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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