Lesson Plan 5
Lesson Plan 5
Lesson Plan 5
Grade 9&10
I. Objectives
How does this lesson connect to the unit plan?
River valley civilizations started appearing independently across the globe. In this lesson we will explore some of the earliest agrarian civilizations and discover what
made them similar and different. We will also explore how each civilizations geography played a part in its development as well as the challenges that people had to
overcome to thrive in their specific region.
cognitiveR U Ap An E C*
Identify and explain agricultural, geographical and environmental challenges that affected early agrarian civilizations
Identify and explain the legacy and accomplishments of early agrarian civilizations
Describe how a civilizations food and animal sources impacted its history
physical
development
socioemotional
R, U, An,
E
R, U
R, U
R, U
Common Core standards (or GLCEs if not available in Common Core) addressed:
Michigan Common Core State Standards:
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin
of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-LITERACY.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author's claims.
(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
Outline assessment
activities
(applicable to this lesson)
Students should know of some of the early civilizations that were around in Big Era 3-4
Students should know how to do academic reading of articles
Pre-assessment (for learning): The teacher will ask the pods to come up with a list of early agrarian civilizations
that were around during big era 3-4. This will help the teacher gauge the students prior knowledge of early
civilizations.
Formative (for learning): Throughout the class the teacher will move around the room observing students
participation, making sure they are on task and understand the expectations of the activity. The teacher will also
give feedback on students work and answer the students questions.
Formative (as learning): Students will share information about their specific civilization with other members of
the class this will show their level of comprehension and reinforce learning.
Summative (of learning): Students will use all the information gathered during the unit including the
articles to write an essay answering the question was agriculture and improvement over foraging?
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Civilization articles
Comparing Civilizations Chart
3 Close Reads sheet
The classroom will be divided into 7 pods with 4-5 students in each pod.
30
mins
15
mins
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Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
Closure
(conclusion,
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.)
This lesson was one in which the students took on the role of teachers. The students had the responsibility to read up and become
experts on a particular civilization so they could teach the rest of the class. This activity was good because it had two stages of
learning. First, the students had to analyze an article and evaluate what the most important information was to teach their classmates.
The second level of learning happened when they each had to teach other members of the class. Through his process they reinforced
their learning by repeating what they know to others in class. Over all I think this lesson went well because the students did most of
the work and were challenged by the process. One challenge I had during this lesson was that it was difficult to observe every single
mini lecture as 4 or 5 were happening at the same time. For next time, to ensure that all the relevant information was filled in the
chart I would go over the list with the whole class so that the students have a more complete chart.
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