Download Title: Ancient Greek and Roman Religion and Mythology

Fall Lesson Plan Template.
Title: Ancient Greek and Roman Religion and Mythology
Lesson Author: Mallary Orrison, Caitlyn Bishop, Erin Curtis
Key Words: religion, mythology, Greece, Rome, culture, polytheism
Grade Level: 10
Time Allotted: 90 minutes
Rationale/ Purpose (so what?)
Nature and scope of topic. Why is this significant to the mission of educating future citizens?
Ancient Greek and Roman cultures were essential for shaping the cultures of many
other nations not only during their most powerful periods, but also in the centuries after
their decline. Their unique mythology and culture has had a major impact on current
civilizations through art, architecture, and entertainment to name a few. This is
important for students to know because
Background/Context: How does this lesson fit into a unit of study?
Looking
backwards, looking forwards
This lesson would fit into a World History class during sections on Classical civilizations,
world religions, and world cultures. This lesson would occur during the Classical
civilizations unit where India, China, the Mediterranean, and the Middle East are
discussed. This particular lesson would be in the Mediterranean section, after students
had prior class periods to learn about other aspects of Mediterranean life and culture
during this era.
Key Concept(s) include definition:
Religion – set of beliefs concerning the cause, nature, and purpose of the universe,
especially when considered as the creation of a superhuman agency or agencies
Mythology – a set of stories, traditions, or beliefs associated with a particular group or
the history of an event, arising naturally or deliberately fostered
Culture – quality in a person or society that arises from a concern for what is regarded
as excellent in arts, letters, manners, scholarly pursuits, etc.
Polytheism – doctrine of or belief in more than one god or in many gods
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Fall Lesson Plan Template.
NCSS Standard(s)
SOL Information
*As written in the Virginia SOL “Curriculum Framework” for the grade level
NCSS Theme (s) with indicators: Theme I – Teachers should plan, provide, and
assess experiences that provide for the study of culture and cultural diversity
Indicators:
Guide learners as they predict how data and experiences may be interpreted by
people from diverse cultural perspectives and frames of references
• Encourage learners to compare and analyze societal patterns for preserving and
transmitting culture while adapting to environmental and social change
• Guide learners as they construct reasoned judgments about specific cultural
responses to persistent human issues
• Have learners explain and apply ideas, theories, and modes of inquiry drawn
from anthropology and sociology in the examination of persistent issues and
social problem
SWBAT: Identify differences and similarities between Ancient Greek and Ancient Roman
religion and mythology as well as how it impacted their culture.
•
SOL* : World History and Geography to 1500 AD (CE) WHI.5b, WHI.6b
•
•
Essential Knowledge
Essential Skills
(minimum for SOL Resource Guide)
(minimum for SOL Resource Guide)
Greek mythology was based on a
polytheistic religion that was
integral to culture, politics, and art
in ancient Greece
Roman mythology, like Greek
mythology, was based upon a
polytheistic religion that was
integral to culture, politics, and art
• Identify, analyze, and interpret
primary and secondary sources to
make generalizations about events
and life in world history (WHI.1a)
• Analyze the impact of economic
forces, including taxation,
government spending, trade,
resources, and monetary systems
on events (WHI.1f)
Guiding Question(s):
MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH
LESSON- Visible in lesson procedure and materials.
How did Greek and Roman cultures impact later civilizations?
How did Greek and Roman cultural impacts compare to impacts from China, India, and
other classical civilizations?
The day’s big question:
How were Greece and Rome’s religions/mythologies similar and how were they
different?
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Fall Lesson Plan Template.
Lesson Objective(s): clearly emerges from big question and rationale and standards
and will align with your assessment in Procedure and Process
Obj. 1: SWBAT identify Greek and Roman gods/goddesses and their attributes
Obj. 2: SWBAT compare and contrast the attributes of the Greek and Roman deities
Obj. 3: SWBAT identify how Greek and Roman mythology impacted later cultures and
civilizations
Assessment Tool(s) to be used- Everything above- goes to what you want them
to know/understand do- So what assessments are you going to use to help you manage and
monitor that they have got it-informal and formal—make one over-riding assessment connect to
your closure.
Assessment 1. Opinionaire/discussion
Assessment 2. Formal Write up after Lecture
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Fall Lesson Plan Template.
Materials: Historical
Source(s): List here and include copies
Additional
Materials/Resources: List here and
in materials section below
include copies in materials section- textbooks
etc page numbers, websites etc
•
Opinionaire (Material A)
Learning Cubes (Material B)
• Prezi presentation (see link)
•
•
! http://prezi.com/kfgewzhghaxi/greek-and-roman-mythology/
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Fall Lesson Plan Template.
Procedure/Process:
1) JUST DO IT! The “Hook”: A high-interest activity that introduces new content with
connections to students’ prior knowledge. Between 1-5 minutes. You could also introduce
the days guiding question- could help with assessment of student needs
Opinionaire
Time Allotted: 5-10 Minutes
Directions: 1. Fill out the provided opinionaire about Greek and Roman mythology and
culture
Assessment: Informal discussion in class
Transition: “Now that we’ve briefly reviewed the information from the past couple classes,
let’s dive right into our last section of Classical Civilizations: Greek and Roman mythology and
culture”
2) Instructional sequence:
Processing Activity and Procedure –
Obj #
See
above.
Just do it.
include directions, question frames,
assignment details, to be given to students
(these should all be made into explicit
materials (e.g. see material A) Do you have
opportunities for direct/guided instruction and
independent practice/engagement when
appropriate and time estimates
Opinionaire
Time Allotted: 5-10 Minutes
Directions: 1. Fill out the provided
opinionaire about Greek and Roman culture
Check for Evidence of
Understanding
-Either Formal or Informal e.g.
assessments- question frames,
quiz, choice activities, discussion
with frame and your THAT’s A
WRAP.
(Checks Essential Knowledge
and Skills should be in line with
assessment tools above)
Assessment: Informal
discussion
Now that we’ve briefly reviewed the information from the past couple classes,
Transition: let’s dive right into our last section of Classical Civilizations: Greek and Roman
mythology and culture
Formal Assessment:
Objective
# 1-4
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Lecture – Greek and Roman Mythology
Time Allotted: 70 minutes
Writing Assignment – 1.
Using information learned
from past lessons about
Greek and Roman mythology
and culture, students will
write a letter to Zeus applying
for a seat in Olympus.
Fall Lesson Plan Template.
Transition:
Wrap it
Up
“Now that you’ve turned in your assignments, let’s play a quick review game to
reinforce today’s lesson…”
Learning Cube Review
Time Allotted: 10-15 minutes
Directions: 1. With provided learning cubes,
roll the cube
2. Describe the characteristics of the
god/goddess the cube lands on, have other
group members verify information
3) Closure- THAT’S A WRAP that goes to opening question- and also in part to assessment
tools –at least one key assessment tool. (Do you need a rubric)
Learning Cube Review: 1. Break into small groups, no more than four people per
group
2. With provided learning cubes, roll the cube
3. Describe one characteristic of the god/goddess the cube lands on; have other group
members verify information
4. Continue with all members of the group for the allotted time
Modifications/Accommodations for Diverse Learners:
Include reference and acknowledgement of IEP plans for specific students- that is easy.
Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including
attention to student groupings, use of time and materials, variance in whole class and small
group instruction, varied task complexity. Can you delineate key instructional strategies and
scaffolds that are effective for responding to student needs? Do you provide rubrics to explain
what good work looks like? Do you provide room for direct instruction/guided instruction
(including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and
Tomlinson and McTighe).
• According to IEP plans, allow students to either work with an aide if available or work in
pairs or small groups.
• Our Just Do It! gauges the student interest level and prepares them for that day’s
lesson. If students are not comfortable working individually or if time does not allow for
individual work on the worksheet, students may work in pairs or small groups.
• Teacher will explain written assignment instructions and expectations before the
assignment.
• The written portion is completely individually, allowing for independent practice.
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Fall Lesson Plan Template.
Materials (one resource per page- so it becomes a teacher or student handout, or overhead
directions or ppt presentation. Include photocopies if need be. Can you provide elements of
choices in materials or enrichment or support/anchor materials for different students?.
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