LESSON PLAN FORMAT

CSL 570
SPRING 2017

NAME: Lisa Williams

LESSON TOPIC: Introduction to Ancient Greece: Athens and Sparta (2 Days)

RATIONALE: This lesson gives the students an opportunity to be introduced to ancient Greece.
The students will engage in collaborative discussions as well as examine multiple photographs
that allow the students to preview information about ancient Greece. The photographs will
include ancient Greek civilizations, geography, Greek culture, military as well as different
aspects of the economy. The students will also be introduced to the geographical features that
make up ancient Greece. All of this information is essential for the students to learn because
ancient civilizations have impacted the world we live in today. This introductory lesson is
essential to the unit they are learning because it is the foundation to learning all about ancient
Greece. As the students learn all of this information they will be ready to continue on their
journey to learning more about ancient Greece.

COMMON CORE STANDARD (S):

CCSS.ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print and digital texts.

CCSS.ELA-LITERACY.SL.6.1 -Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.6.1.C - Pose and respond to specific questions with elaboration and

detail by making comments that contribute to the topic, text, or issue under discussion.

CCSS.ELA-LITERACY.SL.6.2 - Interpret information presented in diverse media and formats

(e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue
under study.

OBJECTIVE: (The student will be able to)

The students will be able to engage in a collaborative discussion based on ancient Greece.
 The students will be able to ask as well as respond to various questions based on the
collaborative discussion points while examining multiple photographs.

The students will be able to describe the geographical features of ancient Greece.
ACADEMIC LANGUAGE:

Ancient Greece
Olympics
Geography
Peninsula
City-State

MOTIVATION OR ANTICIPATORY SET:

Day 1:

The teacher will explain to the students that they are now all Olympian contestants,
representing their city-state at the Olympic games!
The class will be split up into groups of four students. Each group is a team. Each group will
create a name for their team and will create a quick flag using construction paper and markers.
The Olympic games will begin. The students will complete three different tasks. The first
task is Javelin Throwing. Each team will create a paper javelin and then they will throw their
javelins and see which team can throw it the farthest. The next task is ball in a basket. Each team
will begin at a line and there will be a basket about 10-15 feet away from the line. Each team will
have 5 balls. They have to throw the balls and try to get as many balls as they can in the basket.
The third and final task is art recognition. Each team will pick a piece of paper out of a box. Each
piece of paper has the name of an item. Whichever piece of paper the team picks up, they must
draw that item as best as they can.
When all the tasks are completed, the teacher will ask the students, Where was the first
Olympics held? The teacher will then explain that the Olympics originated in ancient Greece
and how this is going to be the next unit that they are learning about in social studies.

BRIEF PROCEDURE:

Day 2:

The teacher will place the students in five groups. There will be about 4-5 students in each
group. Each group will have one iPad, which they will utilize throughout the lesson.
 The students will travel around the classroom to examine the gallery walk. As the students
travel around the classroom there will be five different stations. At each station there is going to
be a QR code as well as chart paper.
As the students travel around the classroom with their groups, they will use their iPads to
scan the QR code. When they scan the QR code they will be brought to a guiding question and
various pictures. All of the pictures and questions will allow the students to discuss ancient
Greece and preview the topics they will soon be learning more about. After the students view the
questions and pictures, they will write down their thoughts and answers to the questions on the
chart paper provided. The teacher will walk around to provide additional questions as well as
support as the students are engaged in their gallery walk.
After each group visits each station of the gallery walk, the whole class will come together
to have a whole class discussion. The teacher will lead the students in a brief but meaningful
discussion in regards to the various questions that was at each station.
The teacher will present a brief Prezi personation to introduce geography as well as
city-states to the students. The students will fill in notes in their social studies notebook.
At the conclusion of the lesson, the students will receive two post-its. They will place these
post-its on the parking lot (What do you know before you go?) as they finish. On one post-it
the students will describe the geography of ancient Greece. On the other post-it, the students will
write down one question that they have in regards to ancient Greece. The students will stick their
post-its on the parking lot. The teacher will refer back to the students questions throughout the
unit plan. The students can also record their questions down in their social studies notebook so
they can refer back to them as well as write down the answer as they learn more about the topic.

MATERIALS USED:
Paper
Basket
Balls
Markers
Pencils
iPad
QR Codes
Chart Paper
Prezi Presentation (https://prezi.com/jshycm3oazpf/edit/#57_30863873)
Social Studies Notebook
Post-Its

TECHNOLOGY COMPONENT (IF APPLICABLE):

The students will use an iPad to scan QR codes throughout the gallery walk.
 The teacher will present a Prezi presentation using the SMART board.

ASSESSMENT OF COMMON CORE STANDARD (S)

Formal The students will answer the questions on the chart paper as they travel around the
classroom on the gallery walk. The students will also be creating their own question about
ancient Greece at the conclusion of the lesson. In addition, the students will be assessed on the
knowledge about the geography of ancient Greece as they fill out their post-it for the parking
lot.
Informal The teacher will be walking around as the students engage in their collaborative
discussions. The teacher will walk around with a clipboard and jot down some of the discussion
points each group talked about.

ADAPTATIONS:
Student with special needs The students with special needs will receive a note organizer
that includes sentence starters in order to support their writing as they take notes throughout the
Prezi presentation. Visuals will be provided as well. In addition, the students with special needs
will be heterogeneously grouped with other students who can model as well as provide support
and guidance.
English Language Learner The students who are English language learners will receive a
note organizer with visuals to support their learning.
Struggling Reader The students who struggle with reading will be heterogeneously
grouped with other students who can model as well as provide support and guidance.

Reference

Ancient Greek Olympics. (n.d.). Retrieved from

http://ancienthistory.mrdonn.org/GreekOlympics.html#OPEN
 ArtRecognition

Horse

WarHelmet

WarShield

OlympicTorch

Technology: QR Codes

QR Code Station #1

QR Code Station #2

OR Code Station #3
QR Code Station #4

QR Code Station #5
Name___________________________________ Date_________________

IntroductiontoAncient__________

GeographyofGreece

___________isasmallcountryin_____________.

Greeceisnearthe_________________________________.

__________hasmanytall________________.

ThemainpartofGreeceislocatedona___________________.


Apeninsulaisabodyoflandthatissurroundedon___________

sidesofwater.

TheotherpartsofGreecearemadeupof____________.

GreekCity-States

Greecebuiltmany_________________insteadofonecountry.

A_____________isacitywithitsown__________,

_________and___________.

LESSON PLAN FORMAT

CSL 570
SPRING 2017

NAME: Emily Busch

LESSON TOPIC: Athens (2 Days)

RATIONALE: Students in a sixth grade social studies class will learn about the city-state,
Athens. They will learn specifically about Athenian government, economy, values
(education/culture) and the roles of women/slaves. The students will read articles pertaining to
each of these topics. Additionally, students will have supplementary primary sources that consist
of quotes, which will help students gain an in depth understanding of how Athenians felt during
that time period about their government, economy, values (education/culture) and the roles of
women/slaves. This lesson is essential to the Ancient Greece unit because Athenian life is very
different from other city-states. It is important that students gain a full understanding of Athens,
so that they may be able to compare Athens to other city-states in the future.
COMMON CORE STANDARD (S):

CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.

CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas
under discussion.

CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.

OBJECTIVE: (The student will be able to)

1. The students will be able to summarize information using details from an article about
Athens with 80% accuracy.

2. The students will be able to determine the central idea of a primary source and use
the information to support their understanding of a specific topic about Athens with
80% accuracy.

3. The students will be able to use domain specific vocabulary words related to Athenian
government, economy, values and the roles of women/slaves with 80% accuracy.

4. The students will be able to contribute to discussions about Athens using text
evidence from articles and primary sources to develop an understanding of Athens
government, economy, values and the role of women/slaves with 85% accuracy.

ACADEMIC LANGUAGE:
Government: Democracy, The Assembly, The Council of 500, Generals
Economy: Trade, Tourism, Barter, Agora, Currency
Values: Lady Athena, Citizens, Olympics
Women/Slaves: Citizens, Vote, Silver Mines
MOTIVATION OR ANTICIPATORY SET:
-Students will be told that they will make predictions about Athens by using an
anticipation guide. The students have already used before, but the teacher will review how to use
it briefly. The students will make predictions about different aspects of Athens, such as their
government, economy, values (education/culture) and the role of women/slaves. The students
will write true or false for each statement. Students will be told to hold onto their anticipation
guide, as it will be used on the second day of learning about Athens.

BRIEF PROCEDURE:
Day 1:
-The teacher will model what the students are responsible for in their expert groups. She
will review the Jigsaw strategy and the REAP strategy. Students have used both of these
strategies, but the teacher will provide a brief overview. For instance, the Jigsaw strategy is
where everyone will be assigned to expert groups about a topic on Athens and share this
information on the second day with a different group who doesn't know about the topic you
researched. The REAP anchor charts from previous lessons will be visible for you to remember
each role. Let's review each part of REAP before we begin. Also, remember that each time you
complete a part of REAP you have to read the article again.
Read: List the name of the article, title and author.
Encode: Summarize the information in your own words.
Annotate: Take notes to support your summary and consider the author's message.
Record vocabulary words, quotes (from primary sources) and concepts.
Ponder: Apply prior knowledge and try to make connections (personal experiences or
text-to-text connections). Ask questions and discuss with group members.
-Students will participate in a Jigsaw strategy. Students will be separated into four expert
groups containing six students in each group. Each expert group will be assigned to a particular
aspect of Athens, such as government, economy, values (education/culture) and the role of
women/slaves.
-The expert groups will each get an article about their assigned topic, which are articles
from History with Mr. E. Each article will also have supplemental primary sources. These will
consist of quotes from Athenians regarding each of the topics. The primary sources will give
students supplemental information and a true insight into the thoughts and feelings of people
from that time period.
-As students read their assigned article and supplemental primary source, they will have
to record information on each topic. The students will fill out a graphic organizer using REAP,
called Expert Group Graphic Organizer. Through this method it will help each expert group
collect information together on their assigned topic.
-Informal Assessment: The teacher will walk around to provide support to each expert
group. The teacher will take anecdotal notes of the groups discussion. Students will hand in
their Expert Group Graphic Organizers at the end of the lesson so that the teacher may review
them for assessment purposes.

Day 2:
-Introduction: Students will watch a Brain Pop video about Athens. Students will have a
basic introduction to Athenian government, economics, values (education/culture) and the role of
women/slaves.
-Students will be given back their Expert Group Graphic Organizers from yesterday. The
students from each expert group will be placed in a new group known as their Athens group,
where each member in the group studied a different aspect of Athens yesterday (Jigsaw strategy).
Each person in the group will present their findings from the day before. As each group member
is presenting an aspect of Athens that they are an expert on, other group members will collect
this information in a graphic organizer called All About Athens.
-Afterwards, the class will engage in a discussion about Athens. The students will arrange
their desks in a circle to have a discussion about each topic with each other. The teacher will ask
questions about Athens government, economy, values (education/culture) and the role of
women/slaves. Students will have to elaborate and respond to each other by using the
information they gained from their Athens groups. Students will support the information they
provide with quotes (from primary sources), text evidence and vocabulary terms. Students may
respond to the discussion making personal or text-to-text connections to elaborate on peers
comments.
-Informal Assessment: The teacher will walk around to listen to each Athens group
discussion. The teacher will also listen to the whole class discussion and monitor for student
understanding. The teacher will collect the All About Athens graphic organizers and assess
students understanding too.
-Formal Assessment: The teacher will take anecdotal notes of students understanding
during the class discussion. Students will revisit the anticipation guide from the first day and fix
their original predictions if necessary. Whether their original prediction were correct or not,
students will provide a brief summary using text evidence, evidence from primary sources and
include content specific vocabulary to prove if each statement is true or false. Thus, students will
show their knowledge in regards to Athenian government, economy, values (education/culture)
and the roles of women/slaves.

MATERIALS USED:
-Anticipation Guide
-Anchor Charts
-Articles from History with Mr. E on Athens
-Supplementary Primary Sources
-Expert Group Graphic Organizer
-Brain Pop Video
-All About Athens (graphic organizer)

TECHNOLOGY COMPONENT (IF APPLICABLE):

-Brain Pop video on Athens: https://www.brainpop.com/socialstudies/worldhistory/athens/

ASSESSMENT OF COMMON CORE STANDARD (S)

Formal: Listed above.
Informal: Listed above.

ADAPTATIONS:
Student with special needs: Students will be heterogeneously grouped with peers whocan
model and support students who require it. These peers may support students in terms of reading
or modeling how to complete the activity. Additionally, these students will have sentence starters
for the Expert Group Graphic Organizer. They will also have sentence starters for the All About
Athens graphic organizer.
English Language Learner: Students will be provided with the meaning of academic terms
to help them understand the content they are reading. There will be visuals on the sheet to
support student understanding.
Struggling Reader: Students will be heterogeneously grouped with peers who are stronger
readers. This will support students understanding of the articles in their expert groups. The group
can have different members read parts of the text, which will help support struggling readers
understand the reading.

References

Brain Pop. (n.d.). Athens. [Video File]. Retrieved from

https://www.brainpop.com/socialstudies/worldhistory/athens/

Collier Schools. (March, 2005). REAP (read, encode, annotate, ponder). Retrieved from
http://old.collierschools.com/english/la/docs/25_%20R%20E%20A%20P.pdf

History with Mr. E. (n.d.). Compare Athens & Sparta! Students read first-person accounts
of Athens & Sparta. Retrieved from
https://www.teacherspayteachers.com/Product/Compare-Athens-Sparta-Students-read-
first-person-accounts-of-Athens-Sparta-447982

National Governors Association Center for Best Practices & Council of Chief State School
Officers. (2010). Common Core State Standards ELA. Washington, DC: National
Governors Association Center for Best Practices & Council of Chief State School Officers.

The American School of Classical Studies (n.d.). Athenian citizenship. Retrieved from
http://www.agathe.gr/democracy/athenian_citizenship.html

The American School of Classical Studies. (n.d.). Athenian currency. Retrieved from
http://www.agathe.gr/democracy/athenian_currency.html

The American School of Classical Studies (n.d.). The unenfranchised II- slaves and resident
aliens. Retrieved from http://www.agathe.gr/democracy/slaves_and_resident_aliens.html

The American School of Classical Studies. (n.d.). The unenfranchised I - women. Retrieved
from http://www.agathe.gr/democracy/women.html

Primary Source Quotes:

If needed, students may read the simplified versions to support their understanding.
 Primary Source Quote about
Athenian Women and Slaves
Who said it? Stated by Thucydides, an Athenian historian. Women weren't always
treated with kindness, but Thucydides tried to uplift their spirits. His statement speaks of how a
woman's sex limited her.

Direct Quote: Thucydides stated, "If I am to speak also of womanly virtues, referring to
those of you who will henceforth be in widowhood, I will sum up all in a brief admonition: Great
is your glory if you fall not below the standard which nature has set for your sex, and great also
is hers of whom there is least talk among men whether in praise or in blame" (Thucydides, as
cited in The American School of Classical Studies).

Simplified: Thucydides stated, I will speak of womanly virtues, referring to those who
are now widowed. I will summarize it as, your achievements are great if you fall not below the
standard of your sex. It is great for those of you who don't provoke men to talk about whether
they are trying to praise you or place blame (Modified from Thucydides, as cited in The
American School of Classical Studies).

References

The American School of Classical Studies. (n.d.). The unenfranchised I - women. Retrieved from
http://www.agathe.gr/democracy/women.html

Primary Source Quote

about Athenian Government
Who said it? From the Greek philosopher, Xenophon, which became part of the
Constitution of Athenians. It shows how laws protected the Athenians and even slaves by
default.

Direct Quote: Xenophon stated, "Slaves and metics at Athens lead a singularly
undisciplined life; one may not strike them there, nor will a slave step aside for you. Let me
explain the reason for this situation: if it were legal for a free man to strike a slave, a metic, or a
freedman, an Athenian would often have been struck under the mistaken impression that he was
a slave, for the clothing of the common people there is in no way superior to that of the slaves
and metics, nor is their appearance. There is also good sense behind the apparently surprising
fact that they allow slaves there to live in luxury and some of them in considerable
magnificence" (Xenophon's statement in the Constitution of the Athenians1.10-11, as cited in
The American School of Classical Studies).

Simplified: Xenophon stated, slaves and foreigners at Athens had an easy life, where no
one could be hit. The reason is that if anyone could be hit, a foreigner, slave or freeman, an
Athenian would have been hit by mistake. People would have thought the Athenian was a slave
or foreigner because the clothing of common people is no different from that of a slave.
Surprisingly, Athenians allow slaves to live quite nicely (Modified from Xenophon's statement in
the Constitution of the Athenians 1.10-11, as cited in The American School of Classical Studies).

References

The American School of Classical Studies (n.d.). The unenfranchised II- slaves and resident
aliens. Retrieved from http://www.agathe.gr/democracy/slaves_and_resident_aliens.html

Primary Source Quote

about Athenian Values
Who said it? Perikles, general in Athens spoke of Athenian's values as citizens.

Direct Quote: Perikles stated, "We cultivate refinement without extravagance and
knowledge without effeminacy; wealth we employ more for use than for show, and place the real
disgrace of poverty not in owning to the fact but in declining the struggle against it. Our public
men have, besides politics, their private affairs to attend to, and our ordinary citizens, though
occupied with the pursuits of industry, are still fair judges of public matters; for, unlike any other
nation, regarding him who takes no part in these duties not as unambitious but as useless, we
Athenians are able to judge at all events if we cannot originate, and instead of looking on
discussion as a stumbling-block in the way of action, we think it an indispensable preliminary to
any wise action at all. . . . In short, I say that as a city we are the School of Hellas (Perkiles, as
cited in The American School of Classical Studies).

Simplified: Perkiles stated, we are perfection. Wealth is for use and not to brag, poverty
we don't struggle with. Public citizens have private manners to keep them busy. Other citizens,
are busy with their jobs in industry and help with public matters. Opposite from other nations, we
don't care for Athenians who don't take part in these duties. They are useless. Athenians can
judge all events and instead of just discussing our concerns, we take action. As a city, we are the
School of Greece (Modified from Perkiles, as cited in The American School of Classical
Studies).
References

The American School of Classical Studies (n.d.). Athenian citizenship. Retrieved from
http://www.agathe.gr/democracy/athenian_citizenship.html
 Primary Source Quote
about Athenian Economy
Who said it? The inscribed law of 375/4 B.C. describes how Athenians tried to prevent
counterfeit money, showing how popular Athenian currency and the Agora was.

Direct Quote: The inscribed law of 375/4 B.C. states, "Resolved by the Nomothetai, in
the archonship of Hippodamas; Nikophon made the proposal: Attic (Athenian) silver currency is
to be accepted when [it is shown to be] silver and bears the official die. Let the public Tester
(dokimastes), who sits among the [bankers] tables, test in accordance with these provisions. . . .
If anyone brings forward [foreign silver coinage] which has the same device as the Attic, [if it is
good], let the Tester give it back to the one who brought it forward; but if it is [bronze] or lead at
the core, or counterfeit, let him cut it [immediately] and let it be sacred to the Mother of the
Gods, and let him deposit it with the Boule (Council) (Inscribed law of 375/4 B.C., as cited in
The American School of Classical Studies).

Simplified: The inscribed law of 375/4 B.C. states, Athenian silver currency should be
accepted only if it is silver and the official die color. The public tester will sit at the bankers
tables to test currency for falsehood. If people bring currency that is true silver and the official
die color, the public Tester will give it back to the person who bought it. However, if the
currency is bronze, lead in the middle or counterfeit at the core, the Tester will cut it and give it
to the Council (Modified from Inscribed law of 375/4 B.C., as cited in The American School of
Classical Studies).
References
The American School of Classical Studies. (n.d.). Athenian currency. Retrieved from
http://www.agathe.gr/democracy/athenian_currency.html

Name___________________
Anticipation Guide
Directions: Before we begin the lessons on Athens, make predictions on the left hand side. Write
true or false for each statement. After the lessons on Athens, prove why each statement was
correct or not. Provide a summary with supporting text evidence using vocabulary words,
concepts and evidence from primary sources. You may use a separate piece of paper.

True or False Statement Prove the statement

was right or wrong

Athens had a democracy, which

is when people are controlled by
one ruler.
Major parts of the Athenian
government were the Assembly
and the Council of 500.

Generals played an important

part of Athenian government.
They lead the army and even
were judges.

Athens wasn't big on tourism.

They didn't like to barter or
trade for goods.

The Agora was the marketplace

where trade occurred. It was so
popular that some people began
to create fake currency, which
we had to test.

Athens valued education and

art. Boys were required to stay
at home until they were six, then
they would go to school until
they were fourteen.

Athenians didn't create the

Olympics, but they thought it
was important to be fit.

Women/ slaves were citizens

and had rights.

Women couldn't leave the house

without a man with her.

Some slaves worked in silver

mines, while others worked in
households.
 REAP
Anchor Chart
Read: List the title and author. Encode: Summarize the information in
your own words.

Title: Landforms
Summary: Landforms are part of earth's
Author(s): Miss. Busch surface and aren't man made. Landforms
have been around for years.
Annotate: Take notes to support your
summary and consider the author's
message. Record vocabulary words, quotes
(from primary sources) and concepts.
Vocabulary
Hill: A part of the land that is higher
than the rest, it is rounded at the top.
Mountain: A hill that is pointed at the top.
Direct Quote: The book states, "Landforms
are naturally found on earth's surface.
There are many types of landforms on earth
and there have been for many years. Some
examples are mountains and hills. You
wouldn't believe it, but there are many
more!"
Directions are adapted from Collier Schools: REAP (read, encode, annotate, ponder), 2005
REAP
Anchor Chart
Read
List the title and author.
Ponder: Apply prior knowledge and try
to make connections (personal experiences
or text-to-text connections). Ask questions
and discuss with group members.
Personal Connections: I have been skiing
on a hill and a mountain. The hill is much
shorter than a mountain. Typically, it is not
as steep either.
Text-to-text Connections: We read a book
last week, "Volcanoes," which is a
landform. Volcanoes are similar to
mountains and hills like mentioned in this
text. Except volcanoes can explode with
lava.
Questions: What are other types of
landforms?
Encode:
Summarize the information in your own
words.
 Annotate: Ponder:

Take notes to support your summary and Apply prior knowledge and try to make
consider the author's message. Record connections (personal experiences or
vocabulary words, quotes (from primary text-to-text connections). Ask questions and
sources) and concepts. discuss with group members.

Adapted from Collier Schools: REAP (read, encode, annotate, ponder), 2005

Name_____________________
Expert Group Graphic Organizer

R - Read. Write down the title and author

of your article. E - Encode. Summarize the text in your
own words.
 A Annotate. Write down notes, P Ponder. Consider personal connections
vocabulary words, quotes (from the article or text-to-text connections. Ask questions
or primary sources) and details. Consider and discuss with peers.
the authors message or other central ideas.

Adapted from Collier Schools: REAP (read, encode, annotate, ponder), 2005

Name_______________________
Expert Group Graphic Organizer

R - Read. Write down the title and author E - Encode. Summarize the text in your own
of your article. words.
The text was about...
Title:

The first detail to support this is...

Author:

The second detail to support this is...

 A Annotate. Write down notes,
vocabulary words, quotes (from the article
or primary sources) and concepts.
Consider the authors message or other
central ideas.
P Ponder. Consider personal connections
or text-to-text connections. Ask questions
and discuss with peers.
I connect with the text because...

The important vocabulary words I learned

are

This article is like another text I read

because...
The quote...supports my summary
because

I still have a question about...

A major concept I learned was...

Adapted from Collier Schools: REAP (read, encode, annotate, ponder), 2005

Name______________________
All About Athens
Directions: Listen to your peers who are experts on each topic. Talk with them and ask them
questions. Summarize the role of each part of Athens, except for the one that you were an expert
in. Use vocabulary, quotes and concepts to support your summary.
 Government: Economy:

Values (education/culture): Role of women and slaves:

Name_____________________
All About Athens
Directions: Listen to your peers who are experts on each topic. Talk with them and ask them
questions. Summarize the role of each part of Athens, except for the one that you were an expert
in. Use vocabulary, quotes and concepts to support your summary. The words that are bolded are
important vocabulary.

Government: Economy:

Athens government is a democracy, which The currency in Athens was...

is...

An important quote about their currency is...

The Assembly is responsible for...

Athens was big on tourism because...

The Council of 500 does...

Many tourists went to the Agora where

An important quote is... people...

Values (education/culture): Role of women and slaves:

People who were considered citizens were... Women and slaves were treated like...

Lady Athena was valued because...

Women and slaves_____ vote because...

Athens education started at age...

The Olympics originated from Athens

because... Silver mines were where...

Definitions
Government Economy
Trade: Two people exchanging goods.
Democracy: A system where people can
vote and be apart of the government.
Tourism: People traveling to a place for a
short period of time.
The Assembly: These people make the laws.

Barter: Exchange goods without using

The Council of 500: They create laws to money.
bring to the Assembly.

gora: The marketplace where people

A
Generals: Lead the army and can be judges. came to trade.

Currency: Money.

Women/ Slaves
Values
(education/culture)
Lady Athena: She battled Poseidon for
Athens and gave them their first olive tree. Vote: Participating in a decision in
government.

Citizens: A person who has rights living in

a place. Citizens: A person who has rights living in
a place.

Olympics: Games that were created to

honor the God, Zeus. Silver Mines: A place where slaves worked
to collect silver to make Athenian money.
 LESSON PLAN FORMAT
CSL 570
SPRING 2017

NAME: Liam McManus

LESSON TOPIC: Sparta (2 Days)

RATIONALE: Following their studies of Athens, students will learn about the city-state, Sparta.
Students will study its Government, Economy, Values, and Women/Slaves. This will be supported by a
secondary narrative text and primary source quotes. It is important that students gain a full understanding
of Sparta, so that they may be able to compare Sparta to Athens in preparation for the Persian and
Peloponnesian wars.

COMMON CORE STANDARD (S):

CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.

CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.

CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making comments that contribute to
the topic, text, or issue under discussion.

OBJECTIVE: (The student will be able to)

1. The student will be able to become an expert in their designated Spartan topic through the use
of a Frayer Model graphic organizer.
2. Students will therefore be able to summarize their sources, describe the characteristics of their
topics, explain various vocabulary terms and make connections to other content studied or in
modern day history.
3. The expert students will be able to succinctly share their finds with other topic experts.
ACADEMIC LANGUAGE:
Government: Oligarchy, Council of Elders, Assembly, Ephors
Economy: Helots, Perioiki
Values: Military
Women/Slaves: Equal Citizens, Helots

MOTIVATION OR ANTICIPATORY SET:

After having studied Athenian culture, the students will make predictions about Spartan culture. They will
be told that although Spartans worshipped all the gods, they especially worshipped Ares and Apollo. As a
reminder, the teacher will ask what Ares and Apollo are known for (war and sun/music, respectively). The
teacher will then ask, knowing this, what predictions can you make about Spartan life and culture?

BRIEF PROCEDURE:
Day 1:
The teacher and class will review the Jigsaw strategy (even more briefly this time since it was
recently used in Athens lesson) and the history based Frayer model. In the Jigsaw model, expert
groups meet one class session and then meet with other experts another lesson to exchange
information. There will be an example anchor Frayer Model in the classroom
The various components expert groups will need to fulfill in the modified Frayer Model are:
Summary--a summary covering the main ideas from both the article and primary sources
Examples and Nonexamples--Students can relate to other historical or even modern
content to relate what they are reading.
Characteristics--specific characteristics of each expert group topic. For example, in a
Spartan government Frayer model in characteristics, the students might write oligarchy,
people elected representatives, etc.
Vocabulary--this is where students can define words using context clues and the article
Visual--students can create a visual to represent what they have read and help concretize
concepts
Students will split into the same expert groups from the Athens lesson.
Experts will work together to read their respective Spartan articles and primary sources to fill the
Frayer Model graphic organizer.
Also, expert groups will a create succinct summary in the general graphic organizer for when
students exchange information.
The teacher will walk around the room to help facilitate discussion in groups, making notes that
the students are participating and contributing in their expert groups for informal assessment.
The teacher will not collect any organizers at this time, giving more responsibility and
accountability to the expert groups, since they had practice with the Athens lesson.
Day 2:

First, students will meet in their expert groups and the whole class will watch a short video on
Spartans from TED-Ed on Youtube. This will help reinforce what they read the previous day.
Expert groups will then have the opportunity to make additions and changes to their graphic
organizers before meeting in groups with other experts.
After that, students will then move into the same groups with other experts as they did from the
Athens lesson.
They will engage in a discussion about their respective topics, explaining what they read and
what evidence supported the summaries they are now giving. Students should also be explaining
important vocabulary.
The teacher will facilitate discussion and check for understanding as they go around the room.

Informal Assessment: The teacher will check for understanding and participation during the exchange of
information between experts.

Formal Assessment: The general graphic organizers will be collected to see if students were successfully
able to share essential information between experts. Expert group Frayer Model graphic organizers will
also be assessed.

MATERIALS USED:
-Articles from History with Mr. E on Sparta
-Supplementary Primary Sources
-Expert Group Frayer Model Graphic Organizer
-TED-Ed Video
-General Group Exchange Graphic Organizer

TECHNOLOGY COMPONENT (IF APPLICABLE):

-TED-Ed video: This is Sparta: Fierce warriors of the ancient world - Craig Zimmer
https://youtu.be/M7V1a1I5BL0

ASSESSMENT OF COMMON CORE STANDARD (S)

Formal: Listed above.
Informal: Listed above.

ADAPTATIONS:
Student with special needs:
Grouped with stronger students that can help model literacy strategies and with the Frayer
Model
Sentence Starters
English Language Learner:
Visual aids
Defined vocabulary terms
Struggling Reader:
Grouped with stronger students that can help model literacy strategies and with the Frayer
Model
Chunking of text between group members
 References

History with Mr. E. (n.d.). Compare Athens & Sparta! Students read first-person accounts
of Athens & Sparta. Retrieved from
https://www.teacherspayteachers.com/Product/Compare-Athens-Sparta-Students-read-
first-person-accounts-of-Athens-Sparta-447982

National Governors Association Center for Best Practices & Council of Chief State School
Officers. (2010). Common Core State Standards ELA. Washington, DC: National
Governors Association Center for Best Practices & Council of Chief State School
Officers.

TED-Ed. (2016, March 8). This is Sparta: Fierce warriors of the ancient world - Craig Zimmer
[Video File]. Retrieved from https://youtu.be/M7V1a1I5BL0

Primary Source Quotes:

Women/Slaves:

Direct Quotes:

Source: Modified from, Life of Lycurgus (a Spartan King), by Plutarch

For it is not true that, as Aristotle says, he tried to bring the women under proper restraint, but [stopped],
because he could not overcome the great [freedom] and power which the women enjoyed on account of
the many expeditions in which their husbands were engaged. During these the men were indeed obliged to
leave their wives in sole control at home, and for this reason paid them greater deference than was their
due, and gave them the title of Mistress. But even to the women Lycurgus paid all possible attention. He
made the maidens exercise their bodies in running, wrestling, casting the discus, and hurling the javelin,
in order that the[y] [develop strong bodies and give birth to strong sons].

Thucydides on Spartan Slavery

At the same time, the Spartans were glad to send out the helots to go to war, as they were afraid, in the
present state of affairs, that they might start a revolution. Also, on one occasion, because they were afraid
of the difficulties they could cause and their numbers, they proclaimed that the helots should pick out all
those who claimed to have done best service to Sparta in their wars, implying that they would be freed,
but they were actually conducting a test, as they considered that those with spirit would turn against
Sparta. So they picked out about 2,000 who crowned themselves with garlands (and claimed to have done
the best service) and caused them to disappear and no one knows in what way any of them died.

References
Dillon, M., & Garland, L. (2000). Ancient Greece: social and historical documents from
archaic times to the death of Socrates. London: Routledge.

Plutarch. (2012, May 4). The Life of Lycurgus. Retrieved June 04, 2017, from
http://penelope.uchicago.edu/Thayer/e/roman/texts/plutarch/lives/lycurgus*.html

Government:
Direct Quote:

Aristotle: On the Lacedaemonian Constitution (340 BCE)

At Sparta everyone is eligible, and the body of the people, having a share in the highest office, want the
constitution to be permanent. Some, indeed, say that the best constitution is a combination of all existing
forms, and they praise the Lacedaemonian because it is made up of oligarchy, monarchy, and democracy,
the king forming the monarchy, and the council of elders the oligarchy while the democratic element is
represented by the Ephors; for the Ephors are selected from the peoplethe Ephors are chosen from the
whole people, and so the office is apt to fall into the hands of very poor men, who, being badly off, are
open to bribes. The Ephoralty certainly does keep the state together; for the people are contented when
they have a share in the highest office, and the result, whether due to the legislator or to chance, has been
advantageous.

References

Aristotle. (n.d.). Politics . Retrieved June 04, 2017, from

http://classics.mit.edu/Aristotle/politics.2.two.html

Values:
Direct Quote: Modified from, The Ancient Customs of the Spartans, by Plutarch

They learned to read and write for purely practical reasons; but all other forms of education they banned
from the country, books and treatises being included in this quite as much as men. All their education was
directed toward prompt obedience to authority, stout endurance of hardship, and victory or death in battle.

The boys in Sparta were lashed with whips during the entire day at the altar of Artemis Orthia, frequently
to the point of death, and they bravely endured this, cheerful and proud, vying with one another for
[victory] as to which one of them could endure being beaten for the longer time and the greater number of
blows. And the one who was victorious was held in especial [esteem or gained high reputation]. This
competition is called 'The Flagellation,' and it takes place each year.

References
Plutarch. (2016, May 29). The Ancient Customs of the Spartans. Retrieved June 04,
2017, from
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Plutarch/Moralia/Instituta_Laconica
*.html

Economy:
Direct Quote: Modified from, The Ancient Customs of the Spartans, by Plutarch

One of the noble and blessed [rights] which Lycurgus appears to have secured for his fellow-citizens was
abundance of leisure [free-time]. In fact it was not permitted them to take up any...trade [work] at all; and
there was no need whatever of making money, which involves a toilsome accumulation [slow gain], nor
of busy activity, because of his having made wealth... The Helots tilled the soil for them, paying a return
which was regularly settled in advance. There was a ban against letting[selling] for a higher price, so that
the Helots might make some profit, and thus be glad to do the work for their masters, and so that the
masters might not look for any larger return.

References

Plutarch. (2016, May 29). The Ancient Customs of the Spartans. Retrieved June 04,
2017, from
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Plutarch/Moralia/Instituta_Laconica
*.html
Name:______________ Date:__________

All About Sparta!

Directions: Have a discussion with the other experts to help fill out your graphic organizer. Be
sure when you explain your part that you explain where you found the information and why you
decided it was important. Each box should contain a summary and important vocabulary.

Government Economy

Values Women/Slaves
Articles for the Athens and Sparta lesson plans:
LESSON PLAN FORMAT
CSL 570
SPRING 2017

NAME: Rachel Wilhelm

LESSON TOPIC: Compare and Contrast Athens and Sparta (2 days)

RATIONALE: This lesson will allow students to build on previous learning within the
Ancient Greece: Athens and Sparta unit. They will practice the skill of compare and
contrast using previously read texts and graphic organizers and then within a writing
piece. Being able to compare and contrast texts, is an indicator of comprehension and
the ability to analyze and synthesize information. In addition, the ability to convey such
information in writing is also an indicator of comprehension as well as an understanding
of the different types of writing. This lesson will provide the students with needed
practice and information for an upcoming argumentative writing assignment. It will also
allow for students to make connections as to how being able to compare and contrast
things is an important skill to have when making important decision in life.

COMMON CORE STANDARD (S):

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.WHST.6-8.2d
Use precise language and domain-specific vocabulary to inform about or explain the
topic.

CCSS.ELA-LITERACY.W.6.2.A
Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
CCSS.ELA-LITERACY.W.6.2.C
Use appropriate transitions to clarify the relationships among ideas and concepts.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on
others' ideas and expressing their own clearly.

OBJECTIVE:

1. The students will be able to compare two common objects using a graphic
organizer and background knowledge in a class writing assignment.
2. The students will be able to use two texts and previous information recorded in
graphic organizers to compare and contrast different aspects of Athens and Sparta in a
writing assignment.

ACADEMIC LANGUAGE:
*Compare
*Contrast
*Athens
*Sparta
*Government
*Values (education/culture)
*Economy
*Women and Slaves
*Transition words

MOTIVATION OR ANTICIPATORY SET: An image of an iPad and a Desk Top

Computer will be projected on the SmartBoard with the question How are these two
objects alike and different? The students will be instructed to discuss with their
neighbor or group what they know about iPads and Desk Top Computers. The teacher
will then instruct the students to now discuss ways an iPad and a Desk Top Computer
are alike (the same) and different (not the same). (A definition of alike and different will
be written on the board as well)

BRIEF PROCEDURE:

Day 1:
The teacher will conduct the motivation/anticipatory set.
The teacher will ask the students What is it called when you determine what is
alike and different about two things? Student respond. Teacher will guide students to
compare and contrast if needed.
The teacher will present the students with a graphic organizer for comparing and
contrasting two items. She will explain that they will help her fill it in using what they
discussed about iPads and Computers. (A quick reference to a Venn diagram can be
made to show the students a familiar way to compare and contrast)
Students share their thoughts about how iPads and Computers are alike. The
teacher will also review synonyms for the word alike (same, similarities) and different
(opposite, not the same).
The teacher will record student responses for similarities in the graphic organizer
(see attached).
The teacher will further explain that the differences will be broken up into four
categories (portability, size, convenience, and features). Each category will be
explained.
The students will get to talk with their partners again to categorize their
discussion points and then share. They will also be able to look at an iPad and/or the
Desk Top Computer in the room.
The teacher will record the responses in the appropriate spaces.
After the organizer is filled in, the teacher will explain that they will turn their
information into a comparison writing piece.
Words used for similarities and differences will be presented, reviewed, and
posted throughout the lesson. (See sample attached)
The teacher and students will engage in a group writing piece using the
similarities and differences recorded in the class organizer.
The teacher and students will begin with an introduction, the similarities, the
differences, and then a conclusion. A compare and contrast paragraph frame will be
displayed for the students and teacher to use as a practice guide. (See attached)
She will show the students how their writing meets what is expected using a
Common Core Aligned Writing Rubric.
The class example will be read together and used as a reference for the next
days comparison writing on Athens and Sparta.

Day 2:
The teacher and students will review what compare and contrast is and the
vocabulary that is included.
She will explain that they are going to use the information from the previous
content lesson texts and organizers to complete a comparison writing with Athens and
Sparta.
Students will be given a copy of the same graphic organizer used when
comparing iPads and Computers.
The four categories being compared are: government, economy, values, and
women/slaves).
Students will work in pairs, triads, or groups depending on the number of
students in the room to analyze their organizers and record the appropriate information
on the comparison organizer.
Students will be able to share out what they recorded as similarities and
difference in the four categories.
The teacher will instruct students to take out their writing journals to begin writing
their comparison piece on Athens and Sparta.
The teacher will review compare and contrast vocabulary as well as display the
class writing from the previous day.
She will explain what is expected from the writing using a Common Core Aligned
Writing Rubric.
The students will begin writing independently, with the teacher conferencing
throughout.
Students will be allowed to ask their neighbor questions if the teacher is with
another student.
Students will be allowed to type their writing using a computer or iPad and upload
it to the essay tagger website (www.essaytagger.com ) where the teacher can print it
out and use the rubric to assess the writing.
Students can share their writing with a partner, group, or the whole class.

MATERIALS USED:
*Common Core aligned writing rubric
http://www.essaytagger.com/rubric?code=64-FQKV
*Compare/Contrast Organizers
*Text and Organizers from content lessons
*Images of an iPad and Desk Top Computer
*Anchor chart for Comparison Vocabulary and Contrasting Vocabulary
*Writing Frames for comparison writing

TECHNOLOGY COMPONENT (IF APPLICABLE): Students will upload their essay

onto the Essay Tagger Website to be assessed using a rubric.

ASSESSMENT OF COMMON CORE STANDARD (S)

Formal The teacher will use a Common Core aligned writing rubric to formally
assess the students ability to compose a compare and contrast writing piece.
Informal The teacher will informally assess the students ability to use
informational texts to compare and contrast Athens and Sparta using observational and
anecdotal notes throughout the process.

ADAPTATIONS:
Student with special needs-Students will be able to work in heterogeneous
groups when reading, analyzing, and discussing similarities and differences between
Athens and Sparta as well as iPads and Computers. They will also be provided with
compare and contrast vocabulary as well as a writing frame and/or sentence starters.
They will also be able to listen to other students read and verbalize their thinking as a
model. If needed, the similarities can be highlighted in one color and the differences in
another to help them track the information in the text and the writing frame. They will
also be provided with a simplified chart for compare and contrast if needed. (See
attached)
English Language Learner- Students will be able to work in heterogeneous
groups when reading, analyzing, and discussing similarities and differences between
Athens and Sparta as well as iPads and Computers. They will also be provided with
compare and contrast vocabulary as well as a writing frame and/or sentence starters.
They will also be able to listen to other students read and verbalize their thinking as a
model. They will also be provided with a simplified chart for compare and contrast if
needed. (See attached)
Struggling Reader- Students will be able to work in heterogeneous groups when
reading, analyzing, and discussing similarities and differences between Athens and
Sparta as well as iPads and Computers. They will also be provided with compare and
contrast vocabulary as well as a writing frame and/or sentence starters. They will also
be able to listen to other students read and verbalize their thinking as a model. They will
also be provided with a simplified chart for compare and contrast if needed. (See
attached)

References:

Common Core aligned writing rubric

http://www.essaytagger.com/rubric?code=64-FQKV

Compare/Contrast Vocabulary Chart. Images Retrieved from www.google.com

History with Mr. E. (n.d.). Compare Athens & Sparta! Students read first-person
accounts
of Athens & Sparta. Retrieved from

https://www.teacherspayteachers.com/Product/Compare-Athens-Sparta-Students-read-
first-person-accounts-of-Athens-Sparta-447982

Writing Frame Templates. Images Retrieved from www.google.com

LESSON PLAN FORMAT
CSL 570
SPRING 2017

NAME: Rachel Wilhelm

LESSON TOPIC: Argumentative Writing: Athens and Sparta (3 Days)

RATIONALE: This lesson builds on previous learning in the Ancient Greece: Athens and Sparta
Unit. It is the culminating activity that will showcase the students knowledge and understanding
of the content taught. The skill of argumentative or persuasive writing is an indicator of
comprehension of the material as well as the ability to use text evidence in order to support a
claim. It is also important for students to develop an understanding of persuasive writing and be
able to relate it to the persuasive nature of the marketplace as presented via the media, the
internet, and advertisements and the effect it has on society.

COMMON CORE STANDARD (S):

CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.

CCSS.ELA-LITERACY.WHST.6-8.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.WHST.6-8.1.E
Provide a concluding statement or section that follows from and supports the argument
presented.

CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.

OBJECTIVE: The students will be able to make a claim for the city-state they think is better and
cite evidence to support their claim.

ACADEMIC LANGUAGE:
*Claim/Thesis
*Cite
*Evidence
*Support
*Reasons
*Argumentative

MOTIVATION OR ANTICIPATORY SET: *Students have been practicing making claims and
citing with evidence.* There will be four claims, two of the same, posted on the classroom walls:
Dogs are the best type of pet. Cats are the best type of pet. (A picture will accompany each
claim.) The students will be instructed to stand on the side of the room that is associated with
the claim that they agree with (there will be two of each to avoid too many children in one
group). The teacher will instruct them to discuss and write three reasons why their claim is true.
The students will share their responses with the class.

BRIEF PROCEDURE:

Day 1:

The teacher will conduct the motivation/anticipatory set.

The teacher will then instruct the students to think of evidence to support their reasons
for choosing their claim (teacher will review what a claim is if needed). She will explain that your
reasons need to be supported either by experience, information you read, or a documentary you
watched.
Students will record their evidence on their group paper.
Students will share their evidence for each reason. As students share, the teacher will
model argumentative or persuasive evidence based vocabulary used when staking a claim (In
my opinion, ...because, according to, for example, etc.). An anchor chart will be displayed.
The teacher will model a counter-argument when groups are sharing and try to elicit a
response from the group that finds a weakness in her argument.
The teacher and the students will then have a reflective discussion on which group
supported their claim and reasons with the most evidence and why.
The teacher will explain that each group will use their claim, reasons, and evidence to
complete an argumentative writing.
The teacher will present the class with a graphic organizer for persuasive writing on the
SmartBoard (See attached). She will explain that each group will fill one in using their
information on their chart paper. She will fill in the main idea, a reason, and the evidence on the
organizer for one group to model how the organizer is structured. She will also explain the
counter argument section and the concluding statement. *The teacher will conference with each
group to monitor time on task and understanding.*
When finished each group will read their organizer in order. The teacher will ask the
students what persuasive vocabulary they used and if they didnt what they could have used.
Other groups can comment as well.
The teacher will explain to the students that they will use this activity as a model for
tomorrow when they compose an argumentative or persuasive writing using Athens and Sparta.
Day 2:

The students will pick a city-state they think is better or would want to live in. Students
who choose the same city-state will be able to sit near each other to confer reasons and
evidence.
The teacher will distribute the persuasive writing organizer while students take out their
text from the content lessons and the compare/contrast organizer from the comparison lesson.
The teacher will explain to the students to have one reason from each of the four
categories they have been studying: government, economy, women and slaves, and culture.
She will model an example with the class by eliciting a claim and reason from a student using
the organizer and evidence from the text with evidence based vocabulary.
The students will use the organizers to write three reasons to support their claim for the
better city-state. They can confer with students that have the same claim and a similar reason.
The students will use the text to find supportive evidence of their reasons. They will add
persuasive vocabulary where appropriate.
The students will make one counter-argument one could make and find a weakness in it.
The students will write a concluding statement.
The students will type their writing on an iPad or computer and save it to their account to
upload and reference for tomorrows technology assignment.
Day 3:

Students will create an infographic representing their argumentative writing for the better
city-state.
Students will have used infographic in previous units.
They will upload their whole writing piece or parts of it that can be displayed on the
infographic.
Students can use images, text, videos, and/or graphs to support their claim and
represent their reasons and evidence.
Students will be able to share their infographics with their classmates. They will also be
printed and displayed in the classroom.

MATERIALS USED:
*Graphic Organizers from the Compare and Contrast lesson
*Pencil
*Argumentative Writing Organizer
*Argumentative vocabulary chart (Evidence based vocabulary)
*iPads or computers
*Common Core Aligned Argumentative Writing Rubric
http://www.essaytagger.com/commoncore/edit?rubric_id=203396840879680299752543575343
100647288399200272
TECHNOLOGY COMPONENT (IF APPLICABLE): www.infographic.com Students will complete
their argumentative writing by creating an infographic about which city-state (Athens or Sparta)
is better.

ASSESSMENT OF COMMON CORE STANDARD (S)

Formal- The teacher will formally asses the students abilities to stake a claim and
support it with evidence using a common core aligned writing rubric.
Informal The teacher will informally assess the students abilities to stake a claim and
support it with evidence by taking anecdotal and observational notes throughout the writing and
infographic processes.

ADAPTATIONS:
Student with special needs- Students will be allowed to confer with a partner who has
picked the same city-state. They can create more visual representation of their claim via the
infographic. The reasons for the city-state they chose can be highlighted to aid in visual
tracking. A visual with specific sentence starters for each part of their writing will be available as
well. If needed, students can provide two reasons with evidence instead of three.
English Language Learner- Students will be allowed to confer with a partner who has
picked the same city-state. They can create more visual representation of their claim via the
infographic. A visual with specific sentence starters for each part of their writing will be available
as well
Struggling Reader- Students will be allowed to confer with a partner who has picked the
same city-state. They can create more visual representation of their claim via the infographic.