James Madison University College of Education

Social Studies Lesson Plan Format

MSSE 570, 571Dr. Taylor Jaffee and Dr. Pease
Name: Morgan Braun

Date:1/30/16

Subject/Class: World History I

Grade Level:9

circle one:

Original

Topic: Fall of the Roman Republic

Essential Question(s)/Big Ideas*

How does religion unite people?
SOLs/Standards addressed (# & letter):
STANDARD WHI.6e

Learning Outcomes/Objectives & their assessment chart:

Learning Outcomes/ Objectives:

Assessment: How will you know they know?

U1: SWUT religion is a unifying force

Students will answer an exit ticket answering this

question in 2-3 sentences.

K1: SWKT origins of Christianity; beliefs,

traditions and customs of Christianity; and
the spread of Christianity

Students will answer guiding questions in lecture and

also fill out a graphic organizer that asks them to
compare the religions they came up with to
Christianity
Students will analyze a map of the spread of
Christianity

K2: SWKT: Impact of the Church of Rome

in the late Roman Empire
D 1: SWBAT: Create their own religions
D 2: SWBAT Persuade other students to join
their religion
D3: SWBAT Compare Christianity to
religions they created
V 1: SW Students will work cooperatively in
groups

Students will work in groups to create their own

religion. Teacher will collect their guided worksheets
Students will present their religion to the class and try
and convince the class that their religion is the best
one to believe in
Students will complete a graphic organizer that asks
them to write down the components of Christianity
next to components of their created religions
Observed by teacher.

Background Content Overview/Justification: One paragraph in your own words (4-6 sentences).
Include citations of where you gathered your background information in the reference section.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Taylor Jaffee 9/13

Instructional Plan: This is the heart of your lesson. It includes step-by-step instructions which a
substitute teacher should be able to teach from. Include movement opportunities and student-directed
learning. Higher Blooms questions should be included. Plan and write out your transitions. THIS IS
a SCRIPT of what you will teach.
Lesson
Component
s & Time
Frame
(examples)
(Anticipator
y Set
5 min.

Hook
7 min.

What the Teacher Will Do

What the Students Will Do

Teacher will sign agendas and prompt students to

complete the warm up

Students will copy down and

answer two warm up questions
1. Name two roman
architecture achievemenets
2. Name the poet that is the
roman Equivalent to Homer
Students will answer question
posed by teacher privately then
in a think-pair-share with their
neighbor. Teacher will then ask
how many students chose
religion?
Students will work
cooperatively in their groups to
answer the questions and decide
what the basis of their religions
will be. Students will work to
create rules for their religion
and decide what they believe in.

Adaption/Differentiation*: Some students will

receive the questions so they only need to answer
the questions
Name something you believe in, would you be
willing to die for that belief? What would you be
willing to die for? Teacher will ask how many
students chose religion? Why is this such a powerful
force in society?

Group work
20-25 min.

Teacher will split students into groups of 4. Students

will complete a guided worksheet to create their
own religion. Start off by asking why do we have
religion? What purpose does it serve? Will your
religion be monotheistic or polytheistic? What will
you believe in? What are some customs or traditions
of your religion? Will you have celebrations?
Holidays? Why is your religion better than others?
What are the rules of your religion? How will you
convince others to join your religion?
Teacher will remind students that their religions can
be as silly or as trivial as they wish for it to be but
must also be appropriate
Adaption/Differentiation: Students will be placed in
groups based on readiness levels and will be
inclusive.

Class
discussion
15 min.

Teacher will make connections between the

religions and ask how each of these religions uses a
way of explaining the unknown to unify people
under one common belief.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13

Students will have 2-3 minutes

to share their religion in the
class, what they believe in,
whether its monotheistic or

Direct
instruction
30 min.

Teacher will give notes on the rise of Christianity

and the movement from a polytheistic society to a
monotheistic society. Teacher will ask guiding and
thought provoking questions throughout the lecture
to make connections to students lives

polytheistic and why, what the

rules are, and why the class
should join their religion
Students will follow along with
guided notes and fill in the
blanks in their notes from the
google slides. Students will
answer questions from teacher
and facilitate class discussion.

Adaption/Differentiation: Some students will

receive filled in notes and will follow along with a
highlighter
Map
Analysis
10 min

Teacher will hand out a map of the spread of

Christianity in the Roman Empire. Guiding
questions will allow students to come to the main
idea of the map and to understand why Christianity
spread so rapidly.

Individual
Work
15 min

On the back of their guided worksheet to ask

students to complete the same questions they
answered for their own religion for Christianity, Is it
monotheistic or Polytheistic? What is the main
belief? What are their customs or traditions? Where
did it originate? Who did the religion appeal to?
How did they spread the message of Christianity?
Teacher will hand out notecards or ask students to
rip out a piece of paper and answer the question
how is religion a unifying force?

Closure 5
min.)

Students will answer questions

below the map such as, how
long did it take Christianity to
spread throughout the empire?
What year was the largest
spread? Why is this? What
about the message of
Christianity made it spread so
rapidly?
Students will answer guided
worksheet to turn into to teacher

Students will answer in two to

three sentences the question
How is Religion a unifying
force

*Adaption/Differentiation: Please briefly include within your instructional plan how would you
alter/modify various part of the lesson (as seen in the example above) to meet needs of ELLs/struggle
readers, ADHD students, and gifted students? [You can also explain how sections of the lesson are
already meeting needs of diverse student populations]
Materials Needed for the Lesson:
References: Give the websites you used as well as the print materials. Discuss how you altered the
material if you borrowed pieces from someone elses work. Use APA 6th edition for citation format.
Points
/3 ea.

Rubric for Lesson Plans See full rubric for detailed description of expectations.
NCSS Themes: 1
2
3
4
5
6
7
8

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13

10
Objectives/EQ: well written EQ which is essential, objectives well-written and significant
Assessment: aligned with objectives, formative & summative
Content & procedures: HOOK, closure, timing, appropriate, detailed, accurate content, well
chosen strategies

PASS criteria: higher-order thinking, depth of knowledge [disciplined inquiry], meaning beyond
school, active, integrative, ethical valuing
Required elements: additional pieces submitted (incl. powerpoint, notesheet, assessments, rubrics,
etc), on time, strong visual component, use of primary sources

TOTA
L

13.5 15 = exemplary (A)

12- 13.25 = meets target (B)
10.25 11.75 = meets target (C)
10 and below = needs improvement/redo & resubmit

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13