2013-2014 UMU Lesson Plan Template

Name: Richard Smith Grade Level: 7th Subject: The Culture of Ancient Greece culture.

Date: 11/8/13-11/9/13 Class Period: 3rd Lesson # & Title: Chapter 5 Section 1

Big Idea/Lesson Focus: Students will be able to discuss how Greek art, architecture, poetry, mythology, affected Greek Essential Question: In what ways did Greek culture have a lasting effect on the world. Context for Learning: Minerva Middle School is a growing rural school in a town of around 4500 people. The oil industry is bringing in job and a more diverse culture, although the school system still remains a large majority white. Economically the town is majority middle class, although there are a few students below the poverty level. Class: 19 students- 14 girls, 5 boys. For the third period class there are eight students considered gifted, 5 girls and three males. On the reverse end there are two students, both female, who are reluctant learners, they are not on IEPs but do not take the time or put in the effort to learn the materials, and this can most likely be credited to their immaturity for their grade level. Function of the Lesson (check all that apply): X Introduce New Skill or Content X Practice Content Standards: 2. The civilizations that developed in ancient Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literacy and history. 6-8.RH.4 Determine the meaning of words and phrases as they are used in text, including vocabulary specific to domains related to history/social studies. Learning Objectives: The students will be able to discuss how Greek art, architecture, poetry, mythology, affected Greek culture. Given a guided reading, students will be able to follow along with the chapter and answer text based questions. Students will be able to look over passages and pull and understand vocabulary. Review Remediation/Reteaching

Academic Language (or A.L. Demands, A.L. Objectives): Vocab

Homer ,Aesop ,Sophocles ,Euripides, Mount Olympus, Delphi, Myth, oracle, epic, fable, drama, tragedy, comedy

Using guided reading and vocabulary worksheets, students will read the text and be able to follow along.

Instructional Materials and Support: Journey Across Time-text book o Prior Knowledge: Students have a good understanding of the governments and life philosophies of the two main Greek city states, Sparta and Athens. They also have a back ground in the wars and battles fought. Students have had a slight intro into the lesson; they looked over vocab and main ideas. Students have now read the section and have filled out a guided reading and a vocab worksheet Pre-Assessment for the unit: o The prior class students filled out an exit slip, the teacher will cover at the beginning the words/ideas that were most written about, also if a single area of interest was highly wrote about by a large majority of students a short video may be played. o Because the section was over literacy I will bring in several books that were written in the time period of the chapter, I will also bring in the book I wrote and published myself as an intro to the days activity Assessment(s) during the lesson: o Students will be given a short overview of how to write, how to make sentences flow, and also the most loved topics of the time period, students will be allowed to ask questions during this time as well. The next step a premade book of around 20 pages will be given to each student( computer paper folded) and told to make their own Greek myth or epic, using the gods and stories of Greece to build the base of the story, requirements will be: o At least one character will be from Greek legend, or history The plot will take place in one of the Greek city states, or in an area Greek controlled, or was warring in. Will fit the time period, no aliens, future weapons, ext. Must fill the book (20 pages), may be longer if the student wishes. Must be illustrated Chapter 5 section 1, The culture of ancient Greece Pages 154-163

Assessments:

Assessment(s) at the end of the lesson: This will be a two day lesson, no exit slips will be given but at the end of class the second day ( about 20mins left) students will share their books then turn them in for grading

Strategies & Learning Tasks

(This lesson will take two class periods)

Introduction: (10mins first day, 0mins sec day) The prior class students filled out an exit slip, the teacher will cover at the beginning the words/ideas that were most written about, also if a single area of interest was highly wrote about by a large majority of students a short video may be played. Because the section was over literacy I will bring in several books that were written in the time period of the chapter, I will also bring in the book I wrote and published myself as an intro to the days activity Presentation/Explicit Instruction: (20mins first day, 0mins sec day) Students will be given a short overview of how to write, how to make sentences flow, and also the most loved topics of the time period, students will be allowed to ask questions during this time as well. Independent Practice/Application: (20mins first day, 40mins sec day) The next step a premade book of around 20 pages will be given to each student( computer paper folded) and told to make their own Greek myth or epic, using the gods and stories of Greece to build the base of the story, requirements will be: At least one character will be from Greek legend, or history The plot will take place in one of the Greek city states, or in an area Greek controlled, or was warring in. Will fit the time period, no aliens, future weapons, ext. Must fill the book (20 pages), may be longer if the student wishes. Must be illustrated

Closure: (0mins first day, 20mind sec day) This will be a two day lesson, no exit slips will be given but at the end of class the second day ( about 20mins left) students will share their books then turn them in for grading