Kelly Judge / Lesson Plan #1

School/Period:
Lesson Plan #1 / 6th Grade
Course/Number:
EDA 523-90
Lesson Topics:
Government Role Play and Activity
Objective(s):
Identify and analyze the key features of different systems of government.
Compare and contrast in their own words the differences in the types of Ancient Greek
government systems.
Common Core Standard:
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
Vocabulary:

Monarchy: a government in which the ruling power is in the hands of one person
Aristocrat: a member of the most powerful class in ancient Greek society
Oligarchy: a government in which the ruling power is in the hands of a few people
Tyranny: government in which absolute ruling power is held by a person who is not a
lawful king
Democracy: a government in which power is held by the people, who exercise power
directly or through elected representatives
Agenda: 45 Minute Class

Anticipatory Set: (10 Minutes)

-Write down homework: No homework

-Do Now: Ask the students to come up with 5 class rules they would like to see
implemented in their classroom. This is done independently and silently. They will
complete this on white boards. Can also complete this with a partner, while the partner
writes and the other student provides 3 suggestions. (3 minutes)

-Have students share their 5 rules to the class. Write down all suggestions on the board,
attempt to have different types of rules that would represent each form of government.
(2 minutes)

-Introduce to students the concepts / types of rules for each form of government. This
will be a review from the previous class. Notes are attached and notes will be provided
on the board via ELMO for visual learners. (Forms of government were introduced
yesterday.) (5 Minutes)

Lesson Procedures: (25 Minutes)

- Provide students with the handout on the PDF (Key features of different systems of
Government- Graphic Organizer) and a set of flash cards with each government name on
it- Democracy, Communism, Dictatorship, and Monarchy. Spacing on Graphic Organizer
can be made larger for students that need more space. (2 Minutes)

-Advise the students that they will be participating in a series of role plays to negotiate
and agree on the class rules using the different systems of government. Students will be
broken up in to group of 4-5 students, with four groups in total. (3 Minutes)

-Role play each of the government systems with the students depicting a different
system of government. After each role play, give students 3 minutes to discuss what
happened in groups using the handout provided. Answers should be written on the
graphic organizer. Answers should include the definition of each vocabulary word
(government type) within the blank section of the graphic organizer. Answers also can be
drawn instead of written for students that are struggling with phonics and vocabulary.
Jobs can be given to groups to prevent too much writing per student. Jobs include: time
keeper, scribe, question leader, and speaker. (2 minutes per role play = 8 minutes + 3
minutes per discussion = 12 Totaling 20 minutes)

-Ask students to provide their examples from the role play. (5 Minutes)

Closing:
-Assign each group a government form. Each member of the group must write down one
pro on a Post-It of this government group. In addition, each member of the group must
write down one con on a Post-It of this government group. Provide examples of a pro and
a con for the class. When students are done, they can post these on the board. (5
Minutes)

-Share students answers with the class. (5 Minutes)

Materials/Equipment:

-White Boards
-White Board Markers
-Timer
-PDF Graphic Organizer for Government types
-Notes from Yesterdays class to review
-Post-Its
Technology:

-ELMO
Anticipatory Set:

(10 Minutes)
-Write down homework: No homework

-Do Now: Ask the students to come up with 5 class rules they would like to see
implemented in their classroom. This is done independently and silently. They will
complete this on white boards. Can also complete this with a partner, while the partner
writes and the other student provides 3 suggestions. (3 minutes)

-Have students share their 5 rules to the class. Write down all suggestions on the board,
attempt to have different types of rules that would represent each form of government.
(2 minutes)

-Introduce to students the concepts / types of rules for each form of government. This
will be a review from the previous class. Notes are attached and notes will be provided
on the board via ELMO for visual learners. (Forms of government were introduced
yesterday.) (5 Minutes)
Closing/Check for Understanding:

-Assign each group a government form. Each member of the group must write down one
pro on a Post-It of this government group. In addition, each member of the group must
write down one con on a Post-It of this government group. Provide examples of a pro and
a con for the class. When students are done, they can post these on the board. (5
Minutes)

-Share students answers with the class. (5 Minutes)

Formative Summative Assessments Used:

-Do Now
-Exit Ticket
-Whole group discussion
-White Board answers from discussions
Homework:

No homework
Differentiation:
*Adaptations are highlighted
Students can also role play these forms of government within the entire class and given
specific roles. Larger fonts, more space to write, and more time for each role play can be
used (this can be made into multiple class periods).
Reflection on Planning:
Planning this lesson is not difficult and / or time consuming. Students that have specific
needs should be kept in mind for planning this lesson. For example, if a student requires
larger print, the documents can be made bigger and bolder for him/her. Planning will be
required for grouping specific students together in groups of 4-5. Groups can be made
based on instructional needs or randomized to develop further socializing skills for all
students. Writing is used within this document for students to use the new vocabulary
within each of graphic organizer sections to ensure they have a deep meaning and
understanding of each form of government.
Reflection on Instruction:
NA
Works Cited:
Harcourt Horizons (2003). Ancient Greece and Rome. Ancient Civilizations. Harcourt
Publishing. Orlando, Florida. Pages 280-372. Print.
Name:________________________________________________

Date:________________________ Period:___________________

Democracy in Greece: Classwork

In your own words: Describe a city-state.

__________________________________________________________________________________________

__________________________________________________________________________________________

Monarchy Communism Dictatorship Democracy

What is it?

Who rules?

Examples of

this today.

*Notes for class period before, in which teacher is referencing