Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nathan Stripp

Date April 28, 2017 Subject/ Topic/ Theme Constantine, Christianity, & Empire Grade ___6th_________

I. Objectives
How does this lesson connect to the unit plan?
Closing this section of the unit on the Roman Empire, it follows a look into the creation and execution of the Roman imperial form of government

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Analyze the effect of Christianity on the Roman empire U, An, E
Analyze the effect of the Roman empire on Christianity U, An, E x
Recognize the importance of unity within an imperial government U, Ap
Discover elements of empire which continue to bleed into Christianity Ap, E, C x

Common Core standards (or GLCEs if not available in Common Core) addressed:
7 W3.1.9: Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite A good working knowledge of the structure of the Roman empire (all previously covered in class),
knowledge and skills. some basic Biblical knowledge, knowledge of the separation of church and state

Pre-assessment (for learning):

Gauge any prior understanding of imperial Christianity with discussion on the opening slide
Formative (for learning):
Outline assessment Checking with students as they read through the texts
activities Formative (as learning):
(applicable to this lesson) Students filling out their response questions and then discussing them as a class
Summative (of learning):
Response question on their perceived importance of the separation of church and state
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
Instructions are provided verbally
and on a notesheet

What barriers might this

lesson present? Provide options for language,
mathematical expressions, and
symbols- clarify & connect
What will it take language
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for comprehension-
activate, apply & highlight
Students will grasp concepts
through analyzing a picture, texts,
group and class discussions
Provide options for expression and
communication- increase medium
of expression
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will be constantly moving
between individual, partner, small
group, and class work
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection

9-15-14
Materials-what materials Powerpoint, handout with texts from Justin and Eusebius with discussion questions, place on Moodle
(books, handouts, etc) do to submit response
you need for this lesson
and are they ready to
use?

Students will be in normal table groups

How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 min Put up image on first slide as students walk in of a Students will come in to class, sit down and will
Motivation mosaic northern Italy which shows Jesus as a then begin to guess who is being represented on the
(opening/ Roman officer, ask students for guesses on who it board. They will then make guesses on the
introduction/ is, then write the Latin words via, veritas and translations of words using their Spanish
engagement) vita on the board, have students translate using knowledge (they all take it) or the internet
Spanish knowledge or internet if they have to,
words mean way, truth, and life its Jesus
10 Hand out the worksheet and tell the students to Listen to instructions, read through the text from
min start by reading silently the text from Justin Martyr, Justin, and then when they are done they will work
giving them some background information before together as a group to answer the questions
they start, tell them to answer the questions as a
group and then wander around giving help.

5 min Bring the class together and have a class discussion Students will give answers and expand on their
on their answers to the questions thoughts

12 Divide the students into one of their clock partners Students will move around the room to find a spot
min (usually groups of 2 or 3) and have them read and to read with their clock partner, they will read
complete the questions for the text from Eusebius, through the Eusebius text and then answer the
Development meander and help guide students questions together
(the largest
5 min component or Bring the class back together for a discussion about Students will respond with their answers to the
main body of what they found in this passage questions and other thoughts
the lesson)
3 min Put Romans 15:19 on the powerpoint, If you Students will read the verse on the screen, listen to
belonged to the world, the world would love you as some prompting thoughts
its own. Because you do not belong to the world,
but I have chosen you out of the worldtherefore
the world hates you. According to Eusebius the
world now loves Christianity, so who changed
Christians or the world? First image of the soldier
Jesus back up.

10 Closure Direct them to an open response question on Students will do the Moodle response question,
min (conclusion, Moodle, they will need to respond to the question ideally in class but potentially as homework, and
culmination, of whether or not they think it is good for the will then contribute to the class discussion if there
(all wrap-up) church for there to be the separation of church and is time.
time state, even if that means the church doesnt always
left)

9-15-14
 get its way they must cite something they learned
from the days discussions, grade is based on a clear
reference to the lesson and a clearly articulated
point. If there is time we will talk about these as a
class.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I really liked a lot of this lesson. It pushed students to go beyond black and white thinking and really delve into the gray areas. One
thing I really underestimated and had to adjust on the fly was the background knowledge on Constantine. In the course of
researching for this lesson I came across a lot of historical background about Constantine and I didnt adequately communicate that
to the class. This prevented them from fully wrestling with the material and concepts at hand. If I were to do this lesson again I
would put in a timeline slide with info about Constantine in between the readings on Justin Martyr and Eusebius. This would also
help to clear up the confusion of when each of the authors was writing.

9-15-14