Lesson Plan Outline

Teacher: Mrs. Pauli Date: November 4, 2021

Subject: Medieval & Early Modern Times Topic: The Roman and Byzantine Empires

Central Focus: Origins of Christianity Grade Level: 7

Identify Common Core State Standards, Content standards and/or Next Generation
Science Standards: (give number and full text)

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

Connections to prior knowledge/prior learning: (leading up to this lesson and connect to

students' lived experiences):

Students have been introduced to the life and teachings of Jesus. This introduction took place
in the previous lesson, while it is important to note that I teach in a Catholic school and
students have a foundational understanding of these concepts. Students are able to identify
what Jesus’ early life was like, his teachings, those that opposed his teachings, as well as the
main tenants that focus on his death and resurrection. Having established this background
knowledge and building upon their foundational knowledge, students will have the
opportunity to explore in greater depth how Christianity spread and how it was viewed in the
Roman Empire.

Learning Objectives/Outcomes: What knowledge and skills will the students acquire?

Students will be able to:

1. Students will be able to explain the two religions outside of the beliefs of the Romans.
2. Students will be able to demonstrate their understanding of the spread and acceptance of
Christianity in the Roman empire.
Instructor Goals: (connections to CSTPs and real-world examples)
a. Why have you chosen these goals, concepts, assessments, materials, and topics for
your lesson/unit? What will you be doing to help your students?
CTSP Standard 1.5: Promoting critical thinking through inquiry, problem solving, and
reflection.
CSTP Standard 4.5 Adapt instructional plans and curricular materials to meet the assessed
learning needs of all students

In the activity for the class period the aim will be for students to demonstrate their critical
thinking skills to analyze what contributed to the rise and spread of Christianity during the
Roman empire, the factors that enabled this change, key figures that helped spread
Christianity, and a general understanding of the rise and spread of Christianity during the
Roman empire. Providing the opportunity for students to read and analyze a secondary source
will allow students to go beyond their background/foundational knowledge and to understand
the context of Christianity in a more abstract way. Frontloading the information about the
spread of Christianity will allow students to access the primary source in a more meaningful
way.

b. What learning theories support your lesson?

Lev Vygotsky’s Social Development Theory supports this lesson. Behind Vygotsky’s Theory is
the belief that learning occurs with collaboration and interaction with peers. The instructor’s
role is to create an environment in which this will be able to occur. With this understanding the
instructor will ensure that cooperative learning takes place (group work) to guarantee a greater
understanding. Cooperative learning will occur through students’ working in their groups to
complete the reading of the secondary source and answering the questions of analysis that
align with the secondary source.

In addition to Lev Vygotsky’s Social Development Theory, Madeline Hunter’s techniques will
be explored in the lesson, specifically in terms of the introduction of the lesson. Before students
begin to complete the activity, the manner in which to approach the reading of a secondary
source will be modeled.

In addition to Hunter’s theory, the theory of inclusion is reflected in this lesson. Advocates that
support the theory of inclusion reflect on the notion that inclusion allows for the least restrictive
environment. The theory of inclusion for eight particular students will serve as an academic
opportunity in this lesson. This lesson focuses on another realm of the Christinaity through the
reading of a secondary source. The academic opportunity in this lesson focuses on the reading
of a secondary source and the questions of analysis that follow the reading. For these students,
the activity will reflect the knowledge and understanding that they have obtained. Further,
reflecting the student’s knowledge is a medium apart from a unit test or essay.

Accommodations/Modifications/Differentiations (for all students, e.g.

IEP/504/GATE;learning modalities addressed; ELL - # of languages other than English
spoken; technology addressed; etc.)

In terms of the activity that will be completed for the class period, students will have an
opportunity to work with small groups (3-4 students). The students’ groups have been
determined, to ensure that those students who struggle are paired with a student who will be able
to adequately assist them.

There are eight students in the class with a range of diverse learning needs. In designing this unit
it is imperative for these students to have a degree of confidence with the material. There will be
opportunities for pair share and group work. In these realms there may be a greater degree of
confidence for the students. In addition, this lesson teaches textual and source analysis of a
secondary source. For these students an element of proximity will be in place to better assure
that the students are on track with the assigned task and for the instructor to be ready to assist at
any particular time throughout the lesson.

To ensure that the different learning modalities are met, various structures will be in place. For
example, an auditory learner will hear the instructions and the agenda from the instructor. In
addition, the auditory learner will hear the explanation of the activity. The visual learner will
have the assignment in front of them at all times until that assignment is completed. In addition,
the visual learner will observe an example of the activity being completed by the instructor.

Lesson Delivery:
Introduction (set/hook)connection of content to previous learning
(connect to the learning outcomes): Brief overview of previous day’s work. Students will
continue to collaborate with their group members regarding their amendment proposal.
Instruction (including guided practice, and
accommodations/modifications/differentiations)
8 Minutes Warm-Up ● Students will be asked to create a circle in the
center of the classroom.
● A phrase will be whispered to one student and
each student after will whisper the phrase they
hear to the other person.
● The last person will state the phrase that they
believed they heard.
● This will connect to the overarching theme of the
class period which is centered around the spread
of Christianity.
○ The game of “telephone” replicates that
example of spread in a short manner.

2 Minutes Agenda ● Review agenda and the overarching theme for

the class period (spread of Christianity and
how Christianity was accepted in the Roman
empire).
● Homework: Students will need to answer
questions one and four of the secondary source
analysis for homework.
● Students who struggle with have the opportunity
to select question one or four to complete for
homework.
12 Minutes Reading and ● In order for students to develop an
Summary understanding of how Christianity spread
students will be placed in groups of 3-4
students.
● In their groups of 3-4, students will receive an
excerpt about the spread of Christiantiy.
● Each of their group members will read the
excerpt and summarize the information for
their assigned section.
● After each member in their group has read their
assigned section, students will share with their
group members what they learned from their
reading.
● Students will have a graphic organizer in which
they will summarize each group members
section.
● It is important to note that this will be modeled
for students prior to students completing the
activity.

5 Minutes Debrief ● To ensure student understanding of the activity,

we will review each of the excerpts that
students had and their summary.
● After the summary has been completed, remind
students that Christianity was not accepted by
the Romans and that many Christians were
persecuted (this will be reviewed in the next
lesson in greater detail).

7 Minutes Secondary Source ● Have students access the secondary source

Analysis analysis on Showbie.
● To model how to approach the secondary
source, I will read the first paragraph and then
have volunteers read the next three paragraphs
aloud for the class.
● After the secondary source has been read, I
will inform students that they will be
responsible for answering questions two and
three.
● I will model my thinking for students in order
to help them understand how to approach the
questions.
 10 Minutes Student Practice ● Students will work in their assigned groups to
answer questions two and three.
● As students are working on the assigned
questions, I will be walking around to each
group to answer/offer clarification for
questions they may have.

5 Minutes Debrief ● To ensure student understanding of the source

they read, we will review questions two and
three.
● If it appears that additional time is required to
review the questions, we will provide time at
the start of the next class period.

2 Minutes Reflection/Exit ● The lesson objective will be reviewed with

Ticket students.
● On their whiteboard, students will respond to
the following question, “What is one way that
Christianity spread in the Roman empire?”
● This will be their ticket to begin to pack up
their materials for the day.

Closure (final check for understanding of knowledge and skills built into instruction)

Have a class discussion regarding the impact the spread of Christianity had on the Roman
empire. Have students reflect on one way that the spread of Christianity occurred during the
Roman empire, and its impact.

Assessments (e.g. diagnostic/formative/summative, formal/informal)

The evaluative criteria for this lesson:

The evaluative criteria for the lesson will be both informal and formal. Informal assessments will
occur throughout the class period. This will include the dialogue between partners regarding their
assigned passage about the spread of Christianity, as well as the secondary source reading. The
formative assessment for this activity will include the completion of the questions that follow the
reading of the secondary source.

Academic Language: During the lesson, the formats and strategies students employ to
communicate using language appropriate to the content area of focus?

1) Demands: The formats, materials, and technology included in your lesson that
necessitates students' use of language (reading, writing, speaking, or listening) in that
academic content area.

The vocabulary included in the lesson is secondary source, St. Paul, embraced, conversion and
Emperor Constantine. The students will find these terms relevant for the discussions that will
occur throughout the duration of the class. They will need to have an understanding of what
the words mean in order to understand the expectations of the activity. Students will need to
recognize the words in order to adequately analyze the secondary source. Students will have an
opportunity to engage in a whole group discussion in which this vocabulary may be used in the
context of the discussion. Students will receive a graphic organizer with the definitions of
these terms and information about the names mentioned in order to approach the activity with
greater success.

2) Scaffolding: The support provided to students to ensure access to the content for
English Learners and others who struggle with language.

There is one English learner in the class and there are other students who may potentially
struggle with the use of this language. For many students the words secondary source, embraced,
Emperor Constantine, conversion and St. Paul are familiar, but for the ELL student the words
may be unfamiliar. An explanation of the words will be given throughout the lesson. The
language will be used in the discussion and reading of the secondary source. Additionally, the
instructor will use the vocabulary when modeling the activity. For students who struggle with
retention of information or in paying attention, the repetition in explaining the meaning of the
words will assist them in grasping the meaning of the words.

3) Rationale: Articulate why instructional strategies, materials and supplies chosen

are likely to support students’ language development in this lesson.

Students develop a deeper understanding and comprehension of course material through

different instructional techniques and modalities. In this particular activity the ability for
students’ to acquire the necessary academic language is through the frontloading of particular
vocabulary words, through the various dialogues and discussions in which the use of the
vocabulary will be used, and actively analyzing the secondary source. Students will be required
to have an understanding of the vocabulary in order to adequately complete the task and ensure
the most understanding of this particular moment in history. In addition, with the modeling and
frontloading of what the vocabulary terms mean, students who struggle with the English
language or issues that center around retention will have an ability to ensure greater
comprehension.
Secondary Source Document and Questions
Text Excerpts