Athens & Sparta
Athens & Sparta
|Name: |Katherine Yaksich |Section Time: |ADO 595 | #: 2 | |
| | | |Wed. 12:30 | | |
|Educational Task: The will study and be able to compare and contrast between the two city-states |
|of Athens and Sparta. |
|Grade Level, approximate number of students, types of students: |
|* 9th grade Global Studies classes |
|* Approximately 17-20 students |
|Materials and Sources: World History text, Elmo Projector, handouts, story, assignment instructions |
|NYS Performance Indicator(s): |
| |
|Key Ideas: SS2.1, SS2.2, SS2.3, ELA2. LR1, ELA3.SW2 |
|Performance Objectives: |
|1. The students will be able to locate and identify city-states in Greece by completing |
|accompanying handout. |
|2. Students will be able to improve reading and listening skills by following online story and the |
|character worksheet. |
|3. Students will be able to distinguish between Athens and Sparta by completing the T-Chart |
|graphic organizer. |
|4. The students will be able to organize their ideas and improve writing skills by developing a |
|compare and contrast essay. |
|Safety Precautions: N/A |
|Part of Lesson |Teacher and Student Actions |Questions. These can repeat for different parts of the |
| | |lesson if appropriate. Include both lower order and higher |
| | |order questions for each lesson. Include questions that |
| | |indicate you have checked for understanding for both |
| | |procedures and content. |
|Launch/Anticipatory Set/Before |Teacher Actions: |1. Can anyone tell me what we are going to |
| |* Teacher will review key concepts from |be doing today? |
| |the previous lesson. | |
| |* Teacher will preview the lesson |2. What are some of the topics or themes |
| |activities. |that we have discussed in this unit so |
| |* Hand out the map and information |far? |
| |handout about each city-state | |
| |* Teacher will present information about |3. How do we use the Elmo projector? |
| |city-states via the websites over the | |
| |Elmo projector. |4. Who can tell me what city is farthest |
| |* This is a gradual note taking skill, and |North?South?East?West? |
| |this step is still basically holding the | |
| |students hand in note taking. |5. Who can tell me what basic note taking |
| | |skills involve? |
| |Student Actions: | |
| |* Students will respond to prompts given by teacher. | |
| |* Students will repeat what we are going to be doing that | |
| |day. | |
| |* students will take brief notes on all city-states. | |
| |* students will directed the teacher at what speed they are | |
| |comfortable at proceeding. | |
|Explore/During |Teacher Actions: |1. Can anyone tell me why we use a T- |
| |* Teacher will hand out the Athens and |Chart? |
| |Sparta story and the character | |
| |worksheets. |2. Why do we do many smaller activities |
| |* Teacher will lead the class in a read |within a lesson? |
| |aloud of the story. | |
| |* Hand out the T-Charts for Athens and |3. What are some of the differences between Athens and |
| |Sparta & discuss directions via the |Sparta? |
| |PowerPoint. | |
| |* Talk to the students about how all of |4. What did you find most interesting about these two |
| |the work we do in each lessons build |city-states. |
| |on one another for higher order | |
| |thinking skills. |5. Do you think the way Spartan children were raised was a |
| |* Break students into strength based |good thing or a bad thing? |
| |pairs. | |
| |* Walk around the class to make sure | |
| |everyone is working and participating. | |
| | | |
| |Student Actions: | |
| |* students will participate in a read aloud, about the | |
| |citizens of Athens and Sparta. | |
| |* students will fill out character worksheets with | |
| |information about the roles of people on both city-states. | |
| |* students will begin to fill out T-Charts form the notes | |
| |that they have gather so far in class. | |
|Summary/Closure/After |Teacher Actions: |1. Can anyone answer me what the 6 key points of note taking |
| |* Bring the class back together for a |are and relate them to the T-Chart that you have just |
| |review session. |created? |
| |* Talk about the similarities and | |
| |differences between Athens and |2. Can you defend your position about which city-state was |
| |Sparta. |better than the other? |
| |* Hand out the assignment and go over it | |
| |together. |3. Can anyone repeat to me what the |
| | |directions for the assignment are? |
| |Student Actions: | |
| |* Students will come back to the whole |4. Does anyone have any questions about today’s lesson? |
| |class focus and go over many of the | |
| |similarities and differences between | |
| |Athens & Sparta. | |
| |* Students will receive assignment and | |
| |go over it with the teacher. | |
|Assessment |* The students will receive a certain amount of points for each of the worksheets that |
| |they receive. These worksheets will be directly related to the learning objectives |
| |stated at the beginning of the lesson. Homework will be weighted more heavily than |
| |class work because it requires more creativity/higher level thinking questions and |
| |concepts. |
| |* Students will receive participation points for class that day. |
| |* Sparta & Athens were the main city-states in Ancient Greece and they were very different |
| |from each other, the compare and contrast essay will reflect whether or not the students |
| |understand this concept. |
| |* The student’s notebooks are checked weekly to make sure that all work is done and |
| |accounted for. |
| |* The T-Charts will be able to tell me if the students are improving on their note-taking |
| |skills. |
|Modification for Advanced Learners |These students would write their compare and contrast essay using the cities of Megara, Corinth, and Argos. This would |
| |require them to do more outside research than the information given during the class notes. The students will also add in |
| |one paragraph concerning a comparison to Athens and Sparta. |
|Modifications for two types of |* ADD/ADHD |
|disabilities-state the name of the |- These students will be given specific tasks while working in pairs or groups because it |
|disability here. You may include a |will make them accountable to the whole operation. These students will have a sense |
|modification for ELL. |of value and focus if the know other people are depending on them. |
| |* ELL |
| |- These students would receive information already given to them from the website |
| |because we may be going to quickly in class to fully understand all of the material on |
| |the website. This will give them a head start on the types of information we are |
| |looking for. |
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