LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
 Micaela Powers
 12/2/19
 Mrs. Mckenzie 3rd grade, McGaheysville Elementary

A. TITLE/TYPE OF LESSON
Social Studies whole group, Greece Art: Pottery

B. CONTEXT OF LESSON
I know my students are ready for this lesson because we have been learning about other ancient
societies and we began Greece last week briefly. I gave the students a KWL chart so I was able to get
an idea about what the students already knew and wanted to know. My students knew very little about
Ancient Greece compared to other civilizations.

C. LEARNING OBJECTIVES
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are through this lesson? (These “knows” through this lesson? (These will also
typically difficult to assess in one must be assessed in your lesson.) be assessed in your lesson.)
lesson.)

Students will understand that in
Ancient Greece people used
pottery and art to tell stories.
Students will know that we
learned most of what we know
about Ancient Greece through the
art we found and the stories we
interpreted through them.
Students will create pottery that
tells a story about our world or
their life.

D. ASSESSING LEARNING
Students will create a story and a piece of pottery to show their understanding of how people in
Ancient Greece used their art to tell stories. This will show their understanding of how pottery was
used in Greece and will tell me if they see past the art and know what it was used for and its purpose.
Students will record themselves on seesaw explaining the important of the pottery in Ancient Greece
and explaining their piece of art. This will be another thing I will have that will show me if they
understand the importance of the art and why they created a piece of pottery. It will also hold them
accountable for the story they draw on their pottery.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

3.3 The student will explain how the contributions of ancient Greece and Rome have influenced
the present world in terms of architecture, government (direct and representative democracy), and
sports.

F. MATERIALS NEEDED
Book: Worksheet
Pots
Markers
Ipads
G. PROCEDURE
Students will come in from Specials and they will come to the carpet with a clipboard and a grab a
worksheet. We will begin by reviewing the little we have talked about Greece because it has
been a while since we have had break. Together we will use the main idea/details page to
review the physical characteristics of Greece.
Then we will begin art and pottery in Ancient Greece. Together we will read about pottery and
how it was how the Greeks told stories about their lives.
After, we will be creating pottery that tells a story about our lives.
Guided - Students will get a sheet that they will flip over and create 4 boxes they will draw or
write 4 things that have happened in their lives or in our world.
Example: going to school, getting a pet, playing a sport, getting a sibling, joining a club, etc.
They will pick one, write a short story about it and draw a sketch of what their pottery would
look like on the front side of the sheet.
I will put a few examples of real pottery from Ancient Greece on the board to guide them
initially.
After, they can then draw this on their own pot.
They will then, with a partner, record themselves on Seesaw explaining:
1. What Ancient Greeks used pottery for and why it was/is important
2. What the story behind their pottery is.

If thy finish early they can read.

H. DIFFERENTIATION
To differentiate I will be writing the students stories who have the writing accommodations. Students
will also be drawing, writing, and speaking about their art so they are given the chance to use the
medium they best prefer to show me their understanding. I will explain to them that all three aspects
do not have to be perfect, as long as they try their best. For example, drawing, if they are better writers
they have that option to show the story through words as well.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
In this lesson, something I’m worried about is timing. I have been struggling with this lately because I
have been struggling with this in my social studies lessons. If we run out of time, students will have
the opportunity to continue working during times allotted throughout the day to do unfinished work,
for example, read aloud, and in the morning. If we have extra time and everyone finishes, we will
begin reading a book on epic about Ancient Greece that has a lot of pottery in it to help better explain
Greece.