Part B Lesson Plans for Learning Segment

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Liberty University *

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Geography

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Apr 3, 2024

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1 Unit: Ancient Greece Lesson 1 Lesson Plan _1___ of __4__ Title of Learning Segment: The Geography of ancient Greece Content Area: Social Studies Length of Class: 60 minutes Grade:6 th Date:3/20/23 Central Focus (Entire Learning Segment ): This unit highlights the connection between geography, culture, and political aspects of ancient Greece. This unit delves in how physical features such as mountains, seas, and islands influenced the development of the city-states and forms of governments that have impacted the world we live in today. Compelling or Essential Question: How did geography influence the development of city-states? North Carolina Standards: 6.G.1.1 Explain how physical characteristics impacted settlement in Europe. 6.G.1.2 Explain how settlement patterns affected the development of societies in Europe. 6.G1.4 Explain how societies in Europe adapted to the environment based on climate, bodies of water, and natural resources. Content Learning Objectives: Students will be able to interpret a map and describe how geographical factors on a physical map influenced early Greek settlement. Students will be able to and explain how the geography of Greece influenced the development of Greek civilizations. Students will be able to discuss with a partner how early Greeks adapted to the environment of ancient Greece. Language Objectives: Students will be able to describe the major physical features of ancient Greece that limited Greece from becoming a unified civilization. Students will be able to explain in writing how the physical features of ancient Greece influenced its development. Students will be able to discuss orally and in writing with a partner how early Greeks adapted to the environment adapted the environment of ancient Greece. Key Vocabulary climate, environment, peninsula, trade, adapt Instructional Resources and Materials to engage students in learning (number these to go with each lesson; for example IM 1:1

2 this is first instructional material for Lesson 1, IM1:2 etc… Lesson Plan 2 or day 2 would be IM 2:1, etc…) : 1M:1 -Physical Map of ancient Greece 1M:2 -Geography of ancient Greece Map Handout 1M:3 - Frayer Model Graphic Organizer 1M:4 – Mini Whiteboards and Dry Erase Markers 1M:5 - Chromebooks 1M:6 ViewSonic Smartboard 1M:7 Enrichment Activities Instructional Procedures/Strategies and Learning Tasks (Step by Step-What you the teacher will be doing/Instruction Procedures and What the students will be doing/Learning Task – Provide detail here). 1. (5 minutes) Teacher will begin lesson by asking students what they already know about ancient Greece. Teacher will tell students to write their responses on the whiteboard and share with a class. Teacher will ask students if they know of any ways in which geography has influenced the area in which they live, students will raise hands and share answers aloud with class. 2. Map Activity (20 minutes) Teacher will distribute the map of Ancient Greece to each student. Have them locate and label the major physical features of Greece, including the Aegean Sea, the Ionian Sea, the Peloponnesus, and the island of Crete, peninsula, Mediterranean sea. 3. Handout Activity (20 minutes) Teacher will distribute the handout with questions about the geography of Ancient Greece. Students should work independently or in pairs to answer the questions. 4. Class Discussion (10 minutes) Teacher will lead a class discussion with these questions: How did the geography of Greece make it difficult for people to communicate with each other? How did the Greeks adapt to their rocky, mountainous terrain? 5. (5 minutes) Teacher will have students explain in writing how the geography of ancient Greece influenced the ancient Greeks to rely on the sea? After student have written down their response, they will receive feedback from a peer. Differentiation and planned universal supports The Geography of ancient Greece Map skills handout includes four different instructional strategies: Part 1: Map Labeling allows students to see a visual representation of the geographical features that impacted ancient Greece Part 2: Comparing and Contrasting Chart ancient Greece to previous civilizations challenges student to link prior learning with current lesson. Part 3: Close Read, Buddy Read, and discussion allows students to synthesize information and to strengthen listening and speaking skills Part 4: Graphic organizer help students to break information down, keep thoughts organized, focus on the key details To encourage students to learn more about ancient Greece, student will explore the choice board in Google classroom when they

3 have completed the ancient Greece Map skills handout. Accommodations/Modifications (be specific to meet the diverse needs of your students indicated within your Context of Learning): ELL students will be able to use the Spanish to English dictionary and buddy read with a student as they work on the Map Skills handout in their interactive notebook. OHI student will receive extended time to work with a 3 minute break every 10 minutes. OHI student will also sit in the front of the classroom and be allowed to wear noise canceling headphones while working on the Map Skills handout in their interactive notebook. ELL will also be able to use online tools such as text-to-speech to receive read aloud to hear how certain words are pronounced. Academic Language and Supports Language Demand Planned Supports Function: Interpret Model interpreting a map Vocabulary: settlement, physical characteristics, development, influence Review vocabulary and word chart Discourse: Geographical factors Discuss and list geographical factors of ancient Greece Type of Student Assessments and what is being assessed (number these to go with each lesson; for example A1:1 this is first assessment for Lesson 1, A1:2 Assessment for Lesson Plan 2, etc.):  Informal Assessment: A1:1 Class Discussion A2:1 Map Labeling A3:1 Physical Features Impact on Greece Chart A4:1Exit Ticket  Formal Assessment (if applicable) : N/A Lesson Closure For the last 5 minutes of class, students will receive an exit ticket. Students must answer the question on the exit ticket slip in complete sentence. Sentence starters will be provided for students.

4 Unit: Ancient Greece Lesson 2 Lesson Plan _2___ of __4__ Title of Learning Segment: Rise of Greek City- States Content Area: Social Studies Length of Class: 60 minutes Grade:6 th Date:3/22/23 Central Focus (Entire Learning Segment ): This unit highlights the connection between geography, culture, and political aspects of ancient Greece. This unit delves in how physical features such as mountains, seas, and islands influenced the development of the city-states and forms of governments that have impacted the world we live in today. Compelling or Essential Question: 1. How did the geography of ancient Greece influence the development of city-states? 2. How did cultural practices influence the development of city-states? North Carolina Standards: 6.G.1.1 Explain how physical characteristics impacted settlement in Europe. 6.G.1.2 Explain how settlement patterns affected the development of societies in Europe. 6.C&G.1.6 Explain the reasons for the rise and fall of governments and authority in civilizations Europe. Content Learning Objectives: Students will be able to analyze and describe the different Greek city-states and their characteristics. Students will be able to explain how geography influenced the development of city-states. Language Objectives: Students will be able to describe in writing the city- states o Athens and Sparta. Students will be able to use notes to explain in writing how geography caused city states developed. Key Vocabulary city-states, acropolis, Athens, Sparta Instructional Resources and Materials to engage students in learning (number these to go with each lesson; for example IM 1:1 this is first instructional material for Lesson 1, IM1:2 etc… Lesson Plan 2 or day 2 would be IM 2:1, etc…) : 2M:1 Bell ringer 2M:2 Google Slide presentation on Greek city-states 2M:3 Greek City-State Graphic Organizer 2M:4 Chromebook 2M:5 ViewSonic Smartboard 2M:6 Social Studies Interactive Notebook 2M:7 Sticky notes

5 Instructional Procedures/Strategies and Learning Tasks (Step by Step-What you the teacher will be doing/Instruction Procedures and What the students will be doing/Learning Task – Provide detail here). 1. (10 minutes) Teacher will review key concepts from lesson 1 on the geography of ancient Greece. The teacher will tell the students that they will be a taking a quiz on the Geography of ancient Greece. After the quiz, the teacher will distribute the forms of Greek city-states graphic organizer. 2. (35 minutes) Begin teacher-led presentation on Greek city-states highlighting the different characteristics of city- states and their impact on society. As the teacher is lecturing, students will take notes in the Greek city-state graphic organizer in their interactive note-book. 3. Provide examples of different city-states such as Athens and Sparta and their characteristics 4. (10 minutes) Students will look over the notes they have collected in their chart and the 3 reflection questions. 5. (5 minutes) The teacher and class will have students to share their answers aloud and discuss the reflection questions. Differentiation and planned universal supports This lesson involves the use of technology Google Slide show, students’ reflections, and class discussions. Graphic organizers are used to help students process and analyze information in chunks. Accommodations/Modifications (be specific to meet the diverse needs of your students indicated within your Context of Learning): ELL students will be able to use the Spanish to English dictionary and will have the option of a drawing picture to describe city- states, Athens, and Sparta they have researched. OHI student will receive extended time to work with a 3 minute break every 10 minutes. OHI student will be offered additional time to complete the portion of the presentation. Academic Language and Supports Language Demand Planned Supports Function: Analyze City-States Graphic organizer Vocabulary: city-states, Athens, Sparta Present example of these terms Discourse: Reflective students will express their own thoughts orally and written about what they have learned with the class Type of Student Assessments and what is being assessed (number these to go with each lesson; for example A1:1 this is first assessment for Lesson 1, A1:2 Assessment for Lesson Plan 2, etc.):  Informal Assessment: A1:2 City-states Reflection Questions  Formal Assessment (if applicable) : A2:2 Geography of Ancient Greece Quiz

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