Alec Heist CI 403 11/07/2012 Weekly Planning Exercise My cooperating teacher has been teaching for eighteen years

now and his weekly preparations, besides few adjustments for his diverse classrooms from year to year, are pretty much set in stone. After teaching that long, the core of what is being taught seems to be pretty concrete for him; however, he reviews it and will update, advance technology, or apply recent techniques or strategies each year. This being said, he didnt have any handouts to give me involving weekly plans, but I have converted his weekly outline into an easy reading format: The following is a brief outline of my cooperating teachers World History class through their Ancient Greece section. Monday Ancient Greece & Mythology Introduction: Daily trivia. Opening activity involving defining terms and asking questions that relate to Ancient Greek stories that the students will soon learn. Instruction: Open lecture on Greece, its geography, and the mythology of the Gods. Students take notes in their notebooks. Assessment/Activity: In class individual reading on Greece culture and mythology with an open ended worksheet. Greek Mythology Trading Card Project where the students construct a card on a God/Goddess that is similar to a baseball card. Tuesday The Golden Apple Introduction: Daily trivia. Opening activity where the students have written responses to questions regarding the Golden Apple and the Iliad/Odyssey. Instruction: Open lecture that covers multiple Greek topics: The Iliad, The Odyssey, The Apple of Discord. Students take notes in their notebooks. Show two video clips of the film Troy to engage students visually. Play the song Menelaus by We the Living and show the lyrics on the board. Assessment/Activity: Golden Apple Drawing Assignment where the students draw out the entire story in comic book format. Wednesday Philosophers/Allegory of the Cave Introduction: Daily trivia. Opening activity where students are to write three things that they know to be true which will lead into the philosophy discussion. Instruction: Open lecture on philosophers and the Allegory of the Cave. Analyze paintings from the time period of Greek philosophers. Students actively take notes. Assessment/Activity: Allegory of the Cave activity/assignment where the students are to write multiple paragraphs answering philosophical questions about the story, as well as relating the objects in the story to what they represent in real life. Thursday Greek Culture/Review Introduction: Daily trivia.

Instruction: Finish notes on philosophers and Greek culture & art. Focus on Sparta and Athens and the differences in culture. Then Jeopardy review game on Ancient Greece. Assessment/Activity: Class participation and engagement. Friday Quiz/Test Introduction: Daily trivia. Instruction/Assessment: Distribute and administrate the test.

The following weeks agenda was dedicated to the Roman Empire. The following lesson plans are of my own creation. I tried to implement strategies that we discussed in class as often as possible, while also using engaging material that reflects a similar pattern to what the class is used to. Changing the format of the class too much would throw off the students from their expectations/routine and this would be counterproductive in their educational process. The direct relations from class discussions, our readings, and theories/strategies that we have visited are marked with asterisks **.

Roman Republic: Beginnings

Name: Alec Heist Class/Subject: 9th Grade World History Date: 11/05/2012 Student Objectives/Student Outcomes: -The students will correlate the ancient mythology of Rome with their intense desire to rule the world. -The students will analyze the similarities and differences between Greek and Roman mythology. -The students will realize the impact that ancient mythology had on Rome during their reign as a Republic and an Empire. Content Standards: 16.A.4a Analyze and report historical events to determine cause-and-effect relationships. 16.B.3b (W) Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire, rise and decline of the Tang dynasty, establishment of the kingdom of Ghana) between 500 CE and 1500 CE. Materials/Resources/Technology: Google Maps, Computer, Projector, PowerPoint. Teachers Goals: -To engage the students with modern technology such as Google Maps -To make clear of the importance of old stories and oral histories in Ancient Roman, and other, times and how they play influential roles in the decision making of these societies

Outline: 3 mins Start of Class: I will begin the class with Mr. Bacys normal trivia question after the students settle into their seats. Introduction of Lesson: I will open with a Google Map introduction where we will look at the Earth online and see the distance from Danville to Rome, as well as place it in relation to other popular places that we have discussed in previous lessons, such as Greece and other popular locations around the world. **This is to incorporate technology, as well as engage the students by using something they may be familiar with, while doing so with a global aspect, much like we discussed in CI** Lesson Instruction: I will then begin a short PowerPoint presentation on the story of Romulus and Remus, the myth that explains the beginnings of Rome. I will then go over a brief view of Rome itself and foreshadow the long history that the Republic, converted Empire, had and how it influenced the whole world. **global influence** The Roman Mythology will also be briefly presented, including the main Gods/Goddesses. The important message that will be incorporated into the PowerPoint is with their belief in Gods and Goddesses, along with the story of Romulus and Remus, the Romans felt that they deserved to rule the world. Assessments/Checks for Understanding: After the lecture and towards the end of the class the students will pull from a hat a paper slip that has a name of a God or Goddess from Greek Mythology and one from Roman Mythology. They will then have to write a paragraph comparing and contrasting the two, as well as a paragraph comparing and contrasting Roman and Greek Mythology in general. **Relating material to pre-existing knowledge as well as building off of it; this is also a formative assessment of the unit** Closure/Wrap-Up/Review: I will highlight some of the differences between Greek and Roman mythology, as well as the similarities before they start working on their projects by doing an example one on the board. Remind them that the Roman Gods/Goddesses project is due tomorrow in class. Self-Assessment: Did the students make a connection with oral histories and their importance? Did the technology help increase class engagement? Were the students passionate about this topic? Did the students understand the material?

7 mins

20 mins

15 mins

5 mins

NA

Roman Republic: Society, Culture, and Government

Name: Alec Heist Class/Subject: 9th Grade World History Date: 11/06/2012

Student Objectives/Student Outcomes: -Students will analyze the class system of patricians and plebeians in Roman society. -Students will construct their own list of what injustices they see with a partner and compare it to modern society. Content Standards: 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.B.5c (W) Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history. Materials/Resources/Technology: Video: http://www.youtube.com/watch?v=VAgA6G75XsI Handout: http://www.historyonthenet.com/Lessons/worksheets/romans/Roman_Society.pdf PowerPoint, Projector, YouTube. Teachers Goals: -To represent the global connection between today and ancient Rome by viewing social injustices. -To show social injustices between races and classes in our own world and how they have been present for a long time. -To engage the students through digital technology. Outline: 3 mins Start of Class: I will begin the class with Mr. Bacys normal trivia question after the students settle into their seats. Collect their writing assignment from the previous day. Introduction of Lesson: I will show them parts of a 13 minute video that takes the viewer through the city, while going back and forth from actual pictures today and digitized visuals of what the city probably looked like then. Two men discuss the social and cultural themes and happenings through the geography. **Global/Technology inclusion** Lesson Instruction: Much like the video, I will then give a brief PowerPoint presentation that discusses the geography and layout of the city in relation to the culture and society of Rome during this time period. The technology they used (aqueducts), class systems, and architecture will all be presented in an engaging lecture. Assessments/Checks for Understanding: The students will then receive a handout regarding the class system of Patricians and Plebeians that was present in Rome. They will get together with a partner to look at the sheet and pick three things that they felt were unfair in Roman society. They will also be asked if these injustices still exist today. **class systems may become controversial or heated topics that the readings showed different strategies on how to handle; I will be prepared to admit my lack of knowledge or take the pressure off the student by not claiming what do YOU think? rather stating

12 mins

15 mins

15 mins

5 mins

many feel that way, why do THEY think that is?; this is also a formative assessment of the unit** Closure/Wrap-Up/Review: As a class, we will then go over some of the students responses by calling on different individuals to participate and share. Self-Assessment: Did the students respond well to the video? Were the students passionate about this topic? Did the students understand the material? Did the students relate to their own environments when learning of the class system in Rome?

Rome: Republic to Empire

Name: Alec Heist Class/Subject: 9th Grade World History Date: 11/07/2012 Student Objectives/Student Outcomes: -The students will produce an image by analyzing a historical quotation. -The students collaborate with a partner to determine what type of government system the ancient Romans used. -The students will understand the cause and effect relationship that transitioned Rome from a Republic to an Empire. Content Standards: 16.A.4a Analyze and report historical events to determine cause-and-effect relationships. 16.B.3a (W) Compare the political character-istics of Greek and Roman civilizations with non-Western civilizations, including the early Han dynasty and Gupta empire, between 500 BCE and 500 CE. Materials/Resources/Technology: TPS activity handout, projector, PowerPoint Teachers Goals: -To teach to differentiated learners by using a creative opening activity as well as technology in the same lesson, as well as the Think, Pair, Share exercise. -To develop a classroom community by using the TPS exercise. -To give the students a more relaxed day with no homework so they dont get burnt out and are prepared for the final project later in the week. Outline: 3 mins

Start of Class: I will begin the class with Mr. Bacys normal trivia question after the students settle into their seats. I will return their writing assignment from the Monday to them so they can evaluate their progress.

10 mins

17 mins

17 mins

Introduction of Lesson: As an opening activity, the projector will display the words I came. I saw. I conquered. The students will get a blank sheet of paper and will have to draw whatever comes to mind when they see these words. I will collect these and go over a few of them in class. **formative assessment of the unit, seeing prior knowledge; also attempting to engage differentiated learners: artistic and creativity** Lesson Instruction: After the opening activity the students will do a think, pair, share activity involving a handout describing the main parts of Romes government such as the consul, senate, assembly, the republic in general, class involvement, etc. The students will read this alone, get together with a partner to discuss what they learned, and then a select few will share it with the class. Comparisons between other cultures during the time period will be discussed during the sharing portion. **TPS activity discussed in readings/class** After the TPS activity, I will put up some slides focusing on the main leaders that ruled Rome, as well as other important events and wars as the students copy these figures and their influences in their notes. The fall of the republic and the spread of the Empire will be introduced, focusing on the reign of Julius Caesar. Assessments/Checks for Understanding: No official assessment other than class participation, engagement, and the formative assessment in the introduction. Closure/Wrap-Up/Review: I will inform the students that they have no homework for the day and of what is to come for the next couple days. Self-Assessment: Did the students participate in the Think, Pair, Share activity? Were the students passionate about this topic? Did the students understand the material being presented? Did the students have prior knowledge of the Roman Empire and its leaders, if not, what will you do to adapt going forward?

3 mins

Roman Empire: Project Day One

Name: Alec Heist Class/Subject: 9th Grade World History Date: 11/08/2012 Student Objectives/Student Outcomes: -The students will construct a fake Twitter page of a Roman historical figure, place, or idea and present it to the class later in the week. -The students will analyze and report on one of the ideas, places, or figures that have been discussed throughout this unit.

Content Standards: 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). Materials/Resources/Technology: Computers, colored pencils, markers, crayons, internet, textbooks, notes/handouts, poster board. Teachers Goals: -To provide a fun activity that is relatable to their lives, yet is also educational. -To keep the students on task and focused throughout the lesson. Outline: 3 mins

7 mins

35 mins

Start of Class: I will begin the class with Mr. Bacys normal trivia question after the students settle into their seats. I will also collect their assignment from Tuesday. Introduction of Lesson: I will begin the lesson by pulling up the popular social media website known as Twitter. I know many of the students will be very familiar with this site, but for those that arent I will describe the basic principles and routines of the network. Lesson Instruction/Assessments/Checks for Understanding: I will then hand out an assignment with a detailed description and rubric that will be due the following Monday/Tuesday depending on how far in class we get. The students now have a strong sense of what Rome and its figures were like and they also have access to their notes, their textbooks, and online sources that they can refer to for further knowledge or reflection. The assignment is to create a poster that is a screen shot of a person, place, or ideas twitter account homepage. For example, If one were to pick the Emperor Augustus they would decide his twitter name, up to 10-15 tweets he has made recently, who he is following, who follows him, the background, his signature, etc. Other possible choices could range from the Coliseum to the Senate. Some may be more challenging than others but it is up to the student to decide as long as it is okayed by me. The entire class period will be designated to researching information and formulating ideas in regards to the students topic of choice. They can use the computers in the classroom to do so. If they get enough information they can begin creating their posters. There are materials in class that have been provided for them to utilize. **Incorporating relatable technology to engage students into the content, as well as involving differentiated learners to express through not only text, but creativity; Also, summative assessment of the unit by following rubric and incorporating ideas that cover multiple aspects of Roman history**

5 mins

Closure/Wrap-Up/Review: At the end of the class I will collect any materials that they have constructed and will inform them they will have tomorrow to work on these. Self-Assessment:

Did the students seem actively engaged and excited about this activity? Were the students productive in their work? Did they utilize the time provided in class? Was the lesson relatable to their lives?

Roman Empire: Project

Name: Alec Heist Class/Subject: 9th Grade World History Date: 11/09/2012 Student Objectives/Student Outcomes: -The students will construct a fake Twitter page of a Roman historical figure, place, or idea and present it to the class later in the week. -The students will analyze and report on one of the ideas, places, or figures that have been discussed throughout this unit. Content Standards: 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). Materials/Resources/Technology: Computers, colored pencils, markers, crayons, internet, textbooks, notes/handouts, poster board. Teachers Goals: -To provide a fun activity that is relatable to their lives, yet is also educational. -To keep the students on task and focused throughout the lesson. -To enhance student public speaking and confidence. Outline: 3 mins

Start of Class: I will begin the class with Mr. Bacys normal trivia question after the students settle into their seats. I will also return their homework that they turned in the previous day. Introduction of Lesson I will then pass out the students materials if they gave them to me or tell them to continue researching for their project. Lesson Instruction: The students will continue to research and construct their projects while I continue to facilitate and offer help to those who need it. Assessments/Checks for Understanding: Twitter project **summative assessment** Closure/Wrap-Up/Review: With five minutes remaining I will inform them to start packing up their materials

and remind them that we will be presenting our posters starting on Monday. They will have the weekend to finish them. If we have fallen behind, I will add an extra day so that the work is not rushed. Self-Assessment: Did the students seem actively engaged and excited about this activity? Were the students productive in their work? Did they utilize the time provided in class? Was the lesson relatable to their lives?

Teacher Feedback: Overall my cooperating teacher was pleased with my lesson plans, especially some certain aspects that are different than traditional teaching. These strategies come directly from our class and are more new age ideas or incorporations, such as the use of technology. He said that in his actual lessons on Rome, he uses a virtual tour of Rome in his best Italian impersonation, so I guess that according to him that portion of the lesson was good as well! In our sit down conference he stated that the engagement and balancing lecture with activity is the best way to go. He said that he doesnt always do that but that it is effective and that this aspect of the lesson was beneficial. Even though he didnt directly state it, I felt that he, again being a veteran teacher, doesnt write a lot of lesson plans unless he is required to do so. The consistency in the transition from his to mine was another positive aspect according to my coop. The main critiques of my lessons were being sure to incorporate social justice issues in aspects that arent as common. He also felt that my topics of choice were very broad/centralized at the same time, but he understood that Rome is a very large time period and historical era to cover. Another concern was to manage the classroom during some of the activities as well, some of the more fun activities get the students excited and it can be hard to calm them back down or contain the energy, even if its positive. He also warned me of going too slow or moving too fast, as to where I would not being able to fit everything that I had planned on doing in, or not having enough actual material, which he claimed as the worst possible scenario. His comments were very helpful and I plan on utilizing them in the future and even in revision or addition of these ones! (We had a sit down during his planning period but said he would email me something substantial to show you, hopefully this will get turned in soon so I can send it to you) My Reflection: This assignment reflected the true time and effort that needs to go into planning weekly units/lesson plans for every single week of the school year. It shows that you will get out of it what you put into it. If you quickly go through and fill out a lesson plan without thinking of all the students in your class, as well as what objectives you want to complete, you will get a poor lesson and it will reflect in the students engagement and classroom behavior. When it came to the materials that I was given, my cooperating teacher just gave me a very broad and informal outline. He outlined the week and provided some objectives and basic plans for what the lessons and assessments were going to be about. Instead of giving me a large weekly planning document, he provided me with the PowerPoints and handouts that he was going to use/used for the class. I constructed a basic outline myself from the information I was given. I feel like his lack of structured planning results from his number of years as a teacher.

He knows what he is going to do next and plans it out informally, even though it may benefit him to have a more structured, written out plan. There were some difficulties not having a structured outline to base my ideas off of; however, after spending time in his classroom, I understand the themes and consistencies that make his class unique. I tried to replicate a lot of these things into my lessons, such as his daily trivia, PowerPoint usage, open lectures, and small activities. After combining these with the strategies that we have discussed in class, such as differentiated learners, teaching controversial topics, input of technology, formative/summative assessments, etc., I felt much more comfortable of my overall output. I definitely do not feel like this is my best work because the topic is so large it is difficult to pick specific things to focus on during a class period. Though, this is a real problem that many teachers face throughout their careers and I felt like this not only showed me what hard work needs to go into formulating such documents, but what careful planning needs to go into it as well.