Towson University

Department of Secondary Education

Lesson Plan Template
Name: Garrett Maternick

Date: 4/18/16

Brief Class Description (contextual information including number of students, subject,

level, IEP/ELL/GT or other special considerations):
I am teaching a seventh grade world cultures GT class of around 32 students. The class is divided
into 8 groups of around 4-5 students per group. Since it is a GT class, there are no IEPs for
students with behavioral issues. However, the lesson will be modified to challenge these students
more than a traditional class.

Unit: Europe/Ancient Greece

Lesson Topic: The Physical Geography of Greece and the criterion of a highly
functioning civilization.
Lesson Length: 1 - 45 Minute class periods.
Prior Knowledge (How do you know the students are ready for this lesson?):
The class will be ready for this lesson because they have completed an anticipation guide before,
the reading is scaffolded, and the assessment is in a format that they have seen before.

Alignment:

Standard (State
{CCRS/Other} and
Professional
Organization
Content Standard)
6.1.C.1: Analyze the
individual rights and
responsibilities in an
ancient world
civilization.
6.1.C.2: Evaluate
how ancient
governments around
the world protected or
failed to protect the
rights of individuals
and groups.
6.1.A.1.a: Identify
and compare forms of
government and
various distributions
of power, such as
those found in ancient
civilizations.

Objective

Assessment

Activity(ies)

Students will be able

to use information
from the text to
compare/contrast the
values of ancient
Athens and Sparta, in
order to evaluate
which city best suites
the views of famous
Greek philosophers.

DBQ Handout:
Athens and Sparta,
Views of Education

Drill (5 Minutes
total) Anticipation
activity about Athens
and Sparta. After
students have
completed the drill,
they will receive a
stamp. A full double
sided page of stamps
awards the student
with 5 points of extra
credit. After 2 or 2
minutes, we will
quickly review the
drill.
Activity 1 (20-25
minutes): Athens
and Sparta reading.
Assessment: DBQ
Handout: Athens
and Sparta, Views of
Education

Question: How do
Platos and
Lycurguss
viewpoints reflect the
ideals of Athens and
Sparta? Use
information from the
text and chart in
order to justify your
answer.

Question: How do
Platos and
Lycurguss
viewpoints reflect the
ideals of Athens and
Sparta? Use
information from the
text and chart in
order to justify your
answer.
Activity 1:
Athens and Sparta reading.
In this reading, students will read about the government, military, education, role of women, and
social classes of both Athens and Sparta. The first paragraph under each section is about Sparta,
and the second is about Athens. This makes it easy for the students to compare/contrast the
information from each city-state. As the students read, they will fill out the graphic organizer
comparing Athens to Sparta. In addition to the Graphic organizer, students were encouraged to
underline/highlight the reading. The last section of the graphic organizer synthesizes the reading
with comprehension. In this section, students are required to make an inference on the values of

each city-state. After 20-25 minutes, we will quickly review the handout, go over vocabulary,
and focus on the values of each city-state.
Assessment:
DBQ Handout: Athens and Sparta, Views of Education

Question: How do Platos and

Lycurguss viewpoints reflect the
ideals of Athens and Sparta? Use
information from the text and chart in order to justify your answer.
In this assessment, students will read a brief background excerpt on Plato and Lycurgus. In
addition, they will read a quote from each philosopher. After this short reading, they are expected
to use what they have learned about the values of each city-state to evaluate which city best
suites the views of the famous Greek philosophers.
Materials Needed:
Anticipation Handout
Athens and Sparta Reading Handout
Comparing Athens to Sparta Handout
DBQ Athens and Sparta Handout
Technology Integration/Needs:
None