1. Topic-
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| Development of Greek Colonies to Increase Trade |
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2. Content-
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| Students will have completed a "Geography Challenge" of Greece and
will proceed to see how Greece's Geography effected its development
and need for trade. Key vocabulary will include "relations", "colonists",
"peninsula", "isolation" |
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3. Goals: Aims/Outcomes-
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1.Students will recognize how Greece's geography limited their ability
to grow food and increased their need for trade.
2.Trade occurred both within Greece but largely outside of it.
3. Those venturing beyond Greece were called "colonists"
and they were instrumental in the development of trade within Greece. |
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4. Objectives-
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1.Content Objective: The Content Objective is for students to recognize
4 key concepts of Ancient Greece: 1) Relations with others (and themselves)
2) How their geography effected their development 3) How travel and
trade are interconnected and 4) The foods of Greece and while limited,
are very well known to their culture. These 4 elements are all interconnected
and help to prompt Greece's trade development.
2. Language Objectives: The Language Objective is for students to
recognize key academic language and how it relates to ancient Greece.
The ultimate goal is to see how the geography of Greece created changes
in the lives of its people prompting them to travel and trade. |
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5. Materials and Aids-
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Students will utilize a Graphic Organizer to assist students in
seeing the various aspects of early Greek life after having read the
content of the chapter.
(pg 42 from Classroom Instruction That Works with English Language
Learners) |
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6. Procedures/Methods-
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A. Introduction-
1.Sprial review of Greece's geography.
2.Inference based question: "if you were limited in what you could
eat or things you owned, what might you do to better your situation?
3. Discuss what is the value of trade, what prompts it and what are
its goals. |
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B. Development-
1. Ask students to give examples of things they have traded for
and explain why?
2.Have students ever had to "venture" in order to trade for something?
3.Re-review what a "descriptive pattern" (graphic) organizer is and
how it can be used to facilitate learning. |
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C. Practice-
1. Having read the content of the chapter, break into heterogeneous
groups of 4 (32 kids in my 6th grade class so it works out evenly,
assuming no one is sick).
2.Issue butcher paper to each group and start by having students place
"Greece / Trade" somewhere in the middle of the paper.
3. Solicit / guide students to create 4 spokes from the hub with "relations",
"geography", "travel" and "food" all branching off. Students are then
to collaboratively work together to fill in the graphic organizer.
One "pictorial" per spoke helps to visualize the work that is written. |
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D. Independent Practice-
| While we have 4 spokes to the "Greece / Trade" hub, each student
can be responsible for the written work on one of the spokes as well
as one of the pictorals. |
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E. Accommodations (Differentiated Instruction)-
| Allowing students to work in a collaborative manner allows for
shared knowledge as well as individual work. |
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F. Checking for understanding-
1.I would go from group to group observing the work being performed.
2. Ensure that any group or student having difficulties is supported.
3. Are students able to sufficiently fill out the graphic organizer?
I have created one ahead of time and have my sense of what should
be filled out. |
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G. Closure-
Give "timechecks" to students to ensure they have both enough time
and are aware of time running out.
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7. Evaluation-
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1. I enjoy "gallery walks" where students are allowed to see others
work and are allowed to comment (2 "stars" and a "wish") on the work
they see.
2. I often hear "wish we had done that" so that students can incorporate
items to their work going forward. |
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