Greek Advancements



Greek Advancements

|Name: |Katherine Yaksich |Section Time: |ADO 594 | #: 3 | |

| | | |Wed. 12:30 | | |

|Educational Task: The students will explore different types of advancements that the Ancient |

|Greeks had that we, as a society still use today. |

|Grade Level, approximate number of students, types of students: |

|* 9th grade Global Studies classes |

|* Approximately 17-20 students |

|Materials and Sources: World History text, Porta Portal website, Greek Advancements handouts, Elmo Projector, colored pencils |

|NYS Performance Indicator(s): |

|Key Ideas: SS2.1, SS2.2, SS2.3, ELA2. LR1 |

| |

|Performance Objectives: |

|1. The students will be able to complete research for examples of contributions from the Ancient Greeks by interpreting information off of websites. |

|2. Students will be able to explain how we still use many of these contributions from the Greeks in the present day by completing a journal entry. |

|3. The students will be able to identify at least two individuals and two other contributions by completing the graphic organizer. |

|4. Students will be able to apply their knowledge of contributions and Ancient Greek history by justifying their position in their presentation to the class. |

|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 |

| |* Explain how to use Porta Portal. |far? |

| |* Pair up the students and assign | |

| |computers. |3. What are the rules inside the computer |

| | |lab? |

| |Student Actions: | |

| |* Students will respond to prompts given |4. Who can tell me what Porta Portal is? |

| |by teacher. | |

| |* Students will repeat what we are going |5. Why are we using Porta Portal today? |

| |to be doing that day. | |

| |* Students will pair up. | |

| |* Students will repeat the directions for | |

| |safe computer using and for how to use | |

| |Porta Portal. | |

|Explore/During |Teacher Actions: |1. Who can tell me the tips for taking notes? |

| |* Hand out “Note-Taking” worksheet. | |

| |* Walk around to make sure all of the |2. Can someone please repeat to me what |

| |students are working together and |we are doing right now? |

| |looking at the proper websites. Also to | |

| |monitor for participation. |3. Can you compare your notes to events |

| |* Hand out assignment to pairs ( one |that have happened in modern times? |

| |per student). | |

| |* Teacher will draw attention back and |4.What is the most interesting thing you |

| |randomly draw groups from a hat to |found in the internet and Why? |

| |decide who is going to present their | |

| |poster and reasoning. |5. What did you do to play a part in the |

| | |presentation? |

| |Student Actions: | |

| |* students will begin taking notes from | |

| |the internet websites provided by the | |

| |teacher. | |

| |* students will begin working on their | |

| |assignments. | |

| |* students will devise a presentation and | |

| |give it to the class on what the felt the | |

| |most important contribution was to | |

| |modern times. | |

|Summary/Closure/After |Teacher Actions: |1. Does anyone feel like they do not have |

| |* Go over Ancient Greek |enough information about a certain area? |

| |contributions worksheet as a class to | |

| |make sure everyone has all in the |2. Can anyone tell me why the Greeks had |

| |information. |so many contributions to society that |

| |* Have students complete a “Ticket Out |relate to today? |

| |the Door” | |

| | |3. On your Ticket Out the Door worksheet, |

| |Student Actions: |can you write down what happened today |

| |* students will go over their worksheets |in class that benefited your learning? |

| |to make sure they have all necessary | |

| |information. | |

|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 and class discussion grades. |

| |* There will be a peer assessment for this lesson. |

| |* Students will also receive a test grade on their presentation based on creativity, |

| |organization and solid connections to the modern world. |

|Modification for Advanced Learners |These students can use more resources that they find on their own in addition to the ones that are provided on the Porta |

| |Portal website. They will be expected to find interesting information that is relevant and also not on the websites |

| |provided. these students will report this unique information to the class. |

|Modifications for two types of |* Non-Reader and Non-Writers |

|disabilities-state the name of the |- When the students are working in pairs they can always use what their strengths are, |

|disability here. You may include a |they do not have to switch to a new task every time. |

|modification for ELL. |* ELL |

| |- These students would receive skeletal notes for use with the internet pages so they |

| |can follow along better. |

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