Teacher Education Lesson Plan Template

Teacher: Faith Ferrulli Date: 3/10/21-3/11/21

Title of Lesson: Ancient Greece Grade: 3rd

3/10 - Image Flood
3/11 - Summarizing in Nonfiction

Core Components

Subject, Content Area, or Topic

ELA
Social Studies
Virginia Essential Knowledge and Skills (SOL)
ELA
3.4 The student will expand vocabulary when reading.
3.6 The student will read and demonstrate comprehension of nonfiction texts.
3.10 The student will demonstrate comprehension of information resources to research
a topic and complete a research product.
Social Studies
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.

Lesson objectives
(VIRGINIA BEACH LESSON OBJECTIVES - VBO)
**slightly different front the SOLs so the appropriate ones are listen below
DAY 1
ELA.3.9.1a Construct questions about the topic.
SS.3.4.1 Explain how the contributions of ancient Greece have influenced the present
world in terms of architecture, government, the arts and sports.
DAY 2
ELA.3.4.6 Use vocabulary from other content areas.
ELA.3.6.1 Preview and use text features including table of contents, headings, pictures,
captions, maps, indices and charts.
ELA.3.6.5 Identify the main idea.
ELA.3.6.7 Summarize information found in nonfiction text.
SS.3.4.1 Explain how the contributions of ancient Greece have influenced the present
world in terms of architecture, government, the arts and sports.

Materials/Resources
DAY 1
Ancient Egypt Image Flood
See, Think, Wonder anchor chart
See, Think, Wonder. (2019). Retrieved March 05, 2021, from
https://pz.harvard.edu/resources/see-think-wonder.
Sticky Notes
Image Sort
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
DAY 2
Lesson 2 Presentation
Ancient World Cultures (SS textbook) pp. 94-95
PDF Version of pp. 94-95
PDF Version of pp. 92-96 (lesson references pages 92, 96 briefly)
Exit Ticket (Google Document version)
Exit Ticket (Google Form version)
Exit Ticket Answer Key: d, b, c
Anchor chart with the sections for each heading
Sticky Notes

Safety
N/A

Time
Process Components
(min.)
*Anticipatory Set
DAY 1
TTW: Have students turn and talk to a partner about Ancient Egypt and China
to activate prior knowledge. Pose the following reflection questions:
● How did life in ancient Egypt and China change?
● What contributions are the ancient Egyptians and Chinese known for?
● What are you still wondering about ancient Egypt or China and how
might you find that information?

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TSW: Reflect with a partner on new learning, wonderings and ways to learn
more.
DAY 2
TTW: The last time we read nonfiction text, we focused on using text features
to help identify the main idea, and we created main idea statements. We also
used details from the text to create summaries.

TSW: Discuss previous work with Ancient China and Ancient Egypt along with
main idea statements.

TSW: Record one thing they remember about Ancient China or Ancient Egypt
and creating summaries.

TTW: We will take some specific steps to navigate the text and to build our
understanding. First, we will look at the pictures and notice the nonfiction text
features the author included. Right now, I want you to look at pp. 94-95. I
don’t want you to read any of the paragraphs, but just using the text features,
I want you to make some predictions about what you think we will read about.
Either discuss with a partner or write down 2-3 predictions and what you are
noticing. Your predictions need to be supported based on a nonfiction text
feature so be ready to explain that.

Have some students share out what they noticed and how the text feature
helped them predict and get their brain ready for the topic today.

TSW: Discuss with partner their observations and predictions.

TTW: The author carefully selected nonfiction text features to help me get my
brain ready and to help me build my understanding. These photographs help
me to see exactly what they are talking about. This is especially important
when I am trying to picture new ideas and in this case, I wasn’t around during
this time in history. The pottery looks quite different, so seeing it really helps
me picture it better, and it also builds an appreciation for it. When I saw the
picture of the sculpture, I had more appreciation for the time it must have
taken and just how intricate their sculptures were.

In Unit 5, when we examined portions of our textbook, we discussed the text

feature specific to this particular text and that was a bullet at the very top of
the page. It was above the main heading. When I look at the bullets on pages
92, 94 and 96, I notice they are all the same. It seems like the main focus for
this section on Greece is all about the significant contributions they have
made to architecture, government and sports. The second one is similar to the
ones about the Egyptians. It mentioned that the ancient Greeks have
influenced the lives of people today. It almost sounds like a brief main idea
statement. It also makes me wonder WHAT contributions they have made to
architecture, government and sports and HOW they have influenced my life
today.
*State the Objectives (grade-level terms). The student should be able to say:
DAY 1
I can reflect on what I see and what I already know to ask questions based on
images.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 I can match the images of Ancient Greece and Modern Greece with the
correct explanations.
DAY 2
I can determine important information and disregard irrelevant information.
I can use the main idea and supporting details to form a main idea statement.
*Instructional Input or Procedure
DAY 1
TTW: So far this year, we have listened to nonfiction texts and listed things
that we are curious about. We have also examined expository texts to learn
how authors write to describe a specific topic. We also thought deeply about
text features and how authors select specific features for a reason. For
example, adding a diagram might help the reader understand more about the
life cycle of a butterfly. Throughout the process, we recorded our own
thoughts and ideas about topics and generated questions that we had. You
selected a topic of interest and wrote a nonfiction piece in Unit 5.

Images or pictures can also cause us to be curious or wonder. Today, we are

going to look at some images that are related to the next ancient civilization
we will be studying in Social Studies. I am going to play the image flood once
through first. During this first viewing, I just want you to begin absorbing what
you see.

TSW: View the image flood and begin to process what is seen.

TTW: Explain that this time when the image flood is shown, we will begin to
note what we see, think and wonder. Model doing this for the first slide. Then
model recording this information on the anchor chart.

Note: Students have had the opportunity to participate in image floods in

previous units. Teachers should adjust amount scaffolding based on student
need.

Explain to students that the image flood will be played again, and they can
begin to record their thinking in the graphic organizer. Introduce the “I Can”
statement and connect back to what was modeled.

I can reflect on what I see and what I already know to ask questions
based on images.

TSW: View the image flood and record thinking on sticky notes to put on the
anchor chart.

*Note to teacher: The image flood can be played multiple times to provide
students with the opportunity to review, reflect and record their thinking. This
activity can also be scaffolded for students as needed. Students could orally
share their thinking with a partner prior to writing. Flipgrid could also be used
so that students can capture their initial thinking on video first.

DAY 2
Virtual Instruction Note: For this section of the lesson, teachers may elect to

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 use a blank Jamboard to model jotting words on sticky notes that will be used
later to form main idea statements. Teachers may also allow students to add
words to sticky notes on the blank Jamboard during the discussion.

TTW: Now that our brain is warmed up, we are ready to work on taking notes
on key words that are important in each paragraph.

Introduce the first “I Can” statement.

I can determine important information and disregard irrelevant information.

After reading paragraph one, model the words that are important. The word
art is repeated a few times in that paragraph and some synonyms that make
me think about art are also included. I noticed the words beautiful, fancy and
then I read the word carve twice and sculpture. I also noticed the picture at
the bottom with the caption about how the ‘Ancient Greek buildings were
often decorated with glorious sculptures.’ Based on the repeating words and
synonyms along with the text feature of the photograph and caption, I think
the most important words are...
-carving stone
-art
-sculptures

Read paragraph two look for the key words.

TSW: Work to identify the most important words in the second paragraph and
record on a sticky note.
**If needed, continue explicitly modeling with all students or a select group.

TTW: The word stories came up a few times. The word lesson seems important
because later it mentioned reminding people about vanity, envy and too much
ambition. The word pottery and bowls came up as well. I also thought about
the subheading. Based on the subheading ‘more than just jars and bowls,’ my
keywords have to address what was meant by that. The pottery was
decorated to teach lessons, and it also held wine and olive oil, so I wrote
down...
-pottery and bowls
-olive oil and wine
-myths to teach lessons

Look at the words you wrote, how similar were they to mine?

TTW/TSW: Read the paragraph three and identify the important words and
record them on a sticky note. See example below:
-Olympics - repeated, bold and part of the caption.
-race or running - repeated and in the caption.
-Olive branch - inset picture. I really think this is important, because the
author probably wanted me to see what the olive branch headband that they
won looked like. I also noticed that it was carefully placed near the caption of
the runners. They must have wanted me to know that the runners look much
different than today and what the prize looked like. So, they put the two
photographs close together, and that caption supports two photographs.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TSW: Read the paragraph four and repeat the process.

See example below:

-run, marathon, 26 miles

TTW: Sidebar - Be sure to point out that this is called a sidebar. The heading
of the sidebar is The Olympics Today. This is put here to show that it is
related, because the section we just read was about the Olympics, BUT it was
about the Olympics when they first originated, and the sidebar is about the
Olympics today. So, they put a different color behind it and even put a
photograph of a recent Olympian to make sure the reader new there was a
little bit of a mind shift or in this case a time shift. Read the sidebar and work
with your buddy for generating a few more keywords.

TSW: Identify key words from the sidebar.

Example:
-4 years
-Olympics
-Olive branches in 1896 to gold now

TTW: Now that we have generated key words from each paragraph, we are
going to write a main idea statement for each one.

Introduce the second “I Can” statement:

I can use the main idea and supporting details to form a main idea statement.

We want to make sure we keep this in sequential order so our post-its should
be in the correct order. We will write four main idea statements, one for each
subheading.

Model using key words to write a main idea statement for the first section on
the anchor chart. The first three words I have are carving stone, art and
sculptures. Greeks are known for the art they carved into stone called
sculptures. Record on anchor chart.
*Modeling
DAY 1
TTW: Explain that this time (2nd time) when the image flood is shown, we will
begin to note what we see, think and wonder. Model doing this for the first
slide. Then model recording this information on the anchor chart.
DAY 2
TTW: Model how to find key words in the first section and generate a main
idea statement from those words.
*Check for Understanding
DAY 1
TTW: Take anecdotal notes on what students are able to generate questions
versus those that need more practice.
DAY 2
TTW: Observe students as they record their thoughts on their sticky notes and
take anecdotal notes.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Guided Practice
DAY 1
N/A
DAY 2
TSW: Work on summarizing in their small groups.
*Independent Practice
DAY 1
TSW: Complete the image sort to understand what images were shown to them
and reinforce the topic of Ancient Greece.
DAY 2
TTW: Let’s look at your next set of words. Mine were, pottery and bowls, olive
oil and wine, myths to teach lessons. Work with your partner to write a few
sentences using those words. When you are done, continue this process with
the remaining sections on this page. You can combine paragraph four and the
sidebar into one statement.

TSW: Use key words from the remaining sections to create main idea
statement for each part. Record summaries on a sticky note.

TSW: After completing the last statement, students will complete an Exit Ticket
(Exit Ticket Google Form version)
Assessment (formal or informal)
DAY 1
The graphic organizer will serve as evidence of student learning, formatively
assessing writing and research VBOs.
DAY 2
Teachers can gather anecdotal notes during the guided and independent
practice. The exit ticket will also provide formative data and inform
opportunities to remediate and
*Closure
DAY 1
TTW: Post “I Can” statement. Have students reflect on proficiency in regards
to the “I Can” statement.
● I can reflect on what I see and what I already know to ask questions
based on images.

Pose the following questions and have students discuss as closure.

How do viewing images and reading nonfiction texts impact curiosity?
How do text features help readers better understand the text?

TSW: Reflect on proficiency and discuss closure questions.

DAY 2
TTW: Think back to what we did today. What were the steps you had to take to
write a main idea statement. Were there parts that were easy? What were
the challenges?

TSW: Discuss as a whole class their responses.

TSW: Reflect on the “I Can” statements.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
DAY 1
Consider options for modifying the graphic organizer. For example, pre-fill portions
such as the “I See” column. Students also may be offered the choice of writing or typing
their responses.
DAY 2
The teacher should determine differentiation needs based on student data. For
example, some students may benefit from a graphic organizer to record key words and
main idea statements. Consider using Flipgrid or providing partially completed main
idea statements for students who struggle to write.
Classroom Management Issues
Students can only use sticky notes for the purpose of the lesson and TTW collect any extra
sticky notes at the end of the lesson.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?
Students struggled with summarizing by finding main ideas for day 2 so I am planning a more
engaging and interactive activity for creating summaries to help reinforce the lesson.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015