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All Things Greek

All Things Greek!

Interdisciplinary Unit

Taylor Furlong

Erin Murphy

Stacy Combs

Katie Giblin

Table of Contents

Content

Page Number

Unit Overview and Rationale

3

Podcast

4

Bibliography

5-6

Differentiation

7-12

Curriculum Layout

13-17

Five-Day Planner

18-19

Concept Map

20

Math Lesson Plan

21-33

Language Arts Mini-lesson Plan

34-46

Science Lesson Plan

47-56

Social Studies Lesson Plan

57-65

Annotated Bibliography

66-68

Additional Resources

Unit Overview and Rationale

Grade Level: 7th Grade

Goals of the Unit: The goal of the overall unit is to get the students to be more knowledgeable in the areas of: Greek History, Modern Day Greece, Greek Mythology, and Greek Architecture. We will be in engaging these students through Math, Science, Social Studies, and Writing exercises. We will be ending the week with real-life experience through an “Everything Greek Day!” We will be having a speaker and activities for the students to participate in, subsequently making them integrated into a form of Greek culture.

Key Concepts to be stressed in each content area:

· Social Studies: emphasis on Greek geography

· Science: emphasis on the water cycle with added emphasis on Poseidon, God of the Water

· Math: emphasis on scaling

· Language Arts: emphasis on the informal writing process with focus on Greek gods.

· Reading: wide variety of usage emphasis on reading picture books, reading maps, and use of

· graphic organizers.

The rationale behind integrating these content areas:

In Science our students would be learning about the water cycle and it’s various ideas. We put emphasis on Poseidon because he is the Greek god of water. We integrated this idea with our Language Arts lesson by having the students write informal writing ideas with emphasis on Poseidon and other Greek gods. In math we placed our focused on the idea of scaling and it’s relation to various Greek architecture. We integrated this idea into our Social Studies lesson by having the students study Greek geography and placing various events and architecture on a map.

How content relates to students’ lives:

We felt that as seventh grade students, their interest varies from student to student. This unit incorporates a wide variety of interest such as architecture, history, geography, and the water cycle. The Greek culture and mythology has influenced many modern day practices and traditions we still see and do today. We incorporated fun activities including our “All Things Greek” day which would allow students to be interactive with the Greek culture and it’s history. In one content area, the students are learning more kinesthetically while in others students will be learning more visually. This will allow a variety of learning styles to be met and keep the students engaged.

Podcast

Our podcast to the parents has been posted to YouTube due to it being too large to submit otherwise.

http://www.youtube.com/watch?v=wK7MlsO0b-Y

You can ONLY view this movie if you directly have the link. Enjoy (

Complete Bibliography

Books:

Black, J. (1925). Mythology for Young People. Charles Scribner's Sons.

Bryant, M.E. (2009). Oh my Gods!: A Look-it-up Guide to the Gods of Mythology (Mythlopedia). Franklin Watts.

Burleigh, R. (1999). Hercules. Hong Kong: Harcourt Brace & Company.

Glencoe, McGraw – Hill Text Book, The Water Planet. Copyright: 2008.

Graves, R. (1965). Greek Gods and Heroes . Laurel Leaf.

Green, R.L., & Riordan, R. (2009). Takes of the Greek Heroes. Puffin.

Honan, L. (1998). Spend a Day in Ancient Greece. San Francisco: Jossey-Bass.

Hoopes, & Evslin. (1995). The Greek Gods. Scholastic Paperbacks.

Malam, J. (1999). Ancient greek gods and goddesses. Macdonald Young Books.

Mann, E. (2006). The Parthenon: The Height of Greek Civilization. New York: Mikaya Press.

Mueller, M. (1984). The Iliad. London: George Allen & Unwin.

Websites:

http://www.teach-nology.com/cgi-bin/kwl.cgi

http://www.mlahanas.de/Greeks/Maps.htm

http://www.mythweb.com/teachers/tips/tips.html

http://www.answerbag.com/article/how-to-teach-journal-writing/4647b408-91da-ec90-caf5-e1f3aa533f3b/write-a-journal-entry

http://www.peoplerich.com/PeopleRich_5StepProcessForJournalWriting.pdf

http://jobsearchtech.about.com/od/letters/l/bl_block_p.htm

http://www.greekmythology.com/Olympians/Poseidon/poseidon.html

http://www.teachervision.fen.com/writing/lesson-plan/3514.html

http://www.angelfire.com/nj3/tally/letter.html

www.wcs.k12.va.us/users/honaker/.../2nd-peer-editing-template.doc

http://www.ancientgreece.org/architecture/parthenon2.html

http://www.maths.surrey.ac.uk/hostedsites/R.Knott/Fibonacci/fibInArt.html

http://www.helpingwithmath.com/printables/worksheets/geometry/geo0801pythagoras01.htm


http://www.ixl.com/math/practice/grade-7-scale-drawings-and-scale-factors

http://www.kidspast.com/world-history/0062-greek-religion.php

http://schools.webster.k12.mo.us/education/components/scrapbook/default.php?sectiondetailid=41578

http://www.ancientgreece.com/s/Culture/

http://www.historyforkids.org/learn/greeks/

Differentiation

Elena (Autism)

Elena will be given Study Guides three to four days in advance of the tests, as well as extra time on tests. Any resource used within the classroom will be copied for Elena to keep at home. Elena can follow two-step verbal commands; so all directions given will be broken down into two-step segments. The directions will be repeated and given as many times as necessary for Elena to fully comprehend what is being asked and for the lesson to be completed. She will also be given assignments in smaller increments due to her inattentiveness after 10 minutes. She will be allowed to leave the room, quietly and without distracting the other students, if she needs to move around. Her ‘breaks’ are allowed to be up to three minutes. Once she returns, Elena will return to working on the task at hand. We will place her in the front of all classrooms so other students do not as easily distract her. We will redirect Elena and will place her with a student buddy who is able to continue his or her own work yet help Elena to remain on track if distracted. This will allow for Elena to have frequent and constant interaction with peers, which is one of her areas of weakness. Because Elena has good receptive skills, when approaching a task that does not seem appealing to her, we will offer positive reinforcement, attempting to diminish the self-injurious behavior. Elena does not attain to the word cards when prompted, so now the word cards will have visual aids on them as well. This will enable Elena to make connections from pictures to words and vice versa, while completing the task when prompted. When using the voice-activated technology, Elena will be expected to vocalize the prompts. One of her annual goals is to increase her expressive language. When making a request in the classroom, regardless of what it pertains to, Elena will be expect to vocalize the request. Although Elena’s SIBs have decreased in the past years, they are still an issue. One of her annual goals is to completely get rid of the SIBs. If Elena exhibits such a behavior, she will have to consult one-on-one with a teacher or aid about the particular behavior. An alternative behavior will be implemented, one of which is agreed upon by Elena and the teacher. As a constant in ALL areas, Elena will use a Special Smart Pen when writing in the Resource Room. She will speak and vocalize her thoughts as she writes. This will allow for Elena to not only vocalize everything but also be able to return to these recordings as a reference.

Math: For a student with Autism, specifically Elena, there are various ways to accommodate them in the mathematics classroom. Elena has very good visual discrimination skills, because of this there will be an emphasis put on using manipulatives during math. She will be given the option of counting with manipulatives and building figures with them instead of being limited to paper and pencil. While other students are drawing their to-scale models, Elena will be allowed to build them. Elena is only able to work independently for a short amount of time, because of this she will also be given a buddy to work with during class. Her buddy will keep her on task and motivated to complete the assignment. Elena and her buddy will be placed at the front on the room, away from possible distractions. When the teacher sees Elena starting to become overwhelmed, she will send her on short errands to get her out of the classroom and give her a break. Allowing Elena to take short breaks will hopefully reduce her self-injurious behavior.

Language Arts: the Intervention Specialist within the Resource Room will give the spelling tests orally. For a child with Autism, this lesson allows for both types of language, expressive and receptive. It will allow for the students to speak about something they personally did inside the classroom to the entire class. If desired, for a child who struggles with expressive language, their ‘presentation’ of the writing prompt could be recorded, so that they are able to do it as many times as desired. When it is their turn to present, they would be able to play the recording video. This would not only allow for the child to use expressive language but also be confident in front of peers. Also, specifically for Elena, instead of typing, she could use the special Smart Pen and record as she writes. This would allow for the use of her expressive language as well.

Science: For students who have Autism, they would be placed in the Greek Gods and Heroes group. Specifically for Elena since she will be hearing the book read allowed, she will use her smart pen and notebook and record what is being read allowed. She will be encouraged by her peers and teacher to interact within the group discussions. When it comes to writing the summary, Elena will be given the scaffold summary sheet. She will then write her summary into her smart notebook using the smart pen. Elena will be given the choice of either completing the summary in the classroom or if she chooses to go to the resource room as an appropriate setting for her to complete her task. Giving these specific accommodations for Elena will increase her interactions with peers and working with peers. She will also have a decrease in SIB given the fact that there are many choices given for her to complete her task.

Social Studies: For a student with autism, specifically Elena, there are various ways to accommodate them in the mathematics classroom. Elena has very good visual discrimination skills, because of this there will be an emphasis put on using manipulatives during math. She will be given the option of counting with manipulatives and building figures with them instead of being limited to paper and pencil. While other students are drawing their to scale models, Elena will be allowed to build them. Elena is only able to work independently for a short amount of time, because of this she will also be given a buddy to work with during class. Her buddy will keep her on task and motivated to complete the assignment. Elena and her buddy will be placed at the front on the room, away from possible distractions. When the teacher sees Elena starting to become overwhelmed, she will send her on short errands to get her out of the classroom and give her a break. Allowing Elena to take short breaks will hopefully reduce her self-injurious behavior.

Morgan (ADD/ADHD)

Morgan responds well to positive reinforcement, so when he performs a ask correctly, positive reinforcement will be rewarded. This will hopefully encourage him to perform the specific behavior again. Morgan gets along well with others, so when group or partner work can be used, it will be. He excels in mathematics, and pairing him with a student who needs the extra help will give Morgan a confidence boost. Morgan has issues with forgetting certain assignments and materials needed to complete the activity. At the end of each day, an adult [teacher or aid] will go over Morgan’s assignment planner with him and prepare his backpack to be taken home. His assignment planner will be signed each night by a parent and returned to school the next day. This will be done with the hopes that eventually Morgan can complete this task independently. Morgan will be given extra time on tests, and study guides will be given prior to the tests. This will hopefully help him perform better on the tests. Because Morgan exhibits many disruptive behaviors, he will have a behavioral log. Whenever a behavior that is disruptive or inappropriate is observed, it will be noted on the behavioral log. At the end of the day/week, proper repercussions and/or rewards will be given. This will encourage Morgan to behave appropriately at all times. In all classes, Morgan will be given positive reinforcement when identifying sight words. This is one of his annual goals, and will be worked on throughout the entire day. When new words are going to be introduced to Morgan, picture and word sorts will be used and reinforced. Morgan is very persistent when making an error or not being able to fully grasp a concept, and this quality will be reinforced as well. We do not want him to give up when an obstacle gets in the way.

Math: Morgan is a student who has been diagnosed with ADHD, because of this, there are necessary accommodations that must be made for him in the mathematics classroom. Morgan is a great math student who responds well to positive reinforcement. Morgan will act as a peer tutor in the classroom, being paired with students in need of assistance. This will provide Morgan a sense of importance and will help boost his self-esteem. Morgan will get extra credit for his work with peers, which will hopefully boost his grade. Teacher will stress the importance for Morgan to show his work and encourage him to use his drawing abilities to help him solve problems. He will be allowed to draw the Pantheon if he finds it easier. At the beginning of the week Morgan will be given a homework checklist, along with his math worksheets, which he is to give to his mother. His mother will check the box each night indicating that Morgan has completed his homework and has put it in his backpack.

Language Arts: For spelling, Morgan will get his own list of words, of which many –TH and –CH words are on it. This will allow for Morgan to become acquainted with them as well as practice his sounding out of –TH and –CH. When reading a book in class, there will be periodic Reading Comprehension tests, in order to gauge where Morgan stands in comprehending the story. For a student with ADHD, the prompt can be changed to writing a play. They could act out the play, incorporating different members of the classroom. This would allow for this particular student’s strengths to shine without keeping them in a desk for the entire class period. By having the students get up and active around the classroom, it will likely keep their attention longer. Also, students learn in different ways, and this would allow for those who learn better kinesthetically to shine. Specifically for Morgan, less complex writing prompts would be developed. He struggles with sight word identification and phonics, so the teacher can read the prompts aloud to him. That way, he does not get confused or frustrated when reading the prompts, if he comes across a difficulty. The teacher’s voice could be recorded to play back the writing prompts, so Morgan would be able to listen to it as many times as he desired.

Science: For students with ADHD, they would be placed in a group that is reading the Oh My Gods! Book. Specifically for Morgan he will be hearing the text read aloud to him and will be given the same vocabulary sheet as the students who are ELL. Morgan will also then be given the scaffold planner so that he is able to stay focused on the task in which he needs to complete. Giving these accommodations for Morgan will allow him to not have to focus on sounding out the words and reading in front of his peers. Also, allowing him to use the scaffold summary sheet Morgan will be able to complete the assignment along with his peers, it will also keep him focused on what he is summarizing.

Social Studies: Morgan is a student who has been diagnosed with ADHD, because of this, there are necessary accommodations that must be made for him in the mathematics classroom. Morgan is a great math student who responds well to positive reinforcement. Morgan will act as a peer tutor in the classroom, being paired with students in need of assistance. This will provide Morgan a sense of importance and will help boost his self-esteem. Morgan will get extra credit for his work with peers, which will hopefully boost his grade. Teacher will stress the importance for Morgan to show his work and encourage him to use his drawing abilities to help him solve problems. He will be allowed to draw the Pantheon if he finds it easier. At the beginning of the week Morgan will be given a homework checklist, along with his math worksheets, which he is to give to his mother. His mother will check the box each night indicating that Morgan has completed his homework and has put it in his backpack.

English Language Learners

Math: For the ELL students in the mathematics classroom, there are few options for accommodations. Students will be allowed to look up the different vocabulary words in dictionaries from their native language. They will be provided with electronic translators and copies of the pages, which will be read to the class ahead of time. Teacher will read the book slowly so the students may follow along. The two students will be placed into groups with proficient English speakers who will assist the students when necessary.

Language Arts: For an English Language Learner, the lesson can be adapted so that it uses more basic language. They can write a more basic letter, given a more simplistic writing prompt. Also, this could be combined into a partner project, where a peer ‘tutor’ helps out the ELLs. They may also just need extra time or an organizer where they can simply place the information so that it is in the correct format. I do not want to silence their voices, but I also do not want to make it too difficult for them to complete successfully either.

Science: For students who are ELL, they will be reading the Oh My Gods! book with their group. Since there is a strong reader in each of the groups reading the text should not be a problem. The students will be provided with a list of vocabulary, which is defined further for them if they need it. They will then be able to use the text and vocabulary sheet when writing their summary with scaffolding. This way they are able to write grammatically correct sentences and not be confused about the sentence structure.

Social Studies: For the ELL students in the mathematics classroom, there are few options for accommodations. Students will be allowed to look up the different vocabulary words in dictionaries from their native language. They will be provided with electronic translators and copies of the pages, which will be read to the class ahead of time. Teacher will read the book slowly so the students may follow along. The two students will be placed into groups with proficient English speakers who will assist the students when necessary.

Expressive Language Processing Disorder

Math: The student with the expressive language processing disorder will be given a touch board. This touch board will speak for the child. The board will have a list of generic ideas and statements for the child to use, in addition there will be a keypad, which will help the student write what he would like to say. The board will have the ability to auto correct what it believes the student is attempting to say. During the lesson, the student will be working with manipulatives and communicating with those. He will be graded based on his final project, which he will create. He will also have a scribe, also known as a “note-taker,” in the classroom that will write down the answers to the problems he has completed.

Language Arts: For a student with expressive language processing disorder, communication is going to be extremely difficult to keep at a constant. One-on-one instruction while doing the writing would help. But it is likely that the student will not be able to put the words together to make a full sentence. The assignment could be adapted so that the student was to match a Greek God with the correct name on a Smart Board. Because the majority of the lesson is writing, I think it would be difficult to have a student with expressive language processing disorder to complete. A game involving Greek Gods could be developed or the student could make a picture book.

Science: For students who have the expressive language processing disorder, they will be included in a group of students who are reading the Oh My Gods! Book. When it comes to writing the summary the student will be given the scaffold summary sheet. This way the student does not have to feel the pressures of reading aloud and using their written language skills with little to no guidance.

Social Studies: The student with the expressive language processing disorder will be given a touch board. This touch board will speak for the child. The board will have a list of generic ideas and statements for the child to use, in addition there will be a keypad which will help the student write what he would like to say. The board will have the ability to auto correct what it believes the student is attempting to say. During the lesson, the student will be working with manipulatives and communicating with those. He will be graded based on his final project which he will create. He will also have a scribe in the classroom who will write down the answers to the problems he has completed.

Gifted/High Cognitive Processing Disorder

Math: For the gifted student, teacher will allow him to assist others if he would like. He will also be given the option of completing additional scale drawings and replicas for extra credit. If he is finished early he may use the computer to research more ancient Greek buildings.

Language Arts: If a student is gifted or may be ahead, then they can go on. If that is still too easy for a gifted student, the requirements for the writing can be made more challenging. They could also have to choose more than one writing prompt, in order to challenge them. They could also help the students who need further assistance, strengthening their peer relations.

Science: For students who have high cognitive processing skills, they would be placed in the reading group for the book The Greek Goods. This student would be able to write more than just a couple of sentences about the Greek God, Poseidon if he or she chose to write more. The student would also have the option of drawing a picture of Poseidon that incorporates knowledge they have about the God into the picture.

Social Studies: For the gifted student, teacher will allow him to assist others if he would like. He will also be given the option of completing additional scale drawings and replicas for extra credit. If he is finished early he may use the computer to research more ancient Greek buildings.

Hemophilia

Math: For the student with hemophilia it will be crucial for the teacher to be flexible with grading and due dates for homework assignments. If the student has missed school due to a prolonged hospital stay, teacher will need to work with the student to create a new schedule, making sure the student is caught up by the end of the year. Teacher will also use Skype to communicate with the student while in the hospital, allowing him to hear the lectures, and participate in classroom discussion.

Language Arts: For a student with Hemophilia, a great amount of flexibility is going to be essential. It will be expected that all of the work is completed by the end of the term, but the student will have as long as needed for completion. Assignments may need to be sent home for home instruction. This will be dealt with necessary, with full understanding.

Science: For students who have hemophilia, if they are not in school on the day in which the assignment has been given. There would be extended time given due to medical conditions to complete this assignment. The book group in which they were scheduled to be in would be sent home so that the students would be able to read it by themselves or have a parent/ sibling read it to them. It could also be arranged so that the teacher could meet before or after school with the student or during study hall to read the book as well with the child. Giving these accommodations for the student would alleviate the stress of falling behind for the student, it would allow them to complete the summary, as they were able to.

Social Studies: For the student with hemophilia it will be crucial for the teacher to be flexible with grading and due dates for homework assignments. If the student has missed school due to a prolonged hospital stay, teacher will need to work with the student to create a new schedule, making sure the student is caught up by the end of the year. Teacher will also use Skype to communicate with the student while in the hospital, allowing him to hear the lectures, and participate in classroom discussion.

Standards, Benchmarks, and Grade Level Indicators

Social Studies Lesson:

Standard: Geography

Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. (page 32)

Benchmark: A. Identify on a map the location of major physical and human features of each continent. (page 32)

Grade Level Indicator: Location 1. For each of the societies studied, identify the location of significant physical and human characteristics on a map of the relevant region. (page 146)

Integrated Reading:

Standard: Informational, Technical and Persuasive Text Standard

Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources. (page 34)

Benchmark: A. Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information. (page 34)

Grade Level Indicator: #5 Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. (page 222)

Integrated Math:

Standard: Geometry and Spatial Sense Standard

Students identify, classify, compare and analyze characteristics, properties and relationships of one-, two- and three-dimensional geometric figures and objects. Students use spatial reasoning, properties of geometric objects, and transformations to analyze mathematical situations and solve problems. (page 38)

Benchmark: H. Predict and describe results (size, position, orientation) of transformations of two-dimensional figures. (page 41)

Grade Level Indicator: Spatial Relationships 6. Determine and use scale factors for similar figures to solve problems using proportional reasoning. (page 157)

Math Lesson:

Standard: Geometry and Spatial Sense

Students identify, classify, compare and analyze characteristics, properties and relationships of one-, two- and three-dimensional geometric figures and objects. Students use spatial reasoning, properties of geometric objects, and transformations to analyze mathematical situations and solve problems (page 38).

Benchmark: E. Use proportions to express relationships among corresponding parts of similar figures (page 39).

Benchmark: J. Apply properties of equality and proportionality to solve problems involving congruent or similar figures; e.g., create a scale drawing (page 41).

Grade Level Indicator: 1. Use proportional reasoning to describe and express relationships between parts and attributes of similar and congruent figures (page 156).

Grade Level Indicator: 6. Determine and use scale factors for similar figures to solve problems using proportional reasoning (page 157).

Standard: Measurement

Students estimate and measure to a required degree of accuracy and precision by selecting and using appropriate units, tools and technologies (page 34).

Benchmark: B. Convert units of length, area, volume, mass and time within the same measurement system (page 35).

Grade Level Indicator: 2. Convert units of area and volume within the same measurement system using proportional reasoning and a reference table when appropriate; e.g., square feet to square yards, cubic meters to cubic centimeters (page 155).

Integrated Social Studies:

Standard: People in Societies

Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings (page 30).

Benchmark: A. Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures (page 30).

Grade Level Indicator: 4. Describe the cultural and scientific legacies of African, Greek, Roman, Chinese, Arab and European civilizations (page 59).

Language Arts Lesson:

Standards: Writing Applications Standard

Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose. (page 44)

Benchmarks:

C. Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, stated purpose and context in a clear and efficient manner [166].

B. Write responses to literature that extend beyond the summary and support judgments through references to the text. (page 166)

Grade-Level Indicator:

Writing Processes: 5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing. (page 223)

Grade Level Indicator:

Writing Applications: 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. (page 224)

Integrated Science:

Standard: Earth and Space Sciences

Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. (page 34)

Benchmark: C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution). (page 34)

Grade Level Indicator: 3. Describe the water cycle and the transfer of energy between the hydrosphere and atmosphere. (page 126)

Science Lesson:


Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. (page 34)

Benchmark: C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution). (page 34)

Grade Level Indicator: 3. Describe the water cycle and explain the transfer of energy between the atmosphere and hydrosphere. (page 126)

Integrated Reading:

Standard: Communications: Oral and Visual Standard

Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

Benchmark: A. Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media. (page 52)

Grade Level Indicator: 1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).( pg. 225 )


Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

Benchmark: A. Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information.

Grade Level Indicator: 1. Use text features, such as chapter titles, headings and subheadings; parts of books including index, appendix, table of contents and online tools (search engines) to locate information.( pg. 221)

Standard: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Students develop and learn to apply strategies, such as predicting and recalling, that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

Benchmark: A. Determine a purpose for reading and use a range of reading comprehension strategies to better understand text. (page 32)

Grade Level Indicator: 5. Select, create and use graphic organizers to interpret textual information. (page 74)

Grade Level Indicator: 4. Summarize the information in texts, using key ideas, supporting details and referencing gaps or contradictions. (page 74)

ALL THINGS GREEK!!!

5-DAY PLANNER

Subject

Day 1

Day 2

Day 3

Day 4

Day 5

Language Arts

Lesson: Poseidon's Waves

Read a book about Poseidon and discuss

Focus on, in small groups, comparing Poseidon to someone you know (Include personal qualities, attitudes about him/her, strengths/weaknesses, etc.)

Lesson: Bringing Greece to Life

Read excerpts from books about other Greek Gods

Focus on asking questions like, “So far, who is your favorite? Why? Discuss as a class, and compare opinions. What would you do if you were a Greek God?”

Lesson: Letters and Diaries from Greece

Greek writing prompts

Focus on letter writing and journal writing

(Extended Lesson)

Lesson: Work Day

Continue to work on writing assignment, asking teacher for help and direction. Last 20 minutes will be used for peer reviews

Focus on finishing writing assignment

ALL THINGS GREEK DAY!!

Mathematics

Lesson: Welcome to Ancient Greece

Introduce Greek advances in Math

Focus on Pythagorean Theorem

Lesson: Magic Triangle!

Practice the Pythagorean Theorem and watch, “Donald in Mathmagic Land”

Focus on Practicing Pythagorean Theorem

Lesson: Scaling and Ancient Greeks

Introduce and then practice Scaling

Focus on Scaling and how it relates to Ancient Greek Civilization

Lesson: Scaling , Scaling, Scaling!

Practice Scaling using manipulatives

Focus on developing a concrete understanding on how to scale


Lesson: Sugar Cube Parthenon

(Extended Lesson)

Learning about the Parthenon and creating a scale replica

Focus on applying knowledge of material learned earlier in the week

Reading

***Integrated in Science***

Integrated in Language Arts

Integrated in Social Studies

Integrated in Mathematics

Science

Lesson: Poseidon, Intro to the Water Cycle (Extended Lesson)

KWL and Poseidon article

Focusing on gauging what students know about water and what they want to know about

Lesson: Water- Where can we Find it?

PowerPoint presentation on the water cycle

Focusing on where water exists and how it changes form

Lesson: Water- Forms

Finish PowerPoint about the water cycle

Focusing on finishing up how water changes form and how it moves

Lesson: Movement of Water

Finish PowerPoint and play a review game

Focus on reviewing previously learned material in preparation for a future assessment


Social Studies

Lesson: All About Greece!

Introduction into Greek Geography

Focus on discussing what we know about Greece, it's location, and history of events

Lesson: Then and Now

Compare a map of Ancient Greece and Modern day Greece

Focus on seeing how the geography has changed and discuss why

Lesson: When did that happen?

Create a timeline of Greek events

Focus on discussing how these events have impacted Greece and it's geography

Lesson: Where did that Happen?

(Extended Lesson)

Using the created timeline, use an online map to pinpoint these locations

Focus on comparing this scaled down map to real life Greece


Notes- Stars indicate main reading lesson.

Lesson Title: The Sugar Cube Parthenon

Grade Level: 7th

SHAPE

To learn about the Parthenon and to create their own scale replica by using what they have learned previously about scaling. To draw on previous knowledge to convert measurements in order to create the replica.

SHAPE

Geometry and Spatial Sense Standard

Students identify, classify, compare and analyze characteristics, properties and relationships of one-, two- and three-dimensional geometric figures and objects. Students use spatial reasoning, properties of geometric objects, and transformations to analyze mathematical situations and solve problems (page 38).

Benchmark: E. Use proportions to express relationships among corresponding parts of similar figures (page 39).

Benchmark: J. Apply properties of equality and proportionality to solve problems involving congruent or similar figures; e.g., create a scale drawing (page 41).

Grade Level Indicator: 1. Use proportional reasoning to describe and express relationships between parts and attributes of similar and congruent figures (page 156).

Grade Level Indicator: 6. Determine and use scale factors for similar figures to solve problems using proportional reasoning (page 157).

Measurement Standard

Students estimate and measure to a required degree of accuracy and precision by selecting and using appropriate units, tools and technologies (page 34).

Benchmark: B. Convert units of length, area, volume, mass and time within the same measurement system (page 35).

Grade Level Indicator: 2. Convert units of area and volume within the same measurement system using proportional reasoning and a reference table when appropriate; e.g., square feet to square yards, cubic meters to cubic centimeters (page 155).

People in Societies Standard

Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings (page 30).

Benchmark: A. Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures (page 30).

Grade Level Indicator: 4. Describe the cultural and scientific legacies of African, Greek, Roman, Chinese, Arab and European civilizations (page 59).

SHAPE

Teacher- Smart Board, Sugar Cubes, Glue, The Parthenon: The Height of Greek Civilization (Wonders of the World Book) By: Elizabeth Mann, Parthenon Worksheet, Homework Packet

Student- Pencil, Paper, Notes about Scaling and Converting Units, Calculator

SHAPE

Context: This lesson will come at the end of our weeklong unit on All Things Greek.

Allotted Time: 40 Minutes

Lesson Steps:

1. Teacher will begin with asking students what they know about the Parthenon.

2. After a brief discussion teacher will introduce the book and begin reading using the Smart Board, highlighting why the Parthenon is important.

3. When teacher is done, she will pass out Parthenon worksheets, which will include the dimensions of the Parthenon in meters.

4. Teacher will explain that students will need to convert the measurements from meters to feet using what they have learned previously.

5. Teacher will allow students to work in groups, walking around answering questions if necessary.

6. Once students have finished, teacher will explain that students will be building their own Parthenon's in their small groups using sugar cubes and glue.

7. She will then explain that the students will use the dimensions they have just found to create their building.

8. Each sugar cube used will represent 3 square feet.

9. Students will then be put into their groups and begin working on their replicas.

10. While students are working, teacher will put on the Greek music they have been playing throughout the week.

11. Teacher will walk around observing what the students are doing.

12. Students will be allowed to decorate their buildings in any way they would like.

Formative Assessment Questions:

Why do you think the Parthenon is so important?

Do you think that building the Parthenon was an easy task? Why or Why not?

Would it be easier to measure the actual Parthenon in meters or feet?

What would be another use for scaling, aside from our sugar cube Parthenon?

Teacher will also walk around the room checking to see if students are understanding what they are to be doing. Teacher will also ask more in depth questions about scaling to the students who seem to have a strong understanding about what they are doing. Students will be given an effort grade if they are on task and trying to create an accurate replica.

SHAPE

The unit assessment will be in the form of a test. On the unit assessment the teacher will include scaling questions and conversion questions. Students will be given problems similar to the one done in class but instead of building the building, they will be asked to draw it. The measurements will be given in meters, and asked to be changed into feet, and inches. Students will be asked to determine which measurement they think would be appropriate to use based on the dimensions of the object.

SHAPE

Elena

For a student with autism, specifically Elena, there are various ways to accommodate them in the mathematics classroom. Elena has very good visual discrimination skills, because of this there will be an emphasis put on using manipulatives during math. She will be given the option of counting with manipulatives and building figures with them instead of being limited to paper and pencil. While other students are drawing their to scale models, Elena will be allowed to build them. Elena is only able to work independently for a short amount of time, because of this she will also be given a buddy to work with during class. Her buddy will keep her on task and motivated to complete the assignment. Elena and her buddy will be placed at the front on the room, away from possible distractions. When the teacher sees Elena starting to become overwhelmed, she will send her on short errands to get her out of the classroom and give her a break. Allowing Elena to take short breaks will hopefully reduce her self-injurious behavior.

Morgan

Morgan is a student who has been diagnosed with ADHD, because of this, there are necessary accommodations that must be made for him in the mathematics classroom. Morgan is a great math student who responds well to positive reinforcement. Morgan will act as a peer tutor in the classroom, being paired with students in need of assistance. This will provide Morgan a sense of importance and will help boost his self-esteem. Morgan will get extra credit for his work with peers, which will hopefully boost his grade. Teacher will stress the importance for Morgan to show his work and encourage him to use his drawing abilities to help him solve problems. He will be allowed to draw the Pantheon if he finds it easier. At the beginning of the week Morgan will be given a homework checklist, along with his math worksheets, which he is to give to his mother. His mother will check the box each night indicating that Morgan has completed his homework and has put it in his backpack.

English Language Learners

For the ELL students in the mathematics classroom, there are few options for accommodations. Students will be allowed to look up the different vocabulary words in dictionaries from their native language. They will be provided with electronic translators and copies of the pages, which will be read to the class ahead of time. Teacher will read the book slowly so the students may follow along. The two students will be placed into groups with proficient English speakers who will assist the students when necessary.

Gifted Student

For the gifted student, teacher will allow him to assist others if he would like. He will also be given the option of completing additional scale drawings and replicas for extra credit. If he is finished early he may use the computer to research more ancient Greek buildings.

Student with Hemophilia

For the student with hemophilia it will be crucial for the teacher to be flexible with grading and due dates for homework assignments. If the student has missed school due to a prolonged hospital stay, teacher will need to work with the student to create a new schedule, making sure the student is caught up by the end of the year. Teacher will also use Skype to communicate with the student while in the hospital, allowing him to hear the lectures, and participate in classroom discussion.

Student with Expressive Language Processing Disorder

The student with the expressive language processing disorder will be given a touch board. This touch board will speak for the child. The board will have a list of generic ideas and statements for the child to use, in addition there will be a keypad which will help the student write what he would like to say. The board will have the ability to auto correct what it believes the student is attempting to say. During the lesson, the student will be working with manipulatives and communicating with those. He will be graded based on his final project which he will create. He will also have a scribe in the classroom who will write down the answers to the problems he has completed.

SHAPE

In the beginning of the week, students will be given a homework packet. There will be 1 page of homework assigned for each day, which will be based on the material covered on that particular day. This packet will allow students to have some extra practice before their test. Parents are encouraged to assist students with homework, but not do the homework for them. The packets will be turned in at the end of the week for a homework and effort grade.

SHAPE

This lesson is connected to both the Social Studies and Language Arts content areas. Students begin the lesson by learning about the history and purpose of the Parthenon. They will be asked questions based on their prior knowledge in Social Studies pertaining to what they know about Greek civilization and why they believe this building held so much importance. They will be taught the answers to these questions among others. The lesson will be connected to the Language Arts content area because they students will need to pick out relevant information to answer the teachers questions. The teacher will also engage in a read aloud.

SHAPE

Parthenon

Scaling

Converting

SHAPE

Ancient-Greece.org. (2010). The Parthenon. Retrieved from http://www.ancientgreece.org/architecture/parthenon2.html

Knott, R. (2010, September 22). Fibonacci Numbers and The Golden Section in Art, Architecture and Music. Retrieved from http://www.maths.surrey.ac.uk/hostedsites/R.Knott/Fibonacci/fibInArt.html

Mann, E. (2006). The Parthenon: The Height of Greek Civilization. New York: Mikaya Press.



http://www.ixl.com/math/practice/grade-7-scale-drawings-and-scale-factors

SHAPE

Parthenon Worksheet

Homework Packet

Parthenon Worksheet

Name:

Section:

Parthenon Facts:

· Year Built: 447-432 BCE

· Precise Dimensions:

· Width East: 30.875 m a _________________ feet

· Width West: 30.8835 m a ________________ feet

· Length North: 69.5151 m a _________________ feet

· Length South: 69.5115 m a __________________ feet

Homework Worksheet 1

Calculate and write the missing length for each of the right-angle triangles below. Round to two decimal places where necessary. The first one is done for you.

5 cm

____________ cm

_____________ cm

_____________cm

_____________cm

____________cm


Calculate and write the missing length for each of the right-angle triangles below. Round to two decimal places where necessary. The first one is done for you.

6 cm

__________cm

___________cm

_________ cm

_________cm

_________cm

________ cm


Name:

Section:

1. Lauren measured a hotel and made a scale drawing. The scale she used was 1 inch = 2 feet. If a room in the hotel is 10 inches in the drawing, how wide is the actual room? Show all your work.

2. Natalya measured an Italian restaurant and made a scale drawing. She used the scale 1 centimeter = 2 meters. If the actual length of the restaurant's kitchen is 16 meters, how long is the kitchen in the drawing? Show work.

3. Katie made a scale drawing of a community college. The scale she used was 1 centimeter = 2 meters. The actual width of a building at the college is 88 meters. How wide is the building in the drawing? Show work.

4. Tony measured a petting zoo and made a scale drawing. The scale of the drawing was 1 millimeter = 6 meters. If the actual length of the goat pen is 18 meters, how long is the pen in the drawing? Show work.


Name:

Section:

1. Vivian drew a scale drawing of a house and its lot. The scale she used was 1 millimeter = 3 meters. In the drawing, the front patio is 6 millimeters wide. What is the width of the actual patio? Show all work.

2. Zoë drew a scale drawing of a city park. The scale of the drawing was 1 millimeter = 10 meters. If the soccer field is 6 millimeters in the drawing, how wide is the actual field? Show work.

3. Melody made a scale drawing of a hotel. The scale of the drawing was 1 inch = 6 feet. The actual length of a room in the hotel is 18 feet. How long is the room in the drawing? Show work.

4. Allie made a scale drawing of a game room. The scale of the drawing was 1 inch = 3 feet. The pool table is 2 inches in the drawing. How long is the actual pool table? Show work.

Lesson Title: Letters and Diaries from Greece

Grade Level: 7th

· Students will understand the process of journal writing to further the thinking process.

· Students will understand the process of writing a letter.

· Students will apply information learned through readings to their writing activities.

· Students will use organizational strategies to brainstorm, if desired.

· Students will demonstrate critical and creative thinking within their writing.

· Students will critique and informally assess a classmate’s writing.

· Students will use prior knowledge from Science about Poseidon and the water cycle and apply it to the writing prompts.

Benchmarks:

C. Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, stated purpose and context in a clear and efficient manner [166].

B. Write responses to literature that extend beyond the summary and support judgments through references to the text [166].

Grade-Level Indicator:

Writing Processes:

5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing [223].

Writing Applications:

6. Produce informal writings (e.g., journals, notes and poems) for various purposes [224].

Standards:

Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts [220].

Integrated with Science: Using your knowledge about Poseidon and the water cycle, students will apply that knowledge to their writing prompts.

Standard:

Earth and Space Sciences

Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. [Page 34].

Benchmark: C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution) [Page 34].

Grade Level Indicator: 3. Describe the water cycle and the transfer of energy between the hydrosphere and atmosphere [Page 126].

· Lined paper

· Pens/Pencils

· Examples of both journal and letter writing

· Organizing pages for students who need them

· Worksheets for the students

· Different text to help stimulate thought (Examples: Oh My Gods!: A Look-it-Up Guide to the Gods of Mythology by Megan E. Bryant; Tales of Greek Heroes by Roger Lancelyn Green & Rick Riordan; The Greek Gods by Hoopes And Evslin; Greek Gods and Heroes by Robert Graves; etc)

· Document camera or overhead projector (optional)

· Laptop computers for students

Context: This is in the beginning part of a new unit, but not the first lesson. The students will have some background knowledge on journal and letter writing as well as Greek mythology.

Allotted Time: 90 minutes (over two days)

Mini-Lesson:

· Students were instructed to bring in examples of letters from home. They will group together in partners and perform a ‘pair-share’ in order to compare the different examples.

· Student will develop questions and/or statements about letter writing with their partner. These can be what they think about the format, style, if they think something is missing. It is open-ended.

· They will share these among the group.

· Teacher will ask if there are any comments or questions about letters and examples from home, and if they are ready to dive into the main lesson.

· Teacher will answer questions and/or address comments as needed.

Launch/Lesson Core:

1. Teacher: “We have learned a lot about writing and different types of writing this year so far. We are going to learn about two new ones today! They are more common and used on a daily basis than some of the other types we have learned about.”

2. Teacher will have many examples of letter writing and journal writing in the front of the class. (They can be put on the board, or on a desk in order to be displayed for the students.)

3. Teacher will ask the students, “how many of you have ever written a letter to someone?” (Chances are the entire class will raise their hands.)

4. Teacher will ask for examples of letters the class has written, and if there is a student who has never written one, the teacher will ask that particular student to develop an example.

5. Teacher will tell the students that formal letter writing is very similar to the letters they are used to writing. There are just a few added components.

6. Teacher will show examples of letters that she has brought. Some are formal letters while others are informal, giving the students a wide variety of examples.

7. Teacher will display two examples of letter writing, either on a document camera or an overhead projector (if those are not available, make enough handouts and pass out to the students), so that the students can compare the two.

8. As a class, go over what are the components of a letter.

9. Teacher will ask questions such as,

a. What do both of these letters start with?

b. How are the paragraphs formatted?

c. How does the letter end?

d. How will the person receiving the letter know when it was written?

e. How do we know where the letter is going?

f. Where it’s coming from?

g. How do we know what the letter is about?

10. Ask the students if they think they could write a letter, following the format.

If the teacher does NOT think the students are fully understanding continue on to steps 11-14. If the teacher thinks the students understand and can move on, go to step 15.

11. Teacher will have the students write a brief letter to the school. They will write about something they want changed within the school. It has to be professional and appropriate, but very brief. This is just for the students to become acquainted with the format. (Use laptops if available.)

12. Teacher will give the students approximately 7-10 minutes to complete this task. While the students are working, she will be walking around the classroom to gauge where the students are at on terms of comprehending the concept. If she sees an underlying issue amongst the students, the teacher will readdress the trouble area.

13. Allow the students to share with one another in small groups, while she observes.

14. Teacher will ask the students if they noticed anything someone else had that they did not in their letter. Are there any questions?

15. Teacher will show examples of journal writing. While showing these to the students, the teacher will explain that a journal is very similar to a letter, but the recipient of the journal is you. Teacher will tell the students that they are writing a letter to themselves, including their thoughts, feelings, wishes, and fears. She will explain that journals are informal while the letters are formal.

16. Teacher will ask the students if there are any questions.

If the teacher does not think the students fully understand, continue on to steps 17-20. If the teacher thinks they are ready to move on, skip to step 21.

17. Teacher will have the students write a journal entry. It can be about any topic they want. What are they feeling right now? What made them feel that way? What are they going to do about it? (Use laptops if available.)

18. Teacher should give approximately 5-7 minutes to complete this, while walking around the classroom to observe the students.

19. Teacher will allow the students to share, if they want, with the class. Some students will not want to share because it is about what they are personally feeling, and if they do not want to, the teacher should not push them to.

20. Are there any questions? Do they understand the difference and similarities between letter and journal writing?

21. Teacher will tell the students that they are going to be doing some writing of their own. They are going to take what they have been learning in Science about Poseidon and what they have been learning in Language Arts/Reading about the other Greek Gods and Greek Mythology. They will be given a choice of writing prompts, and they can choose whichever one they want to do.

22. Teacher will pass out list of writing prompts, and read them aloud with the class. Are there any questions? The students can reference any of the books we have been discussing in the class, as well as any notes they have taken throughout the unit.

23. Teacher will remind the students to follow the format for either a letter or a journal; whichever one they are using!

---Allow the students to work. This will continue over to the next class period. Teacher will tell the students that they will have peer editing tomorrow for the first half of the class, and then they will be able to make corrections. If they are not finished by the end of class today, they should finish the writing prompt at home. While they are working, teacher will walk around the classroom in case students need help or have questions.---

24. Once the students are complete, teacher will break them into peer editing partners. Have them look over each other’s writing prompts, offering comments or feedback where needed.

25. If any major changes need to be made, give the students time to make those.

26. After peer tutoring is complete, have them share their writings with the rest of the class. This will be a great way for all of the students to see how the assignment could have been done differently and trigger ideas for later assessments. It will also allow for them to ‘show off’ what they have accomplished.

27. Teacher will ask the students for their thoughts on the assignment. Did they enjoy it? What do they wish would have been different?

28. Have the students turn in their writings, which will be graded and compiled with all of their Greek Mythology writing to showcase to parents at the end of the year.

Formative Assessment:

· When the students are interacting about their writings, teacher will ask if they notice something that a peer has that they do not. Did they do something wrong? Or was it okay that they did not have it?

· Checking against the formatting worksheets will be a way for them to assessment themselves.

· Peer editing is a good way for their work to be assessed by not only themselves but also a peer. By looking at someone else’s work, it will allow them to further assess their own as well.

· The students will fill out an ‘exit slip’ upon leaving the classroom. What did they learn? What do they still have questions about? What have they mastered by this point?

· Ask the students if they were paired with a younger peer, would they be able to teach them this particular lesson to a certain degree? Why or why not?

· The writing prompt will be graded using a rubric. A letter grade will be rewarded to each student regarding how well he or she did.

· Did they use the correct format?

· Was the mythological information accurate?

· Did they use correct punctuation and mechanics?

· Did it engage the reader?

The lesson can be adapted in several different ways. It is already constructed so that a student with motor difficulties, or penmanship difficulties, can fully complete the assignment by using laptops. This allows the students with these difficulties to have full participation. Just because a student cannot write does not mean they are not capable of comprehending information. The lesson is also constructed so that a teacher can gauge where students may lie throughout the entire lesson. If a student is behind, there are more options for practice. If a student is gifted or may be ahead, then they can go on. If that is still too easy for a gifted student, the requirements for the writing can be made more challenging. They could also have to choose more than one writing prompt, in order to challenge them. They could also help the students who need further assistance, strengthening their peer relations.

For a student with ADHD, the prompt can be changed to writing a play. They could act out the play, incorporating different members of the classroom. This would allow for this particular student’s strengths to shine without keeping them in a desk for the entire class period. By having the students get up and active around the classroom, it will likely keep their attention longer. Also, students learn in different ways, and this would allow for those who learn better kinesthetically to shine. Specifically for Morgan, less complex writing prompts would be developed. He struggles with sight word identification and phonics, so the teacher can read the prompts aloud to him. That way, he does not get confused or frustrated when reading the prompts, if he comes across a difficulty. The teacher’s voice could be recorded to play back the writing prompts, so Morgan would be able to listen to it as many times as he desired.

For a child with Autism, this lesson allows for both types of language, expressive and receptive. It will allow for the students to speak about something they personally did inside the classroom to the entire class. If desired, for a child who struggles with expressive language, their ‘presentation’ of the writing prompt could be recorded, so that they are able to do it as many times as desired. When it is their turn to present, they would be able to play the recording video. This would not only allow for the child to use expressive language but also be confident in front of peers. Also, specifically for Elena, instead of typing, she could use the special Smart Pen and record as she writes. This would allow for the use of her expressive language as well.

For an English Language Learner, the lesson can be adapted so that it uses more basic language. They can write a more basic letter, given a more simplistic writing prompt. Also, this could be combined into a partner project, where a peer ‘tutor’ helps out the ELLs. They may also just need extra time or an organizer where they can simply place the information so that it is in the correct format. I do not want to silence their voices, but I also do not want to make it too difficult for them to complete successfully either.

For a student with Hemophilia, a great amount of flexibility is going to be essential. It will be expected that all of the work is completed by the end of the term, but the student will have as long as needed for completion. Assignments may need to be sent home for home instruction. This will be dealt with necessary, with full understanding.

For a student with expressive language processing disorder, communication is going to be extremely difficult to keep at a constant. One-on-one instruction while doing the writing would help. But it is likely that the student will not be able to put the words together to make a full sentence. The assignment could be adapted so that the student was to match a Greek God with the correct name on a Smart Board. Because the majority of the lesson is writing, I think it would be difficult to have a student with expressive language processing disorder to complete. A game involving Greek Gods could be developed or the student could make a picture book.

If the students do not feel that they will finish in the remaining time, then the writing prompt should be completed for homework. The students could also bring home their writing prompt and have someone from home look at it. Other than that, there are no required homework assignments.

As for home connections, students are able to go home and sort through the mail, being able to identify certain aspects of business letters. They are able to make a real-life connection to the lesson. Also, now that they are aware of what writing in a journal consists of, they will be able to write in their own personal journal at home.

This lesson is connected to Science and Reading subject areas. It looks at the information and skills previously developed by those subject areas and add to them. This writing activity could be adapted to fit almost any subject area. In order to fit any other subject area, the prompt would need to be altered. Writing is an integral part of every subject area, and goes across all age ranges. When students are writing down their thoughts, they are able to connect with the subject area as well as put their own voice into it. This will only strengthen their educational process.

Due to the reason that this is in the middle of a unit, majority of the vocabulary will already have been covered.

Possible New Vocabulary: The students may not know what these two terms mean.

· Business letter

· Journal

While reading the stories, students will be making connections to information learned previously as well as making connections to their own lives. They will also be making connections to the information learned in Science. There will be discussions before, during, and after reading. The teacher will facilitate the discussion while the students partake in it, giving their input.

1. http://www.mythweb.com/teachers/tips/tips.html

2. http://www.answerbag.com/article/how-to-teach-journal-writing/4647b408-91da-ec90-caf5-e1f3aa533f3b/write-a-journal-entry

3. http://www.peoplerich.com/PeopleRich_5StepProcessForJournalWriting.pdf

4. http://jobsearchtech.about.com/od/letters/l/bl_block_p.htm

5. http://www.greekmythology.com/Olympians/Poseidon/poseidon.html

6. http://www.teachervision.fen.com/writing/lesson-plan/3514.html

7. http://www.angelfire.com/nj3/tally/letter.html

8. www.wcs.k12.va.us/users/honaker/.../2nd-peer-editing-template.doc

9. Oh My Gods!: A Look-it-Up Guide to the Gods of Mythology by Megan E. Bryant

10. Tales of Greek Heroes by Roger Lancelyn Green & Rick Riordan

11. The Greek Gods by Hoopes And Evslin

12. Greek Gods and Heroes by Robert Graves

See attached documents.

Formatting Page #1:

Business Letter Basics

There are five parts of every business letter:

HEADING:

Where you put your address and the date.

INSIDE ADDRESS:

Where you put the name and address of the company you are writing to.

SALUTATION:

Where you put the greeting, usually Dear Sir or Madam:

BODY:

Where you write your message.

SIGNATURE:

Where you sign your first name and family name and also type it underneath.

Heading

5110 Grand Avenue (street address)

Western Springs, IL (city/town name, state)

USA (use only if you’re writing to another country)

60558 (postal code)

December 1, 2010 (month date, year)

(Skip a line)

Inside Address

Bo Industries (name of person or company you are writing to)

1234 School Road (street address)

Sunnyville, CA (city/town name, state)

73474 (postal code)

(Skip a line)

Salutation

Dear Sir or Madam: (replace with person’s name if known)

(Skip a line)

Body

Write the body of the paragraph.

(Skip a line between paragraphs)

Thanking you in advance.

(Skip a line)

Yours truly,

SIGNATURE

(Sign your name)

Taylor Furlong (type your name)

Formatting Page #2

Examples of what you would find in a journal entry:

(You can fill this out when planning your journal entries.)

• Personal experiences

• Thoughts and feelings

• Books you are reading

• People you are meeting

• Ideas you are creating

• Changes that you notice about yourself

• Performance

• Goals

• Photographs of places, family and friends

• Quotes and other interesting facts

Peer Editing Checklist

Writing Prompt #

Writer’s Name

Editor’s Name

Check for:

( Does the writing make sense?

( Do the sentences sound right?

( Does each section have two complete, detailed sentences?

( Are words spelled correctly?

( Is there a capitol at the beginning of each sentence? Are names capitalized?

( Is there a period at the end of each sentence?

( Is there factual information within the writing?

( Does it follow the writing prompt?

( Is the format correct? (Look at the templates given in class.)

( Is there enough information within the writing?

Comments:

Greek Mythology Writing Prompts

Choose an option below for your writing assignment. They are all worth the same amount of points! All should be about one page.

1. Zeus, the father of the gods, has just retired from his position. Assume the role of Poseidon. You want that job. Write a letter explaining why YOU should be chosen. Be sure to include characteristics that pertain to Poseidon. Explain what you could bring to the Greek World and why you would be the best choice! (Use information about the water cycle and how you, as Poseidon, could help.)

2. Take the role of a God or Goddess of your choice. You will be leading an expedition on a dangerous journey. Before they can go, students must order the necessary supplies. Write a letter stating what you need and why you need it, taking the information we have learned in our readings and applying it. Letters can be addressed to Heroic Discount Supplies, 744 Olympian Way, Athens, Greece.

3. As the best friend of a mythological character, write a letter offering support, encouragement or guidance after something bad happened.

4. Poseidon has made you very ANGRY. He has done something to betray you. Write a journal entry showing your feelings and what happened. Make sure to be specific. (This can be fictional but with REAL information backing it up!)

5. Assume the role of Poseidon, and recall his daily activities. Write a journal entry showing life through the eyes of Poseidon.

Lesson Title: Poseidon (Intro to the Water Cycle)

Grade Level: 7th

SHAPE \* MERGEFORMAT

For this lesson student will be able to summarize the information in which they have read about the Greek god Poseidon. They will also be able to write a short summary of the information on the handouts attached below. Students will also be able to use a graphic organizer to fill out what they know about water and the water cycle.



Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. (Page 34)

Benchmark: C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution). (Page 34)

Grade Level Indicator: 3. Describe the water cycle and explain the transfer of energy between the atmosphere and hydrosphere. (Page 126)

Integrated Reading:

Standard: Communications: Oral and Visual Standard

Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

Benchmark: A. Use effective listening strategies summarize major ideas and draw logical inferences from presentations and visual media. (Page 52)

Grade Level Indicator: 1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact). (Pg. 225)


Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

Benchmark: A. Use text features and graphics to organize analyze and draw inferences from content and to gain additional information.

Grade Level Indicator: 1. Use text features, such as chapter titles, headings and subheadings; parts of books including index, appendix, table of contents and online tools (search engines) to locate information. (Pg. 221)

Standard: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Students develop and learn to apply strategies, such as predicting and recalling, that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

Benchmark: A. Determine a purpose for reading and use a range of reading comprehension strategies to better understand text. (Page 32)

Grade Level Indicator: 5. Select, create and use graphic organizers to interpret textual information. (Page 74)

Grade Level Indicator: 4. Summarize the information in texts, using key ideas, supporting details and referencing gaps or contradictions. (Page 74)


Teacher:

Copies of Greek Mythology Books (30)

Smart board

Copies of KWL Chart (30)

Computer

Copies of Summary Sheets (30)

KWL Chart uploaded to computer

Break down of book groups

Student:

Pen / Pencil

Science Text Book


Context: This lesson is an introduction to the water cycle. It is going to be launched by having the students read selected text about Poseidon.

Allotted Time: 45 minutes

1. Launching this lesson the teacher will ask, “Who is the Greek God, Poseidon?” Next question, “ What can you guys tell me about him?” Then you will lead a talk about the key vocabulary. These words are: Poseidon, Greek Mythology, Greece, Water and Water Cycle.

2. Following the small group discussion, you will pass out the books for the students based upon the group break down list. Before the students start reading have them locate the passages in which they will be reading for their group selection. Go around and check the students to make sure they have located the right passages in the book to read.

3. Then have the students read the selected text as a group. The students should be reading aloud, so that everyone can follow along. The groups are made up so that there is a strong reader and leader in the group. During the reading the students will have questions about the information in which they are reading. The groups should be writing these down or discussing the questions in which they are having.

4. Once they have finished reading the selected passages from the texts in which the students are assigned to read then each student should write a summary on the sheets provided by the teacher. The summary should not be more then 4 sentences, and should only give a general idea about Poseidon.

5. Once each student has turned in his or her summary sheet. Then give them the KWL Chart and have them start filling it out about what they know about water.

6. After the last student has turned in his or her summary sheet give them about 5 more minutes and then turn on the smart board. Pull up the KWL chart on the Smart Board and then ask the students to tell you about what they already know about the water cycle.

7. As they are telling you about what they know write them on the board that way students can add to their chart.

8. Remind the students to use their 5 senses. Have them recall anything they have learned previously either in school or outside of school.

9. If there is time have the students start generating questions that they may have about the water cycle.


After this lesson is over, the students will be able to write a complete summary about the Greek god Poseidon. They will be able to discuss the water cycle and it’s various components. They will finish this lesson by doing an exit slip in which they will describe in detail what they have learned about this lesson on the water cycle. They will discuss the details about the water cycle and the effects. I will review the students KWL charts and see if they are done correctly. I will review the “L” section of the chart and see if what they have written has matched with the student objectives.


For students who are ELL, they will be reading the Oh My Gods! book with their group. Since there is a strong reader in each of the groups reading the text should not be a problem. The students will be provided with a list of vocabulary, which is defined further for them if they need it. They will then be able to use the text and vocabulary sheet when writing their summary with scaffolding. This way they are able to write grammatically correct sentences and not be confused about the sentence structure.

For students who have the expressive language processing disorder, they will be included in a group of students who are reading the Oh My Gods! Book. When it comes to writing the summary the student will be given the scaffold summary sheet. This way the student does not have to feel the pressures of reading aloud and using their written language skills with little to no guidance.

For students who have high cognitive processing skills, they would be placed in the reading group for the book The Greek Goods. This student would be able to write more than just a couple of sentences about the Greek God, Poseidon if he or she chose to write more. The student would also have the option of drawing a picture of Poseidon that incorporates knowledge they have about the God into the picture.

For students who have hemophilia, if they are not in school on the day in w

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