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ASSURE Model Lesson Plan

Ancient Greek Civilization Jill Sooy 7th Grade Social Studies Date Created: March 7, 2010

Analyze Learners General Characteristics There are 26 students (15 females/11 males) in the class. Most are from middle to upper middle class backgrounds with high levels of parent support and involvement. All but two are doing well academically. All students are 12 or 13 years of age. Specific Entry Competencies Students generally have very little knowledge of Ancient Greek culture, although most are familiar with some of the Greek Myths based on a short pre-test. Students have some independent research skills, including knowledge about how to find relevant information on the Internet and in books, which will be needed as they chose a subtopic to explore. Students have working knowledge of how to use PowerPoint to create a presentation. Two students have ADHD, and one speaks English as a second language. Learning Styles The vast majority of students (approximately 85%) are primarily auditory and visual learners. The remaining 15% lean toward a kinesthetic learning style. I estimate that most are abstract sequential learners, although there are a fair amount of abstract random learners as well. The estimated 15% of kinesthetic learners are concrete sequential learners. This lesson will employ multiple forms of media, and will require students to watch, listen, read, discuss, and present to accommodate different learning styles.

State Objectives Students will meet the following Ohio Academic Content Standard for 7th grade social studies: The learner will describe the enduring impact of early civilizations in Greece after 1000 BCE including: The development of concepts of government and citizenship Scientific and cultural advancements The spread of religions Slavery and systems of labor Students will meet the following National Social Studies and History Standards: The learner will analyze innovation and change from 1000-600BCE: Horses, ships, iron, and religion The emergence of the Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE How major religions and large-scale empires arose in the Mediterranean basin When shown a DVD on Ancient Greece to provide a common baseline of knowledge, the learner will verbalize the main topics and discuss topics pertaining to government, religion, cultural advancements and innovations, architecture, and citizenship. (Cognitive, Affective, Interpersonal domains) When shown a book containing information and many color photographs of life in Ancient Greece, the learner will choose one visual, whether

artifact, artwork, architecture, clothing, weapon of war, etc. and explain its significance to Greek culture. (Cognitive domain) After listening to 3 chapters of an audiobook to deepen the learning experience, and reading a book on Greek Myths, the learner will analyze the Myths and compose a 3 page explanation of how they feel those myths could have affected every day Greek life. (Affective and cognitive domains) At the completion of the unit, the learners will be divided into groups of four and choose one preselected (to meet content standards) subtopic from within the unit to explore more deeply. They will then present this information to the class by means of a five minute PowerPoint and oral presentation. (Cognitive and Interpersonal domains) Select Media, Materials, and Methods Books Illustrated History Encyclopedia of the Ancient World: Discover What It Was Like to Live in the Stone Age, Ancient Egypt, Greece and Rome to be used by student when choosing one visual to explain its significance to Greek culture. DAulaires Book of Greek Myths to be used along with the audiobook selection to present information on Greek Myths for the learner to analyze the role these myths had on daily Greek life. The Usborne Internet-Linked Encyclopedia of World History to be used as a resource for learner when doing independent research for their end-ofunit presentations. The pages of the book offer hundreds of topic related websites for learners to explore, covering a multitude of topics within the broader Ancient Greece topic. DVDs

Greece Secrets of the Past to be presented at the beginning of the unit to provide a common baseline of knowledge and to prompt discussion on topics pertaining to academic content standards. Audiobooks The Story of the World. Volume1: The Ancient Times, From the Earliest Nomads to the Last Roman Empire also to be presented at the beginning of the unit to provide a common baseline of knowledge and to prompt discussion on topics pertaining to academic content standards. Websites Ancient Greece for Kids (http://greece.mrdonn.org/index/html) The British Museum: Ancient Greece (http://www.ancientgreece.co.uk/) Link from the Usborne Internet-Linked Encyclopedia of World History Four classroom computers CD player to play audiobook Laptop and projector to play DVD Instructors facilitation of discussion Utilize Media, Materials, and Methods Preview Materials -The instructor will review the websites, books, DVD and audiobook to ensure students are not exposed to inappropriate content or language and to select portions that closely align with content standards. Prepare the Technology and the Environment 1.) The instructor with turn on and make sure all computers are functioning properly. 2.) The instructor will secure the laptop and projector on the day the DVD will be played in class and have the DVD set up and ready to begin at the start of class. 3.) The instructor will secure a CD player on the day the audiobook will be played in class and have the audiobook cued to the chapters relevant to Ancient Greece. Since the students will be discussing what they

listened to after the audiobook is complete, desks will be arranged in a circle to promote discussion. 4.) The instructor will have the books available in the classroom for student use. Prepare the Learners The instructor will give a brief introduction to the unit and will give an overview of the content, the learning goals, and assignments students will need to complete during the unit. Provide the Learning Experience The instructor will begin the unit by using the DVD Greece Secrets of the Past to provide a common baseline of knowledge of the topic. The Story of the World audiobook will also be used early in the unit for the same purpose. Some of the myths for DAuliares Book of Greek Myths will be read aloud in class. As the unit progresses, groups of students will choose one area that aligns with the content standards to investigate thoroughly. They will use the books and websites, to prepare a PowerPoint presentation for the class. Require Learner Participation Students will be called on to answer questions about the material covered in class. Feedback will be provided by the instructor and others in the class. Students will be required to participate in the group discussions following the DVD and the audiobook. Feeback will be provided by the instructor and others in the class. Students will be required to use websites for research purposes. The instructor will be available to answer questions and help with locating information. Students will be required to use books for research purposes. Students will be divided into groups of four in order to thoroughly research a subtopic of the unit. They will be graded both on their

individual effort and the quality of the group project. The instructor will check in with each student and group through out the process to make sure the work is evenly distributed. Feedback will be provided both by the instructor and other members of the group. Students will be required to use PowerPoint to make a presentation to the rest of the class for more in depth coverage of topics. The group having done the best work, showing good comprehension of the material and the most complete coverage of their topic, and will earn an exemption from having to complete a short, take home review worksheet. The non-winning groups will complete the short, take home review worksheet. Evaluate and Revise Assessment of Learner Achievement - Students will be evaluated on their participation in group discussions, their individual efforts to contribute to the group project, the group presentation, and the review worksheet. The instructor will need to monitor participation within the small groups to ensure one student is not doing the bulk of the work for the others. Evaluation of Media and Methods Following the DVD and the audiobook, the instructor will informally evaluate each media by asking for student feedback. The instructor will ask for opinions and gauge the level of comprehension and interest from the students based on the discussion. The instructor will spends short amounts of time with each of the groups while doing web research to make sure the students are able to navigate the site effectively to find information pertinent to their topic. The quality of student presentations will be an indicator to the instructor how well the selected media and methods of presentation were able to help the students meet the learning objectives.

Revision The instructor will revise accordingly based on the following: 1.) whether the lesson went smoothly and was well planned 2.) how the class responded to the lesson 3.) how well the real learning outcomes meshed with the desired learning outcomes 4.) whether there is more current media that can be used in the future