Christine Inniger
[email protected]
Ancient Greece Overview Class Description: The grade 7 class is a diverse group of students. The diversity in class consists of three ESL Level 2 students and three ESL Level 1 students. There are three students that are on an Individual Education Plan in class. The students with an IEP vary in their abilities in the classroom, such as difficulties with math skills, writing skills, turrets, and difficult home lives. However, these limitations very minimally limit their learning in the classroom. The students are very capable of progressing in the classroom. However, the class has a large gap in learning abilities. There are students that are learning at a grade 3 level and a grade 9 level. The students can easily concentrate on their own; however, they do enjoy activities that require group work. This group specifically is a social and chatty group; therefore, class discussions will be frequent. The class has already learned about several ancient civilizations so they will be able to make comparisons and connections to present day society. Level: Grade 6/7 Unit rationale: This unit on Ancient Greece will broaden the student’s understanding of ancient civilizations. Engaging activities throughout each lesson will keep the students involved in their learning and use their critical thinking skills to form a better understanding of the history of Ancient Greece. A combination of writing and hands-on activities will increase their comprehension of Ancient Greece. Students will use a variety of processes to help represent, analyze and identify the systems of government, economy and technology, physical environment and culture of the Ancient Greeks, compared to the Canadian culture in which they currently live. Topics covered in this unit will stem from the social studies grade 7 integrated resource package, and cover prescribed learning outcomes set forth from BC’s Ministry of Education.
Overview: In this unit students will be exposed to a variety of activities and techniques on how to appreciate the Ancient Greece contributions made to our modern day Canadian society. Using a variety of artifacts, students will have a deeper understanding of the Ancient environments, communication, identity and culture with food and clothing, purpose of rules and government as compared to present-day cultures. Objectives: Students will be able to: Make Olympic wreath crowns, write a word using the Greek alphabet, write a paragraph about their experience as an Olympic athlete, note key characteristics of Greek Gods, draw their own Greek God, create a myth relating to Ancient Greece, Language Focus (Key Vocabulary Words): Chiton, himation, predict, Greek alphabet, myth, Gods, Prometheus, Epimetheus, Zeus, Pandora.
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Bibliography: - Ancient Worlds, Outlooks 7, (2000), Toutant, A., & Doyle, S., This book helped the students with their research ideas as well as topics covered in class. It was useful because each student had one. - Ancient Worlds, Outlooks 7 – Teacher’s Resource (2007), This book gave me great ideas when planning lessons, and activities. Bowman, J., - Greece: A cultural Resource Guide (1996), Dolan & Hanlon. This resource allowed me to get introductory information as well as artifacts related to ancient Greece for the students to make. - Museum Series: Ancient Greece, (2006), Sylvester, D., & Hillam, C.. This resource allowed me to get introductory information as well as artifacts related to ancient Greece for the students to make - Greek Mythology Activities (2005), Marcia Worth Baker. This resource helped with key information on myths and activities - Pandora, (2002), Burleigh, Robert. This resource was used as a read-aloud for the class. - The Gods and Goddesses of Olympus (1994). Aliki Brandenburg. - Usborne How to draw things, faces (books) This book allowed me to help students with drawings.
IRP Connection: A1 - apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, A2 - use various types of graphs, tables, timelines, and maps to obtain or communicate information A3 - compile a body of information from a range of sources A4 - deliver a formal presentation on a selected issue or inquiry using two or more forms of representation B1 - analyze the concept of civilization as it applies to selected ancient cultures B2 - analyze social roles within one or more ancient civilizations B3 - identify influences and contributions of ancient societies to present-day cultures C2 - assess how ancient systems of laws and government have contributed to current Canadian political and legal systems D1 - describe various ways ancient peoples exchanged goods and services D2 - assess ways technological innovations enabled ancient peoples to adapt to and modify their environments satisfy their needs increase exploration and trade develop their cultures D3 - compare ancient and modern communications media E1 - assess how physical environments affected ancient civilizations
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Title 1 What is Ancient Greece all about?
Objectives Content: Introducing Ancient Greece; traditions, sports, clothing. Language: Vocabulary (chiton, himation, agora), Predict (KWL chart), observe (activity making of wreaths)
Activities & Timing - 10 min discussion of clothing, wreath, Olympic link - KWL brainstorm of Greece, and link to Ancient Greece - Learn vocabulary terms - Instruction to wreath hat making
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Materials KWL chart Hook: Greek outfit Information worksheet about clothing Instruction worksheet on wreath hats Green construction paper Glue Scissors 1”x22” cardboard strips (x30) or paper plates Red ribbons and pompoms
Adaptations - Have students brainstorm KWL in small groups; gallery walk to see completed KWL charts - Students can work in pairs on their wreath hats - Have some materials pre cut for students
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Evaluation Information exit slips with an example of something new the students learned; everyone shares one with the class Wreath hats should be started (we will complete next lesson)
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2 The Greek Alphabet
Content: The Greek alphabet
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Language: Vocabulary (Greek alphabet letters, small words to practice translation), Oral sharing of translation of Greek words
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Read Ancient Greek scroll, introducing the Greek alphabet Advise students of secret message in the scroll (they learn to translate) Compare/contras t to English alphabet Play 2 videos of Greek alphabetstudents choose a winner Continue wreath hat making, decorating Students must add one word/name to their hat using the Greek alphabet
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Materials from lesson 1 to complete hat decorating (scissors, glue, ribbons, pompoms, green paper, cardboard, instruction sheet) Information worksheet of Greek alphabet Ancient scroll Greek alphabet laminated poster 2 Greek alphabet videos
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Have students work with a partner to write Greek words Provide Greek vs. English alphabet sheet to help with translation s Offer some suggestion s of Greek words
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Greek word translation exit slip: hold up a word and students must tell me the English translation Hats are completed; final product
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3 Ancient Scrolls
Content: Written language component to Greek alphabet.
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Language: Vocabulary (Scrolls, Dowels, Greek alphabet letters)
4 Ancient Greece: Olympics
Content: Understand Olympic games, compare and contrast then vs. now Language: Oral sharing of wreath hats and chosen Greek word, creative writing of Olympic athlete experience
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Students will learn how to make an ancient scroll. Students will apply knowledge from previous class and write a small phrase about themselves on their scroll.
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5 minute sharing of Olympic wreath hats Show Sochi video Discussion of Olympics- then vs. now, traditions, sports played Distribute Greek Olympics fact sheet Play video: Never Give Up (emotions to aid writing) Creative writing assignment- your experience as an Olympic athlete
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Greek alphabet chart 2 dowels per student Paper Coffee String
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Markers or pencil crayons Lined paper Scissors Glue White construction paper Information sheet about Ancient Greek Olympics Video: Sochi Video: Never give up
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Have students simply translate their name on their ancient scroll if too difficult.
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Students may use drawings representin g their sport and experience
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Completion of ancient scroll. If students are completed early, they can continue practicing writing using the Greek alphabet.
Written component final product, under language artsknowledge and information of Ancient Greek Olympics Ask students to point out differences between Ancient Greece and our modern world, related to the Olympic games
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Title 5 Introduction to Gods
Objectives Content: understand purpose of myths, role of Gods Language: Immortal, deity, Mt. Olympus, Gods of Olympus
Activities & Timing -
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6 Create own Greek god
Content: Integration of art, sketch own Greek god, have explanation and reasoning
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Language: oral language share God with peers and teacher
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Guided reading Zeus and Mt. Olympus origins story (cover role of myths, God characteristics, interesting info) – 10 min Come up with own interpretations of Greek God posters (power, personality, responsibilities) – 30 min Class discussion – 5 min Review of Gods and myths. What is the purpose of myth? – 5min Outline ideas in create own God or Goddess worksheet – 10min Sketching God or Goddess and justify drawing - 25 min Share creation and progress with peers – 5 min
Materials -
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The Gods and Goddesses of Mt Olympus (Aliki Brandenbe rg) God Posters and description s Pen and paper Create own Greek God template Paper and pencil Uberstone how to draw book
Adaptations
Evaluation
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Allow students to view description s, write key vocab down to assist interpretati on
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Class discussion, participation within class, notes of Gods
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Allow struggling students to work in partners & brainstorm ideas
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Oral sharing, God meets all criteria on template (specific representati on, name, personality and powers represented )
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7 Write a myth
Content: Understand myth and story. Be able to create own story using created Greek God
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Language: myth
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Greek Mythology
Variations of Greek Myths
Content: -Understand features of a myth -Understand they are used to explain people from a certain culture. Language: Pandora, Epimetheus, Prometheus, ambrosia, titans
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Content: -Understand why there are different versions of the same myth. -Make connections
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What is Greek myth handout, have students read first myth and answer questions – 10min Writing myth handout, have students fill out details – 10 min Write rough draft, revisions, final copy (25 min) Discuss any prior knowledge of a myth Discuss any knowledge of Greek mythology (EX: List things such as: Zeus, Hercules, Athena, etc. – anything that comes to mind) using think pair share. Read-aloud with of Pandora. Discuss moral of the story Students create their own jar if Pandora were to open it on worksheet with an explanation (alternative ending of Pandora’s jar) Gallery walk of cues from Pandora’s story to encourage discussion and conversation (EX: Images of Pandora’s Jar) Recall main concepts from last week.
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Greek mythology handbook what is myth and writing myth handout
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Provide extra support for students needing support with writing
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Assess writing sample, progress from rough draft to good copy
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As a class or individually focus on any characters in the story that we may know from popular culture. What other prior knowledge do we have regarding those characters?
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Participatio n and engagemen t; are they taking part in the activity? Written component of worksheet. Participatin g with partner in think, pair, share.
Snowball activity (Which Greek myth did they like better and why?)
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-Pandora (book) -Jar (which represents the jar in the story) -Pandora worksheet -Cue cards
- Images for the gallery walk that will cue conversation -Two different versions of Prometheus and the Fire.
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Involvement in group discussions and partners. Written component – able to make
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from one story to another. -Understand the importance and effect of oral traditions.
10 Final Assessmen t
Language: Prometheus, Titans, connections, Content: Demonstrate the language and skills acquired during the unit Language: All new vocabulary terms, writing skills, reading comprehensi on
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Read-aloud of two different versions of Prometheus and the Fire. (Can be done outside if weather permitting). Game of telephone to replicate oral traditions of how things change over time. Compare and contrast the two stories with a Venn diagram. Unit test 30 mins. Fill in the blank, multiple choice, questions that require students to make predictions and record observations, short answer questions
connections between stories with examples.
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Test
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Allowing students extended time. Simplified version of test.
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Grading of final test
See expanded Lesson Plans: 3, 8, & 9
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Lesson Plan 3 Christine Inniger 7 Social Studies Ancient Greece Communications/Ancient Scrolls
Student name and school Grade level Subject Lesson topic
Student Learning Objectives (SLO’s, SWBAT)
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Students will be able to write their name and a basic phrase using the Greek alphabet. Students will be able to make their own scroll using the tools provided. Students will be able to decode phrases using the Greek alphabet.
Prescribed Learning Outcomes (e.g., Science, Gr 9, B3, p. 95)
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Social Studies B3 p. 83. Identify influences and contributions of ancient societies to present-day cultures.
Required Vocabulary and/or Language Strategies Introduction/ Hook
-Scroll -Greek alphabet -Short phrases using the Greek alphabet
Teacher Activity -
Teacher will pull out ancient scroll with a message using the Greek alphabet
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Teacher will ask students to decipher the message to the best of their knowledge
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Teacher will then realize students are not able to decipher – so hand out a legend of the alphabet to start decoding.
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Teacher will direct relationship of Greek alphabet to present-day relationship.
Student Activity -
Students will attempt to discover.
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Students decode the message on the board using the legend.
Time 15
-Students will identify characters of the Greek letters that are familiar to them (Ie. Alpha, Beta, Sigma, Delta, etc.) -Where have they seen these characters before? -Video games, present day alphabet, science, etc.
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Teacher Activity
Body/Development Specify approaches used:(Modelling, Guided Practice, Independent Practice, Application of Strategy)
Student Activity
Time 25
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Teacher will demonstrate and explain to students that they will be making their own ancient scroll with a secret message.
-Students write their own name using the Greek alphabet with the assistance of the Greek alphabet legend. -Create draft first and then transfer to the scroll paper. -Students piece together their scrolls using the materials provided.
Teacher Activity
Closure
-Teacher directs sharing time.
5-10 min.
Extensions/Challenge/ Modifications/ Early Finishers
Assessment
Materials
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Student Activity -Students share in small groups of their secret message.
Time 10
If students are finished early students can practice writing secret messages using the Greek alphabet. Students can decorate scroll.
-Ensure students have scribed their own name and a short message using the Greek alphabet, assessment of the written component of the scroll. -Ensure students can identify Greek characters in their scrolls and label them using their legend. -
Dowels (2 per students) 8.5” x 17” white paper or brown craft paper String
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Lesson Plan 8 Student name and school Grade level Subject Lesson topic
Christine Inniger 7 Social Studies Greek Mythology
Student Learning Objectives (SLO’s, SWBAT)
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Students will be able to state the moral of the story and the application to real life Students will be able to identify basic features of a myth. Students will be able to create an alternative ending of the story Pandora with justification.
Prescribed Learning Outcomes
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Social Studies A1 p.81 Compare a range of points of view on an issue. Apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing and drawing conclusions to a range of problems and issues.
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Pandora, Epimetheus, Prometheus, Titans, ambrosia,
Required Vocabulary and/or Language Strategies Introduction/ Hook
Teacher Activity -Start conversation about basic mythology. -Such as any knowledge they have in relationship to mythology. -(If students struggle, refer them to basic Disney films, ie. Hercules to get them started using cues or hints. -Teacher writes on the white board forming a brain web.
Student Activity -Students respond with any thoughts that come to mind.
Time 10
-Name any sorts of known figures that fall in the category of mythology. Students realize they know a lot more about Greek mythology than the expected through connections of past experiences -With their partners next to them, review the basic features of a myth.
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Body/Development Specify approaches used:(Modelling, Guided Practice, Independent Practice, Application of Strategy)
Teacher Activity
5-10 min.
Time 25
-Read-aloud of Pandora. (Stop and pause throughout book, discussion) -After read-aloud, students create their own version of Pandora’s jar (consider this as an alternative ending of Pandora’s jar).
Closure
Student Activity
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Include what would Pandora find in their own jar?
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Why did they choose those objects for the jar?
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They can be completely different from Pandora’s jar.
Teacher Activity -Teacher hands out the class jar of Pandora.
-Students participate in conversation of Pandora. -Students create their own version of Pandora’s jar using the worksheet with an explanation why – understanding that this portion would be the moral of the story.
Student Activity -Students put in one of their responses in the share.
Time 10
-Once everyone has placed their response in the share. One by one, students pull out one another’s flashcard and shares with the class.
Extensions/Challenge/ Modifications/ Early Finishers
-If students finish early, share with their neighbours or colour their worksheets. -If students finish early, they can continue their story of their alternative ending.
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Assessment
-Ensure students can identify basic features of a myth through conversation with a partner. What defines a myth? -Ensure students create their own alternative ending of Pandora using the worksheet provided. Pandora, Flashcards, Jar, Markers, Pandora Worksheet, Pencil crayons
Materials
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Lesson Plan 9 Student name and school Grade level Subject Lesson topic
Christine Inniger 7 Social Studies Variations of Greek Mythology
Student Learning Objectives (SLO’s, SWBAT)
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Students will be able to identify different causes of variations of Greek myths. Students will be able to find relationships between different Greek myths and the interconnections within Greek mythology.
Prescribed Learning Outcomes
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Social Studies A1 p.81 Compare a range of points of view on an issue. Apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing and drawing conclusions to a range of problems and issues.
Required Vocabulary and/or Language Strategies Introduction/ Hook
-Prometheus -Epimetheus -Zeus
Teacher Activity -Discuss why students believe there are different versions of the same story?
Student Activity -Students participate in discussion, first in small groups, then as a class.
Time 10
-Refer to Pandora, how we discussed there are several versions of Pandora. -Prior to reading the story, guide students to look out for differences between the two stories. -Read 2 short versions of Prometheus and the fire (stopping and discussion throughout the story)
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Body/Development Specify approaches used:(Modelling, Guided Practice, Independent Practice, Application of Strategy)
Teacher Activity -Play a game of telephone to emphasize the changes of stories through oral traditions. -‘Telephone’ imitates oral tradition. -After, ask students the relationship of ‘telephone’ to the connections to different versions of the stories. -Teacher proposes the question if stories are altered in other ways besides oral traditions. -Recall the story of Pandora and how many different variations there are of the same story (no story is wrong, just different versions)
Closure 5-10 min.
Teacher Activity -Direct sharing of thoughts and understandings with: -Snowball activity of a relationship between any of the stories we had read in the past two lessons or connections to present day life.
Extensions/Challenge/ Modifications/ Early Finishers
Assessment
Materials
Student Activity -Students stand in a single line. One student whispers a message to the first and then the message is whisper from one student to another (like the game of telephone).
Time 25
-Students participate in discussion and understand the relationship of oral traditions and different versions of stories. -Students will go over differences of the two versions of ‘Prometheus and the Fire’
Student Activity -Students write on a blank piece of paper of a relationship between any of the stories we had read in the past two lessons or connections to present day life.
Time 10
-If student is finished early they can choose to read over the Prometheus story and highlight differences between the two versions. They can hypothesize why they are different. -If students are challenged, they can join with a partner and work together with guiding questions from the teacher if needed. -Ensure students are able to identify more than one cause to variations of Greek mythology by assessment of the written component of the snowball activity or through conversation. -Ensure students can describe relationships and interconnections of different Greek myths by assessment of the written component of the snowball activity as well or through conversation. -Blank pieces of paper -Short Story of Prometheus and the Fire (2 versions)
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