Download 1 Ancient Greece Project Plan Overview Josh Evans – jtevans21

Ancient Greece Project Plan Overview
Josh Evans – [email protected]
Unit Theme/Topic: Ancient Greece
Language Focus (Key Vocabulary Words):
Chiton, himation, predict, Greek alphabet, myth, Gods
Level: Grade 6/7
Class Description: The grade 7 class at Cook Elementary in central
Richmond consists of a diverse group of learners. Most of the students
have recently immigrated to Canada and have gone through the ELL
program. There are currently 8 ELL learners, with one level 2 and the rest
ranging from level 3-5. However, all of the students are comfortable with the
English language and can speak and write effectively.The class is energetic
and it can get quite noisy at times. It is important to manage the noise and
keep students engaged and on task as much as possible, while giving
plenty of opportunities to move and get outside. A few individuals are
socially dominant and will monopolize class or group discussions so a wide
variety of activities are important so that even the quiet students can have a
voice and engage in the learning process.
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 presentday 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, create and sketch their own Greek
God, create a myth relating to Ancient Greece.
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
1
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. I used the
how to write a myth template to scaffold learning for writing a creative myth.
- The Gods and Goddesses of Olympus (1994). Aliki Brandenburg.
I read the origins of Zeus and Mt Olympus myth from this resource as an
intro to Greek Gods. The text was quite challenging with many unique words,
however there could have been more detail with relevant facts and history
and the resource is quite old.
- Usborne How to draw things, faces (books)
This book allowed me to help students with drawings of Greek Gods and
Goddesses, giving the students a few templates like eye detail, or bodies in
motion to guide work. The illustrations are excellent
Title
1
What is
Ancient
Greece
all
about?
Objectives
Content:
Introducing Ancient
Greece; traditions,
sports, clothing.
Language:
Vocabulary (chiton,
Activities & Timing
- 10 min
discussion of
clothing, wreath,
Olympic link
- KWL brainstorm
of Greece, and
link to Ancient
-
Unit rationale: This unit on Ancient Greece will broaden the
student’s understanding about 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. 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.
Materials
KWL chart
Hook: Greek outfit
Information worksheet
about clothing
Instruction worksheet on
wreath hats
Green construction
Adaptations
- Have students
brainstorm
KWL in small
groups; gallery
walk to see
completed
KWL charts
-
-
Evaluation
Information exit slips
with an example of
something new the
students learned;
everyone shares one
with the class
Wreath hats should be
2
himation, agora),
Predict (KWL chart),
observe (activity
making of wreaths)
-
Greece
Learn vocabulary
terms
Instruction to
wreath hat
making
-
paper
Glue
Scissors
1”x22” cardboard strips (x30) or paper plates
Red ribbons and
pompoms
-
-
Students can
work in pairs
on their wreath
hats
Have some
materials pre
cut for
students
started (we will
complete next lesson)
3
2
The Greek
Alphabet
Content:
The Greek
alphabet
-
Language:
Vocabulary (Greek
alphabet letters,
small words to
practice
translation), Oral
sharing of
translation of Greek
words
-
3 Ancient
Scrolls
Content:
Written language
component to
Greek alphabet.
-
Language:
Vocabulary
(Scrolls, Dowels,
Greek alphabet
letters)
4
Ancient
Greece:
Olympics
Content:
Understand
Olympic games,
compare and
contrast then vs.
now
-
Read Ancient Greek
scroll, introducing the
Greek alphabet
Advise students of
secret message in the
scroll (they learn to
translate)
Compare/contrast to
English alphabet
Play 2 videos of Greek
alphabet-students
choose a winner
Continue wreath hat
making, decorating
Students must add one
word/name to their hat
using the Greek
alphabet
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.
-
5 minute sharing of
Olympic wreath hats
Show Sochi video
Discussion of
Olympics- then vs. now,
traditions, sports played
-
-
-
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
-
Greek alphabet
chart
2 dowels per
student
Paper
Coffee
String
-
Markers or pencil
crayons
Lined paper
Scissors
Glue
White construction
-
-
-
Have students
work with a
partner to write
Greek words
Provide Greek
vs. English
alphabet sheet
to help with
translations
Offer some
suggestions of
Greek words
-
Have students
simply translate
their name on
their ancient
scroll if too
difficult.
-
Students may
use drawings
representing
their sport and
experience
-
-
-
Greek word
translation exit slip:
hold up a word and
students must tell me
the English
translation
Hats are completed;
final product
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
4
Language:
Oral sharing of
wreath hats and
chosen Greek
word, creative
writing of Olympic
athlete experience
-
Distribute Greek
Olympics fact sheet
Play video: Never Give
Up (emotions to aid
writing)
Creative writing
assignment- your
experience as an
Olympic athlete
-
paper
Information sheet
about Ancient
Greek Olympics
Video: Sochi
Video: Never give
up
-
Olympics
Ask students to point
out differences
between Ancient
Greece and our
modern world,
related to the
Olympic games
5
Title
5 Introduction
to Gods
Objectives
Content:
understand
purpose of
myths, role of
Gods
-
-
6 Create own
Greek god
Language:
Immortal, deity,
Mt. Olympus,
Gods of
Olympus
Content:
Integration of art,
sketch own
Greek god, have
explanation and
reasoning
-
Language: oral
language share
God with peers
and teacher
7
Write a myth
Content:
Understand myth
and story. Be
able to create
own story using
created Greek
God
-
-
-
Language:
myth
Activities & Timing
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
- The Gods and
Goddesses of
Mt Olympus
(Aliki
Brandenberg)
- God Posters
and
descriptions
- Pen and paper
Adaptations
- Allow students
to view
descriptions,
write key
vocab down to
assist
interpretation
Evaluation
- Class
discussion,
participation
within class,
notes of Gods
-
Create own
Greek God
template
Paper and
pencil
Uberstone
how to draw
book
-
Allow
struggling
students to
work in
partners &
brainstorm
ideas
-
Oral sharing,
God meets all
criteria on
template
(specific
representation,
name,
personality and
powers
represented)
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)
-
Greek
mythology
handbook
what is myth
and writing
myth handout
-
Provide extra
support for
students
needing
support with
writing
-
Assess writing
sample,
progress from
rough draft to
good copy
-
6
8
9
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
-
Content:
-Understand
why there are
different
versions of the
same myth.
-Make
connections
from one story
to another.
-Understand
the importance
and effect of
oral traditions.
-
Language:
Prometheus,
Titans,
connections,
-
-
-
-
-
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.
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.
-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.
-
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?
-
Snowball
activity (Which
Greek myth
did they like
better and
why?)
-
-
-
Participation
and
engagement;
are they taking
part in the
activity?
Written
component of
worksheet.
Participating
with partner in
think, pair,
share.
Involvement in
group
discussions
and partners.
Written
component –
able to make
connections
between
stories with
examples.
7
10
Final
Assessment
Content:
Demonstrate
the language
and skills
acquired
during the unit
Language:
All new
vocabulary
terms, writing
skills, reading
comprehension
-
Unit test
30 mins.
Fill in the blank, multiple
choice, questions that
require students to make
predictions and record
observations, short
answer questions
-
Test
-
Allowing
students
extended time.
Simplified
version of test.
-
Grading of final
test
8
Lesson 1- Greek Mythology – Introduction to Greek Gods
Grade level: 6
Objectives:
- understand role myths play in society
- name some of the Gods of Mount Olympus and describe physical and personality
characteristics (relate to self, world)
Key Vocab - diety, immortal, myth, Olympus, chaos, wreath
Materials:
- The Gods and Godesses of Olympus storybook
- Loose leaf paper for partner activity, pencil
Hook:
- introduce myself as Mr. Evans and give students 3 fun facts
1. An athlete ie. Love running
2. Favorite food lasagna
3. Can juggle – juggling demonstration with tennis balls
(2-4 min)
The lesson:
- guided reading of Gods storybook (ie. Zeus and Mt Olympus Myth)
q. What is the purpose of having myths? (relate to self, world)
q. what do you notice about first couple of pictures, why? (faces in nature)
q. what do you notice about names/terms, clothing? (used now today, robes, laurel
wreath) (10-15 min)
- Partner Activity
-show greek god poster with character description (responsibilities, powers, symbols,
weapons/artefacts, interesting info)
- get in small groups, analyze 5-7 posters each with descriptions covered (create own
detailed character descriptions using clues, background info, creativity). Share ideas as
group (10-15 min)
Closure:
- Discussion… What do you wonder about? (depths of the sea, what goes on in my head)… - provide basis for creating Greek God to represent the unknown
Extension:
- give students going faster more God posters to discuss, or have them discuss wreath
artefact in small groups (what does it symbolize, why did God’s wear them)?
Adaptations/Modifications:
- Let students use given descriptions on posters to learn about God characters.
- Let them use The Gods of Mount Olympus book for more visuals, detailed descriptions
9
Lesson 2 - Creating own Greek God or Goddess
Grade level: 6
Objectives:
- create their own greek god using understanding of greek gods (what represents,
personality, powers, symbols)
- draw and justify representation
Materials:
- drawing sheets, pencils and pencil crayons
- Creating Greek or Goddess guideline
Hook:
- guess and check activity. Reveal descriptions of 2-3 Greek Gods from last class and
compare to own descriptions.
- q. What do you notice about descriptions?
- q. reminder… what is the purpose of having myths? (5 min)
The lesson:
- Go over create own greek god handout. Discuss key points (ie. guideline, questions) (5
min)
- students go through handout and draw own greek god or goddess. Provide pictures,
books for reference, inspiration (35 min)
Closure:
Form talking circle for understanding, sharing
- show creation (or process), share something unique (5 min)
Extension:
- have students write out character description like previously seen on greek god posters.
Adaptations/Modifications:
- let students use key words to describe creation rather than full description. Share with
partner or in small groups
10
Lesson 3 - Write a Greek Myth
Grade level: 6
Objectives:
- understand myth and story
- write own myth with protagonist, antagonist, representation in nature, conflict and
resolution
Materials: write a greek myth handout with questions, pencil and paper
Hook: Continue God and Goddesses drawings.
- Read a short myth. Ask guiding questions for understanding
q. what is the problem in the story? How was it resolved? (5 min)
The lesson:
- students will work through write a myth handout, choose characters, problem and
conflict. (10 min)
- they will check with teacher before starting first draft of myth. Must have all questions
answered and include those details in story
- they will use the rest of the time to write their myth, should be about 1 page in length
(30 min)
Closure:
- read a good example of a created myth. Point out what makes it good.
Extension: Encourage capable students to have more than 2 characters in story and
provide lots of character detail.
Adaptations/Modifications: provide extra handout for students in need with examples of
story outline
11