Lesson Plan Template

Date: 10/21/2022

Teacher’s Name: Eric Quinde Tamay

Subject: Social Studies

Grade Level: 9

Learning Segment Title: Ancient Civilizations in Relation to Geographic Factors

Length of each lesson: 45 minutes

Essential Question(s): How would mountains, rivers, and deserts make a difference in where I would
choose to live?

Learning Standards: 9.3 a) Students will investigate how geographic factors encouraged or hindered
expansion and interactions within the Greek, Roman, and Mayan civilizations.
Day 1 Lesson Topic: Identifying Geographic Factors and Civilizations
Outcomes Assessments
Students will: Day 1: Students will complete an exit ticket
Day 1: Define vocabulary related to geographic before leaving the class and will be assigned
factors and ancient civilizations homework to review vocab discussed in class.

Day 1:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Lesson Introduction

Time Teacher Action Student Learning Activities Form of Assessment

3 1. Show students the EQ
mins. on the board and tell them
to answer it while
observing them while they
(slides)
2. Tell students to share
5 their responses with the
mins. person next to them.
Listen to the conversation
of the students while they
share
1. Students will respond to EQ
in their notebooks
2. Students will engage in
conversation and share their
responses with the person next
to them.
It will be a free write that
will allow me as a teacher to
assess what students' prior
knowledge is before the
class.
Sharing responses in pairs.

Initial Phase Direct Instruction (number the steps of your instruction)

Direct Instruction: The teaching

Time Teacher Actions Students Actions Form of assessment

2 1. Introduce the day’s 1. Students will take notes on

mins. lesson on the definition of
the vocabulary of
geographic factors and
civilization as well as
present the learning
target.
(Slide)
5 2. The teacher will begin
mins. the lecture by showing
the learning target:
“I can define vocabulary related
to geographic factors and
civilizations”
2. Students will write down the Coming up with their own
terms and try to define them definitions of the terms will
 the terms they need to using just their prior knowledge. again activating their prior
know. The teacher will knowledge.
only present the word
itself no definition. The
teacher will ask students
to then write what they
know about the word and
instruct them to write
that in their
notebooks/notes.
(Slide)

5 3. The teacher will 3. Students will write down the

mins. present the actual actual definitions of the terms.
definitions to the class to
address any mistakes or
misconceptions students
made in their own
definitions.

10 4. The teacher will lecture 4. Students will take notes on

mins. on the three civilizations the content being presented to
and the geographic them on the board
factors for each.

Middle Phase
1. Guided Practice
Time Teacher Actions Students Learning Activities Forms of Assessment

5 1. The teacher will do a
mins. quick check-in where
students will turn and
talk and answer 2
questions on the board.
these questions will be a
separate slide and
presented on the board:
-What climate did the
Mayans live in? Was it
beneficial or unbeneficial
1. Students will turn and talk
and discuss the answers to the
problems.
The teacher can take this
time to see if students took
effective notes. The teacher
can also use this time to
address anything that the
student might have taken
down wrong.
 for civilization?
-How did mountains
influence the Ancient
Greeks? Was it good?
(Slide)

5 2. The teacher will now 2. Students will share responses This will assess whether the
mins. ask students to share their with the class information being taught to
responses with the class them that can be recalled to
only need to choose 2-3 answer question
students.

2. Independent Practice
Time Teacher Actions Student Learning Activities Forms of Assessment

1. If students seem ready, 1. Students will complete

assign worksheet worksheets for homework
1(Worksheets) for
homework.

Concluding Phase
3. Closure/Summary

Time Teacher Action Student Learning Activities Forms of Assessment

5 The Teacher will hand The Students will answer the exit
mins. out an exit ticket ticket question:
(Worksheets)
“If an alien came to this Test if students can explain
classroom and asked what we the topic to someone else.
have learned so far what would
you say?”

Follow-up: The exit ticket will be a way to help students summarize what they learned so far about the
terms and also concepts of the lesson. The homework will allow students to apply what they just
learned as independent practice.
Materials: Slide, Worksheets, smartboard, and computer
Day 2 Lesson Topic: Identifying geographic factors and civilizations on a map
Outcomes Assessments
Students will:
Day 2: Identify each civilization’s geographic Day 2: Students will write a brief response on
makeup and factors on a map each civilization’s geographic factors at the end
of the class an exit ticket

Day 2
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Lesson Introduction

Time Teacher Actions Student Learning Activities Form of Assessment

5 1. The teacher will project
mins the learning target for the
day on the board. The
teacher will instruct
students to complete a
quick do now recalling
information from the last
lesson. It will ask students
to recall the vocabulary
from the previous class.
Tell students if they need
help to ask questions. The
teacher will pressent
leating target(Slide)
1. Students will respond to the
do now in their notebooks. Ask
questions if they need assistance
with it.
“I must learn and understand…
how geographic factors can
influence a civilization’s
expansion and progress.”
The student will recall
information from the
previous class. The teacher
will offer assistance or look
out for mistakes from
students.

5 2. The teacher will 2. Students will switch their

mins instruct students to notebooks with the person next
switch their notebooks to them and grade their peers’
and grade each other’s responses. Then they will grade
definitions. The teacher each other’s definitions based on
will provide the the definition presented on the
definitions on the slide board.
show presented on the
board. The teacher then
will collect the student’s
work to check a student’s
stance on the terms.
Initial Phase Direct Instruction (number the steps of your instruction)
Direct/Indirect Instruction:

Time Teacher Actions Student Learning Activities Forms of Assessment

10 1. The teacher will start 1. Students will take notes on Students will take notes on
mins. the class with more direct the information the teacher key points presented by the
instruction. The teachers points out about identifying teacher.
will present images on the geographic factors on a map.
slides of geographic
factors and civilizations
pointed out on a map.
The teacher will also tell
the students important
key points of the lesson.
(Slide)

5 2. The teacher will pull 2. Students will work together Will test the effectiveness of
mins. up a world map. The with the person next to them to the student’s notes. Each
teacher will now ask identify the three civilizations on civilization has its own set of
students to turn to the the map. geographic factors. This was
person next to them and presented in the previous
together try to identify lesson. Students will need to
where they think each recall knowledge but also
civilization is located use their prior knowledge of
based on geographic the location of the
factors. civilization. The teacher will
(Slide) offer assistance by asking
leading questions.

5 3. Teacher will ask each 3. Students will share their

mins. group pair to share where answers to the activity and
they believe the three explain why they believe in their
civilizations are located answers
and explain the reasoning
behind their choice.

Middle Phase
 4. Guided Practice
Time Teacher Actions Students Learning Activities Forms of Assessment

5 1. The teacher will now 1. Students will get into their

mins. assign students to groups. assigned groups.
The groups will be
predetermined by the
teacher. The group will
consist of a student who
doesn’t struggle and
students who do struggle.
This is will allow the
students to learn from
each other instead of just
the teacher.

15 2. The teacher will now 2. Students will work together to Students will use the
mins, explain the activity. This identify geographic factors for knowledge they gained so far
activity will require each civilization. from the previous activity
students to look at a map. and also the previous lesson
They will identify along with their notes to
geographic factors on the complete the assignment.
map and label each one. The teacher again will be
Worksheet 2 present to help out but the
(Worksheets) teacher will be less hands-on
with this assignment.

5. Independent Practice
Time Teacher Actions Student Learning Activities Forms of Assessment

1. The teacher will 1. Students will complete the

distribute worksheet 3 worksheet.
(Worksheets). This
assignment will ask
students how each
geographic factors can
affect the living
conditions of someone.
Concluding Phase
6. Closure/Summary

Time Teacher Action Student Learning Activities Forms of Assessment

5 The Teacher will Students will complete this

mins. instruct students to summary and submit it to the
write a brief summary of teacher before leaving class.
each civilization’s
geographic factors and
submit it to the teacher
before class like an exit
ticket

Follow-up: The homework for students will help them get ready for the project that they have to
complete the next day. It is also a great way to get students to wrap up the lesson. I do feel like the work
might be too repetitive but still think that it will help students practice what they have learned so far in
the last 2 lessons.

Materials: Slide, Worksheets, smartboard, and computer

Day 3 Lesson Topic: Analyzing geographic factors

Outcomes Assessments
Students will: Day 3: This is a summative assignment where
Day 3: Analyze each civilization’s geographic students will do a mini project for the class
factor and how it affected the growth of the period individually. Students will be given a
civilization blank map and fill it according to each
civilization’s location and their corresponding
geographic factor. Then they will write a
summary of how this affected the growth of the
civilization. Was it good or bad for growth?

Day 3
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Lesson Introduction

Time Teachers Actions Students Actions Form of Assessment

3 1. The teacher will 1. Students will listen as the

 mins. present the objectives for teacher presents the learning
the day/ the learning target
target for class
(Slide) “I can show I can indicate a
geographic factor for every
civilization by correctly mapping
out civilizations and their
geographic factors on a blank
map.

5 2. The teacher will 2. Students will listen carefully

mins. indicate what supplies and get the needed supplies to
will be needed for the complete the assignment.
mini project and tell them
to come to collect those
supplies.

Initial Phase Direct Instruction (number the steps of your instruction)

The Mini project

Time Teacher Actions Student Actions Form of assessment

5 1. The teacher will read 1. Students will annotate the Annotated notes
mins. the instructions to instruction sheet and highlight
students and their what is expected from them in
expectations for project this project.
Worksheet 4 (Worksheets)

Middle Phase
7. Guided Practice
Time Teacher Actions Students Learning Activities Forms of Assessment

10 1. The teacher will walk 1. The students will follow the

mins. through an example to teacher’s example, as well as ask,
show students what they any questions if they get
will do for the project. confused about anything.
The teacher will also
reference the rubric so
students know they can
 the rubric in case they get
lost on the expectation of
the project. Rubric
(Worksheets)

5 2. The teacher will 2. Students will take the time to

mins. address any questions or address any questions or
concerns regarding the concerns with the teacher.
project or content.

8. Independent Practice
Time Teacher Actions Student Learning Activities Forms of Assessment

1. The teacher will assign 1. Students will do the

the mini project to mini-project.
students
2. Go over any concerns
regarding project

Concluding Phase
9. Closure/Summary

Time Teacher Action Student Learning Activities Forms of Assessment

5 The teacher will engage Students will answer this out

mins. the whole class in a loud in a whole class discussion.
quick class discussion
that will address:
- what is one
detail from the
lesson that stuck
out to you?
- What is one
thing you
struggled with?
Did you
overcome that
struggle?
(Slide)
Follow-up: Although this part of the unit is over I feel like there is still more to do. I will implement the
ideas and concepts taught in this lesson in other lessons. It is important to have students make those
connection so the become aware on how history is interconnected.

Materials: Slide, Worksheets, smartboard, and computer

Resources:
- Definitions and Terms (Oxford Dictionary): https://www.oed.com/

- Information on civilizations (The History Channel): https://www.history.com/

- Slide Template (Slidesgo): https://slidesgo.com/