6~Unit+&+Lesson+Plan

=Field Trip Unit Plan =

I. Subject Area: Grade level: Unit Title: // Ancient Civ. 9-10 Development of // // Math/English Literature/Math in // // Ancient Civ // II. Estimated Time: // 3 Weeks // III. Student Population: // The Class is fairly large holding 25 students. There // // are varied backgrounds including 3 language minority // // students of S. Korean descent and 4 students identified // // as having Attention Deficit Disorder. // General Strategies for Differentiating Instruction for ESL students: []

General Strategies for Differentiating Instruction for students with attention deficit disorder: __ http://user.cybrzn.com/~kenyonck/add/teaching_tips.html __ Stage 1 – Desired Results

__ Subject Area - 1: Reading, Writing, Speaking, and Listening __ related to supporting the intended purpose using grade level text. ** 1.1.10.B ** : Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words. ** 1.1.10.C ** : Interpret the literal and figurative meanings of words to distinguish between what words mean literally and what they imply as well as word origins to understand both familiar and unfamiliar vocabulary. ** 1.1.10.D ** : Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating author’s strategies. ** 1.1.10.E ** : Demonstrate an appropriate rate of silent reading based upon specific grade level texts
 * ** IV. Standards: ** // Identify the national, state, or district standards for this lesson //
 * Standard Area - 1.1: Reading Independently **
 * 1.1.10.A ** : Apply appropriate strategies to analyze, interpret, and evaluate author’s technique(s) in terms of both substance and style as

** Standard Area - 1.2: Reading, Analyzing, and Interpreting Text ** Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning. ** 1.2.10.B ** : Assess the accuracy of facts presented in different types of informational texts by using a variety of consumer, workplace, and public documents. ** 1.2.10.C ** : Distinguish between essential and nonessential information across a variety of texts and sources from all academic content areas, identifying bias or propaganda where present. ** 1.2.10.D ** : Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject. ** 1.2.10.E ** : Identify and analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes. ** 2.8.11.C ** : Recognize, describe and generalize patterns using sequences and series to predict long-term outcomes. ** M8.A.3.3.1 ** : Add, subtract, multiply and/or divide integers, fractions and/or decimals with and without a calculator (straight computation or word problems).
 * 1.2.10.A ** :
 * Standard Area - 1.1: **** Mathematics **
 * 2.5.11.B ** : Use symbols, mathematical terminology, standard notation, mathematical rules, graphing and other types of mathematical representations to communicate observations, predictions, concepts, procedures, generalizations, ideas, and results.

// 1.) // - Egyptian multiplication, explanation of Egyptian base number system - Students should be able to multiply and two numbers using the Egyptian algorithm - Shift from hieroglyphs to character based system - Mythologies and folklore in everyday life // 2.) // - Ancient math had different base systems. The students will understand that in different systems, certain numbers don’t exist I.E. – In a base 5 system, the number 6 does not exist. - Before language and Characters existed, Ancient Civilizations utilized hieroglyphs to tell stories and do arithmetic. The transition from these hieroglyphs to characters changed how the world practiced and implemented literature and mathematics. // ** VI. Essential Question(s): ** // // 1) //// What is Egyptian Multiplication? // 2) // What are the hieroglyphic symbols for 1, 10, 100, 1000, etc…? // 3) // How was mythology helpful to people in ancient civilizations? //  4) // What stories today can we compare to myths? //
 * V. **** Understanding(s): **

// Introducing students to ancient cultures will enhance their appreciation for how // // they acclimated to their given environments. Ancient Civilizations did not have // // the luxury to pull out a calculator or open a word document to get their // // message across. Bridging this gap will show students the struggles of humanity // // throughout history and increase their understanding of how we arrived at the // // position we are in today. // // ** VIII. Skill(s): ** // // 1.) //// What skills related to acquiring, organizing // // and using information will students // // Develop? // Students will complete online research prior to the field trip. While on the trip, students take part in an activity that will have them gathering information which will then be used to create a group presentation. Students will then organize everything and create a wiki/google document which will also be presented to the class.
 * VII. Attitude(s) and Value(s): **

// 2.) What technological skills will students develop? // Students will be encouraged to create web pages using Glogster/Wix and include them on their group wiki/google document.

// 3.) What interpersonal skills will students develop? // Group work while on the field trip/creating group web page, Presentation to class || Stage 2 – Assessment Evidence

Presentation, website creation, unit quizzes.
 * IX. Performance Task(s):

Students will be graded based on their understanding of the key concepts described in each individual lesson plan. || Other Evidence: // Through what other evidence (e.g., quizzes, tests, observations, homework, journals, etc.), will students demonstrate achievement of the desired results? // Quizzes will be given, Individual research will be required as a homework assignment for students.

// How will students reflect upon and self-assess their learning? // The group website/presentation will give the students the opportunity to put together all that they have learned. Students will be encouraged to offer feedback on each presentation. || Stage 3 – Learning Plan

· Short History of Greek and Roman History and Culture. 50 mins The objective is to give the students some background on Greek and Roman culture during the time myths were widely believed. During this lesson the students will learn a little bit about the history and culture of the time when these myths where believed. We will cover a brief bit of information on both the Greek and Roman Empires. The information will be presented mostly verbally from the teacher to the students but some videos will be used. The students will be asked to fill out a worksheet on the information they learned through out the class and to hand it in before they leave. YouTube (n.d.) // Olympian gods of ancient greek mythology. // Retrieved April 6, 2010 from [|www.youtube.com] Hattstein, Markus (2009). // Lost civilizations: Mysterious cultures and people. // New York. Parragon, Incorporated.
 * X. Learning Activities (3 lessons)

· Create your own Myth. 50 mins The objective of this lesson is to have students read and understand the meanings of Greek mythology and to be able to write their own myth. During this lesson students will read a couple Greek myths in class and then they will discuss them to find what they have in common and what they teach the reader. Once the students understand what a myth consists of they will be asked to discuss and come up with some topics of their own with which they can write their own myths. Each student will them construct their own story and hand it in the next day. Warner, Marina (2003). // World of myths. // Austin. British Museum Press, University of Texas Press.

· Family Relations: How the Gods are Related. 50 mins Using a game, created with Power Point, the students will play in teams to answer questions about the relationships between the gods and what each god was known for. During this class we will go over a number of the Greek and Roman gods. At the beginning of class the students will good over some of the information they have learned through out the week. Then the students will break up into groups of four to play the game. The questions will consist of which gods were related and how they were related. Also the students will be asked to identify what each god was known for and which gods had different Roman and Greek names. James, Vanessa (2003). // The Genealogy of Greek Mythology: An Illustrated Family Tree of Greek Mythology from the First Gods to the Founders of Rome. // New York. Penguin Group. Warner, Marina (2003). // World of myths. // Austin. British Museum Press, University of Texas Press. ||

XI. References: Warner, Marina (2003). // World of myths. // Austin. British Museum Press, University of Texas Press.

James, Vanessa (2003). // The Genealogy of Greek Mythology: An Illustrated Family Tree of Greek Mythology from the First Gods to the Founders of Rome. // New York. Penguin Group.

Hattstein, Markus (2009). // Lost civilizations: Mysterious cultures and people. // New York. Parragon, Incorporated.

Lesson Plan Subject: English Topic: Greek Mythology Grade: 9th Allocated Time: 50 mins Student Population: 30 students: 11 boys, 19 girls, 5 African American, 2 Asian, 23 Caucasian, 3 students with ADHD State Standards: ** 1.3.9.B: ** Analyze the characteristics of poetry, prose, drama, novels, short stories, essays, and other basic genres, explaining the appropriateness of the form chosen by an author for a specific purpose. **1.3.9.C:** Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style.  [|Write poems, short stories and plays. genre.]  [|Use specific details to enhance the story elements]  [|Incorporate dialogue to develop character and plot.] Goal for Understanding: By reading and analyzing some Greek myths students will have a better understanding of their meanings and purpose and be able to write their own. Instructional Objective (Statement): Students will read four Greek myths in class, analyze the myths to discover what its purpose is, and write their own myth based on their own experiences. Student Behaviors Students will read three myths. Students will discuss what makes up a myth, what they teach the reader, and what is needed to make a myth. Students will create and write their own myths. ||  Sources of Evidence Students will read four myths out loud in class. Students will discuss in class what the elements of a myth are and what they teach the reader. Students will discuss in groups ideas for writing their own myths and create their own written myth for class. ||  Criteria for Evaluation Points for participation for students who read and discuss topic in class. All students will be given the chance to read. All will receive credit. Have student write up what topics they discuss in their groups on what they may write their myths on. (Hand in for class participation grade) Students must meet teachers’ criteria by including specific elements in their written myth. (Score of 3/3 on rubric.) || Teaching to the Objective Estimated Time: 15 mins 25 mins 5 mins 5 mins || Teaching to the Objective Introduction/Motivation/ Prior Knowledge - Have enough copies of the three myths for each student to have their own. Tell the students that they will be reading the myths aloud in class. - Ask students if they have previously heard any Greek myths and ask them to explain what they know. - Tell the students what myths they will be reading and then after reading them they will be asked to discuss what they have read and to then create their own myth. Developmental Activities: - Have the students read the myths out loud in class. - As the students read the myths ask them if they have any predictions as to what will happen in the stories, how they feel about the characters, what lesson the myth teaches the reader, what it helps explain. - After reading all three myths ask the students what they think the three stories have in common. Do they all teach the reader something? Do they have any similarities? - Split the class into groups of 2 or 3 and have them discuss events that they write their own myths about. Each group will write up and hand in a sheet of paper with a few topics to write about. Assessment: - Can the students find the lessons in the myths and explain them. (Class participation) - Does each student successfully write their own myth that follows the criteria discussed in class. (Rubric) Closure: - Call the class together and ask them what types of ideas their groups have come up with to write their myths about. - Tell the class that they will have to write their myths at home tonight and that they should hand them in for grading the next day. || Differentiation: Required for each Section. - Write the names of the myths on the board along with the characters in each story. - Provide visuals of the stories through pictures of classical art and drawing of the texts being read. - Allow students to help hand out the copies of the myths. - Allow some student to answer questions on their own but call on other students who do not regularly offer to speak so that everyone will gain class participation. || Follow-up: After grading offer to let students read their myths to the class. Materials: Copies of the myths for each student. Technology: Use computer/projector to show pictures of myths. Resources: Warner, Marina (2003). //World of myths.// Austin. British Museum Press, University of Texas Press. Pennsylvania Department of Education. (n.d.). //Academic standards for reading, writing, speaking and listening. //   Retrieved April 6, 2010, from [|http://www.pde.state.pa.us]
 * Standard Area- 1.3: Reading, Analyzing and Interpreting Literature- Fiction and Non-Fiction **
 * Satndard Area- 1.4: Types of Writing **
 * 1.4.9.A: ****[|Apply organizational methods standard to the] **