EDCI 3220 Lesson Plan Template

[Note: Delete all of the writing in red italics as you complete each section]
Name: Rilie Falconio-Gray
Grade & subject Second grade – Knowledge (Social Studies)
State Standard(s) with code(s)  2.RL.KID.1
 2.RL.KID.2
 2.RL.KID.3
 2.WTTP.3
 2.WTTP.3A
 2.WTTP.3B
 2.SL.CC.1
 2.SL.CC.2
 2.FL.SC.6
 2.FL.SC.6E
Central Focus  Identify Greek myths as a type of fiction, identify common characteristics of Greek Myths ,
demonstrate understanding of key vocabulary. Sequence story events and make predictions,
plan, draft and edit a fictional narrative in the style of a Greek myth
Content Objectives Lesson 1:
Students will be able to demonstrate key details of the ancient Greek religion.
Students will demonstrate the understanding of the Tier 2-word mission.
Students will be able to record information about the ancient Greek civilization and students will be able
to demonstrate understanding of the characters and sequence of events by orally retelling the story using
temporal words.
Lesson 2:
Students will be able to recount key components of the ancient Greek civilization.
 Students will be able to describe the Olympic Games of ancient Greece and explain how they have
influenced the present
Students will be able to distinguish shades of meaning in adjectives describing size
Students will be able to record information about the ancient Greek civilization using a graphic
organizer.
Students will understand the use of the phrase. “There is a will. There is a way.”

Lesson 3:
Students will be able to explain what city States and ancient Greek civilization were and why they
developed.
Students will be able to describe the city state Sparta and analyze the spartan way of life.
Students will be able to demonstrate understanding of the tier 3-word Spartan.
Students will be able to record information about the ancient Greek civilization using their graphic
organizer.
Students will be able to generate. Integrative, declarative, imperative, and exclamatory sentences.
Academic Language
a) Function
The core vocabulary for lesson one is Tier 2 words dedicate in mission.
b) Vocabulary
The core vocabulary for Lesson two includes the tier 2 words complete, determination, grand, scared,
c) Syntax or discourse
and victory.
d) Lesson number and name of lesson part
The core vocabulary for Lesson 3 includes the Tier 2 words council, permanently self-discipline. Also, it
where students will be given opportunity to use
includes Tier 3 words Conquest and Spartan.
academic vocabulary

Prior Academic Knoweldge and Requisite skills  For lesson 1 prior knowledge includes some guided help the ancient Greeks explain how certain
 things in nature happen, such as lightning, Thunder, earthquakes, and more. Students will be
able to name God or goddesses and describe how they make something happen in nature.
 For lesson two, prior knowledge includes students knowing two key components of the ancient
Greek civilization jobs and religion. Students will be able to write and retell where jobs
occurred and what religions happened in Greek civilizations. Students will be able to be
reminded that contributions are things or ideas that are shared and asked on over time because
they are considered helpful and good.
 For lesson three, students will be asked if the land was flat in Greece. How might the city states
have been developed differently? Students should be able to answer this question independently
and know that. It might not have been as independent as it was. And it might have been
developed as one unfiled city, state, or country. Going down for federal hate crime, students
will be able to be reminded how the Greek city states were highly competitive and would only
work together in an emergency.

Assessment Lesson 1: ✘ formative summative

Description:
 Activity 1.1This is where students will record information about religion in the ancient Greek
civilization. Even though that this is a worksheet this will not be collected for a grade students
will be building upon this the entire unit and then later we'll use it to make one cohesive piece.
 At the end of lesson one, students will be asked riddles such as I am going to read some riddles
describing gods and goddesses. Guess the name of the God or goddess I am describing. You
can use your posters to help you remember.
Lesson 2: ✘ formative summative
Description:
  After lessons 2 students will complete or add on to Activity page 1.1 where students will record
information about ancient Greek civilizations.
 After students add on to their activity page 1.1 we will do a thumbs up, thumbs down activity.
This is where the teacher will say. If what I say is an example of saying there is a will, there is a
way put your thumb up. If what I say is not an example of the saying, put your thumbs down.
Lesson 3: formative ✘ summative
Description:
At the end of the lesson, students will write one sentence describing the city, state, Sparta.
In their writing, students will answer “what are some adjectives or other words you could use to describe
and sport a life?”

Lesson One Plan Details:

 To introduce the lesson and to gain the students attention, I'm going to start off with a little clip of ancient Greek civilization. This clip of ancient Greek
 civilization will include Mount Olympus and students will be able to recall. Their prior knowledge of the first part of Mount Olympus.
 After we have gone over on the rug together as a whole group. Of what we have already learned. We will move into our purpose for listening. When
going over our purpose for listening, we use I can statement, and we repeat after this teacher. This will say “I can demonstrate key details from Ancient
Greek religion.”
 Direct instruction includes me reading the passage Mount Olympus Part 2 to whole group. This will take about 30 minutes. Throughout the reading, I
will be flipping through the slideshows showing them correlating photos between. The book and the reading.
 Once the readings over, we will answer comprehension questions together as a whole group on the rug. This is where the I, the teacher read the question
off the board with an excerpt from the reading that has the answer within the question. Students will be called upon and. Asked to find information from
the text to answer the comprehension questions.
 To model or demonstrate skills for this lesson, students and I will stay in whole group for about 20 minutes and work on their Civilization chart. This is
where students will gain and add information to their graphic organizer about the Greek civilizations.
 To check for understanding after students have completed their graphic organizer, we will move into our riddles for the day. This is where I will read
some riddles describing gods and goddesses and ask the students to guess the name of the gods or goddesses as a formative assessment while they're
matching the God or goddesses to the posters hanging on the wall.
 For this lesson, there is no independent practice. All our work so far is leading up to our big writing assignment.
 To close this lesson, students will stay in the formative assessment style and will be asked to recall information about the story they just heard, either in
a photo or in a sentence. First, we will go over the passage that we read together before they are going to write their sentence or draw their picture.
Lesson Two Plan Details:
 Before moving on to our second lesson, which would be the Olympic Games. Students and I will come to the rug, and we will reenter and emerge what
we have previously learned. I will ask the students to refer to the posters hanging on the wall about the Greek ancient civilization chart. I will then
remind the students that there are learning about the ancient Greek civilization and the. That religion is a key component in a civilization. After I will
ask students about the ancient Greek civilization’s religion using the following questions. “Who did the ancient Greeks believe created or controlled
certain things that happened in nature?” And “what is the name of the God who the ancient Greeks believed to be the king of all goddesses and gods?”
 After we have gone over the What Have We Already Learned section for about 10 minutes, we will be moving into our whole group activity for the
purpose of learning. This is where students and I will read together their eye can statements for the day. After students complete their ICAN statements,
we move on to the passage, all for Sparta. This will take myself about 30 minutes to read to the class while flipping through the PowerPoint that
includes the photos of this passage.
 After I am done reading the passage The Olympic Games, I will move into the comprehension questions again, just as Lesson 1 the comprehensions will
include experts of the text with the question underneath. Students will be given the time to read the section of the text, and then they will also be given
the time to read the question. After students read the question and have time to think about their answer, they will be called upon with lucky ducks and
will be asked to answer the question. Based in Giving text information.
 Once the comprehension questions are completed, students will move into independent work, and they will add on to their civilization chart. Students
will. Record information about the ancient Greek civilization. In their ancient civilization Chart. This is where students will record data and information
about the Olympic Games and where they were held and what they entitled.
 After students completed their civilization chart, we will come back to whole group instruction where we will practice a formative assessment with the
sayings. Where there's a will, there's a way we will go over what this entails. And then after I will ask students to either give me a thumbs up or a
thumbs down. Based on if they believe that the phrase I say also correlates to. If there is a will, there is a way. This activity of thumbs up, thumbs down
is also going to incorporate our closure for the lesson. This is a great way for the students to actively participate in their lesson while still gaining the
information.
Lesson Three Plan Detail
 To introduce this lesson, students and I will speak and listen about what we already know of the ancient city state Sparta. I will ask students
questions that they might have seen in some movies for their age, such as the movie Hercules. On Disney Plus. I would then. Ask the students to.
Quickly. Give me information about what they think is. In the city state Sparta by using context clues of what they have already been learning of
other city states. After we introduce the lesson, we will move on to our What have we already learned?
 The What Have We Already Learned? Includes a few questions. Regarding. Their purpose of listening these questions? Well, just ask students.
What is a city state? Or did the Greek city state act dependently or independently?
 After the What have we learned? Questions answered, we will move on to our primary focus of learning or the purpose for listening. This is where I
will ask students to raise their hands if they are over the age of seven years old. I will then tell the students to listen to the read aloud about a boy
who lived in the city state of Sparta and how on his 7th birthday, he found out his life would change forever.
 As I am continuously reading the story about the boy who's turn seven, I will continuously ask checking for understanding questions or
comprehension questions, so I understand that the students are paying attention and following along since this story is longer than normal. After the
story is over. Students and I will reflect on what we listen to and then answer the following comprehension questions. One is for to be literal, one is
for inferential, and the other evaluative. One of the questions I will do is a think pair share so the students can work together. Answer question. This
question is do you think you would have liked to live in Sparta? Why or why not? The answers are going to vary and that is OK.
 Ask students, move on. We are going to go through our guided practice. Students will add on again to their Ancient Greek civilization chart, and
they're going to add what? They can record from the city, state, Sparta and house Sparta lipped. It is important to add housewives because they
trained and worked harder than most of the other city states. After this, students will work on an exit ticket before I give them their summative
assessment. The exit ticket includes. This includes the students on an index card writing one sentence describing the city state of Sparta in ancient
Greek. I will ask them to be as descriptive as possible, and they may draw a picture on the back to support their evidence.
 After students are done with this exit ticket, they will be given a summit of assessment. They will work on for the next two days. Students will be
given a. Paste out writing sheet and students will be asked to create a writing of what they already know so far in city states for Ancient Greek. This
is where students will put together there. Ancient Greek civilization Chart, and they are more than welcome to use it while they're writing. Once
students have three to five sentences written down, they will bring it to me. I will read over their sentences, and then they may draw a photo of what
their sentences entails.
 Lesson 1

Content Objectives  I can demonstrate key details of the ancient Greek religion.
 I can record information about the ancient Greek civilization and students will be able to demonstrate understanding of the
characters and sequence of events by orally retelling the story using temporal words.

M.R.T. For students: handouts, previous assignments, and ancient civilization chart
For teacher: lecture notes, answer keys, overheads, video, list of questions, check for understanding questions, compression questions.
I. Set and Engagement – “Before”
 For lesson 1 prior knowledge includes some guided help the ancient Greeks explain how certain things in nature happen, such as lightning, Thunder,
earthquakes, and more. Students will be able to name God or goddesses and describe how they make something happen in nature. Students and I will
have a casual conversation of how they think nature happened, such as lightning, Thunder, earthquakes while the ancient Greeks lived.

Lesson Part & Teacher Student Assessment

Pacing Activity Activity (Formative / Summative)

10 mins Whole groups Formative – conversation with and what they have
already learned

II. Learning Activities – “During”

30 mins Whole group Formative – teacher will read the text Mount Olympus
Part 2. Then we as a class will answer the
 comprehension questions and work on our word:
mission.

III. Closure – “After”

20 mins Whole group Formative - and I will work on the Ancient Greek
Civilization chart together and we will use the image
cards for this section that are already up on the board for
them. Props and costumes are going to be optional. I
will look through my materials and see what I do have.
After the Civilization chart is over, students and I will
retell the real loud together as a casual conversation
instead of a formative one
to provide a check for understanding students and I will
also go through our comprehension questions where
students will use the text to answer questions that are
specific to the writing.
IV. Extension

If the time permits to extend this lesson, I would have the students instead of doing the ancient civilization chart, I would have the students get with their
peanut butter and Jelly partner and have them act out the Mount Olympus. Story with each other and possibly read this. Article together. This is a very
 short reading and it'll allow the students to get into the story rather than just hearing the story.

Lesson 2

Content Objectives I can to recount key components of the ancient Greek civilization.
I can to describe the Olympic Games of ancient Greece and explain how they have influenced the present
I can distinguish shades of meaning in adjectives describing size
I can record information about the ancient Greek civilization using a graphic organizer.
I can the use of the phrase. “There is a will. There is a way.”

M.R.T. For students: handouts, previous assignments, and ancient civilization chart
For teacher: lecture notes, answer keys, overheads, video, list of questions, check for understanding questions, compression questions.
I. Set and Engagement – “Before”
Lesson Part & Teacher Student Assessment
Pacing Activity Activity (Formative or Summative)
10 minutes Whole group Formative will go over the What have I already learned?
Questions with the ancient Greek civilization chart out
to help them go through what they have already learned.
We will also go through our essential background
 information and or our vocabulary. This is because there
is more of our. Happy Larry in this text than there was
in Lesson 1.

II. Learning Activities – “During”

30 minutes Whole group
Purpose for listening students and I will read the I can statements together as
a class. This shows them what they're supposed to be
learning and listening for while I'm reading the text.
The reading the Olympic Games will be sitting on the rug while I read the text. The
Olympic Games students will be asked at the end
comprehension questions, so it is important for them to
listen along.
Comprehension Question students and i will go through the comprehension
questions just like in lesson 1 these questions will have
the context of the passage up that way students and i can
see what we are going to answer and we are going to
find the context information

III. Closure – “After”

20 minutes Civilization Chart This is the formative assessment. Students and I will fill
out our graphic organizer as a whole group. We will also
use the image cards 6 through 8 for the students to help
 them identify Greek civilizations.
Thumb up and thumb down activity being a formative assessment, students and I will
practice a thumbs up, thumbs down activity. This is
where I will say phrases that correlate or do not correlate
with where there's a will, there's a way. If students
believe that it has matched to there is a will, there is a
way they'll put their thumbs up and vice versa. With a
different phrase, they'll put their thumbs down.
IV. Extension
will ask students to create their own. Phrases that correlate with where there is a will, there is a way. Students will then practice with each other. Their phrases and
do the same thumbs up, thumb down activity together with their own phrases.

Lesson 3

Content Objectives I can explain what city States and ancient Greek civilization were and why they developed.
I can describe the city state Sparta and analyze the spartan way of life.
I can demonstrate understanding of the tier 3-word Spartan.
I can record information about the ancient Greek civilization using their graphic organizer.
I can generate. Integrative, declarative, imperative, and exclamatory sentences.
M.R.T. For students: handouts, previous assignments, and ancient civilization chart
For teacher: lecture notes, answer keys, overheads, video, list of questions, check for understanding questions, compression questions.
I. Set and Engagement – “Before”
Lesson Part & Teacher Student Assessment
Pacing Activity Activity (Formative or Summative)
10 minutes whole What have we learned Formative
group

II. Learning Activities – “During”

3o mintues Purpose for learning actions are going to be formative actions before we
jump into the summative action. Students and I will go
through the I can statements as their purpose of learning
first.
The reading “all for Sparta” we're then going to go into the reading for all of sparta
this is where i will read the text to the students after i
read the text to the students we are going to do word
work for the word spartan we're going to go over what a
spartan is where a spartan lives and how a spartan acts
in life
Word Work Spartan
Comprehension Question After we're done with that, we will jump right into our
comprehension questions again, just like in lesson one
and two, this is where we use text evidence and answer
questions that are up on the board that correlate with the
text already on the board.

III. Closure – “After”

20 minutes Greek Civilization Chart. After talking with the class, students will finish their
independent Greek Civilization chart and add the last information
 about Sparta into the chart.
Text Evidence and five written Students will use their Greek Ancient civilization chart
sentences about their Greek to write five sentences about one Greek ancient
civilization chart. civilization that they have currently learned about. They
will use the details from their civilization chart and later
hand this in for a grade. They will be doing this
independently, making it a summative assessment.
IV. Extension

If I were to change this in an extension, I would probably add on to their summit of the assessment. I would ask the students to create their own Greek civilization
by using the Civilization chart and picking and choosing what they want from each civilization into their own.

Attach any relevant handouts, activities, templates, PPT slides, etc., that are referenced and utilized in this lesson.

I will attach handouts and referenced sheets for this in the dropbox.