Lessons that Fit

Mitchell Duram
February 28th, 2018
Education 3602
Laurie Hawkins
Lesson Class #1: Researching Social Course Grade 6
Title/Focus Structure and Citizenship in
Ancient Athens

PROGRAM OF STUDY OUTCOMES

Social Studies 6.2.3: Students will analyze the structure and functions of the democratic
system in ancient Athens by exploring and reflecting upon the following questions and issues:
●   How did identity, status and class structure impact citizenship in ancient Athens?
Art - Level 3: Expression: Component 10: Purpose: Students will record or document
activities, people, and discoveries:
●   Groups and relationships can be recorded visually.
●   Knowledge gained from study or experimentation can be recorded visually.
English 2.2 Respond to Texts:
●   Construct meaning from texts: observe and discuss aspects of human nature revealed in
oral, print and other media texts, and relate them to those encountered in the
community.
English 3.3 Organize, Record and Evaluate:
●   Organize information: organize ideas and information using a variety of strategies and
techniques, such as comparing and contrasting, and classifying and sorting according to
subtopics and sequence.
●   Record information: make notes on a topic, combining information from more than one
source; use reference sources appropriately.

LEARNING OBJECTIVES

At the end of a series of lessons, students will be able to:

1.   List and describe each role in the social structure of ancient Athens.
(Remembering/Understanding)
2.   Identify which individuals would be classified as a citizen in ancient Athens.
(Analyzing)
3.   Demonstrate an understanding of the social structure of ancient Athenian society by
writing a journal entry. (Applying)
4.   Create a visual representation of what a citizen or noncitizen looks like and/or does not
look like in ancient Athens. (Creating)

MATERIALS AND EQUIPMENT

●   You Wouldn’t Want to be a Slave in Ancient Greece by Fiona Macdonald

●   Video: The Ancient Greeks: Crucible of Civilization
●   Laptop Cart
●   Books:
○   Voices in Democracy - Action and Participation
○   Your Travel Guide to Ancient Greece by Nancy Day
○   Greek Grime: Smelly Old History by Mary Dobson
○   The Librarian Who Measured the Earth by Kathryn Lasky
○   The Greek Myths by Robert Graves and Ross MacDonald
○   The Beautiful Stories of Life: Six Greek Myths, Retold by Cynthia Rylant and
Carson Ellis
●   BBC Bitesize: Ancient Greece
●   Ancient Greece - Athens - The British Museum
●   Graphic Organizer
○   Describing Wheel
○   Ice Cream Cone
○   Information, Sources, Pages
○   Spider Map
○   Word Web
●   Music: Greek Relaxing Music: Bouzouki Instrumental - Hypnotic Tones
●   Journal Entry Rubric
●   24 Character Description Slips (Four Groups)
●   A Vase (For Character Slips)
●   Pencils and Pencil Crayons
●   “I can...” Statements

PREPARATION AND LOGISTICAL CONSIDERATIONS

●   Have agenda written on the whiteboard.

●   Write the URL for BBC Bitesize: Ancient Greece and Ancient Greece - Athens - The
British Museum on the whiteboard
●   Photocopy all required materials (graphic organizers).
●   Reserve the laptop cart for the afternoon. Allow students enough time to get their
laptops and put their laptops away.
●   Collect non-fiction books with information about ancient Athenian identity, status, and
class structure.
●   Load The Ancient Greeks: Crucible of Civilization video for the beginning of class.
●   Have designated students hand out graphic organizers at the appropriate time.
●   Write instructions for the research activity on the board for students to see.
●   Put on themed music (see Materials and Equipment) at a reasonable level while
students are conducting their research and during the work period.
●   Prepare “I can…” statements to be posted for student reference.
 PROCEDURE

Introduction Time

●   Put on The Ancient Greeks: Crucible of Civilization: 15 min

○   0:00 to 2:31.
●   Read a picture book (You Wouldn’t Want to be a Slave in Ancient Greece
by Fiona Macdonald) to the class as an introduction to ancient Athenian
society.
●   Ask guiding questions to encourage students to begin thinking about
ancient Athenian life:
○   Which groups of people were represented in the book?
○   Of what status were the people represented?
○   What kind of people were involved in politics? Sports? Art? etc.
○   Which groups of people were not in the book? Why do you think
that they were left out?

Body Time

Popcorn Activity 1.   Students will be assigned a reading from the 15 min

textbook Voices of Democracy. In predetermined
groups (according to the roles assigned in the
previous lesson), students will read pages 56 to 60
out loud using the popcorn method.

Research 1.   In small groups, students will be given the 60 min

opportunity to explore BBC Bitesize: Ancient
Greece and Ancient Greece - Athens - The British
Museum and conduct their own online research
using laptops.
2.   Students will record their findings from the video,
the two readings, and online resources in the
provided graphic organizer.

Debrief - 1.   Students will regroup to share their findings. On the 30 min

Research whiteboard, students will be invited to write some
keywords related to their research.
2.   Students will be given a strategically selected slip
from the vase with information about a different
“character” in ancient Athens printed on it. Each
student will read the slip out loud and the class will
have to decide whether or not the person described
 would be classified as a citizen or not. The roles that
students have selected will be used for the next part
of the lesson and in the subsequent classes.

Journal Activity 1.   Students will write a first-person journal entry on 30 min

the class website describing a day in the life of their
“character” in order to apply what they have learned
from their research.
a.   “As a __________, my day would be/look
like…”

The Writing 1.   Once students have completed their journal entries, 30 min
Process they will form into pairs and engage in revision and
editing (the writing process).

Visual 1.   Create a physical or digital visual representation of 20 min

Representation their “character” in an appropriate setting in ancient
Athens to accompany the journal entry.
a.   Students will be given an extra work period
or the opportunity to finish artwork during
free time in the days to follow if they are
unable to complete the artwork during this
period.

Closure Time

●   Have students post their journal entries onto the class website. 5 min
●   Reassure students that they will have time to complete their artwork the
following day or for homework.
●   Instruct students to keep their “character” slips in their desks as they will
be used for an activity in the following two classes. (The teacher will
have written the assigned characters down in case anyone loses their
slip).

Assessment

●   Journal entries will be summatively assessed in ELA for spelling and grammar
(General Outcome 4). Spelling and grammar have been discussed and learned in
previous lessons.
●   Journal entries will be formatively assessed in Social Studies for content (Outcome
6.2.3 and 6.S.8). (Learning Objective #3)
 ●   Accompanying artworks are being summatively assessed for expression of ideas (Level
3: Expression: Component 10). (Learning Objective #4)
●   Students will be formatively assessed during the de-briefing, sorting, and writing
process activities. (Learning Objectives #1 and #2)
●   “I can…” statements will be posted for students to refer to during the lesson for
formative assessment. (Learning Objectives #1, #2, #3, and #4)
 
Changes and Rationale
1.   Give these lessons at the beginning of each day.
•   Peter will likely be engaged and ready to learn in the morning. Peter may be tired
in the afternoon as he wakes up very early everyday (5:30 AM). Fatigue can
affect his ability to concentrate, learn, and take part in class activities.
•   It is impossible to teach every lesson in the morning, so teachers must sequence
their lessons carefully. Lessons that introduce new and/or complex concepts, for
example, should take place in the morning.

2.   Allow Peter extra time to complete the required assignments in this series of lessons.
Avoid assigning homework as often as possible.
•   Fatigue may also impact Peter’s ability to complete his assignments. Resist the
urge to assign the work that he has not completed for homework. Instead, ensure
that he has enough time to demonstrate his learning at school.
•   Provide all students with an appropriate amount of time (according to their
learning needs) to complete their assignments. This, along with conversations
about fairness and equity, will likely help to avoid any feelings of resentment
towards Peter among his peers.

3.   Post the related links to the class website for quick and easy access.
•   Having the resources for the unit posted online rather than having students type
the URLs each time they are needed will reduce the amount of typing that they
will need to do. This will help all students to engage with the material faster.
•   This differentiation may also encourage further inquiry into ancient Athenian
social structure and citizenship on the students’ own time.

4.   Encourage the class to think about what they would like to learn about ancient Athens
after viewing The Ancient Greeks: Crucible of Civilization. Ask them to complete a KWL
chart and use it to inform future instruction (i.e. cater to the students’ interests). Facilitate
an independent study for Peter if ancient Athenian social structure and citizenship is a
topic that interests him.
•   Peter clearly has a passion for learning. He will likely be more invested in the unit
if he is able to pursue his own interests and curiosities about ancient Athenian
social structure and citizenship. Furthermore, his enthusiasm may encourage other
students to take a greater interest in the unit.
•   Peter may feel overwhelmed when he is working on his independent study. Give
him a checklist to help him track his progress and schedule frequent conferences
to answer his questions and/or address his concerns.
•   Other students may feel inadequate or jealous if Peter completes an independent
study and they do not.
5.   Ensure that Voices of Democracy, the textbook used in the Popcorn Activity, is in an
easily accessible location in the classroom or is available digitally.
•   Peter enjoys the independence that his power wheelchair gives him at school. It is
important to remove any barriers that there may be in the classroom to maintain
this independence.
•   Provide all students (rather than just Peter) with a copy of the textbook to keep in
their desks to avoid Peter feeling singled out.

6.   Provide Peter with a digital copy of the graphic organizer to record his research on
ancient Athenian social structure and citizenship. Have him use his computer with an on-
screen keyboard/mini keyboard to facilitate writing.
•   It is difficult and much slower for Peter to write by hand.
•   Allow all students the option to complete their graphic organizers using
computers. This will prevent Peter from feeling singled out. Alternatively, have
students work in groups if there is a limited number of computers in the school.
•   Peter may continue to choose to write by hand as his parents pressure him to do
so. Encourage Peter to use the technology available to him. He may feel more
inclined to use his computer if he sees that other students are using technology to
complete their work too.
•   Regularly share the benefits of using assistive technology with Peter’s parents.

7.   Use Poll Everywhere or a similar technology to gather students’ keywords instead of

having students write them on the whiteboard.
•   It is difficult and much slower for Peter to write by hand.
•   This differentiation will reduce the need for Peter to move to and from the
whiteboard. Although Peter will be given preferential seating (see below), using
Poll Everywhere allows all students to participate in an efficient way. Have
students work in groups if there is a limited number of computers in the school.

8.   Arrange a visit or a videoconference with an expert of ancient Athens after students have
conducted their research. Ask them each to prepare at least two questions to ask.
•   Peter will likely enjoy meeting an expert in a field in which he is interested. This
expert may become a role model and/or mentor for Peter.
•   All students will benefit from this experience as they will have their questions
about ancient Athenian social structure and citizenship answered. It also provides
some additional purpose to learning about ancient Athens.

9.   Add open-ended prompts to which students can respond in their journal entries.
•   Open-ended prompts give students options for completing their journal entries.
Peter can decide how far to take his learning. He is highly motivated and will
likely produce an exceptional journal entry.
•   Peter may initially feel overwhelmed by such an open-ended activity. Give him a
checklist to help him track his progress and conference with him to answer his
questions and/or address his concerns.
10.  Have the class use computers to write and edit their journal entries.
•   Writing by hand is much more laborious for Peter than typing with his computer.
Use computers to put the focus on the content rather than the medium.
•   Have the entire class use computers to eliminate the risk of Peter feeling isolated
from his peers.
•   If there is a limited number of computers in the school, some students may
question why Peter gets to use a computer and they do not. It is important to have
conversations with the class about inclusion, equity, and fairness in order to help
them to understand why each student receives different supports.

11.  Have several brain breaks in which Peter can participate throughout this series of lessons
(e.g. chair yoga).
•   Brain breaks are essential for all students to remain focused. Ensure that the type
of brain break is one in which Peter can participate so that he does not feel
excluded and/or isolated.
•   Students may get bored of doing the same brain breaks. Have a variety of brain
breaks in which Peter can participate to ensure that students remain engaged.

12.  The following changes do not directly relate to this series of lessons but are important in
creating an inclusive school and classroom environment for Peter:
a.   Attend professional development sessions to learn more about muscular dystrophy
and giftedness.
•   It is essential that all staff (administration, teachers, and educational
assistants) attend professional development sessions on muscular dystrophy
and giftedness – teamwork is key in providing an effective school response
that meets Peter’s changing needs.
b.   Work with Peter’s parents to ensure his success in school and in life. Utilize any
available internal and external supports as needed.
•   Although Peter’s parents have been resistant to internal and external supports,
it is important to maintain a positive working relationship with them. They
have unique strengths, experiences, knowledge, and information that need to
be taken into account when planning lessons, assessing Peter’s learning, and
revising his IEP. Teachers should seek the advice of administration when
meeting with Peter’s parents – it may be difficult to know when to push them
and how much to say.
•   Provide Peter’s parents with examples of his successes as often as possible. It
is better to focus on what he can do rather than what he cannot do.
c.   Encourage Peter’s parents to take him to see a physiotherapist and a dietician. Work
with these professionals to incorporate the appropriate type and amount of exercise
throughout the day and to monitor Peter’s eating.
•   If Peter’s parents are open to having him see a physiotherapist and a dietician,
working with them will help to ensure that he is healthy and ready to learn.
This may also alleviate some of Peter’s parents’ worries about his weight
gain. Once again, teamwork is key.
 d.   Teach Peter to self-advocate and develop a signal for him to use to ask for help.
•   Teaching Peter to self-advocate will likely be an empowering experience – the
goal is to give him a voice and make him accountable for his learning.
•   Creating a signal for him to use to ask for help will ensure that a level of
privacy is maintained.
•   Overall, self-advocating will improve the quality of his experience at school.
It is important to help all students to self-advocate, so this skill can be taught
to the entire class without singling Peter out.
e.   Give Peter a school-owned laptop to use at home.
•   Providing Peter with a school-owned laptop will be beneficial for two reasons.
First, it will reduce the issue of accessibility at home. It is easier to transport a
laptop than it is for Peter’s parents to bring him to their computer downstairs.
Clear communication with Peter’s parents is crucial as they may take this the
wrong way and/or be resistant to the idea. Second, it will help Peter to pursue
his academic and personal interests outside of school. He can use this laptop,
for example, to complete independent studies.
f.   Provide preferential seating that gives Peter extra room and allows him to easily enter
and exit the classroom.
•   Peter enjoys the independence that his power wheelchair gives him at school.
It is important to remove any barriers there may be in the classroom to
maintain this independence.
•   Some students may question why Peter receives preferential seating. It is
important to have conversations with the class about inclusion, equity, and
fairness in order to help them to understand why each student receives
different supports.

References
Muscular Dystrophy Canada. (2011). MuscleFacts: School Resource Guide. Retrieved from
http://muscle.ca/wp-
content/uploads/2012/11/MuscleFacts_SchoolResourceGuide2011_BoldHeadings.pdf

Ontario Teachers’ Federation. (n.d.). Muscular Dystrophy (MD). Retrieved from

https://www.teachspeced.ca/muscular-dystrophy

BC Ministry of Education. (2006). Gifted Education: A Resource Guide for Teachers. Retrieved
from https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-
12/teach/teaching-tools/inclusive/gifted-education.pdf