Instructor

Mini Unit Phase & Question

Topic

Telly

MU #3 How did Greece expand and prosper as

a civilization?

Ancient Greece

Student Task

Resources

Lesson Outcome

SWBAT Identify and locate the major

physical features of Greece on a map

1.
2.

Exemplar
Response

3.

Students will answer exit ticket questions

about Ancient Greece geography

Where did the ancient Greeks mostly settle?

Closer to the sea or in farming communities
Why were ancient Greek communities isolated from each other?
They were divided by mountains and seas
List three or more reasons why travel was challenging in ancient Greece
Mountains, seas, dangerous roads that were unpaved

Textbook

3a: Directions on the

PowerPoint and
worksheet
communicated to
students

Do Now Independently 10min:

Geography preview worksheet-history alive
Students are to read the four facts about Ancient: Greeces geography
3a: Written language

Greece
h
as
n
o
m
ajor
r
ivers.
for students to

-How will you
answer the question
Greece is surrounded on three sides by seas.
prime the
based on the facts
Greece is mostly mountainous.
students for
Greece includes hundreds of islands.
the story of
the lesson?
Then answer the question:

How do you think the physical geography of Greece influenced where people settled and
3b: Based on
-What think & how they lived?
independent
do activities/

3e: Students in the lower class
writing
tasks will students
be
Beginning

need to be guided through
assigned
for out
will share

Review
o
f
t
he
d
o
n
ow
a
nd
i
ntroduction
t
o
t
he
g
eography
o
f

the
s
tudents
t
o
each
fact to understand how
answers and
achieve the
ancient
G
reece.

to answer the question
receive
dojo points
learning

Students
w
ill
v
olunteer
t
o
s
hare
t
heir
t
houghts

for
participation
outcome?

Exemplar responses sound like: They will have a harder time finding food because

there are no rivers; they have to settle near the seas; the mountains will protect them.
-How will you
Students will fill in their blank ancient Greece map using page 117 (Ionian Sea,
close the lesson
to solidify the
Aegean Sea, Mediterranean Sea, Greece, and Asia Minor)
story and
Big Question for the day: How did geography impact the settlement of Ancient
connect to the
Greece?
Mini Unit Big
Question?
Middle
Students will be called at random to read aloud and follow note-taking format for
3c: Through structure
page 117 in journey across time
and pacing students Stop Points:
stay engaged with stop
Sentence two- Copy the direction of each sea in your notes ex. To the west the
points to guide their
Ionian sea, to the south the Mediterranean Sea, and to the east Aegean Sea.
comprehension in
Paragraph 1-define Peninsula (have students repeat the word Peninsula 3d:
as aThis
class)
t-chart is
reading the text
Peninsulas around the world-Students will be shown a world map
so that Students
and I will show them as many Peninsulas around the world
and I can assess
Second paragraph-Students will take one note on how Greeks
their
worked to get a stable food supply
understanding of
Students will draw a t-chart and list the challenges Greek farmers
the notes and text
faced on the left and how farmers met those challenges
Allow students to come to the board to share thoughts on blank PowerPoint slide

Lesson:

Beginning,
Middle &
End

End

Students will answer the exit Ticket questions and then share answers aloud

**Sponge: Greece Lightening quiz worksheet

History Lesson Plan Template

Reflection on Ancient Greece Geography

In regards to Domain 3: Instruction I believe there were many strengths in this lesson
and a few areas for growth. During the do now students understand that the expectation
everyday is to come in the room, go straight to their seats and complete the assignment in
5-10min (depends on assignment). Once they are all seated I have directions in two
places; PowerPoint slide and worksheet. I also talk them through the directions so they
understand the process and answer any clarifying questions they may have. The do now in
this lesson was a great segue into the process of learning for the geography of Greece. In
my high performing class about 90% of students were on track through each piece and the
other students needed more guidance. In my lower performing class I had to prompt
students more through the review of the do now by breaking down sharing through each
fact because I noticed they were confused as to how to answer the question.

Much of this lesson required prior knowledge so based on what they knew about how
civilizations gain stable food supply and where they usually settle near. So based on the
prompts the students were being assessed throughout the entire lesson. The t-chart was
really helpful as well because I had students complete it in their notes. For the high
performers I had them come to the board and put exemplar answers for struggling
students who were confused.

One area of growth I saw in the deliverance of the lesson, was my lack of feedback to the
students. I do not feel in this particular lesson I gave students enough credit for the work
they were doing. All students were working so diligently and I felt that I could have
praised them more so that they understood the performance of their work. My goal for the
next lesson to provide room for feedback and give the class a score based on performance.