Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie Mathews

Date

11/5/15

Subject/ Topic/ Theme

Routes: Trade in the Empire

Grade _______9/10_________

I. Objectives
How does this lesson connect to the unit plan?
This lesson, day 3 of the unit on Ancient Greece, covers the second of four expanding networks: routes (trade). The unit focuses on Expanding Networks of Encounter
and Exchange, and the trading of goods and ideas is the central concept behind exchange.
cognitiveR U Ap An E C*

Learners will be able to:

Explain the similarities between Ancient Phoenician merchants and business people today backed with factual
evidence from readings.
Analyze a map and locate the major geographical areas that played a role in trade with the Phoenicians
Explain how Ancient Greece trade mirrored that of Phoenicia, particularly in terms of geographical location
Identify and mark the major stops on The Pepper Route, The Royal Road, and The Silk Road after the completion of
an in-class mapping activity
Understand that trade in the ancient world involved the exchange of goods and ideas

physical
development

socioemotional

R, U
An
R, U
U, Ap, An
U

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.ELA-LITERACY.RH.9-10.7
(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

II. Before you start

Identify prerequisite
knowledge and skills.

Students will have learned about Ancient Greece in sixth grade in the GRPS system, however the unit
then was small and brief. Students will have also completed a lesson two days prior about Ancient
Greece: eras and city-states, and a lesson the day before about the rise and fall of the Greek Empire.
The students will have also discussed trade in the previous unit, making trade a familiar topic.
Pre-assessment (for learning): The bell-ringer will assess students prerequisite knowledge on the days topic of
trade within an empire.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): As students work on both of the days activates, the teacher will circulate the room
asking students if they understand the assignment and if they have any questions. If students appear confused, the
teacher will clarify the questions they have.
Formative (as learning): Throughout the lesson the teacher will ask students to explain what theyve learned to
each other to ensure comprehension. The students ability to answer the questions about the Phoenicians will
assess how much of the article they understood.
Summative (of learning): N/A

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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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

The power point and worksheets

for this lesson will be posted online
for students to access so that they
can either follow along in-class
with their own computer, or so that
they may use it to study/refer back
to in the future

Students will be allowed to move

about the room while they work on
both of the mapping activities

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be able to choose
their partner in order to work with
someone that they feel comfortable
with

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Students will locate both

specific named locations and
numeric coordinates

Provide options for

comprehension- activate, apply &
highlight
The teacher can print off copies of
the power point and worksheets for
students to use as they take notes
(for those who do not like using
laptops, etc.)

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Provide options for expression and

communication- increase medium
of expression
Rather than using a pencil and
paper, students will use large,
laminated maps and expo markers
to complete the lesson

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
By working in pairs, students will
challenge each other to contribute
to the assignment, which also
allows for collaboration
The teacher will give feedback as
he/she circulates the room and
assesses the students progress

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

The teacher will move around the

room during group work to monitor
progress and assess whether the
days goals are being met

Partners may divvy up the locations

during the mapping activity in
order to ensure that each student is
equally contributing to the
assignment

The teacher will need a power-point presentation consisting of the opening notes, a projector, and a
laptop. Students will need a piece of paper and a pencil to take notes, a laptop, and a laminated map
and expo marker, both of which will be provided by the teacher.

Like days 1 and 2, students will sit in clusters while the teacher circulates throughout the room.
However, students will be able to move about the room, if they wish, during both mapping activities.
How will your classroom
be set up for this lesson?

III. The Plan

Time
5min.

Components
Motivation
(opening/
introduction/
engagement)

2 min

15min

5min
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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The teacher will start the class period with
Students will discuss and answer the
asking the students a bell-ringer question:
question with their table partners
What things are needed to sustain the
large populations that accompany any
empire?
The teacher will then ask students to share
Students will raise their hands and share
what they came up with at their tables and
what they came up with as a group
discuss the responses with the class as a
whole
The teacher will project the power point
Students will listen and ask questions
of todays lesson on the screen beginning
with showing the students a map of
Phoenicia, introducing the nation to the
class
The teacher will groups students in pairs
Students will pull out their laptops, read
at their tables and then instruct students to
the article quietly, and then answer the
open their laptops and download and read
questions with their partners
Lesson BE4:4-1 and answer the questions
listed on the power point
Once the students have completed the
Students will share their answers with the

7min
13min

3-5
min.

Closure
(conclusion,
culmination,
wrap-up)

reading and questions together, the

teacher will ask students to share their
answer, particularly focusing on the last
two which show how ancient empires
relate to the West today
[Either in pairs or with the class as a
whole] the teacher will have students
locate the places listed in the power point
using the laminated maps at each table
The teacher will then introduce the final
activity by asking students how they think
the geographical location of Ancient
Greece may have influenced their ability
to trade with other nations
The teacher will then instruct students to
complete the final activity by grouping
them in different pairs and assigning them
each one of the three scenarios from the
worksheet

Before the bell rings, the teacher will go

around and check each student off on
completing the activity for a participation
grade
The teacher will inform students that there
is no homework for the night

class

Students will use expo markers to locate

each place on the map

To the best of their ability, students will

answer the question

Students will listen and ask questions

when necessary
Students will get with their partners and
read/complete the final mapping activity
using the laminated maps at their tables

Students will wait for the teacher to sign

them off before leaving class

Students leave class

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.)

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