Daily Lesson Plan/Learning Guide
Course, Unit Theme and Grade
Level
Utah State Core Standard and
Objective
Essential Question(s)
How do activities, materials etc.
connect to students’ prior
knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)
Assessments
(formative and/or summative)
Learning Activities:
(Include description and time
frame for each activity)
Accommodations made for
struggling and accelerated learners
(grouping patterns, content
literacy strategies, etc.)
World Civilization, Ancient Greece, 10th Grade
WH Standard 2.5:
Students will construct an argument for the significant and enduring
political, economic, technological, social, or other cultural
contributions of classical civilizations.
 How did diverse civilizations justify and perpetuate social
class and gender inequalities?
 What are the features of a civilization that lead historians to
label it “classical”?
The philosophical debate activity will engage students by
encouraging everyone in the class to participate. As the statements
the students discuss are generated by themselves, they have an active
interest in the discussion rather than statements created by the
teacher. Finally, the ability to move around the room based off their
position on the
The remarks of each student are recorded for number of times given
during the activity. In addition, the quality of the remarks are
considered to gain understanding of student comprehension on the
subjects covered so far in class
Rules and structure of the philosophical debate are reviewed and
discussed with the class. This emphasizes the format students are
expected to respond in for respectful conduct (20 Minutes)
Statements generated by students in the previous class have been
gathered and sorted through for those most likely to invoke student
engagement by way of controversy. Statements are read off by the
teacher and students then move around the room so that those who
agree and disagree are on opposite sides of the room. Students do not
share again unless two others on their side have already contributed.
(60 minutes)
For ELL students who are uncomfortable sharing in the classroom
on any level, there is an option to take three statements that were
brought up in the class activity and respond to them on paper rather
than speak. This gives them more time to prepare their responses
with less insecurity over their language skills
 Resources Student generated statements

How has the prior day’s Student confusion over the concept of a statement necessitates
assessment shaped your reviewing the definition and providing examples at the start of class
instruction?