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History (1)
Unit 14:
Ancient Greece
Resources
Word mat and Topic
words
Pictures
Video
Vocabulary
KWLQ
Facts
Misconceptions
Links
Blooms Taxonomy
Literacy: Using good
English.
Geography.
Skills
Enquiry
Questioning
Ideas
Discussion


To find out
what we think
we know about
Ancient Greece.
To write down
questions
we
want to find out
the answers to.
Setting the Scene/Discussions (15 mins)
 For stimulation show the children a short 1 minute video
which contains famous Greek images. Get some comments
about what they saw.
 Ask the children to discuss anything they already know
about Ancient Greece. They can use mini-whiteboards to
make any notes. Share with class. They should be able to
have some ideas based on their work on Egypt (the Rosetta
Stone, Cleopatra) or have knowledge based on popular
culture e.g. Percy Jackson and the Lightening Thief.
Mini-Plenary (10 mins)
 Go through some of the facts but be careful not to correct
the children’s misconceptions.
Modelling (10 mins)
 Now model how to create good questions on what they
would like to find out. Include a range of What? Why?
How?
 Try and get the children to touch on general areas we will
be covering e.g. (Writing, Food, Religion, Daily Life, War,
Temples etc)
Paired Work (15 mins)
 Children to write down questions using good English of
things they want to find out.
 Extension Task: Children can discuss possible answers and
ideas.
Plenary (10 mins)
 Share some of the questions with the class and possible
answers from discussion.
 Peer Assessment + Self Assessment. What skills did we
use today?
 Next week we will be looking at a timeline of Ancient
Greece.
Can I write down what I
think I know about
Ancient Greece using
good English?
Can I write down
questions that I want to
find out the answers to?
SEN/LA to have
Can I discuss possible
Word Mat and
answers and ideas to the
Topic words to help
questions?
with spellings.
SEN
to
have
pictures printed for
stimulus
and
support
Number
of
questions produced.
HA/Extension
to
discuss
possible
answers.
SEN to produce 3
questions
Homework
Opportunity:
Research aspects about
Ancient Greece before
lesson.
History (2)
Unit 14:
Ancient Greece
Resources
Laptops
Time line PowerPoint
Woodlands site
History for Kids
website
BBC Website
Topic Books
Timeline cards
SEN cards with
pictures.
Vocabulary
Timeline
B.C.
Chronology
Links
Maths –
Understanding time in
years
Art – Designing their
timeline cards.
ICT – Laptop
Research
Skills
Time Sequencing
Research
Discussion
Presentation
Creativity
 To understand
the chronology
of Ancient
Greek History.
 To know where
Ancient Greece
fits into other
History.
 To perform
research using
books and the
internet on a
part of Ancient
Greek history.
LAPTOPS ARE NEEDED FOR THIS LESSON.
Setting the Scene/Discussion (15 mins)
 Explain that most Ancient Greek History happened 3000
years ago from around 1200BC to 146BC. Put it into
context with Tudors from 500 years ago and Egyptians
from 500 years ago.
 Show the PowerPoint which helps to put Ancient Greece
on a timeline with other cultures. Explain how BC and AD
work.
 Children discuss the timelines on the PowerPoint and work
out where the ancient cultures go. Go over answers.
Modelling (15 mins)
 Model how to use one of the websites listed to research one
of the time line cards. Show that you may have to use a
mixture of all 3 websites and model how to pick out some
facts and re-write them.
 Model how to use Google also, to search if they couldn’t
find anything before. Mention the topic books also.
 Finally model how to layout the A4 page with the Year,
Heading, some information, and a picture. You can use the
A4 timeline cards to help.
Paired Work (30-45 mins)
 Children to create their A4 poster timeline cards. This can
be used for a display. Children should be given time for
this.
Plenary (10 mins)
 One person from each pair to stand in a line to show the
whole Ancient Greek timeline. The children will have to
work out the order they stand in with help from the class.
When the line is in the correct order, start at the beginning
and have each partner explain the time card they have
made about their event.
 Using the Plenary activity, see if the children can discuss
and put the correct events on the IWB timeline. (650BC is
wrong - should be 750BC)
 Next week we will be looking at Geography, Athens and
Sparta.
Can I make part of a
timeline
of
Ancient
Greece?
Do I understand where on
a timeline Ancient Greece
fits in?
Can I use books and the
internet to find out about
my part of the time line?
The whole activity
is
differentiated Can I help in ordering the
with questions and time line for the whole
time line cards for class?
all levels.
SEN can have A4
picture cards to
help.
HA/Extension:
Children can find
other events that
happened
in
Ancient Greece and
record them
Homework
Opportunity:
Create
a
complete
timeline including all the
events.
History (3)
Unit 14:
Ancient Greece
Resources
Modern Map
Ancient Map
Atlases
Greek Video
Geology PowerPoint
Greece and Britain
Sorting Cards
Espresso Website
Sparta vs. Athens
PowerPoint
Spartan or Athenian
Activity.
Vocabulary
Greek Empire
Athens
Sparta
Links
Geography – Using
Atlases
PSHE – Citizenship
Literacy – Drama
Skills
Enquiry
Decision Making
Information
Processing
Discussion
Drama
 To understand
that the Greek
empire was
made up of
many countries.
 To compare
Greece and
Britain
 To know the
differences
between Athens
and Sparta.
Setting the Scene/Discussion (10 mins)
 Show the Ancient Map of the Greek Empire and ask
children what looks strange about it (odd country names,
no borders etc). Ask them if they can find where Greece is.
 After pointing out its location, show children the modern
map and explain that the Greek Empire used to control
many countries.
Paired Work 1: (10 mins)
 Using Atlases or the Modern Map, children have to write
the names of the countries on the Ancient Map (look at the
completed version). Share thoughts and opinions.
Shared Reading/Discussion: (10 mins)
 Show the PowerPoint of what Greece is like. There is also
a nice video. People like to go on holiday to Greece. Why
do they think this? Comments on video.
Paired Work 2: (10 mins)
 Either give out the sorting cards or do it on the IWB. Work
out which cards is Greece and which ones is Britain.
Shared Reading/Discussion: (10 mins)
 Show map of Greece with Athens and Sparta. Explain that
these were 2 rival states and even though they were both
Greek, had the same language and citizens, they were very
different. We will look at the differences. Children can
mark Sparta on their maps from activity 1.
 Go through Athens vs. Sparta PowerPoint to learn about
the differences.
Class Activity 3: (10 mins)
 Read out the statements and the children have to write a
number 1 or 2 to the one they agree with. At the end they
add up which they had most of. If they had mostly 1s they
are an Athenian. If they had mostly 2s they are a Spartan.
Was it what they expected?
Plenary (10 mins)
 Go through the Espresso site and complete the activity
about where the famous people come from.
http://espresso/espresso/modules/t2_greeks/activities/activity_
whois.html
OR
Can I use an Atlas to find
the countries that were
part of the Greek Empire?
Can I compare Britain
and Greece?
Can I choose whether to
be an Athenian or Spartan
based on what life was
SEN/LA to have like there?
sorting cards and
Spartans vs Athens
printed ed.
SEN to have Word
Mat and Topic
words to help with
spellings.
HA to put cities on
map.
HA to think of other
differences between
Britain and Greece.
Homework
Opportunity:
Write
about
the
differences
between
Athens and Sparta.




Hot Seating Athenian and Spartan.
Recap what we have learned today. Did it answer any of
the questions from week 1?
Write one thing that we learned and will remember from
today. Are there any other questions we haven’t answered?
What skills did we use?
Next week we will be looking at Greek Life and
Democracy.
History (4)
Unit 14:
Ancient Greece
Resources
Postcard and Letter
Template
Woddlands Site
Vocabulary
Democracy
Research
Note making.
Links
PSHE – Citizenship
Literacy – Writing
letter/postcard
Skills
Voting
Decision Making
Empathy
Discussion
 To understand
what
Democracy is.
 To understand
what life was
like in Ancient
Greece
Setting the Scene/Discussion (10 mins)
 Ask children if anyone has any idea what democracy is.
Explain that instead of one person making all the decision
as was done previously in cultures, people were allowed to
vote on decision making. Greece had the first Democracy.
 Watch BBC DVD Programme 4 (Menu 4.1 – 4.5) up to
4:35 mins. Discuss the DVD
Activity 1: (20 mins)
 Discuss real issue e.g. Real Size footballs in the
playground. Draw up a list of people that would need to be
asked on this issue (Headteacher, playground monitors,
caretaker, footballers, welfare). Why do we need to ask
everyone? Children give their opinions. Relate to school
council. Draw up the pros and cons on IWB. Have class
vote to whether we should have real footballs in
playground or not.
Shared Reading/Research: (15 mins)
 Once children are happy about Democracy, introduce how
life was in Ancient Greece by looking at parts of the
Woodlands Website. You can use laptops here if you
prefer. Children should make notes on the information.

http://www.woodlandsjunior.kent.sch.uk/Homework/greece/dailylife.htm
Model how to start the intro to the letter/postcard/
Can I take part in a
democratic vote?
Can I make notes on
Ancient Greek Life?
Can
I
write
a
letter/postcard about my
life in Greece?
SEN to have Word
Mat and Topic
words to help with
spellings.
EAL Sheets on
Girls
and
Boys/Clothes
MA/HA
letter.
to
write
LA/SEN to write
postcard.
Quick finishers to
draw
a
Photo
Activity 2: (20-25 mins)
picture
of
a
scene
 Children to write a postcard/letter to someone about their
from their writing.
life in Athens based on their notes. Use the templates.
Plenary (10 mins)
 See some of the work and get peer assessment. Discuss
whether children would prefer to live in Ancient Greece or
Britain today.
 Write one thing that we learned and will remember from
today. What skills did we use?
 Next week we will be looking Greek Art and Evidence
from pictures.
Homework
Opportunity:
Write about life as a man
or women in Greece. See
folder for sheet.
History (5)
Unit 14:
Ancient Greece
Resources
Activity 1 – Jar with
Women at work
Activity 2 - Looking
for evidence.
Ancient Greek Art
Styles Document
Pot Templates
Various websites
Brown Paper
Scissors
Handwriting/
Whiteboard Black pens
Vocabulary
Artefact
Pot
Kiln (Oven)
Amphora (Storage)
Hydria (Water)
Krater (Wine)
Links
Art – Greek Art
DT – Making Pots
Literacy – Writing
about scene.
Skills
Enquiry
Empathy
Motor skills
Designing
 To look for
evidence in
Greek Art
 To understand
Greek Art
styles.
 To create Greek
Art based on a
scene from
daily life.
Setting the Scene/Discussion (10 mins)
 Ask children how we know about what life was like in the
Ancient Greek times. Just like Egypt we can see what they
wrote and drew.
 Look at picture Jar with women at work (Activity 1). Ask
children what they think is going on. Discuss and do True
or False activity on IWB.
Paired Activity 2 (10 mins)
 Look at activity of man with slave. Children fill in answers
on sheet. Share findings.
Shared Reading/Research: (10 mins)
 Look at this site to show process and different kinds of pot
shapes. More info on pot shapes for anyone interested:
 Look at this site to show more examples of daily life
scenes. You could make a list of the different types of
scenes for children to choose from for their pot.
Modelling: (10 mins)
 Look at document which shows art styles. This can be
printed for LA or left on IWB while activity takes place.
Show how to cut out and draw around a pot from the
template, then use some of the styles to create a pattern.
Show where the scene will go.
Individual work (30 mins)
 Children to make a paper jar about a life in Athens Scene
using one of the 3 templates. Children will need to cut
template out, then draw around them on brown paper. Next
use whiteboard/handwriting black pens to do the
design/scene. Finally, cut out the finished jar.
 Extension task: Write about what is happening in their pot
scene. Use Internet to look up other scenes from British
Museum website.
Plenary (10 mins)
 Presentations and talking about their pots/scenes.
 Peer Assessment. What scenes/art styles stood out?
 Write one thing that we learned and will remember from
today. What skills did we use?
 Next week we will be looking at the Greek Alphabet and
making Rosetta Stones.
Can I look at different
Greek Art and understand
the scenes?
Can I create a pot using
Greek styles and a scene?
LA to have Art
styles printed out to
help.
SEN can use ICT to
make pot.
SEN
can
use
practising patterns
document
to
practise.
HA to write about
what is happening
in their pot scene.
Homework
Opportunity:
To draw some more
Greek Art of their own
choice.
History (6)
Unit 14:
Ancient Greece
Resources
Woodlands Website
Writing Practise –
Greek Gods
Black Paper
Gold, Bronze, Silver
Crayons.
Greek Words
Powerpoint.
Cracking the Code
Extension
Pictures of Rosetta
Stone
Vocabulary
Decipher
Rosetta Stone
Prefix/Suffix
Links
Art – Making Rosetta
Stones
History – Ancient
Egypt.
Languages
Skills
Information Processing
Code Cracking
Designing
 To understand
the importance
of the Greek
Language and
Alphabet.
 To learn some
Greek words
and letters.
Setting the Scene/Discussion (15 mins)
 Ask the children if they remember anything about the
Rosetta Stone. Why was it Important? Discuss. Review the
information on Woodlands:
 Notice that the use of Greek Language helped us to
understand/decipher it. Go through PowerPoint on Greek
words and get ideas/answers about the Words we use today
which came from Greek.
Paired Activity 1 (10 mins)
 Model to the children how to translate letters from Greek
to English and let them write the names of the Greek Gods
for Practise.
Mini plenary (5 mins)
 Review and check understanding that everyone can
translate Greek to English.
Main Activity. (30 mins)
 Model how to create a Rosetta stone using black paper .To
make it easier, use Greek, English and another language
(could be home language) or make up a code themselves.
Use the black paper and make 3 cuts to be the same shape
as the stone (see example). Divide the stone into 3 sections
and write in the 3 languages with 3 colours. They can write
a Greek message of some kind.
 Extension: Letter code cracking. Write own short message.
Plenary (10 mins)
 Presentations and talking about Rosetta Stones.
Peer Assessment. What was difficult?
 Write one thing that we learned and will remember from
today. What skills did we use?
 Next week we will be looking at Greek Gods.
Do I understand the
importance the Greek
Language had on our own
language?
Can I write some words in
Greek?
Can I make a Rosetta
stone and understand its
importance?
EAL to write in
own language on
Rosetta Stone.
SEN/LA to write in
2 languages on
Rosetta
Stone
(Greek and English)
Extension/HA
to
complete
Letter
code cracking sheet
and write their own
message.
History (7)
Unit 14:
Ancient Greece.
Resources
Laptops.
Various links to sites
about Greek Gods.
Profile Sheet
Vocabulary
God
Goddess
Persuade.
Links
Literacy – Creation
stories. Persuasive
speaking.
RE – Gods
ICT – Laptop research.
PSHE
Debating/Voting.
Skills
Enquiry
Research
Debate
Presenting
 To understand
that there are
many different
Gods in
Ancient Greece.
 To research a
God and
persuade
someone to
worship me.
LAPTOPS ARE NEEDED FOR THIS LESSON
Setting the scene/Discussion (15 mins)
 Begin the discussion by asking pupils to think about why
gods and goddesses are important. Ask pupils if they have
heard of any gods and goddesses from ancient Egypt. Who
were the gods and goddesses of ancient Greece?
 Show some Gods from this powerpoint. Show that like in
Egypt they have many Gods to represent different parts of
EAL to have word
life (although not as many).
 Feel free to read this story about a Greek Myth which builder sheets.
contains Gods (Zeus and Athena):
SEN/LA to have
http://myths.e2bn.org/mythsandlegends/story562-pandorasprofile sheet to fill
box.html
in.
http://myths.e2bn.org/mythsandlegends/story131-arachne-thespinner.html
Modelling (10 mins)
 Children are to use websites to research a God and create a
profile of their favourite God. Model how to layout a
profile and that we do not just copy the information from
the internet.
Paired work (35 mins)
 Children use these links to make their profile:

http://www.ancientgreece.co.uk/gods/explore/exp_set.html
http://www.historyforkids.org/learn/greeks/religion/gods.htm
http://www.woodlandsjunior.kent.sch.uk/Homework/greece/gods.htm
Children must all answer the question: If you were this
God, why should people worship you? We will have a
debate on this after you try and persuade them.
Plenary (10 mins)
 Children to show their profiles and state their case for
being the most important God that should be worshipped.
Have a debate about which is the most important out of
those seen and have a vote which one should be the class
God.
 Quick Plenary Activity and Challenge online:

http://www.ancientgreece.co.uk/gods/challenge/cha_set.html
Write one thing that we learned and will remember from
today. What skills did we use?
SEN/LA
to
concentrate on the
more popular Gods
like Zeus or Athena.
HA can use own
websites.
HA to do extension
task to find out finer
points about Gods.
HA should try and
use
lots
of
persuasion
when
speaking.
Do I know some of the
Greek Gods, what they
are Gods of and what they
represent?
Can I research a God and
persuade someone to
worship me?
Can I take part in a debate
and voting system?
Setting the scene/Quiz (15 mins)
 Today we will be learning about 2 areas which we will link
– Theatre and Greek Mythology (Creatures). We have
already learned some Greek Myths, their characters and
Gods. Here are some more if knowledge is weak:
History (8)
Unit 14:
Ancient Greece.
Resources
Mythical Creatures
Quiz
Puppet cut-outs and
instructions.
Toilet Rolls
BBC DVD
Picture of theatre
Vocabulary
Mythology
Theatre
Comedies/Tragedies
Links
DT – Making puppets
Literacy – Playscripts,
Acting and Puppet
show.
Art – Drawing a
Mythical Creature
Skills
Drama
Collaboration
Creative Thinking
Creative Writing
Presenting
Peer Assessing


 To know a few
Mythical Greek
Creatures
 To write and
perform in a
Greek play.
Can I identify different
Greek Mythological
Creatures?
Can I write and perform
in a Greek play based
upon some of the
characters I learned
about?
http://www.woodlandsjunior.kent.sch.uk/Homework/greece/myths.htm
Ask the children to discuss any creatures they know. Play
this quick quiz about Mythical Creatures. Learn about any
the children don’t know. Tell the children that we will be
using some of these creatures to make a puppet show/play
later on.
Learn about theatre through one of these links:
http://www.ancientgreece.co.uk/festivals/explore/exp_set.html
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/arts
_and_theatre/. Both have cartoon animations of the theatre.
Show picture of a real Greek theatre. To see an example of
a play, show BBC DVD. Tell the children that plays were
often Comedies or Tragedies. Are the plays they have
learned about in Literacy Comedies or Tragedies?
Main Activity (45 minutes)
 The children are to work in table groups to make puppets, a
script and eventually act out a play. While you won’t need
to model how to cut out and stick the 5 characters, you will
need to model how to write the play script. You may want
LA children to do the puppets and MA/HA children to
write the script. Since there are only 5 characters, you may
want 1 child to be the director/script writer or narrator.
There are many ways you can do this. You can choose to
act this out as a puppet show or actual acting while wearing
the puppets. Both work well. There will need to be a
certain amount of improvisation, facial expressions (if
acting) and storyline.
Plenary (15 mins)
 Make time to watch the 5 shows. Peer Assessment
throughout. Film and blog shows. Did the children perform
comedies or tragedies?
Can I
Groups will have
mixture of abilities.
LA
can
make
puppets, HA coordinate/write
script.
Homework
Opportunity:
Turn the script into a
comic strip. See folder
Art/Sketch
Opportunity:
To design a Mythical
creature.
History (9)
Unit 14:
Ancient Greece.
Resources
Story of Olympic
Games PowerPoint
BBC DVD clip
Modern vs. Ancient
Games PowerPoint
Background Info
Vocabulary
Olympics
Links
Literacy – Writing
letter/diary entry
Art/DT – Designing
Poster
PE – Sport
Maths – Timetable of
events
Skills
Creative Thinking
Creative Writing
Designing
Empathy
Enquiry
 To understand
the differences
and similarities
between the
Ancient and
modern
Olympic
games.
 To write an
account related
to the Olympic
Games.
Setting the scene/Shared reading (15 mins)
 Show the BBC DVD clip and read about the Story of the
Olympic games. Ask children to discuss any differences
and similarities they know already about the Olympics.
Discussion Activity (15 mins):
 Go through the differences between Modern and Ancient
Olympics. There are many discussion points and questions
in the PowerPoint.
Main Activities (30 minutes)
 Choice of other activities which will require modelling:
1. Imagine you are an athlete in the games. Write a letter
to your parents/ diary entry about the games which are
coming up. Include some of the things you have
learned about the Ancient Olympics to set the scene
and make it believable, what event you are taking part
in, how you are feeling etc. (HA/MA)
2. Invent an Olympic event that you would like to include
in the Ancient Olympics. While you have to use your
Activities
imagination, it needs to be feasible and able to happen.
differentiated.
Write the rules and how to play the event in detail to be
given to the Olympic council for consideration. Try
and stick to an individual event rather than team one.
Include a diagram of how it works and what you need
(HA/MA).
3. Create a schedule/timetable of all the events for the
Ancient Olympics (MA).
4. Make a poster advertising the Ancient Olympic events
and include things like the competitors names, event
names and times, persuasive language and pictures
(LA).
Plenary (15 mins)
 After sharing some work, children discuss whether they
would prefer to take part in the Ancient or Modern
Olympics giving a view point of something they have
learned in the lesson.
 Opportunities for questions/difficulties.
 Write one thing that we learned and will remember from
today. What skills did we use?
Can I give differences and
similarities about the
modern and ancient
Olympic games?
Can I produce a piece of
writing about the Olympic
games?
Homework opportunity:
See folder for writing
opportunity about a trip to
Olympia.
Setting the scene/Discussion (15 mins)
 Learn a little about the Parthenon by reading this:
History (10)
Unit 14:
Ancient Greece.
Resources
Parthenon Pictures
Parthenon through
time video.
BBC DVD
Modern/Ancient
Greek Architecture
Sorting Cards
Greek Column styles
Webquest Sheet
Laptops
Vocabulary
Doric
Ionic
Corinthian
Parthenon
Acropolis
Links
ICT – Webquest
Maths – Different
ways of sorting, shapes
of columns.
Art – Drawing
columns/temple
Skills
Information
Processing
Discussion
Collaboration
Enquiry
Can I sort different
buildings in many ways
by their Greek Style?
http://www.ancientgreece.co.uk/acropolis/explore/parth_func.ht
ml, looking at some interesting Parthenon pictures and
 To know
different types
of Greek
Architecture
 To understand
that Greek
styles are all
around us.
showing the short video of the Parthenon through time.
Discuss why the Parthenon important. Tell them that today
we have many buildings that have Greek style columns.
 Show the Greek Column Styles document to show 3 types
of column and identify which kind of columns the
Parthenon had (Doric). Suggest how we can remember
which kind of column is which. Watch the BBC DVD
briefly which gives its own suggestion.
Activity 1 (20 mins)
 Table activity where children organise themselves as they
would in a senate with everybody having an equal opinion.
They have 2 sorting cards each, with a chairperson in case
things get out of control. This is as much a social activity
as a history one. Can the children work well together and
go around the table putting the cards into the 3 column
types: Doric, Ionic and Corinthian.
 Review what they have done and ask if we can sort the
cards in other ways? Remind the children that the Greek
style is around us today so we can sort the buildings by
Ancient/Modern. We can also list them by year and even
by country.
Activity 2 (20 mins)
 Give out the webquest sheets and let the children complete
them by answering questions/drawing columns. This will
be similar to the kind of work they will do at the British
Museum but instead of seeing the exhibits for real, they
will be online. Here is the link:
http://nmolp.britishmuseum.org/webquests/launch.php?webquest
_id=16&partner_id=brim
Plenary (10 mins)


http://www.ancientgreece.co.uk/acropolis/challenge/cha_set.html
Write one thing that we learned and will remember from
today. What skills did we use?
Can I find out information
and write/draw about
Greek Architecture?
Pictures for SEN
Do I understand the
influence of Greek
Architecture and why it is
important?
Mixed ability pairs
on laptops.
Quick finishers can
start
plenary
activity.
HA to have more
detailed answers on
the web quest sheet
in terms of writing
and
detailed
drawing.
Sketch
activity/Homework:
Children can draw a
complete 3D model of a
temple/building.
History (11)
Unit 14:
Ancient Greece.
Resources
Trojan War Story
Trojan War Video
Pictures
Newspaper template
Background Info
Background Info 2
Vocabulary
Troy
Trojan Horse
Myth
Beware of Greeks
baring gifts!
Links
Literacy – Myths and
Legends, Drama,
Newspaper Report
Popular culture –
Trojan Horse
Art - Sketching
Skills
Drama
Creative Thinking
Empathy
Report Writing
 To understand
the story of the
Trojan Horse.
 To have an
opinion on
whether the
story is real or
not.
 To document
the story of the
Trojan Horse.
Setting the scene/Discussion (20 mins)
 Tell the children that we will be learning about a Greek
Myth recorded by Homer (from timeline lesson). Ask the
children to discuss what a Myth is. They need to bear in
mind whether this story actually happened given the
evidence. Tell them that the Trojan war took place in
modern day Turkey and that Troy is a real place which has
been excavated (Show picture).
 Read the story. Watch the Video. Show the picture from
the film (actual horse which is in Troy today). Are there
any differences between the writing and the video? Why
might there be differences?
Drama (10 minutes)
 Children to act out/freeze frame a scene with the Greek
soldiers inside the horse waiting to come out. What were
they thinking? What were the Trojans thinking when they
saw it?
 Were the Greeks really heroes and the Trojans stupid?
Main Activities (30 minutes)
 Activities which will require modelling:
1. Children to write a newspaper report about the horse
being brought into the city of Troy. (HA)
2. Children to design a plan which is different to the
Trojan Horse, from the Greeks point of view, on how
to enter the city. This will need imagination, a diagram
and steps on how to carry out the plan. (MA)
3. Children to sketch scene from Trojan War showing the
horse with the Greeks inside. (LA)
Children can do some or all of the activities depending on time.
Plenary (15 mins)
 After sharing some work, children discuss whether they
believe the story or not. What parts of the story do they
think are true? Children draw up a list of statements
(*for/against) to show if story is real or not.
 Opportunities for questions/difficulties.
 Write one thing that we learned and will remember from
today. What skills did we use?
Activities
differentiated.
Can I act out a scene from
the Trojan Horse story?
Can I give an opinion on
whether the story is real
or not?
Can I write a newspaper
report about the story?
Can I create a plan on
how to get into a city?
*For:
Troy is a real place.
Horse is on display in
Troy (from movie).
Trojans and Greeks were
real people.
Story was documented by
Homer.
Homework
Opportunity:
Any
of
activities.
*Against:
Happened a long time ago
and facts could have been
changed.
No concrete evidence
other than Homer’s poem
which was written
hundreds of years later.
Could Trojans have been
that stupid to think horse
was a gift signalling end
of battle?
No horse actually found
by archaeologists.
Differences between book
the and video show how
interpretations can be
different of the same
Myth.
History (12)
Unit 14:
Ancient Greece.
Resources
Videos of Battle of
Marathon
Questions and
answers to
comprehension.
Pictures of Shields,
soldiers including
templates
Background Info
Vocabulary
Hoplite
Battle of Marathon
Battle
Tactic/Formation
Links
Literacy – Video
Comprehension,
Hotseating,
Diary entry.
Art – Designing
Shields/Drawing Masks
Skills
Information
Processing
Empathy
Enquiry
Designing
 To understand
the Battle of
Marathon.
 To imagine life
as a Greek
Hoplite soldier.
Setting the scene/Discussion (10 mins)
 Show picture of Battle and ask children to discuss what is
going on in the picture and why it may have taken place.
Tell children that we will be learning about the Battle of
Marathon, a famous Greek battle and understanding its
importance.
Activity 1 (30 mins)
 Allow children time to read the first set of questions on the
battle. Go over any queries about the questions. Watch the
first video (Each video is 7 minutes). Allow children to
answer questions while the video is on and give time at the
end to answer with partner. Answers do not need to be full
sentences. Go over answers to first section.
 Repeat for the remaining 2 videos.
 Children can think up their own questions about the battle
and share with class.
Activity 2 (20 mins)
Extra activities if you have time:
 Children to make their own design for a shield, or draw a
mask. There are other activities such as labelling a soldier,
colouring in etc for SEN.
Plenary (15 mins)
 Children to hot seat and imagine they have just come back
from battle. They can be asked questions and stay in role
about what life was like in the battle. See if they can use
any of the information learned today to remain in role and
give good account of battle.
 See if someone can summarise the battle.
 Opportunities for questions/difficulties.
 Write one thing that we learned and will remember from
today. What skills did we use?
Do I understand the Battle
of Marathon to be able to
answer question, think up
questions and summarise
the battle?
Can I imagine being a
soldier and talk about my
time in the battle?
Video
comprehension has Can I design a Hoplite
standard set of shield and mask?
questions
and
Multiple choice for
LA/SEN.
Soldier
activities
are
differentiated
for SEN.
HA/Quick finishers
can write diary
entry
from
Pheidippides’ point
of view about the
battle.
Homework
Opportunity:
To write a diary entry
from Pheidippides’ (the
runner) point of view
Medium Term Plan
1 Elicitation and Introduction to Greece.
2 Timeline and events
3 Geography Athens and Sparta - differences. UK differences. Be a sparta/Athenian - plenary espresso
4 Daily Life – Democracy debate intro book activity, DVD woodlands – Life as a Greek – postcard.
5 Greek Art – Vases – Evidence powerpoint – women evidence book. Making pots.
6 Language - rosetta stone
7 Gods and Mythology - God profile
8 Theatre – DVD - Mythweb – making puppets – acting - Comic Strip. Write play script for puppets.
9 Architecture – DVD webquest, columns and temples. Drawing temple. - background info on parthenon
10 Olympics – DVD festivals and games, inventing a sport, letter to parent. Timetable of events/poster
11 Troy, trojan horse. acting, writing newspaper report. Horse cutout. Designing a plan
12 Battle of Marathon - video comprehension. Soldiers Shields and masks acting. writing
ICT Project: Famous Greeks research (philosophers/thinkers/inventions)
http://www.activityvillage.co.uk/ancient_greece_for_kids.htm
http://greece.mrdonn.org/lessonplans/index.html
1) DAILY LIFE compared to here on vases - decorate a vase
http://www.kinderart.com/arthistory/greekpottery.shtml
http://www.schoolsliaison.org.uk/kids/greecepot.htm
(Homework)
OLYMPICS festivals and games - link to recounts in literacy with sports report
invent an olympic sport and explain it with a diagram.
2) THEARTE - make a greek mask / characters and make a scene (finger puppets)
http://www.dltk-kids.com/world/greece/index.htm
http://www.clevelandart.org/kids/art/mask/index.html
3) LANGUAGE, rosetta stone. design a rosetta stone and break the code
game to make words from greek words like Geo, Bio, Meter, Alpha, Komikos, Europi
http://www.schoolhistory.co.uk/primarylinks/ancientgreeceresources/greece17.pdf
4) ARCHITECTURE (Temples/Buildings) - laptops webquest
http://nmolp.britishmuseum.org/webquests/launch.php?webquest_id=16&partner_id=brim
http://cp.c-ij.com/en/contents/3154/03362/index.html
also one on olympics
5)philosophers/thinkers/inventions
6) last week an activity pack. or assessment