Debbie Manila - Adapted Lesson Plan (Ancient Greece)

ADAPTED LESSON PLAN

Lesson Plan – Ancient Greece – Manitoba Legislative Building (Citizenship and democracy)

Lesson Name: Architecture of Ancient Greece                        Cluster 3: Ancient Greece and Rome                        

Subject: Social Studies (World History)                       Grade: 8

Exceptionalities within the classroom: Student John Smith with diagnosed behavioral exceptionality (Oppositional Defiance Disorder – O.D.D). John’s class will be taking a trip to the Manitoba Legislative Building. He will participate fully with the class on the field trip, however tasks prior to leaving for the trip will be adapted. There is a section I will call part “B”, if in fact John will need to leave the trip and return to school to finish the project.

Rationale: "Examine the influence of art and architecture of ancient Greece on the design and structure of the Manitoba Legislative Building and the meaning this has for students’ understanding of the concepts of citizenship and democracy. This is a means to integrate arts education and with Social Studies curriculum."

Prescribed Learning Outcomes:

8-VC-001 Appreciate the contributions of ancient Greece to modern concepts of citizenship and democracy.

Instructional Objectives: The student will be able to identify where the Manitoba Legislative Building is located in the city and how this building has been influenced by the art of ancient Greece. 
The student will learn the terms and vocabulary pertaining to Greek architecture.

Identifiable skills observed: oral communication skills, research skills, representation of information skills, recall and short term learning. 

Prerequisite Concepts and Skills:
Front loading concepts including visuals and terminology.

Materials and Resources:
Teacher: Note making template exemplar, criteria slip, power point notes, prepare John and his EA (list of expectations and requirements while being on the trip), prepare a return back to school plan with EA (communication and transportation) if needed,
Student: Full-time EA, textbook, access to power point notes, note making template, computer, preparation list of going on field trip, check list while on field trip, assignment definition card
 

Lessson Activities:
Introduction: (1-2) classes) The whole class will be viewing the power point on Art of Ancient Greece and Democracy (made by Barbara Grexton), John will have the power points in front of him with 1 - 2 lines missing that he must fill in with information from the shown powerpoint. He will not be required to full fill a full sketch but will be required to do a "mirror" image of his choosing (an image half printed and he must draw the mirror image of this and complete the drawing and colour). Various works of art and architecture will be including within the powerpoint to be visually appealing. John is identified to have a high level of intelligence in visual/spatial. 

Body: (1-2 classes) Students will then be taken on a field trip to the Manitoba Legislative Building and John will be required to take photos with a camera (that he has had lessons on with his EA) of 3 features of the Legislative building that may be influenced by ancient Greek art. He will have his power point with him so he can have reference points. Each of the photos he will take will be printed out back at the school when they return. He will be required to write up 3-5 sentences from his notes. B* If for any reason John is no cooperating and deferring from his field trip plan, he will be taken back to the school bus until the Vice-Principal is reached to come pick up John and his EA. He will then have to finish his assignment on the computer back at the school in the office assisted by his EA. 

Closure: (3-5 classes) John will choose his favourite photo he has taken and the teacher will have the image enlarged and printed in black and white. The teacher will cut the image in half diagonally and provide  a white black sheet attached to the photo and John will be required to sketch the mirror image of the photography. (For example, an unfluted column with an Ionic capital). He will prepare his artist statement (2-5 sentences) explaining his choice and how it exhibits ancient Greece's contributions in the modern world. 

Universal Design for Learning (ULD) and Differentiated Instruction (DI): 

Content: John is given less content to absorb and recall as he has the power points printed and filled with partial information needed.

Process: John is given the tools to help him become successful (ie, power points printed). He has more time to think about the information presented and not waste time trying to write down everything down from the board (which he would refuse to do after a few slides as we have seen in the past). 

Product: His end product will be similar but have a different degree of complexity.
Learning environment: John is recognized to be a strong auditory and visual learner. He is engaged by visuals and hands on tasks.

Organizational Strategies: John's EA will be the most valuable resource to helping John become successful in this activity as she can be with him every step of the way. Conversation between the teacher and EA will happen prior, during and after the lessons. John's work has been adapted to the level of work expected he should complete. 

Behavioural Management Strategies: Coping strategies will be given to John prior to the field trip. He will be given a self-management list he is required to follow while being not he field trip. He will have an understanding of what is expected while on the field trip prior to attending. John works well one on one with his EA after instructions have been given out. If at anytime John refuses to work in class, the power points will be provided to the EA and an alternate work space will be accommodated (as with previous assignments). 

Assessment and Evaluation: The evaluation card will be given to John prior to the start of the assignment. He will be able to see what he is being graded on and will be the same evaluation card given to each student. His number of sentences and illustrations (photos in his case) have been outlined and have been decreased in number compared to other students. 

Assignment: Definition Card 

Name: _______________
Date: ________________

Notes and Sketches                             /10

·      Error-free and legible

·      Details Provided

Features (written)                                /10

Artist Statement (written/typed)           /5

Drawing / Painting                              /10

·      Good use of space

·      Effective Border

·      Coloured Effectively

Effort                                                   /5

·      Complete on time

TOTAL:                                              /40

Extensions: Videos (supplement) of the Manitoba Legislative Building *B if John returns to school before the class finishes

Reflections: I would allow for more time and try to find a "virtual tour" of the Manitoba Legislative Building. If the parents felt that John should not attend the field trip, a full interactive fun activity would be set out for John. I prefer to include all students on field trips and John is no exception to that regardless of his exceptionality.


Original can be found at : http://www.gov.mb.ca/hansard/public/teach/lessonplans/2007/barbara_grexton.pdf