Created by Melissa Buskey DAILY LESSON PLAN TEMPLATE (CORE) Date developed 6/19/14

Preliminary Information
LESSON Influences on today Date of Lesson: 6/19/14
Grade: 6th
Number of Students: 20
Course/Subject: Social Studies
Unit/Theme: Ancient Greece and
Rome
Period/Time: 1st period
Estimated Duration: 45mins
Where in the unit does this lesson
occur?
Beginning of the unit
Middle of the unit
End of the unit
Structure(s) or grouping for the lesson (underline any that
apply):
Whole class
Small group
One-to-one
Other (specify)

1. GOALS: What are your goals for student learning, and why are they
appropriate for these students at this time?
Big Idea or Concept Being Taught
After studying the Ancient Greeks and Romans, this lesson focuses on the lasting impact these
civilizations have had. Students will be discovering places which we still see Greek and Roman
influence and ideology including in architecture and government.

Student Learning Goal(s)/Objective(s):
(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to
students.)
Students will demonstrate analysis of Greek and Roman influence through categorizing different
areas of influence in a thought map.

Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this
Common lesson.)
Standard 1: Creativity and Innovation- Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology
a. Apply existing knowledge to generate new ideas, products, or processes

Standard 2: Communication and Collaboration- Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media

2. ASSESSMENT: How will you know and document the extent to which
students make progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or
how will you assess the extent to which they have met your goal[s]?)
Student learning will be evaluated through their completed thought map made with bubbl.us
(https://bubbl.us/)

3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?)
We have been learning about Ancient Greece and Rome and the all of their developments. Our
question today is why does it matter? In fact, many parts of our daily life have been impacted by
Ancient Greece and Rome. Look at these pictures (show a variety of pictures of Ancient Greece
and Rome). Think about where youve seen similar pictures in our life in America in 2014.

Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you ask;
how will you promote question generation/discussion; how will you address the academic language
demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson.)
Break students into four groups of five. Each group will receive a reading about a topic of
influence (government,art/theatre, language, and architecture), Provide the students with a note
sheet to record the influences that the Greek and Romans had on these topics in modern
civilization.
After students have completed their notesheet, the group will jigsaw into five groups of four so
that there is a member from each original group in each new group. The groups are to make a
thought map that shows the influence of each area using bubbl.us.
When the groups are done, they can either print out their web or share it with the teacher.

Closure
(How will you bring closure to the lesson?)
Having students compare their thought maps. Discuss similarities and anything unique the groups
were able to add.

Differentiation/Extension
(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity
among students in such areas as prior knowledge, ability level, learning needs, cultural background,
and English language proficiency?)
Have the articles on the different topics provided at different reading levels.
Allow students to incorporate visual media in addition or in replace of text.

Resources and Materials
https://bubbl.us/
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf