Lesson Design Template: MAT/Certification Elementary

CandidateName:MeganFondell
HostTeacherName:Ms.Ahlgren
School:BlatchleyMiddleSchool
GradeLevel:7
#ofStudents:20
Date&TimeofLesson:
LengthofLesson:50min.
TopicofLesson:AlexandertheGreat
ContentArea:SocialStudies
Materials:includetechnology:musicvideofoundat:https://www.youtube.com/watch?v=id5WJmCaTG4,
AlexandertheGreatworksheets,primarysourcesonAlexandertheGreat,artisticmaterials(markers,colored
pencils,drawingpaper,etc.)
Alaska
Standard:

HS.2. Historical Themes

HS.2.2. Explore the people and events that have
shaped history

STAGE ONE

STAGE TWO

Objective(s)
1. Examine the life and times of Alexander
the Great and determine if he was a hero or a
villain.

Student Assessment
1. Students will produce a product that explains
and defends their reasoning for classifying
Alexander as a hero or a villain.

STAGE THREE: Opportunities to Learn

Introduction/Hook: To introduce the lesson, we will watch a video of the song Alexander the
Great by Iron Maiden. Skip the musical interlude in the middle of the song from 4 min to 7 min.
While the students watch, have them fill in the questions about Alexander the Great and read
along with the lyrics on the page.
Processes and Products
Differentiation/Accommodations/Modifications

Review students answers to the

questions from the song lyrics and
also have students answer questions
about Alexanders empire and share
their responses.
Have students individually read the
primary sources about Alexander and
answer the accompanying questions.
When students have finished exploring
the sources about Alexander, they will
produce a product either portraying
Alexander as a hero or a villain based
on their opinion and the sources read
in class (see differentiation for student
options on products).

Options for student projects on Alexander:

Create either a wanted or In honor of..
poster for Alexander, listing either his many
crimes or great accomplishments.
Write a short essay explaining why you think
Alexander is either a hero or a villain and
explaining why
Write a poem or a rap about if Alexander was
a hero or a villain and describing why
Draw a comic strip explaining Alexanders
many accomplishments or crimes and
portraying him as either a hero or villain
Create a play or story that depicts Alexander
as either a hero or a villain and describes why

Closure:
For closure, students may volunteer to share their projects that they created and defend why

they chose to make Alexander a hero or a villain.

How is this lesson sensitive to cultural and language issues?
Students have had some time to study ancient Greek and Roman culture, and so
they will be able to put a study of Alexander the Great into some context from their
previous lessons. Because student output in differentiated, if a student has
difficulty with writing or other forms of language, they may choose an alternative
mode to present their understanding in. All information presented will be scaffolded
based on previous student understanding.

Suggestions for Pre- and Post-Lesson Conferencing with

Host Teacher
Examples of questions prior to the lesson:

What is the objective of the lesson? How will you know if the students
have met the objective?

What provisions are you making for faster and slower learners?

How does this lesson fit into the overall curriculum?

Have you changed the lesson plan at all?

Examples of questions for reflection after the lesson:

How did the lesson go?

Did the students meet the objective? How do you know?

Were there any unexpected events? How effectively did you respond?

Comment on one student who did particularly well and one who did not
meet your expectations. Why did this happen? What can you do to
follow up with the student who did not do well?

Are there any changes you would make in this lesson if you could do it
again? Why?

What was the result of differentiating the lesson? How was the behavior?