CONTENT AREA STANDARD:

Discipline:
SS.912.H.1.In.d
Social Studies
Identify works of art that reflect the artists beliefs, such as protest music and Native
American dance.
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
CCSS
Reading
Writing
Listening and Speaking
Anchor
Standar
d
Address
ed:
K-12
CCSS.ELACCSS.ELA-LITERACY.CCRA.W.2
CCSS.ELACCSS
LITERACY.CCRA.R. Write informative/explanatory texts to
LITERACY.CCRA.SL.
Anchor
2
examine and convey complex ideas
2
Standar
Determine central
and information clearly and accurately Integrate and evaluate
ds with
ideas or themes of a
through the effective selection,
information presented
Link
text and analyze their organization, and analysis of content.
in diverse media and
and
development;
formats, including
Standar
summarize the key
visually, quantitatively,
d
supporting details and
and orally.
Written
ideas.
Out:
Corresp
onding
Before Reading:
After Reading: After viewing the two After Reading: In
Before,
Students will complete video clips, students will complete an
groups, students will
During
a KWL chart based off individual reflection writing
work together to create
and
what they know about assignment that demonstrates their
a summary and an in
After
the writer and time
ability to analyze and integrate the
depth analysis of their
Strategi period. They will also
information from the text with their
assigned section.
es
include questions
individual experiences.
2 members will read
regarding the text.
aloud there section
together.
During Reading:
1 or 2 members can
Students will read with
present the analysis
pen in hand to
together.
annotate what they are
reading.
During Reading:
Students create an
illustration of what
they read in order to
help them visualize the
context.

Evaluati
on Using
Formati
ve
Assessm
ent

During Reading:
After Reading: Teacher will read
Teacher can walk
students reflections as a means of
around surveying the
determining individual comprehension
class checking to see if of the text and thematic concept.
they are adding to
their KWL,
annotating, or
illustrating, during
reading.
Estimated Time: 1 or 2 days depending on class time.

After Reading: The

teacher evaluates
students team-work
abilities as well as the
ability to comprehend
information in different
formats when they
present their group
analysis.

English Learner Strategies: Teacher may incorporate several accommodation strategies such as: textual
translation, video media with appropriate subtitles, Illustrations, ESOL collaboration. Teacher may work
with ESOL specialists to help the student understand the nature of the lesson the day before it begins.
Hess' Level of Cognitive Rigor Matrix: Webb's DOK Level 4 Extended Thinking: Illustrate how
multiple themes (social, historical, geographical) are interrelated.
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: The lesson demands that
students evaluate and compare fundamental concepts over time extending back to Ancient Greece and
Rome. These ancient concepts are then juxtaposed to the students current reality.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson

Before Reading:

During Reading:

After Reading:

I do it: Demonstrate how to

create a KWL chart. Teacher fills
in one box for each category as
an example.

I do it: Draw a picture on the

board illustrating a personal
depiction of The Allegory.
Remind students to circle, or
highlight important details.

I do it: Teacher demonstrate

the separate role that students
will assume in each group. 1
writer, 2 speakers, and 2
readers.

We do it: Students create their

KWL charts while the teacher
gives them directions to the
homework assignment. Allow

We do it: Teacher walks around

observing the engaged reading.

We do it: Teacher walks

around facilitating group
discussions and writings.

students to fill one or two boxes.

You do it: Students complete the You do it: Students reread and
assignment at home.
draw a picture of their version of
The Allegory.

You do it: Students engage in

the group assignment
assuming separate tasks.

Strategies and Links:

Before Reading:
KWL Chart, Visual Aidshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/
BeforeReading.aspx
During Reading:
Note Taking, Storyboardhttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/
DuringReading.aspx
After Reading:
Team Review, Group Discussionhttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/
AfterReading.aspx
Reflection: This lesson will be both fun and rigorous for students. Dealing with figurative concepts
such as the nature of reality will be extra challenging for English Learners. Students who engage in
this lesson are very likely to encounter the same concepts and similar material in their first two
years of college in which they will be taking mostly Humanities courses.

Objectives Connection: In meeting the lesson objectives the students demonstrate the metacognitive
thinking capacity that is required of college students. Students are able to examine philosophical
teachings in academia over the scope of time. Students will be able to converse about the topics
concerning Plato, philosophy, or the nature of reality, with at least a minimal degree of understanding.