Integrated Unit History Lesson Plan

Student Teachers Name: Maizah Gomes

Class: Year 3 No. of Pupils: 30 B + G Mixed Ability/Set of : Mixed ability

Date Lesson Usual teacher Support in class Y/N Yes
Ms. Landau If so how to be used
Two other adults to work with small
groups to ensure understanding and to
provide further scaffolding
Links to prior learning if appropriate

Students have already been learning about Ancient Greece prior to this lesson. They have already
talked about what life in Ancient Greece was like by describing the terrain of the land. Students
learned about the division of Greece into separate city-state and located some of the key city-states
and their importance contributions on a map of Greece. They have delved into Athens, the birthplace
of democracy to discuss how democracy came to be. Discussions of leaders, voting, and rule by the
people were had. Students also looked deeply into the Spartans, well known for being ruthless
fighters. They talked about the reputation of the warriors and the fact that boys were taken away from
parents at such a young age to begin training for the army.
Learning Objectives (be specific what do I want the students to learn, understand, be able to
do?) Including specific references to the NC/ Framework/exam specifications, if appropriate):

LO: To know what the Persian Wars were and what caused them

Success Criteria (learning outcomes) Pupil Information (SEN, EAL, G & T)

All must SEN, EAL

Be able to state the cause of the wars Strategies to meet their needs

Most should There will be explicit instruction and

Be able to identify the two groups that were fighting modelling to benefit all students of all
abilities in the classroom. The class
Some could
teacher and LSO will be present in
Identify key locations on a map
order to provide assistance to SEN and
EAL students.
Cross curricular links as appropriate Resources Needed refer to other
planning as appropriate
Students are also completing an Ancient Greece unit for Flipchart
English. They are looking into the Athenians and the
Spartans and the major contributions that they had to Persian Wars LO sheet
Ancient Greece as a civilization. Whiteboard/marker

Heath and safety considerations as appropriate

Identified Personal targets from previous evaluation, training plan, profile etc
Lesson
Timing Student Learning Activities Teacher Activity/role Assessment
e.g. 12.00 (include reference to inclusion (include reference to how opportunities and
(5 mins) strategies) tasks have been strategies
differentiated)

Starter
Introduce the learning objective Informal assessment to
Standards toand
be addressed ( asofappropriate)
the key words the lesson see what students have for
(Persia, Empire, Athens, Ionia). prior knowledge.
Massachusetts History and Social Science Curriculum Framework
Ask students if they are familiar
7.30 Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens
with the words. Give a brief
and Sparta. (H)
definition to give them context
but focus more heavily on the
National Curriculum
words
Ancient Greece as they
a study of come
Greekup lifeinand
the achievements and their influence on the western world
lesson.
Homework
Childrens Learning
N/A Have students quickly fill out a
How were the learning
spider intentions
diagram about what achieved?
they What evidence do I have to support this?
Remember already
immediately beforeAncient
know about the lesson what do I need e.g. keys, markers
Greece. They should be
pulling information
Were theproblems/misunderstandings
assessment from the
areas appropriate? How did they help in understanding pupil learning?
Possible Strategies
past lessons they have had on
e.g assigning groups
Ancient Greece.

What needsDisplay
did I notice for of
a picture further activities?
an Ancient
Greek vase. Ask students to
discuss with their talk partner
Summary about what they
Learning think
about mytheteaching:
What went well?
picture iswhy?
and who are the
The studentspicture within to
were able theunderstand
picture. Thiswhy the war was started. They put themselves in the
shoes of thewill
Greeks
lead into the discuss ofhow
and explained the they would feel if this new empire came along and
tried to conquer them.
wars.
Classroom management was good, students were on task and engaged throughout the
majority of the lesson.
Main section/Development
How does this affect future planning and teaching?
IntroduceI think
For future lessons, the Persian Empire
it will be helpful to have a picture in the beginning of the lesson
where students take a close look andand
(most powerful at the time) make predictions. Students seemed to enjoy this
section and give
it creates a good
students a timeconversation
frame of between the students. It also allows me to see
what their prior knowledge is, as well
when the Persians lived (2500 as any misconceptions that students may have.
years ago). Display a map of
the modern day world and
What needsshow
to bestudents where the
improved?
Empire would have been
located.

Display another map from the

What can be done about this next time?
5th Century. Point out the key
locations of Athens, Sparta and
the Persian Empire that will be
PPA Standards
needed what
duringevidence do I have that I was working towards these?
the lesson.

Highlight some of the key

points of the Persian empire.