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Hannah Rapetti 7th Grade World History Margaret Green Junior High Delta State University Student Teaching Internship TIAI-TWS

Philosophy of Education My personal philosophy of education is of the firm belief that every student, regardless of race, ethnicity, socio-economic status, religious background, and/ or any other classification, deserves an equal opportunity at an academic education. During my internship as a student teacher, I have come to the conclusion that all students deserve to be accommodated in the classroom and therefore a teachers idea of education should always be changing. Not one student in the classroom is like another. Students do not stay the same every year therefore a teachers philosophy should not stay the same either. Teachers do not stop learning once appointed to a classroom. The lesson plans and units should be forever evolving to match the needs of the students. Everyday can be a learning experience, not only for the student, but for the teacher as well. The learning experience in the classroom should be a positive one. I believe students are looking for academic challenges in the classroom. It is the job of the teacher to provide those challenges by having high expectations for students to meet. However, a teacher must also be able to recognize when the expectations are too high for a student. A teacher should not lower the expectations of the classroom but should guide remedial students to reach the expectations while considering the students different learning styles and accommodating those learning abilities by changing the plans to fit each style. I believe that all students have the ability to learn and achieve if put in an open, creative, and understanding academic atmosphere. By giving students a comfortable and modern atmosphere in the classroom, the teacher gives each student an equal chance of success. This atmosphere can allow the teacher to accommodate students on an individual level which will allow both the student and the teacher to be more engaged throughout the year. I believe a teacher should also make an effort to stay on top of the newest technology and innovations that

can aid and facilitate the learning experience in the classroom. Each student in the classroom is growing in generation dependent on technology. This technology should be used in the classroom as much as possible in order to help relate the educational experience to the student. My personal philosophy of education will greatly impact the way I decide to teach in my classroom. The curriculum will promote progress throughout the entire year, leaving no student behind. As a teacher, I never want my students to feel stuck in a lesson or unit. I want the students to feel encouraged by their teacher, their classmates, and their school. In a perfect academic world, I would like my students to feel comfortable enough to ask any questions, determined enough to strive to meet my expectations, and comfortable enough to know that I am their teacher inside and outside of the classroom. My job as a teacher does not stop just because the bell rings at the end of the day.

NCSS themes:

Culture: Traditions, beliefs, and values of their own groups and society, as well as those of others Time, Continuity, and Change: The past, as well as stability and change over time People, Places, and Environments: Spatial concepts and relationships Individual Development and Identity: Personal identity and cultural contexts Individuals, Groups, and Institutions: Types of groups and institutions and their relationships to individuals Power, Authority, and Governance: Structure of specific governments and various types of government across time and cultures Production, Distribution, and Consumption: Decisions that peoples and governments make when limited resources exceed wants Science, Technology, and Society: Influence of science and technology over time on the lives of individuals and societies Global Connections: The increasing links of peoples and societies across the world in terms of economy, communication, technology, and other factors Civic Ideals and Practices: Ideals, beliefs, values, and practices associated with informed citizenship

ANCIENT GREECE

DAY ONE

Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals -Assess students prior knowledge on Ancient Greece by using a Pre-Test. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1) NCSS VI, X c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I, III, IV, IX 3. Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE. a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1) NCSS I, II 5. Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall. a. Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe, and Africa. (DOK 1) NCSS I, IV b. Describe the relationship among various groups of people and how it may have characterized the societies in various regions in of Europe, Asia, and Africa from the fall of the Roman Empire through the Middle Ages. (DOK 2) NCSS I, III, IV, VI, IX c. Analyze the evolution of human rights throughout the history of various civilizations. (DOK 3) NCSS III, V, VI, IX, X 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3) NCSS III, VII, VIII b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) NCSS VII 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development a. Analyze the significance of various archaeological and anthropological findings and historical sites (DOK 3) NCSS IX

d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc) (DOK 2) NCSS VIII Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events and give explanations. We will discuss these as a class. This is a daily activity. B. Study/Learning: Students will be given a Pre-Test on Ancient Greece to complete. The Pre-Test will contain information that students will learn throughout the unit. The results of this test will be used for comparison to the final test results. These research results will show me, the teacher, if the students learned according to my lesson plans. The Pre-Test will also be used a tool to plan further instruction for the class. C. Culmination Should time permit, I will read a story from the book on Greek gods, goddesses, and myths. D. Follow-Up No homework. Materials and Resources Pencil Paper Pre-Test Book on Ancient Greek topic Evaluation related to objectives The Pre-Tests will be graded and recorded for the TWS and TIAI unit book. The scores will be used to assess the students prior knowledge on Ancient Greece.

Ancient Greece Unit Pre-Test Name_____________________________ ID#___________________________ Choose the correct word to complete each sentence. A. Monarchy B. Hellenistic C. Phalanx D. Drama E. Polis F. Barbarians G. Epic 1. Another name for a Greek city-state. 2. The Greeks viewed all non Greek people as this. 3. A serious play or theatrical event. 4. Means rule by kings and queens. 5. Means rules by many or the common people. 6. Means rule by a few. 7. The period between Alexanders conquest and the rise of the Roman Empire. 8. A one-man rule; when one man seizes power by appealing to the people. 9. A great work written by Homer. 10. Greek battle formation where soldiers formed rows close together. 11. A complicated structure in which it is easy to get lost in; a maze. 12. The study of meaning and knowledge of life. 13. A Spartan slave. 14. A long poem that tells the story of a hero.

H. Democracy I. Odyssey J. Labyrinth K. Oligarchy L. Helot M. Philosophy N. Tyranny __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________

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Multiple Choice: Circle the best answer. 1. In Sparta, which was not a physical skill? a. running b. jumping c. ice skating 2. What was the only occupation a man could have in Sparta? a. trader b. blacksmith c. fitness instructor 3. Who could be a citizen of Athens? a. a slave b. a woman

d. wrestling

d. soldier

c. a male

d. anyone

4. The type of Greek play where a man was brought down by a flaw in his character. a. comedy b. mystery c. tragedy d. horror 5. A battle where the Persians were defeated and the name of a 26 mile race. a. Marathon b. Salamis c. Plataea d. Thermopylae 6. The Minoans built elaborate palaces that contained what? a. running water b. indoor plumbing c. elaborate mazes 7. According to Greek mythology, the home of the gods was? a. Marathon b. Troy c. Mount Olympus 8. Those in Sparta who did not belong to the ruling class were called? a. oligarchs b. tyrants c. Helots d. Aristocrats 9. What is the name of the ruler of the Ancient Greek Gods? a. Cronos b. Zeus c. Hera d. Poseidon 10. In Greece, a prediction or the name of a place where a prediction was told is called a. Athens b. Olympus c. Eleusis d. Oracle 11. The ancient civilization that lived on the island of Crete was known as a. The Trojans b. The Minoans c. The Mycenaeans d. The Lakers 12. The greatest thing we gained from the Athenians was a. a monarchy b. a democracy c. Olive Trees

d. all of the above

d. Thrace

d. The Parthenon

Label the following areas on the map located on the next page. MACEDONIA TROY MARATHON OLYMPIA THRACE AEGEAN SEA ATHENS CRETE THERMOPYLAE SALAMIS MYCENAE SPARTA IONIAN SEA MEDITERRANEAN SEA

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On the first day of the unit, I introduced the Ancient Greece bulletin board to the students. The bulletin board is an interactive timeline. As the students learn about major events in this unit they can relate their knowledge to the bulletin board by moving the timeline pieces around. The pink sheets are different print outs of Aesops Fables. The students learned about Aesop, an Ancient Greek who wrote stories with underlying morals. The students really enjoyed reading the stories and trying to figure out the morals.

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I also introduced the Black History Month bulletin board. February is Black History Month and I really wanted to teach the students about that as well. My bulletin board is an interactive bulletin board where one student can stand up and read a biography excerpt about a prominent Black History month figure. Then, as a class, the students try to guess who that person is. This bulletin board was very effective. In order to motivate the students, I let the first students who finished writing down their bell ringer assignment be the one to read aloud to the class. The students became competitive in their bell ringer assignments so that they could have the privilege of reading the Who Am I? board.

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ANCIENT GREECE

DAY TWO

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals Students will learn the geography of Ancient Greece, focusing on the geographical features and how those features were a factor during Ancient Greece. The students will learn about Greece being a peninsula, being close to Rome, and being surrounded by mountains. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3) NCSS VII b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) NCSS II *Enrichment Objectives: Students in need of enrichment will label the map of Ancient Greece without the teachers help while discussing how geographical features of Greece are different from modern Greece **Remedial Objectives: Students in need of remedial objectives will use the book to label the map of Ancient Greece Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events and give explanations. We will discuss these as a class. This is a daily activity. B. Study/Learning: After discussing the current events, I will read a fable written by Aesop. Then the students will correctly label a map of Greece using the textbook, the teachers key, and Google Earth. We will also read the introduction to Greece geography from their textbook on page 169.

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C. Culmination To get the students motivated to learn about Ancient Greece, I will read a story from Heroes, Gods, and Monsters of the Greek Myths. The story will be about the birth of the Greek God Zeus. I will ask questions about the short story pertaining to vocabulary and reading comprehension. D. Follow-Up For homework, students will study their map of Greece and the characteristics we listed on the back of the worksheet. Students will be given a pop quiz on the map the next day. Materials and Resources -LCD projector -Teachers laptop -Map of Ancient Greece for students to copy -Map worksheets for the students to label -Textbook pg. 169 -Teachers resource of Heroes, Gods, and Monsters of Greek Myths -Google Earth Evaluation related to objectives The students will have a pop quiz on the map the next day at school. Students will be required to label certain areas of the map and then give a few characteristics about Ancient Greece that were discussed in class.

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MAP STUDENTS WILL LABEL.

MAP STUDENTS WILL COPY AND BE QUIZZED ON.

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ANCIENT GREECE

DAY THREE

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals Students will be given their research projects on Ancient Greece topics. Students will use either the library computers or the library books to research their topic as much as they can. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I, III, IV 3. Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE. a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1) NCSS V, VIII **Enrichment Objectives: Students seeking enrichment will search their topic on their own with little to no help from the teacher. **Remedial Objectives: Students in need of remedial help will be given help and guidance whenever needed to promote the research of their topic. Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events and give explanations. We will discuss these as a class. This is a daily activity. After current events, students will complete a quick pop quiz on the map of Ancient Greece that they labeled yesterday. B. Study/Learning: I will hand out the list of projects the students can choose from in order to complete their research project. The students will be given a rubric so they know exactly what I am grading for and what should be included on their project.

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After the project is explained in detail, the students will be assigned an Ancient Greece topic or character. These topics include Greek Gods, Goddesses, Figures from the Battle of Troy, etc. Each student has a different person or figure. To make sure each student has an equal chance at gathering research, each class will utilize the library resources. I have spoken to the librarian and she will either let each class use the computers if they are available or she will bring in books to our classroom for students to use during the class period. This is the only time students will have to research their topic in class. Any other work will be homework and every project is due on March 2, 2012. C. Culmination The students will utilize the whole period to research their topic. Students are encouraged to ask the teacher questions and brainstorm with other students. D. Follow-Up The follow up for this lesson plan will be the grading period after the students turn in their project. Students will have a clear rubric and know what is expected of their projects. Materials and Resources -Library computers or books -Notebook paper, something to write with -Project assignment sheet Evaluation related to objectives The students evaluation will occur when they turn their project in on the scheduled due date. Their projects will be evaluated using a clear rubric that the students, parents, and the teacher will have access to.

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ANCIENT GREECE MAP QUIZ The following map will be displayed on the LCD projector.

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Ancient Greece Unit Project

Welcome to Ancient Greece! As we study this unit on Ancient Greece, each student will complete one of the following projects based on an assigned Greek god, goddess, or other person. How the project will be assessed depends on the project selected by the student. General criteria to follow for most of the project assessments are craftsmanship, accuracy, creativity, thoroughness, and neatness. Also, for every project, I am looking for knowledge of the assigned Ancient Greek person. I want to know who the person is, what they are known for, what symbols or inventions are credited to them, etc. Details and creativity is the key to a great grade! The following is a list of projects from which students should choose and the requirements that go along with that project. POEM: Write a poem about your assigned person. The poem must be between 50-70 lines long. It must rhyme and have a creative title. The poem must be typed and have a creative look to it. No notebook paper! POP-UP BOOK: Create a pop-up book about your assigned person. The book must be at least 10 pages long and must be colorful. There must be at least one pop up on the page and any writing should either be printed or legible. POSTER BOARD: Create a full sized poster board about your assigned person. The poster board must be colorful, have pictures and descriptions, and must be completely covered. Use your creativity! CLAY FIGURINE: Use clay to make a replica of your assigned person. The figurine must be painted and at least six inches tall with an eight inches maximum. A description of the figurine is required. This is to let others know who your figurine is representing. SONG/RAP: Write a song or rap about your assigned person. The song/rap must be at least one minute long with a three minute maximum. The students who choose this project can either perform the song/rap in class or video tape it or bring it to the teacher on a CD or a flash drive. The lyrics to the song/rap must be neatly written or typed and included in the project. Appropriate language must be used. POWERPOINT: Create a PowerPoint presentation on your assigned person. The presentation must be at least 20 slides long with pictures and effects. The student can bring in the PowerPoint presentation on a CD or a flash drive. THE DUE DATE IS MARCH 2, 2012! Students signature _______________________________________________________ Parents signature ________________________________________________________

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ANCIENT GREECE UNIT PROJECT GRADING RUBRIC NAME________________________________ ID#_________________________

POSSIBLE POINTS

POINTS EARNED

NEATNESS

10 POINTS

CREATIVITY

15 PONTS

PRESENTATION

20 POINTS

ACCURACY

20 POINTS

SPELLING

10 POINTS

ON TIME

5 POINTS

COMPLETE PARENT SIGNATURE AND PROJECT PARAGRAPH

15 POINTS

5 POINTS

TOTAL

100 POINTS

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ANCIENT GREECE

DAY FOUR

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals -Students will learn about the Minoans and the Mycenaeans and the role the two societies play in Ancient Greece -Students will be able compare and contrast the Minoans and the Mycenaeans Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themes of geography to describe various civilizations in Asia, Europe and Africa. NCSS I 3. Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE. a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. NCSS III 5. Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall. a. Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe, and Africa. *Enrichment Objectives: Students seeking enrichment will continue to read about the Minoans and the Mycenaeans in their textbook and cover topics like the Dark Ages. **Remedial Objectives: Students seeking remedial work will study their notes on the Minoans and Mycenaeans and prepare for the unit test. Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity. B. Study/Learning: In the Human Heritage book on pages 151-160 the pages cover the Minoans and Mycenaeans in depth. The students will be divided into eight small groups (two or three to a group) and will read small passages. Then they will pick a person from their group to present the information to the class. The groups will be required to

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write all of their findings on one sheet of paper to turn into me at the end of class. These notes will be summarized and given back to the students the next day for study usage. Group 1: The Minoans Group 2: The People Group 3: Cities and Palaces (needs three people) Group 4: Rulers and Regions Group 5: The Fall of the Minoans Group 6: The Mycenaeans (needs three people) Group 7: Traders and Pirates Group 8: The Trojan War (needs three people) C. Culmination Students will be asked to give feedback on one specific thing they learned about during todays lesson. D. Follow-Up For homework, students will do workbook pages 75 & 76. At the beginning of the school year, each student was given a workbook that goes along with their textbook so every student has this resource. Tomorrow the workbook pages will be checked for completion. Students will also write a small paragraph on what they are doing for their Ancient Greece project and how they plan on doing it. Materials and Resources -notebook paper and something to write with -textbook -dry erase board and marker -LCD screen -teachers laptop Evaluation related to objectives The students will be graded on whether or not they have their Ancient Greece map and whether or not it is labeled. The students will be graded on the pop quiz on the map of Ancient Greece. The students will be graded on their homework workbook pages.

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ANCIENT GREECE

DAY FIVE

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals -Students will know the difference between Ancient Greek democracy and United States of America democracy Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1) NCSS IV, V c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I 5. Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall c. Analyze the evolution of human rights throughout the history of various civilizations. (DOK 3) NCSS II, III **Enrichment objectives: Students seeking enrichment objectives can discuss other forms of government and how they have changes throughout the decades. **Remedial objectives: Students seeking remedial objectives will have a thorough explanation of democracy and what that means to them. Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity. Before the lesson begins I will check homework from last nights assignment and hand back the notes on the Minoans and Mycenaeans. Students will be asked to define democracy in their own terms. We will make a circle map to show our results. Students will not be required to write this down considering our time limit.

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B. Study/Learning: After talking briefly about democracy the students will add to the circle map labeled for democracy. The students will then be divided into two groups. One group will consist of only males and it will be a group of five. The rest of the class will be group two and sit on the other side of the room. The class will be told that from now on, during the class period, the small group will make all of the decisions. Then I will turn to the small group and address them. They will be told to choose a homework assignment for themselves and for the other group. One homework assignment will be worse than another. The hope is that the small group of males chooses the easy homework so that the larger group feels it is unfair. C. Culmination After the small group of males discusses and chooses their homework then the class will discuss why this form of government is fair or unfair. And how this ancient democratic government differs from the government they described earlier in class. The students will then be placed back in their normal seats and we will run the simulation again. The students, as a class, will choose their homework for the night and we will discuss how this act of democracy is fair or unfair. D. Follow-Up For homework, students are to write a small paragraph about which democracy they would rather live in (modern or ancient) and why. Materials and Resources -Dry erase board for current events -Student participation -notebook paper and pencil Evaluation related to objectives -Students will be graded on their participation in the simulation as well as their knowledge of the subject of democracy.

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Minoans
Came from Crete Grew wheat, barley, grapes, and olives Built large and fast ships to escape pirates Earned a living from trade, not farming Small people, bronzed skin, long dark hair, small waists Loved sports, built huge arena to seat 500 people Bull leaping: a form of bullfighting At the heart of each minoan city was a palace, not a temple. Cities did not have walls around them; they depended on the sea and the navy for protection. Largest city: Knossos- had a five story palace built of luxirious things and several entrances. Houses were built side by side around courtyards Many houses only had an entrance through the roof Rulers of Crete were called priest-kings. They made laws and represented the gods. Had many gods Main god was Mother Earth who made plants grow and brought children Sacred flower was the lily; double ax was also sacred; and the dove No one is certain how or why the Minoan civilization fell

Mycenaeans
Came from southern Russia Settled into Greece Built fortress-palaces on hilltops; in times of danger, the people in the villages took shelter within the palace Megaron: square room where the king held council meetings and entertained Relied on hunting to get meat; hunted deer, rabit, boar, wild bulls, game birds; women hunted with the men Met the Minoans shortly after they settled in Greece; Mycenaeans imitated the Minoans gold and bronze work, fashions, and language. Most of all, they imitated the Minoans ships and navigation techniques. Grew olives for food, oil, and fuel; made them very rich Very good fighters; used large sheilds; fought with spears and swords Famous for their attack on Troy; Remember the Trojan Horse and Helen of Troy

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ANCIENT GREECE

DAY SIX

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals -Students will compare and contrast Sparta and Athens lifestyles, focusing on the lifestyles of children and what the Spartans and Athens did for work. -Students will review about democracy and learn about other forms of government in Ancient Greece Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1) NCSS VI, X c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS III 5. Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall b. Describe the relationship among various groups of people and how it may have characterized the societies in various regions in of Europe, Asia, and Africa from the fall of the Roman Empire through the Middle Ages. (DOK 2) NCSS III c. Analyze the evolution of human rights throughout the history of various civilizations. (DOK 3) NCSS II, IV 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) NCSS I **Enrichment objectives: Students will discuss Sparta and Athens with more depth; covering their lifestyle, their beliefs, their structure, etc **Remedial objectives: Students will focus on their chosen civilization from the textbook only. Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the

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current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity. Before the lesson begins I will check homework from last nights assignment. As a class we will review on democracy and I will explain what an oligarchy is and how that matters to this lesson B. Study/Learning: The class will be divided into two groups; Sparta and Athens. Each group will discuss a section from the book and create a thinking map to go with their information. Then, after the students are finished reading, we will put these thinking maps on the board and discuss the information. Each student will be given the opportunity to copy down each thinking map. This will promote responsibility. C. Culmination The students will make sure they have the thinking maps copied into their notebooks in order to complete the homework assignment. D. Follow-Up For homework, students will complete the worksheet on Sparta and Athens. Materials and Resources -Dry erase board and marker -paper and pencil -textbook -Sparta and Athens Worksheet Evaluation related to objectives -The students will be graded on the completion and accuracy of the Sparta VS Athens worksheet. -Students will be graded on the completion of their thinking maps on Sparta and Athens.

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Name ID # Athens Which had the largest population? Which had a limited democracy? Which was a military oligarchy? Which had two kings? Which had an assembly? Which had citizens as the upper class? Which had foreigners as a working class? Which had slaves? Which had the strongest navy? Which had the strongest army on land? Which limited women's role in politics? Which gave the most freedom to women? Sparta

Which valued choral dance and music? Which valued athletics? Which gave more education to girls? Which gave more education to boys? On the back, write a small paragraph on which society you would have liked to live in. Would it be Sparta? Or Athens? What role in society would you play?

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ANCIENT GREECE

DAY SEVEN

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals -Students will learn about Alexander the Great. Key points will be Alexander the Greats life goals, his war conquests, and how he affected the spread of Greek culture. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1) NCSS II, III, X c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) NCSS III, V 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc) NCSS 9 **Enrichment objectives: Students will complete the worksheet on Alexander the Great and add knowledgeable information from watching the video. **Remedial objectives: Students will complete the worksheet during the video and as homework if needed. Students may use their book to complete the worksheet Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity. Before the lesson begins I will check homework from last nights assignment.

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B. Study/Learning: After completing the current events discussion and checking last nights homework assignment, students will get in their desks around the TV and watch a video on Alexander the Great. This video is from Netflix and is NR-Not Rated. It is a historical and educational film and has been approved for viewing. The video contains information about Alexander the Greats life, his conquests, and his spread of power over Ancient Greece. C. Culmination The students will complete a worksheet on the video of Alexander the Great while watching the video. This worksheet will be turned in before the end of class. D. Follow-Up For homework, students are just to review their notes on Alexander the Great and prepare for tomorrows lesson on philosophy, science, and the arts of Ancient Greece. Materials and Resources -Dry erase board and marker -paper and pencil -Video on Alexander the Great -TV and DVD player Evaluation related to objectives -The students will turn in their Alexander the Great worksheet and the worksheet will be graded for completion and accuracy.

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ALEXANDER THE GREAT VIDEO QUIZ NAME ____________________________ ID# __________________

1. At what age did Alexander the Great die? __________________________________________

2. Where was Alexander the Great born? ____________________________________________ 3. Who was Alexander the Greats mother? __________________________________________

4. Who was his teacher? __________________________________________________________

5. How old was he when he was made king? _________________________________________

6. Where did Alexander conquer first? ______________________________________________ 7. Name some characteristics of Alexanders army. ____________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 8. What was Calistines job? ______________________________________________________ ______________________________________________________________________________

9. True or False. Egypt welcomes Alexander and his army into the land with open arms. _______ 10. What is the war tactic that involves many tightly placed soldiers armed with spears? _____________________________________________________________________________

11. Name some areas Alexander the Great conquered. __________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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12. True or False. Alexander had his army find Persian wives to spread the culture of Macedonia. _______________________________________

13. How did Alexander the Great die? ______________________________________________ 14. Where is Alexanders body? __________________________________________________

15. What is the name of the city that is named after Alexander? ___________________________________________________________ 16. How does his legacy still live? __________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

17. Name others who were inspired by Alexander the Great and his conquests. ______________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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ANCIENT GREECE

DAY EIGHT

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals Students will learn about Greek theater by reading a Greek play, focusing on how the plays were written, how the plays were performed, and what types of topics were covered with Greek theater. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I, IV 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development a. Analyze the significance of various archaeological and anthropological findings and historical sites (DOK 3) d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc) NCSS III, V **Enrichment objectives: Students will have longer speaking parts and be asked to discuss parts of the play. **Remedial objectives: Students will follow along and only receive a part in the play if they choose. Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity. B. Study/Learning: Students will receive a brief description about Greek theater and the arts. They will learn about the difference between different types of Greek plays (tragedy, comedy, etc). Then we will read a play about Ancient Greece and have the students analyze the type of language and how the play was written. C. Culmination Students will understand why Ancient Greek plays are different from theater we

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have today. D. Follow-Up This is a Friday lesson plan so there is no homework. Materials and Resources Teachers laptop with Oedipus Rex on it Paper and pencil Marker and dry erase board LCD projector Evaluation related to objectives -Students will be graded on participation during the reading of the Greek play.

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ANCIENT GREECE

DAY NINE

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals Students will learn about how the Greeks worshipped the Gods and Goddess of Greek Mythology. Students will learn about key figures of Ancient Greek science including Socrates, Plato, etc. Students will learn about Greek visual and dramatic arts like architecture and art. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I, II 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3) NCSS VIII b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development a. Analyze the significance of various archaeological and anthropological findings and historical sites (DOK 3) d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc) NCSS I, II **Enrichment objectives: Students will complete the worksheet on philosophy and science with little to no help. **Remedial objectives: Students will use the Human Heritage book to check and cross check answers on the worksheet. Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity.

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B. Study/Learning: After the morning routine the students will be shown a short slideshow on Greek architecture. In this slideshow, the students will learn about the columns and buildings of Ancient Greece. Then the students will each receive a laptop from the school library to use for the class period. The students will follow along with the teacher and learn how to create a thinking map chart on Microsoft Paint. After learning about how to use the program on the computer, the students will use the internet to research a topic and fill in their thinking map. The thinking maps will be saved and the students will continue this lesson tomorrow. C. Culmination The students will continue to work on their research thinking maps until the class is completed. These thinking maps will be turned in for a grade and the grade will be based on completeness, neatness and accuracy. D. Follow-Up Using their book students will complete a worksheet on philosophers and key figures of Ancient Greece for homework. Materials and Resources -Key figures worksheet -pencil and paper -dry erase board and marker -laptops -PowerPoint presentation on Greek architecture Evaluation related to objectives -Students will be evaluated on the completion of the worksheet on key figures -Students will also be graded on their thinking map for completion, neatness, and accuracy.

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ANCIENT GREECE

DAY TEN

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals Students will learn about how the Greeks worshipped the Gods and Goddess of Greek Mythology. Students will learn about key figures of Ancient Greek science including Socrates, Plato, etc. Students will learn about Greek visual and dramatic arts like architecture and art. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3) NCSS II, VIII b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) NCSS II 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development a. Analyze the significance of various archaeological and anthropological findings and historical sites (DOK 3) d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc) NCSS III **Enrichment objectives: Students will complete the worksheet on philosophy and science with little to no help. **Remedial objectives: Students will use the Human Heritage book to check and cross check answers on the worksheet. Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity.

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B. Study/Learning: After the morning routine, the students will check out the laptop they used the day before to continue their thinking map on their topic. We will work through this lesson until the end of the class period. C. Culmination The students will continue to work on their research thinking maps until the class is completed. These thinking maps will be turned in for a grade and the grade will be based on completeness, neatness and accuracy. D. Follow-Up The students will use their thinking maps to study for their unit exam. Materials and Resources -pencil and paper -dry erase board and marker -LCD projector -laptop -Worksheet on topic -library laptops (one for each student) Evaluation related to objectives -Students will be evaluated on the completion of the worksheet on key figures -Students will also be graded on their thinking map for completion, neatness, and accuracy.

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ANCIENT GREECE

DAY ELEVEN

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Teacher Intern: Subject/Topic: Grade Level:

Delta State University College of Education TIAI Lesson Plan Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals Students will learn about how the Greeks worshipped the Gods and Goddess of Greek Mythology. Students will learn about key figures of Ancient Greek science including Socrates, Plato, etc. Students will learn about Greek visual and dramatic arts like architecture and art. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3) NCSS II b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) NCSS III 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development a. Analyze the significance of various archaeological and anthropological findings and historical sites (DOK 3) NCSS VIII d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc) NCSS IV **Enrichment objectives: Students will complete the worksheet on philosophy and science with little to no help. **Remedial objectives: Students will use the Human Heritage book to check and cross check answers on the worksheet. Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity.

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B. Study/Learning: After the morning routine, the students will check out the laptop they used the day before to continue their thinking map on their topic. We will work through this lesson until the end of the class period. C. Culmination The students will continue to work on their research thinking maps until the class is completed. These thinking maps will be turned in for a grade and the grade will be based on completeness, neatness and accuracy. D. Follow-Up The students will use their thinking maps to study for their unit exam. Materials and Resources -pencil and paper -dry erase board and marker -LCD projector -laptop -Worksheet on topic -library laptops (one for each student) Evaluation related to objectives -Students will be evaluated on the completion of the worksheet on key figures -Students will also be graded on their thinking map for completion, neatness, and accuracy

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EXAMPLES OF THE STUDENTS THINKING MAPS

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STUDENTS WORKING ON THINKING MAPS WITH THE SCHOOL LAPTOPS

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ANCIENT GREECE

DAY TWELVE

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals Students will present their projects on Ancient Greece, showing their knowledge of their project and the unit information. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3) NCSS II b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) NCSS III 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development a. Analyze the significance of various archaeological and anthropological findings and historical sites (DOK 3) NCSS VIII d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc) NCSS IV Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity. B. Study/Learning: The students will one by one stand in front of the class and present their projects on Ancient Greece. Some students will sing, rap, share a poster, or another project. The students will be graded according to their rubric that was handed out to them when they were given the assignment. Other students who are not

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presenting will be graded on participation which will show respect for their fellow classmates. C. Culmination As we finish the projects the students will then hear one of Aesops fables. D. Follow-Up Students will get ready for the exam on Ancient Greece that will take place tomorrow. Materials and Resources -Presentation day rubrics -Aesops fable book Evaluation related to objectives -Students will be graded on the presentation by using the rubric for the G2 project. -Students will be graded on participation.

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ANCIENT GREECE

DAY THIRTEEN

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals Students will complete a unit exam on Ancient Greece. This will also be the nine weeks exam. Directions will be explained to the students in order for them to complete the exam. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1) NCSS VI, X c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I, III, IV, IX 3. Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE. a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1) NCSS I, II 5. Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall. a. Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe, and Africa. (DOK 1) NCSS I, IV b. Describe the relationship among various groups of people and how it may have characterized the societies in various regions in of Europe, Asia, and Africa from the fall of the Roman Empire through the Middle Ages. (DOK 2) NCSS I, III, IV, VI, IX c. Analyze the evolution of human rights throughout the history of various civilizations. (DOK 3) NCSS III, V, VI, IX, X 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3) NCSS III, VII, VIII b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) NCSS VII 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development

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a. Analyze the significance of various archaeological and anthropological findings and historical sites (DOK 3) NCSS IX d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc) (DOK 2) NCSS VIII Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity. B. Study/Learning: Students will clear their desks and complete a unit exam on Ancient Greece. This test will cover all information from throughout the unit. This test will take all class period. C. Culmination As students finish their test, they will sit quietly and wait for other students to finish. D. Follow-Up For homework the students will prepare for the Classroom Olympics that will take place the next day. Materials and Resources -Unit Exam Evaluation related to objectives -The students will be graded on their unit exam using a key made by the teacher

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ANCIENT GREECE

DAY FOURTEEN

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Delta State University College of Education TIAI Lesson Plan Teacher Intern: Subject/Topic: Grade Level: Hannah Rapetti World History Ancient Greece 7th Grade

Main Ideas and Goals Students will participate in the Classroom Olympics. Students will discuss how this Olympics and modern day Olympics are different and similar. Students on the winning team will receive a special reward. Specific Objectives 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) Enrichment and Remedial objectives to not necessarily apply for this lesson. NCSS Themes 1. Culture 3. People, Places, and Environment 4. Individual development and Identity 5. Individuals, Groups, and Institutions 10. Civic Ideals and Practices Procedures A. Introduction/Motivation: As an introduction there are daily current events for the students to write down from the classroom dry erase board. After about five minutes, I will review the current events with the class and give explanations for each one. We will discuss these as a class. This is a daily activity. B. Study/Learning: After the morning routines students will set up for the Classroom Olympics. Students should be with their group members and be prepared and alert to begin the games. Each student in each group will participate in at least one event. We will participate in multiple events until the class period is over with. Each event will be explained in the lesson plan paperwork. This is a fun activity for the students; a reward for working so hard during the unit.

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C. Culmination Students in the winning group will receive medals made by the teacher and five extra points on the final unit exam. D. Follow-Up For homework, students will look over their notes and prepare for tomorrows review game for the unit on Ancient Greece. Materials and Resources -materials needed for Classroom Olympics -dry erase board and marker -grouping print out Evaluation related to objectives -Students will be evaluated on behavior and participation.

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HOW IT WORKS Students will be divided into groups and given 2 copies of paper Greek money. The Greek money signifies how many events a student can participate in. For example, if Johnny uses both of his coins then he can no longer participate in the Olympics until the other members of his group have use their coins as well. This ensures that the entire team will participate. The events are as follows: Breakfast Scramble- One person from each group will come to the floor and reassemble a cereal box that has been cut up into pieces. First place wins two points; Second place wins one point. Face the Cookie- One person from each group will come to the floor and, using only their face muscles, will move three cookies from the forehead to the mouth. The cookies have to get to the mouth but the students do not have to eat them if they do not want to. First person to complete the task wins three points; second place gets two points. Javelin Throw- One student from each group will throw their javelin straw in hopes of making theirs go the farthest. The student who shoots their javelin the farthest will win one point. Tennis- With two paper plates, two students from each group will play tennis with a paper ball and see who can keep the ball in the air the longest. The winner will receive two points for their group. Movin On Up- One person from each group will hold a stack of blue cups with 1 colored cup at the bottom. Player must move cups one at a time until the red cup has travelled all the way back to the bottom. First place gets two points; second place gets one point. Stack Attack- One person from each group will come to the floor and stack 15 cups into a triangle structure. Once that is complete, the player must get the cups back into a single stack. First place gets two points; second place gets one point. Suck It Up- One person from each group will come to the floor and participate. Using empty toilet paper tubes, the person will suck up pieces of cardstock and transfer the pieces from the table to their desk. After all pieces are off the table players can run to other groups desks and steal pieces of cardstock from there. The desk with the most pieces at the end of the time gets three points; second place gets two points. Memory Schmemory- One person from each group will look in a shoe box for 15 seconds and memorize everything they can. Then they will wait 15 seconds. Then the player has ten seconds to write down what they saw in the box. The person with the most correct items on the list wins three points; second place gets two points.

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Mallowed Out- Two people from each group come to the floor. One teammate will throw marshmallows into a cup that is placed on the top of another teammates head. First team to successfully transfer 3 marshmallows wins three points; second place gets two points. Materials Needed: 6 cereal boxes One pack of Oreos Blue plastic cups Red plastic cups 7 shoe boxes 7 toilet paper rolls Bag of marshmallows Styrofoam plates 10 straws To receive the materials, the students will volunteer to bring the materials in exchange for a homework pass. In between each event, students will answer questions about Greece, complete math puzzles, and brain teasers. The trivia questions will be written out the night before the Olympics to ensure that no students see the questions before hand or have an idea of what might be asked of them. After each class goes through the events the top group will be award. If time permits, we will hold the awards ceremony. If not, then we will hold the award ceremony the next day before the review game. The awards ceremony will consist of the winning group receiving handmade Olympic gold medals as well as five bonus points for their final exam. The students who receive the medals must wear their medals or bring their medals to class the day of the exam to receive their points. BULLETIN BOARD TO KEEP SCORE OF CLASSROOM OLYMPICS

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HANDMADE GOLD MEDALS FOR EACH INDIVIDUAL WINNER

With this part of the lesson I really wanted to incorporate my Art endorsement. Throughout this semester, while completing the internship, I took two Ceramics night courses with Professor Ky Johnston. I came up with the idea to create these gold medals for the winners f the Classroom Olympics so that the students would be motivated to try hard and win the prize. The students really loved the gold medals. I felt like I really accomplished my goal to incorporate my two subjects: History and Art.

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END OF UNIT

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Teacher Work Sample Delta State University College of Education

Student Interns Name: Hannah Rapetti School: Margaret Green Junior High Grade: 7th Subject: World History

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SECTION ONE CONTEXTUAL FACTORS

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CLASS DESCRIPTION 7th Grade World History 7th period: 2:17pm- 3:10pm

1.

Age range of class: The students age range is between 12 years of age to 14 years of age. There are nine 12 year old females and four 12 year old males. There is one 13 year old female and four 13 year old males. Then there are two 14 year old males. 2. Ability range: The class is made up of students from an accelerated education program as well as students who are not. Of the 22 students in seventh period, approximately 5 students are on an advanced level, 6 students are on a remedial level, and 11 students are on an average level. 3. Socioeconomic and diversity description: There are twelve girls and ten boys in this class. The diversity in the classroom isnt very broad; with eleven Caucasian girls and one African American girl; as well as four African American males and six Caucasian males. Most to all students are from average middle income families. It seems that maybe one or two students are from a low income family but overall socioeconomic status is not a factor in the classroom. 4. Typical demeanor of students: The students attention span varies from day to day. If the task of the lesson is a hands-on activity the students are generally attentive and actively involved. However, if the lesson involves any type of reading or open discussion the teacher must go to extremes to get the students involved. The reading level of almost all of the students is at about a third or fourth grade level which stops the students from wanting to participate in anything that requires critical thinking. When the students are doing a hands-on activity the behavior problems are more frequent but the teacher has already spent an entire semester with the students so she knows how to handle each one of them. Most of the students in the seventh period classroom try not to break the rules and get into trouble. The consequences can consist of losing a break time before third period or serving detention after school. 5. Typical interests and involvement of students: Almost all of the students are involved in some sort of after school activity. Many of the students are involved with the schools athletics, however most of those athletics are only offered the first half of the year. 6. Prior relevant materials studied: Prior to my unit on Ancient Greece, the students have just learned about Ancient China and a few World Religions.

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ROOM ARRANGEMENT

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STAI UNIT TOPIC: ANCIENT GREECE

GENERAL GOALS:
*Students will learn the geography of Greece and its surrounding areas by applying the five themes of geography (location, place, human/environmental interaction, movement, and region). *Students will research Greek gods and goddesses and understand the religious beliefs of the Greek people. *Students will learn where Greece started and about the Minoan civilizations, the Mycenaeans, and the Trojan War. *Students will learn about the beginning of democracy and how Ancient Greek government influenced democracy we see in our country today. *Students will discover the differences between a Spartan and an Athenian including the lifestyle differences and how each society was different. *Students will participate in a Greek play as a class while understanding the basic definitions of drama, comedy, and tragedy in the Greek arts. *Students will learn about the empire of Alexander and how he spread the Greek culture. *Students will learn about the origins of the Olympics and participate in the Classroom Olympics. *Students will learn about Ancient Greek philosophy, science, and the arts.

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CONTEXTUAL FACTORS
Knowledge of community, school, and classroom factors:
Margaret Green Junior High is located in Cleveland, Mississippi, in Bolivar County. The school was named after a long time resident of Cleveland. Margaret Green went to school in Virginia and Columbia University in New York. She was on the National Board of the Y.W.C.A. for a long time and was a national leader of the Parent/Teacher Association activities. She was the first woman elected to the Cleveland School Board and she started the Cleveland Chamber of Commerce. She was chairman of the County Board of Supervisors and was voted Woman of the Year in Cleveland. Knowing the background on the name of the school certainly gives the junior high a little character and history. The staff at Margaret Green is very diverse. The school is principled by Robert Montesi with help from assistant principals Randal Gurlen and Archie Mitchell. Margaret Green Junior High serves grades 6-8. There are 498 students and 29 teachers. Approximately twelve teachers have an A licensure certification. Sixteen teachers have an AA certification and one teacher has an AAA certification respectively. The school is known for having National Board Certified Teachers, being a part of the STAR Accelerated Learning program and other events like the National Geography Bee. Athletics are very involved in Margaret Green Junior High. The school offers football, basketball, cheerleading, soccer, and a dance team. Some students are even a part of the Junior Varsity sports teams at Margaret Greens sister school Cleveland High School, which is located next door. Extra sports like baseball, softball, and swimming are offered this way. After school programs and organizations like Fellowship of Christian Athletes, Journalism, National Junior Honor Society, Science Bowl, and the Student Council are also offered. Cleveland has a population of about 12,500 as of the 2010 census. The median household income and the median household value are far below the average for the state, coupled along with an unemployment percentage that is above average. However, the county has an above average percentage of population with a bachelors degree or higher. This statistic can be contributed to Delta State University which resides in Cleveland.

Knowledge of students varied approaches to learning:

The learning style for this class was mainly kinesthetic and visual. The students worked much more diligently when given an activity or project to work on. When given lecture style lessons or open discussion lessons the students seemed unmotivated and bored. When given a project pertaining to the lesson the activity level of the room was higher as well as the test scores. In order to better evaluate the learning styles of seventh period and confirm my initial observation I gave the students a learning styles inventory quiz.

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Knowledge of students skills and prior learning:

Prior to this unit, the students just finished a unit on Ancient China. The students also reviewed a short two to three day lesson on World Religions. Other than Ancient China being another geographical area, the prior unit does not relate to the unit in this TWS. However, the instruction of the previous unit will carry over to this unit in the sense that the students will know what to expect. In the Ancient China unit, students covered the geographical aspects of China, the social structure of China, and how Ancient China has influenced our modern world today. The students will essentially do the same for this unit.

Implications for instructional planning and assessment:

The contextual factors of the school and the county certainly affect the education of the students at Margaret Green Junior High. The classrooms are small and crowded. The rooms only have two electrical outlets making technology hard to access. The technological aspect of the school is very low. Teachers are given one computer per room that is only for teacher use. The students are given access to the computer lab which is located in the library but there is not enough to go around the entire school. However, the school does offer the library which offers literacy enrichment, writing enrichment, and tutoring. The students have access to a guidance counselor who can help the students create a path after junior high and high school as well as offer the students psychological counseling during troubled times. In order to work with the resources, I had to constantly change my lesson plans and try to work in technology whenever it was available. I had to have all worksheets and materials ready to be

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printed six days in advance. This made lesson planning quite difficult due to the fact that my lesson plans were constantly changing for the need of the classroom. When the students needed to use the computers, the library needed to be booked for the class periods in advance. Most of the time, the computers were already scheduled for other classes. All in all, with a little planning, the resources at the school were very useful.

School Population by Race

White African American Other

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SECTION TWO LEARNING GOALS

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LEARNING GOALS
Learning Goal #1: The students will know where Greece is located on a world map and be able to correctly identify surrounding areas and characteristics about Greece. Learning Goal #2: Students will be able to give a general review on the history of Greece and be able to identify who the Minoans and the Mycenaeans were. Learning Goal #3: Students will be able to discuss the characteristics of Greek society and the differences between a Spartan and an Athenian. Learning Goal #4: Students will know how democracy began in Greece and how it influenced the country we live in. Learning Goal #5: Students will complete a project on the Greek gods and goddesses. Learning Goal #6: Students will be able to give a general review on how the Olympics began and how they have changed over time. Learning Goal #7: Students will be able to identify Alexander the Great and what he did for Greece.

Discuss why your learning goals are appropriate in terms of developing perquisite knowledge, skills, and other students needs.
Learning Goal #1: The students will be able to label Greece on a world map and coincidentally giving the students an idea of what is in that general area. The map will be on drawn on the board leaving blanks for the students to fill in with the appropriate answer while working with the teacher. For example, the teacher will label the coast on the map and have the students do the same to their individual map. This learning goal will be essential for students in order for them to understand Ancient Greek society as a whole. Learning Goal #2: By the end of the unit students will be able to give a general review on the history of Greece. Each student will know who the Minoans were and how they play a part in Greek society. The students will also know who the Mycenaeans were and be able to provide information on why these two groups of societies were important to Greek culture. The students will compare and contrast the Greeks with each other group of people by using a thinking map. Learning Goal #3: Students will compare and contrast the Spartans and the Athenians. The students will draw a role in society from a box and that role will be the one they act

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on throughout the unit. For example, a student may draw Athenian male from the box while another student may draw Spartan child. Each role in society will be discussed and the students will write a paragraph on how life would be if they were truly the role they received. It is important for students to know how many different cultures made up Greek society and how many of those cultures were very different. It is also important because we can see how Greek culture spread. Learning Goal #4: By the end of the unit, students will understand where democracy started in Greece and how it spread throughout Europe and across the oceans. This is very important because the United States government is a democracy and it may be a little from the Greek democracy. Students should be able to see that a government can be interpreted several ways. Learning Goal #5: One of the most exciting parts of the unit is learning about the religious beliefs of Greece. Students will complete a project on the Greek gods and goddesses of Greek culture. Students will be assigned a god or goddess and have to write a report on this religious entity. The students will understand how vast the Greek religion went and how devoted the Greek people were to their religion. Learning Goal #6: The students will know the history of the Olympics and compare and contrast the Olympics from Greek times to the Olympics today. The Olympics will be happening in London in 2012 so the students will follow all current event news leading up to this event. Learning Goal #7: Students will be able to correctly identify Alexander the Great and how he helped spread the Greek culture throughout his conquests of his empire. The students need to understand that conquering land during this time could be very difficult or it could be very easy. The students will look at an example of each. The students need to understand how young Alexander the Great was when he was ruler. This part of the lesson is important because the students will see how Greek culture spread and be able to identify different parts of the world where Greek culture still lives today.

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Show how the goals are aligned with local, state, or national standards:

Seventh Grade World History 2011 Mississippi Social Studies Standards

Domestic Affairs: 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1) b. Analyze the concept of civilization c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) 3. Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE. a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1) Civil Rights/ Human Rights: 5. Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall. a. Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe, and Africa. b. Describe the relationship among various groups of people and how it may have characterized the societies in various regions in of Europe, Asia, and Africa from the fall of the Roman Empire through the Middle Ages. c. Analyze the evolution of human rights throughout the history of various civilizations. (DOK 3) 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3) b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) Culture: 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development a. Analyze the significance of various archaeological and anthropological findings and historical sites (DOK 3) d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc)

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SECTION THREE ASSESSMENT PLAN

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Provide an overview of the assessment plan:

Margaret Green Junior High works on a G1, G2, and G3 assessment plan. This means that daily grades such as homework and quizzes are counted as what is called a G1 grade. Unit tests and chapter tests are counted as G2 grades which hold more weight than a G1 grade. And G3 grades are nine weeks, midterm, and final exam grades. G3 grades hold more weight than G1 and G2 grades. Considering the assessment plan of Margaret Green Junior High, I will utilize the program the school uses by giving anywhere from five to eight G1 grades a week. This means the students will constantly have homework, although not all homework will count as a grade. I do this so that the students will never know when the homework is being counted as a grade so therefore they cannot plan to complete the homework just for the grade. The point is that the students should do their homework every night without knowing if it is for a grade or not. G2 grades (Unit test grades) will be given after every unit is completed. A unit can take anywhere from one week to three weeks so G2 grades will not be given as often as G1 grades. The same thing can be said about G3 grades. G3 grades will only be given during midterms and final exams. For Learning Goal #1: The students will follow along with me as I label the map of Greece using Google Earth. The students will be given a map to label and color for homework. A G1 grade will be given for students who successfully complete the homework. For Learning Goal #2: The students will be assessed on this learning goal by participation. This learning goal asks the students to participate in groups and to participate in presenting their information to the class. For Learning Goal #3: The students will be given a worksheet on Sparta and Athens and the worksheet will be turned in and graded for correctness. The students will also write a small paragraph on which society they would prefer to live in. For Learning Goal #4: Students will again be graded on participation for this learning goal. The students will do a role playing game for the duration of the class period and the students will be evaluated on how much they participate in the lesson. For Learning Goal #5: Students will complete a project on the Greek gods and goddesses. The projects will be counted as G2 grades based on a rubric created to grade the projects. For Learning Goal #6: The students will receive a participation grade when they participate in the Classroom Olympics. This will be counted as a G1 grade. For Learning Goal #7: While watching a video about Alexander the Great, the students will complete a worksheet that follows along with the video.

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Describe the Pre-and-Post assessments that are aligned with your learning goals:
Before the unit begins, the students will complete a pre-test on the material that will be covered in the unit of Ancient Greece. This pre-test will question the students on what they might already know about Ancient Greece and it will give me a chance to see where the students are in their knowledge on this subject. This test will be graded but it will not be recorded in the grade book. The test is simply used for research purposes only. Throughout the unit, the students will be assessed on the learning goals by various methods. Most of the time, I will assess the students knowledge by discussing the units topics with the class. By verbally discussing our topics, the students are able to review the information without feeling the pressure of a test or quiz. However, there will be worksheets for homework and pop quizzes in the unit as well to appeal to the visual and kinesthetic learners. At the conclusion of this unit, the students will be given a unit test that will be worth a G3 grade. The test will be different from the pre-test in format and layout but it will contain similar questions to the pre-test. The test scores from the pre-test and the post-test will be calculated and graphed to show if the students progressed or decline in their knowledge on Ancient Greece.

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SECTION FOUR DESIGN FOR INSTRUCTION

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Results of pre-assessment
The results of the pre-test showed that most of the students had little or no knowledge of Ancient Greece. Almost all of the students failed the pre-test and showed room for improvement.

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Activities
1. List an example from this unit where different resources are utilized to accommodate more than one learning style to achieve the same objective. On day 9, each student was given a school laptop for the days lesson. The lesson involved the students creating thinking maps on a topic assigned to them. Thinking maps are a way for the students to gather and display information in a format that is easy to read. The students were assigned topics and told to create these thinking maps. First I showed the students how to create a thinking map using the program Paint on their laptop. This first part of the lesson is great for the visual learners and the auditory learners. I used my voice to instruct the students and used my computer to show the students how to complete the lesson. This lesson also reached out to the kinesthetic learners. The students were able to take the lesson and immediately apply it using their own laptops. 2. List an example from this unit where you provide different presentation methods to accommodate more than one learning style for the same objective. On day 4, the students were divided into groups and again used a thinking map to gather and display information on the Minoans and the Mycenaeans. The students were able to work in small groups where they used the book and the thinking map as a hands on activity. This part of the lesson satisfied the kinesthetic learners. After using most of the time period to work on the information aspect of the lesson, the students were required to stand up in front of their peers and present the information that was collected. This part of the lesson satisfied the audio and visual learners because the students presented the information by speaking to their students and by presenting the thinking maps on the board. 3. Give an example from this unit where an assignment has two or more options to accommodate more than one learning style. The students were given a G2 project assignment for the Ancient Greece unit. Each student was assigned a Greek god, goddess, or key figure in Greek civilization. The students were told to pick from six different options when choosing their projects. Students were able to choose from visual presentations such as poster boards or PowerPoints, as well as kinesthetic options such as creating a clay figurine. Those who were looking for an auditory level project could have chosen the option of creating a song or rap. There was a project for everyones learning style. 4. Provide an example from this unit where you have matched resources or procedures with a specific learning style. After viewing the results from the learning styles inventory I gave the students, I realized that I had mostly auditory learners. In order to accommodate the auditory learners I frequently spoke the directions. Even if the directions of the lesson are in a visual format I always read out and repeated the directions.

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5. Provide an example from this unit where you will allow students to work at their own rate (pace) toward some of the objectives (two or more) some of the time. On day 9 the students were given the assignment to complete a thinking map on an assigned topic on the school laptops. On that same day, the students were also given two worksheets to complete. The students were given the worksheets on a Tuesday and told to have the worksheets completed by Friday. By giving the students a deadline I allowed the students to work at their own pace but still complete the lesson in time for the unit exam. 6. List an example from this unit where special provisions are available for learners who work more slowly than others. Students that work more slowly than others are allowed more time to complete all assignments. For example, special education students were allowed to turn in their projects later than usual. And with many of the assignments, the students were able to bring home to work on overnight. 7. Give an example from this unit where students who finish early are provided content related enrichment activities. On day 9 when the students were given the laptop thinking map assignment they were also given the two worksheets that were to be completed by Friday. During the next few days the students worked on their thinking maps and when a few students finished early they were told to use the rest of the class period to work on the worksheets.

Technology
Technology will be used whenever possible throughout the lesson. The students will mainly see technology through the usage of computers such as the laptops provided by the school and my own computer with PowerPoints. Throughout the unit the students have also seen me use the LCD projector and the TV and DVD player. The students also had the chance to use the internet which is something almost every student is an expert in.

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SECTION FIVE INSTRUCTIONAL DECISION MAKING

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Provide an example from this unit of how you have determined which students need enrichment and remedial assignments/lessons. When beginning my student teaching internship I learned that I had one STAR class full of students seeking enrichment. And then I learned of the special education students in each class that would need remedial assignments. However, I looked beyond the classes as a whole and began to look at each individual student. By looking at each assignment I started to recognize the remedial students and the enriched students. I used each assignment to determine the learning level of each individual student. For example, I had a student that would never finish the worksheets. He would never follow along with the lessons in class. But when I gave him a laptop to complete the thinking map assignment he excelled greatly. I learned that a student may be remedial in one area but seeking enrichment in another. List an example from the unit where you have planned enrichment and a remedial objective which matches your terminal objective. *Students will participate in a Greek play as a class while understanding the basic definitions of drama, comedy, and tragedy in the Greek arts. Enrichment objective: Students will read aloud to the class the Greek play on the LCD screen. This requires confidence and good reading comprehension which brings this to the enrichment level. The students will read and comprehend the story and the details of the Greek play instead of just writing down the play and taking notes. Remedial objective: Students will follow along with a Greek play reading and understand basic definitions while writing these connections in their notebook for later reflection. As a class there will be some students who just read from the play, some students who do the majority of the discussions, and others who will want to write down every piece of information. This lesson was created to let the students mold into whatever group they felt most comfortable in. 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I, IV 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development a. Analyze the significance of various archaeological and anthropological findings and historical sites (DOK 3) d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc) NCSS III, V

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Provide an example from this unit where enrichment and remedial activities in addition to regular instruction are available for specific students. My third period class is a STAR class which means that each student is above average on the grading scale from the other students that I teach. These STAR students receive daily enrichment activities while receiving the same regular instruction as the other classes. For example, while discussing Ancient Greek democracy, the STAR students were able to discuss the topic on a more in depth level than the other courses but still received the same lesson, keeping everyone on track. The same can be said for the remedial students. Each remedial student in the classroom received the same lesson as other students but some time during, before, or after class I made it a point to ask each remedial student if they understood the lesson or had any questions. List from this unit different learning goals (two or more) considered to be enrichment and not for the entire class. Learning Goal #4: Students will know how democracy began in Greece and how it influenced the country we live in. 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1) NCSS IV, V c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I 5. Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall c. Analyze the evolution of human rights throughout the history of various civilizations. (DOK 3) NCSS II, III Learning Goal #7: Students will be able to identify Alexander the Great and what he did for Greece. 2. Understand unique features of Asian, European, and African civilizations and how they have impacted the development of those civilizations. a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1) NCSS II, III, X c. Apply the five themed of geography (location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe, and Africa (DOK 3) NCSS I 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe, and Africa. b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were

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influenced by the economic development of those regions. (DOK 2) NCSS III, V 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (explorations, trade, communication, technology, etc) NCSS 9 Both of these learning goals could be considered more geared to the students seeking enrichment. Although these learning goals were used for every class in general, the students seeking enrichment were able to go more in depth with these two learning goals and transform the information where other students could not. Provide a specific example if you ever made changes in your instruction during a class period and list the basis for making the change. Every single lesson, every single day had some sort of change to it, whether it was just tweaking the lesson to fit the class or changing the lesson altogether. For example, during the Classroom Olympics lesson, I was constantly changing the order of the games, the students specific participation groups, etc. There was one part of the game that wasnt working the way I had hoped it would. The students were not as involved in the game and it was isolating some of the groups in a way that was not intended. For example, out of a group of five, only about three of the students were participating and the goal was to have all five of the students participate. After seeing this happen in two separate classes, I changed the lesson for the rest of the classes and corrected the mistake. To correct this, I switched up some of the groups and created rules that required each student to take a turn in the group at least once. Provide a specific example of making revisions in your instructions from day-to-day and the basis of making this change. There were quite a few times when I had to change my lesson plans on a day-to day basis. Throughout the unit I had to accommodate a day for the SmartTRAK survey, two days for the Black History Month programs, and move all the lesson plans back. When finding out about all of the different accommodations I needed to make, I quickly just moved around my lesson plans until the unit was back in order. For example, part of the Black History Month program coincided with the lesson regarding the Laptop Thinking Maps. In order to accommodate this program into my unit, I went to the library to request the laptops for another day. This seems like an easy task but I had to get permission from my cooperating teacher, the librarian, and make sure the laptops werent previously booked for another teacher. After teaching this unit, list specific changes you made in a later unit and the basis for those changes. After completing my unit on Ancient Greece the class proceeded to cover a unit on Ancient Rome. One thing I changed for the two units is that I incorporated Ancient Greece into the Ancient Rome unit. With Ancient Greece we had previously covered China in World History. It was difficult to incorporate previous units into the Ancient

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Greece unit. With Ancient Rome it was easy to incorporate previous unit knowledge about Ancient Greece. The students learned about Graeco-Roman and it was much easier to tie in the two units together. In the future, I would like to tie in as many units as I can. I think tying the units in together would help the students retain more of the information. Based on any of this years units, list possible changes for the unit next year and the basis of change. Based on the units from this student teaching experience, I have decided that I would like to incorporate more unit projects. The students in my classes loved participating in unit projects. Creating some sort of a project with the unit helped the students retain the information and look beyond the normal resources of textbooks. Unit projects get students to think outside the box.

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SECTION SIX ANALYSIS OF STUDENT LEARNING

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Class Pre-Test and Post-Test results

This graph shows the results from each student from the Pre-Test and Post-Test. The Pre-test was given to the entire class at the beginning of the unit and the Post-test was given at the end of the unit. The graph shows that the majority of the students knew little to nothing about Ancient Greece. After reviewing the Pre-test information, I was able to mold the unit into what best suited the classroom. The Post-test results show that the unit did not work as well as planned. The students did not significantly raise their grades as I had hoped. After reflecting on the unit I believe the lower Post-test scores are due to lack of time and review which will be further explained in this teacher work sample.

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Boys Pre-Test and Post- Test Results

Girls Pre-Test and Post-Test Results

These graphs show the classs Post-test results AFTER a 30 point grading curve. While 30 points may seem like a big leap, the leap was necessary in order to not ruin any other previous grades

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from earlier in the year. The grades in the graph above are the grades that were entered into the grading system.

These graphs show the results for the girls and boys of the classroom on their Pre-test and Posttest. There was a significance change in one boys grades where he made a 40 on the Pre-Test and a 94 on the Post-Test. For the girls, an individual student made a 23 on the Pre-Test and a 96 on the Post-Test.

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SECTION SEVEN REFLECTION AND SELF-EVALUATION

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Provide a specific example of determining your effectiveness by examining written records: The effectiveness of my teaching will be determined and examined by analyzing the students scores from the Pre-test and the Post-test. Worksheets and other homework materials will also show the effectiveness or lack thereof of my teaching skills. These written records will help me mold my unit as I work through it. List how your learners are given formal opportunities to inform you of their perceptions of your effectiveness: Students and parents are always welcome to schedule an in person or phone conference with me about anything that goes on during the class period. Students are welcome to come speak to me during break time or before school. Many times, students arrived during break time to discuss homework, missed work, grades, etc. The students are not shy when it comes to talking about their grades or the work they are unhappy with. At first, this was surprising to me but as the student teaching experience went on it became a natural and normal occurrence. Thankfully, all of the feedback was not negative. There were several time when students came in to thank me about a lesson or ask for another lesson similar to one we just had. List a specific example of how you received information on your effectiveness from peers or administrators: My cooperating teacher was constantly giving me advice and looking over my lesson plans. She was very helpful and often tried to let me work on my own before stepping in. She gave me complete control of the classroom without overwhelming me. My cooperating teacher made me think about different ways to approach a certain learning style. For example, I wanted to show a video during my unit but she said I needed to appeal to the visual and kinesthetic students as well. In order to accommodate both learning styles I added a video quiz to go along with the video. Essentially, the students watch the video and then fill out the worksheet as they go. I also talked to another Social Sciences student teacher quite often. It was nice to talk to someone about the lesson plans that were in the same situation I was in with the student teaching experience. We often showed each other our lesson plans to evaluate each other and get advice from each other. List the method(s) by which determine the effectiveness of your instruction: Not only did I look at the assignments given throughout the unit, but the students were often eager to verbally express their opinions about the lesson. The students would say, That was fun or Can we do that again. The students were not shy about voicing their opinions and I was eager to receive their feedback. When the students are entertained or appealed to, they retain more information. Also, the students really responded to any work that was given in a worksheet format. For example, there was a worksheet where the students compared and contrasted Sparta and Athens. Almost all of the students

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turned in this worksheet and had their work completed and correct. I began to mold my unit with worksheets, realizing that the students needed to have something in their hands to hold and look at. Select the learning goals where your students were most successful: The students in my World History classroom did very well with learning goal #1. My students enjoyed the lesson with Ancient Greeces geography and using Google Earth. The students enjoyed using technology in the room and learned the map of Ancient Greece quite quickly. The students had a pop quiz on the map the day after I introduced the lesson and almost all of the students passed the quiz. Select the learning goals where your students were least successful: The students in my World History classroom were least successful on learning goal #5. My cooperating teacher likes the students to do a project for each unit and I tried to incorporate that into my unit. The students did not do very well on this project. Their project skills were very low. The students did not have the drive for creativity and the bare minimum in a project seemed to be enough for them. My theory is that the students had done so many projects that by the time they had to do a project for my unit they were bored with all of the options. However, some students did very well on this assignment, using the projects as a way to research their Greek God or Goddess, which was the learning goal for #5. The hope was that the students would research their God or Goddess and learn something about the Greek culture and religion in the process. As stated, the project assignment did not go as well as planned but there were a handful of students that were able to grasp some information. Reflect on possibilities for professional development: As a young teacher, I believe that there are many areas in which I could use some type of professional development. I say this in the sense that I can always be improving the way I teach and learning new ways to reach the different types of students. I have realized that I need to constantly remind myself of my students age and learning abilities. Sometimes, during my unit, I forgot that I was working with seventh graders and I was holding them to unrealistic expectations. Other times, I felt like I was not challenging them to their grade level. I believe that with more experience I will learn how to deal with each grade that I am qualified to teach. I believe that I will learn how to adjust my lessons to fit the grade and learning level that is required for my classes. Side note: As a whole, my unit failed. The Post-Test scores were not as high as I had expected when beginning this unit. I believe with more time and possibly a review day my students would have done much better. After seeing how bad the grades were for the Ancient Greece Post-Test, I curved the grades on a 30 point scale. Also, when beginning the next

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unit, Ancient Rome, I planned to have a long, slow unit with a review day and a study guide. Making these changes from one unit to another really ended up working out. I learned that the students need a review day and a study guide. Having these extras helped the students raise their grades significantly on the unit for Ancient Rome. Besides the review day and the study guide I also believed that I should have gone a lot slower with this unit. During our unit we had several interruptions (Black History Month program, SmartTRAK testing, State Writing Test, etc) and I believe it was hard for the students to follow the unit lessons while dealing with these interruptions and distractions. As a teacher, I should have recognized that my students were struggling with keeping the information stored and I should have slowed down the unit and focused on reviewing previous lessons each and every single day. This was a hard lesson for me to learn during my internship but I believe it was very educational and beneficial for me.

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SECTION EIGHT DESIGN FOR INSTRUCTION IN SECONDARY EDUCATION

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Alignment with Mississippi Curricular Standards: Language Arts/Reading Throughout the unit, the students were introduced to vocabulary that can be seen on the Pre-test and Post-test. The students learned the vocabulary words and were able to use word recognition to use those vocabulary words later on in the unit. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. b. The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1) The students also were introduced to several stories from Aesops Fables. I read to the students from the book and the students used the clues and context from the stories to decide what moral was being taught in each one. 2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity. a. The student will apply knowledge of text features, parts of a book, text structures, and genres to understand, gain information from, interpret, respond to, or analyze text. (DOK 2)

Mathematics Incorporating mathematics standards into a lesson about Ancient Greece was very difficult. In order to reach this requirement for my unit I used daily brain teasers that incorporated mathematics. For example, on one day, the students had a mathematics word problem as a brain teaser. The brain teasers were not an everyday activity, however, when the brain teasers were available, they were open for all students to try to figure out. I would also make it a point to explain each brain teaser. For example, one day the students also had a small Sudoku puzzle. This required the students to look at numbers and use process of elimination to complete the puzzle. I helped the students learn how to complete this puzzle. This applied to their thinking skills greatly as well. 2. Develop and apply the basic operations of rational numbers to algebraic and numerical tasks. Create and apply algebraic expressions and equations. a. Recognize, describe, and state the rule of generalized numerical and geometric patterns using tables, graphs, words, and symbols. (DOK 2) Visual Arts On day eight, the students learned about Ancient Greek Theater by reading out a play as a classroom. This play gave the students insight on what types of topics were covered by Greek plays, who was allowed to participate in the theater, and other characteristics of the Greek theater. 2. Develop acting skills to portray characters that interact in improvised and scripted scenes. (CP)

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a. Analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation.

END OF TWS