Grade Six Thematic Unit: Ancient Greece 1

Grade Six Thematic Unit: Ancient Greece

Thomas Gerdes National University February 26, 2010

In partial fulfillment of the requirements for TED 622A Professor Elizabeth Cruikshank

Table of Contents

Unit Overview

Content Standards

Instructional Activities

Monday Tuesday Wednesday Thursday Friday

Modifications for Diverse Learners

English Language Learners

Students with Learning Disabilities

Students with Exceptional Needs

Reflection

Strengths and Weaknesses

Revisions

Resources

References

Grade Six Thematic Unit: Ancient Greece 2

Grade Six Thematic Unit: Ancient Greece 3

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Unit Overview

• This sixth-grade study of Ancient Greece is designed to integrate the

disciplines of social science, visual and performing arts, and physical

education.

• Instructional activities from each subject-area function synchronously in

order to most effectively facilitate student learning.

• Appropriate state content standards are met through educational

experiences created to accommodate the needs of all students, including

English Language Learners, students with learning disabilities, and students

with exceptional needs.

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Content Standards

Social Science Visual and Performing Arts Physical Education

6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece. 3. State the key differences between Athenian, or direct, democracy and representative democracy. 4. Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables. 6. Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.

Skills, Processes, Materials, and Tools 2.1Use various observational drawing skills to depict a variety of subject matter. 2.3 Create a drawing, using varying tints, shades, and intensities. Role and Development of the Visual 3.2 Identify and describe various fine, traditional, and folk arts from historical periods worldwide. Diversity of the Visual Arts 3.4 View selected works of art from a major culture and observe changes in materials and styles over a period of time. Connections and Applications 5.3 Create artwork containing visual metaphors that express the traditions and myths of selected cultures.

Manipulative Skills 1.6 Throw an object accurately and with applied force, using the underhand, overhand, and sidearm movement (throw) patterns. Movement Concepts 2.5 Identify practices and procedures necessary for safe participation in physical activities. 3.4 Participate in moderate to vigorous physical activity a minimum of four days each week. Self-Responsibility 5.1 Participate productively in group physical activities.

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Instructional Activities

MONDAY

Social Science Visual and Performing Arts Physical Education

Teacher describes learning objectives and conditions. Teacher presents students with individual packets compiled from various sources for this unit. Students are divided into three groups. Each group reads a different section, then discusses government qualities. One group member is in charge of creating a list for presentation. Teacher leads the class as each group presents information they found out. Information is placed into a blank table included with the packet.

Teacher describes learning objectives and conditions. Teacher presents a PowerPoint slideshow of ancient Greek artwork related to Greek athletic events and Greek Gods. Class discussion on how the artwork could be described. Teacher then focuses attention on the meaning symbols associated with Greek Gods (i.e. winged shoes for Hermes, thunderbolt for Zeus, anvil for Hephaestus). Students sketch ideas of different Greek God symbols in preparation for final project.

Teacher describes learning objectives and conditions. Students observe a video compilation of five “Olympic” events which features images of authentic sports related artifacts (such as pottery). Teacher introduces “Olympic” games to be held at end of week and reviews procedure and safety for each event. Events include: Javelin, Discus, Long Jump, Long Run and Short Run. Students practice movements for throwing without actually throwing anything as teacher leads them.

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Instructional Activities

TUESDAY

Social Science Visual and Performing Arts Physical Education

Teacher presents video detailing everyday life in Athens and life in Sparta. After video, teacher leads class in completing a Venn diagram in their packet comparing life in Athens and Sparta. Teacher addresses role of various Gods in ancient Greek life as images of Gods are displayed on overhead. Students conduct internet search on Greek Gods.

Teacher introduces project. Students will decide on one Greek God they will represent at the “Olympic” games. Students will sketch a few ideas and pick one to refine and wear on an ancient Greek-style armband during the “Olympic” games.

Students practice two out of the five events: Javelin and Long Run. A broomstick without the broom can be used as a javelin. Long Run is two laps around the field, or about 600 meters.

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Instructional Activities

WEDNESDAY

Social Science Visual and Performing Arts Physical Education

In their packets, students read about Athens’ and Sparta’s respective roles in the Persian and Peloponnesian Wars. Students pair up to complete a timeline of key events that led from the Persian War to the Peloponnesian War. Teacher leads class in discussion of how ancient war required physical fitness, fitness was celebrated in ancient Greece through Olympics and similar events.

Students will transfer their selected sketch to a thick, durable piece of paperboard that can be taped or glued into a tube that fits around the student’s upper arm or wrist. Students will refine their sketches, adding details in pencil.

Students practice three out of the five events: Discuss, Short Run and Long Jump. A Frisbee can be used as a discus. Short Run is a straight run across the field, or about 100 meters. Long Jump is a 10 meter run followed by a jump.

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Instructional Activities

THURSDAY

Social Science Visual and Performing Arts Physical Education

Students draft paragraph answers to questions based on their internet search and class work that explains why gods were important to ancient Greeks (at least two reasons). Students should explain why a certain political structure would affect a city’s affiliation with the Greek Gods.

Students continue work on armbands, adding details and using colors that were available in ancient Greece. Students can use colored pencils, markers and or paints provided by the teacher. Project must be completed today.

Students are evenly divided into Team Sparta and Team Athens so that each team has a similar number of students in each event. Teacher can strategically group students based on practice performance so that each team represents a similar spectrum of individual ability. Teacher facilitates practice run of entire “Olympic” games. In a class discussion, students reflect on how they can personally improve either in their performance, their strategy or their participation.

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Instructional Activities

FRIDAY

Social Science Visual and Performing Arts Physical Education

Unit Test A. Students fill in table similar to one they worked on earlier comparing representative and direct democracy. A few sections of the table are pre-completed to guide students. B. Students fill in a timeline similar to the one they worked on earlier describing Athens’ and Sparta’s roles in the Persian and Peloponnesian Wars. Some events are already placed on the timeline to help guide students. C. Students also respond to an open response question: Describe the characteristics of one Greek god that was important to Sparta, Athens, or both. Analyze the importance of the god to the people of the city during every day life versus during a war. Support explanations with at least three facts about that city.

Students take turns sharing their project, describing how visual metaphors (symbols) express the tradition or myth associated with that god and why they wanted to represent that Greek God during the “Olympic” event.

Students participate in “Olympic” games. Students wear the armbands they made in art class to demonstrate the ancient Greek tradition of homage to specific Greek Gods. In a class discussion, students offer explanations for specific happenings during the events from an ancient Greek’s perspective (Greek Gods were influencing events one way or another).

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Modifications for Diverse Learners

ENGLISH LANGUAGE LEARNERS

Social Science Visual and Performing Arts Physical Education

Scaffolding strategies are used to challenge ELLs to advance beyond their present state of independent activity, by using peers and the teacher to assist in learning content .

ELLs are provided with plenty of opportunities to experience success as the teacher offer positive reinforcement during class work.

ELLs are placed with a “buddy” who can show them what is expected of them. Rules and procedures are explained using familiar vocabulary and body language.

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Modifications for Diverse Learners

STUDENTS WITH LEARNING DISABILITIES

Social Science Visual and Performing Arts Physical Education

Student are given simplified versions of the instructional packet and unit test, with less arbitrary information and more opportunities to check for understanding.

Images presented are also presented in simplified form and students are provided with more frequent monitoring to ensure they are not encountering problems.

Rules and procedures are kept straightforward and are related to familiar school rules and activities. Student expectations are frequently repeated, checking for understanding along the way.

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Modifications for Diverse Learners

STUDENTS WITH EXCEPTIONAL NEEDS

Social Science Visual and Performing Arts Physical Education

Instruction is modified to meet the needs of exceptional learners by use of modeling, scaffolding, bridging flexible grouping. Students who need additional academic challenge can be given additional exercises to refine their understanding of ancient Greece.

Depending on the need, students with exceptional needs may be provided with templates or stencils to help create their project. High-performing students can pick two or more gods to represent on their armband.

Students unable to participate in events for physical reasons may be assigned alternative roles such as distance measurer or location markers. High-achieving students can be given the responsibility of helping train their peers at specific events.

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Reflection ST

REN

GTH

S W

EAK

NESSES

Appropriate use of educational technology. A variety of grouping strategies used. Students are given choices regarding their learning. The unit theme of “Ancient Greece” resonates across all lessons and activities are related. The rubrics are simple and are well-aligned with state content standards.

No pre-assessment activity to determine students’ ability to perform learning tasks. Instructional activities do not include explicit opportunities for vocabulary development. Activities may need modification to accommodate students with special needs or limited abilities. There may be too many activities in some lessons for students to learn the information.

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Reflection

UNIT PLAN REVISIONS • The unit was revised to reflect greater consideration of the benefit of a functional academic vocabulary. Slavin (2009) states that, “All children, but especially ELLs, benefit from explicit teaching of new vocabulary.... Learning dictionary definitions is not as useful as having opportunities to ask and answer questions, write new sentences, and discuss new words with partners” (p.109). It was suggested that the students help construct a word wall for the unit. The teacher initiates the word wall with some key vocabulary, and students subsequently add to it during class discussions. • Accommodations for English Language Learners (ELLs) and students with special needs are suggested for some aspects of the educational experiences. As Eby (2006) states, “Although these students may understand the content of the lessons, the teacher may want to vary the delivery of the content to make it comprehensible to them” (p.175). For example, during group reading and packet activities, ELLs are grouped with more fluent ELLs, as well as proficient English speakers. • SDAIE techniques are incorporated into instruction and accommodations such as extra time to complete learning tasks are made for students who need it. Eby (2006) writes, “Reflective teachers realize that in any classroom, there is likely to be a wide range of student achievement and experience” (p.145). Activities are simplified for students with learning disabilities or low proficiency. Higher-achieving students are given additional details to fill in during the test and are assessed relative to their ability. . For example, instead of filling in a blank timeline, student with learning disabilities might have a matching activity instead. That allows them to focus on the learning task, rather than on their spelling writing quality. • Each lesson’s time is structured with some flexibility to allow the teacher discretion while staying on track. Eby (2006) stresses that, “Reflective teachers who organize time wisely are more successful in delivering the curriculum than are teachers who fail to consider it” (p.104). Approximate time allocations are included as a guide so the teacher can pace instruction appropriately and so that students know what to expect.

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Resources

http://www.historyforkids.org/learn/greeks/history/classical.htm http://www.pbs.org/empires/thegreeks/htmlver/index.html http://www.perseus.tufts.edu/Olympics/sports.html www.asdk12.org/depts/ELL/about.asp

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References

California State Board of Education. (2010). Content standards: History-social science. Retrieved February 22, 2010 from http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf California State Board of Education. (2010). Content standards: Physical education. Retrieved February 22, 2010 from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf California State Board of Education. (2010). Content standards: Visual and performing arts. Retrieved February 22, 2010 from http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf Eby, J., Herrell, A., & Jordan, M. (2006). Teaching in K-12 schools: A reflective action approach. Upper Saddle River, NJ: Pearson. Slavin, R. (2009). Educational psychology: Theory and practice. Upper Saddle River, NJ: Pearson.