn to their “elbow partners” and
have a two-minute discussion on what they drew for each column, and why
1st Century Skills, R
they did. (Auditory, 2 BIS #2)
● The teacher will use proximity to monitor progress for both these steps.
Transition- After the modeling and guided practice activity, the teacher will move
forward with an independent practice for students.
Independent Practice
● For the next activity the teacher will ask students to move to the next
worksheet provided in the packet.
● On this worksheet is a T-Chart graphic organizer labeled East Civilizations and
West Civilizations.
● Students will have to fill out the differences (in each column for East and West)
and similarities in the middle column (Both). There will be two questions at the
bottom as well.The question will be: can you think of what the name of the
periodizations used for the East and West Civilizations are? And can you
explain what these similarities mean? (Academic Language: Practiced)
● Students will have to put in at least two things in each column and answer the
question.
● They will use the other worksheets in the packet to help answer and complete
the T-Chart independently. (CSE, CFU-content formal)
● The students will have three to five minutes to complete this worksheet alone.
Transition: The teacher will give a warning when they have one minute left.
● The teacher will ask for two students to repeat the directions to the class.
(CFU-directions)
● The teacher will use proximity to monitor progress of students
● If students are done early, they may come up and receive a worksheet, to try
and label where all the classical societies are on a map. (Anchor)
● When time is completed, the teacher will ask the students to write their names
on the front of their packets and pass them forward to the teacher.
● The teacher will explain to students that this will not be graded, but feedback
will be provided and handed back to them next class.
Transition- After the independent practice is complete the teacher will move forward
with the exit slip and closure of the lesson.
● The teacher will then ask two students to repeat the directions on the board for
the class. (CFU-directions)
Transition: The teacher will give the thirty-second warning for students.
● When the time is up, the students will hand in their exit slips to the teacher.
The teacher will explain this will also not be graded.(CSE, CFU-content formal)
● If completed early, the teacher will give students blank maps, where students
try to label all the areas of the early river valley and classical civilizations.
(Anchor)
Formal Assessments
Name the assessment and describe the 1. Evaluation Criteria and 2. Feedback Method
purpose/what is being assessed
(include related objective(s))
Assessed: The AL will be assessed through the use of an exit slip. The exit slip
have students writing down two similarities that classical civilizations had in
common, and explaining what they mean. The exit slip will also be asking for
students to explain what it means to justify in their own words.
.
Instructional Resources/
Materials
Powerpoint slides-
Worksheet packets.
https://templatearchive.com/t-chart-templates/
https://php.radford.edu/~vga/wp-content/uploads/2013/09/WH13a_Attachment_A.
pdf
https://php.radford.edu/~vga/wp-content/uploads/2013/09/WH13a_Attachment_C
.pdf
Worksheet packets adapted from New Visions for Public Schools, and Timothy
Northrop of Saratoga Springs High School.
Anchor Worksheets
NVPS:
https://curriculum.newvisions.org/social-studies/course/9th-grade-global-history/cl
assical-civilizations/
Timothy Northrop:
https://www.saratogaschools.org/webpages/tnorthrop/global.cfm?subpage=13868
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Include key instructional materials and assessments. Provide citations for materials that you did not create.
Formative Lesson Plan Template Hackett 2018 – includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright © 2017 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.
Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure
Hunter, M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities. Thousand Oaks, CA: Corwin Press.