Ancient Greece: The Beginning of a Legacy
Ancient Greece: The Beginning of a Legacy
Module title:
Information Sheet for Informational Module
Ancient Greece: The Beginning of a Legacy
Module description (overview): Template task (include number, type, level): Teaching task:
Grade(s)/Level:
Ancient Greek society had an overwhelming influence on the world. In this module students will begin to learn about the geography, trade, beliefs, and culture of Ancient Greece and how these influenced the development of its government. With this information, students will write an informational essay, citing logical and thorough text-based evidence to support their controlling idea.
Task IE3: [Insert question] After (reading/researching) _____ (literary text/s and /or informational text/s on _____ content), write ___ (product) in which you explain ________ (content). Support your discussion with evidence from the text/s. (Explanation)
How did Ancient Greek society develop? After reading informational text/s on Ancient Greece, write an essay in which you explain geography, trade, beliefs and culture and how these influenced the development of its government. Support your discussion with evidence from the text/s. 6th
Discipline: (e.g., ELA, science, history, other?)
Course:
Social Studies Social Studies--World History Ancient Civilizations
Author(s):
Contact information:
Bill Kuhar-wkuhar@
LDC Informational Module Template ? version 1 2015
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Section 1: What Task?
TEACHING TASK
Background Ancient Greek society had an overwhelming influence on the world. In this module students will begin to learn about the geography,
to share with trade, beliefs, and culture of Ancient Greece and how these influenced the development of its government. With this information, students
students:
will write an informational essay, citing logical and thorough text-based evidence to support their controlling idea.
Teaching task:
How did Ancient Greek society develop? After reading informational text/s on Ancient Greece, write an essay in which you explain geography, trade, beliefs and culture and how these influenced the development of its government. Support your discussion with evidence from the text/s.
Reading texts:
World History Ancient Civilizations Chapter 11 Ancient Greece
Optional Reading: (please collect resources for year two revisions)
Extension (optional):
Possible Extension Activities: (please submit suggestions for year two revisions)
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards source:
NUMBER
CONTENT STANDARDS
CC.8.5.6-8.A Cite specific textual evidence to support analysis of primary and secondary sources
CC.8.5.6-8.B Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CC.8.5.6-8.D Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6?8 text complexity band independently and proficiently.
CC.8.5.6-8.G Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CC.8.5.6-8.J By the end of grade 8, read and comprehend history/social studies texts in the grades 6?8 text complexity band independently and proficiently
LDC Informational Module Template ? version 1 2015
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CC.8.6.6-8.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CC.8.6.6-8.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CC.8.6.6-8.D With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CC.8.6.6-8.G Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CC.8.6.6-8.I Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
**Language Standards and Speaking and Listening PA CC Standards are embedded throughout the model
LDC Informational Module Template ? version 1 2015
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TEACHING TASK RUBRIC (INFORMATIVE OR EXPLANATORY)
Scoring Elements
Not Yet 1
Approaches Expectations
Meets Expectations
1.5
2
2.5
3
3.5
Advanced 4
Focus
Attempts to address prompt, but lacks focus or is off-task.
Addresses prompt appropriately, but with a weak or uneven focus.
Addresses prompt appropriately and maintains a clear, steady focus.
D: Addresses additional demands appropriately.
Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes
a connection to controlling idea.
Controlling Idea
Attempts to establish a controlling idea, but lacks a clear
purpose.
Establishes a controlling idea with a general purpose.
Establishes a controlling idea with a clear purpose maintained throughout
the response.
Establishes a strong controlling idea with a clear purpose maintained throughout
the response.
Reading/ Research
Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.
Presents information from reading materials relevant to the
purpose of the prompt with minor lapses in accuracy or
completeness.
Presents information from reading materials relevant to the prompt with
accuracy and sufficient detail. (L2) Addresses the credibility of sources
when prompted.
Accurately presents information relevant to all parts of the prompt with effective
selection of sources and details from reading materials.
Development
Attempts to provide details in response to the prompt,
including retelling, but lacks sufficient development or
relevancy.
Presents appropriate details to support the focus and controlling
idea.
Presents appropriate and sufficient details to support the focus and controlling idea.
Presents thorough and detailed information to strongly support the focus
and controlling idea.
Organization
Attempts to organize ideas, but lacks control of structure.
Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure
Maintains an appropriate organizational structure to address
the specific requirements of the prompt.
Maintains an organizational structure that intentionally and effectively enhances the presentation of
information as required by the specific prompt.
Conventions
Attempts to demonstrate standard English conventions, but lacks cohesion and control
of grammar, usage, and mechanics. Sources are used
without citation.
Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently
cites sources.
Demonstrates a command of standard English conventions and cohesion, with few errors. Response
includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor
errors.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few errors. Response includes language and
tone consistently appropriate to the audience, purpose, and specific
requirements of the prompt. Consistently cites sources using an appropriate format.
Content Understanding
Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of
content; minor errors in explanation.
Accurately presents disciplinary content relevant to the prompt with
sufficient explanations that demonstrate understanding.
Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth
understanding.
LDC Informational Module Template ? version 1 2015
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Section 2: What Skills?
SKILL
GRADE 6 DEFINITIONS
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1.Task Engagement
Ability to illicit responses from others and use prior knowledge to connect with concepts being introduced in this module
2. Task analysis
Ability to understand and explain the task's prompt and rubric.
3. Project Planning
Ability to plan and track progress toward specific goals and deadlines and accomplish the task on time.
SKILLS CLUSTER 2: READING PROCESS
1. Readying for Reading
Ability to ready for reading by preparing a note-taking format.
2. Close Active Reading, Essential Vocabulary and Note Taking
Ability to: read, understand, and respond to informational text--with emphasis on comprehension, making connections among ideas and between
text with focus on textual evidence period. (CC 8.5) Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies. (CC 8.5.6-8 D) Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions. (CC.8.5.6-8 B) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CC 8.6.6-8.G)
* The specifics of the skills listed above are further defined by the texts and teaching task.
3. Organizing Notes
Ability to integrate evidence from different sources/formats, select, analyze and prioritize important facts and passages for use in one's own writing (CC 8.5.6-8.B, CC 8.6.6-8.G).
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging Conversations Ability to:
explain the rubric and begin linking reading, notes, and discussion to writing task;
engage in a range of collaborative conversations with support from peers and adults, develop and strengthen writing as needed by planning (CC 8.6.6-8.D)
analyze and Integrate knowledge and ideas from primary and secondary sources (CC.8.5.6-8. A).
2. Readying as a Writer
Ability to explain the mode and text structure, the rubric, and link discussions to the writing task.
LDC Informational Module Template ? version 1 2015
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