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Tori Klier

Mrs. Hickman Clymore Elementary School


Taught: March 1st 8:45-9:30
Approved: February 22

A. TITLE/TYPE OF LESSON
The Greek Market Place/ Social Studies-dramatic play and Math lesson

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students’ readiness, interests,
and/or learning preferences?
Every Wednesday is ice cream day for the second grade and I am usually the one
in charge of collecting the money and taking orders. The students love seeing how much
and what kind of ice cream they can buy with the amount of money they have and are
always excited when they get change back. I have noticed that they know the value of
each coin, but some students have not mastered how to count money in order to
determine if they can purchase something quite yet. I have also seen many students
reading books about Greek culture, Roman culture, gladiators, and Pompeii, so that I
believe they will enjoy this lesson of being placed back in time to an ancient greet market
place.
Why is this an appropriate activity for these students at this time?
This is an appropriate activity for the students at this time because they know
what each coin is worth and how to add pretty proficiently. During Immersion week,
when I plan to teach this lesson, the students will be learning about Greek culture and
how it still influences us today, so I believe through dramatic play, I can make the
students participate in a Greek market place and help them interact more with Greek
culture. I will have them create their own Greek vases so they can go through a process
that was so important to Greek culture and life.
How does this lesson fit in the curriculum sequence?
This lesson fits into the curriculum sequence by the students already having a
background in money, but being unable to create different amounts and having difficulty
with determining when they have enough money to purchase an item. The students will
also be learning about Greek culture according to my Coordinating Teacher during
Immersion week as part of a cultural study, so I would really like to expose them to
aspects of Greek culture in a dramatic play experience.
How does this lesson fit with what you know about child development?
This lesson fits into what I know about child development by encouraging
students to be active participants in an activity and to think critically in order to gain as much
learning from the lesson as possible. I hope to engage students in a variety of ways through
math, reading, videos, dramatic play, and art which will appeal to many learning styles and
preferences. The lesson also scaffolds on what they already know from previous lessons,
what they have experienced in life such as watching the movie Hercules, going to the market
or grocery story, drawing, religion, purchasing items, etc. which will help them form
connections and thus their web of learning will expand and the students will be more fully
engaged and absorb the lesson.
Source: Brophy, J., Alleman, J., & Halvorsen, A. (2013). What Are Some
Other Strategies for Teaching Social Studies? In Powerful Social Studies for Elementary
Students (3rd ed., pp. 212-229). Belmont , CA: Wadsworth Cengage Learning.

C. LEARNING OBJECTIVES
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific
generalizations the students specific data the students will thinking behaviors students will
Tori Klier
Mrs. Hickman Clymore Elementary School
Taught: March 1st 8:45-9:30
Approved: February 22

should begin to develop? (These gain through this lesson? (These be able to do through this lesson?
are typically difficult to assess in “knows” must be assessed in (These will also be assessed in
one lesson.) your lesson.) your lesson.)
-Students should understand -Students will use critical
how money is utilized in - Students will learn how to thinking to come up with
society. write an amount of money different ways to show a
-Students should be able to using the dollar ($) and cent certain amount of money.
speculate and develop symbols. - Students will use
hypothesis about what various - Students will learn that comparative thinking to
objects, stories, activities, Greek vase painting was very determine if purchasing an
food, etc mean to a culture important to passing along item is possible given a certain
building upon their social myths and explaining life to amount of money.
understanding of the world. citizens. - Students will connect Greek
- Students will understand the - Students will learn part of culture to American culture in
associate between money and the process for creating a the way stories are important
math operations such as black and red vase. to us and how we pass them
subtraction and addition. on to others.
-Students will connect the
Greek market place to the
American Grocery store.
- Students will use problem
based learning to plan how to
strategically purchase certain
items.
- Students will be able to show
amounts of money under two
dollars in different ways.

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved
your objectives? Remember – every objective must be assessed for every student!
Students will participate in a Greek Market place afternoon in which they will
purchase items that they would like and need in order to create their own Greek black and
red vase. The students’ learning will be assessed through the completion of a worksheet
in which students will be told to represent an amount, using quarters, dimes, nickels, and
pennies, then asked to write the amount using the standard dollar sign, decimal, cents,
notation, and finally asked if that amount is enough to purchase one of the Greek items
they need to create their black and red Greek vase. Students will then be asked if they
believe that the Greeks used American money or coins, or traded items for other items in
a barter system when they are purchasing their items from the market. Students will also
create a vase that shows a particular story that is important to them, or a Greek myth of
their choosing. While creating this narrative vase, similar to how the Greeks spread
stories, students will engage is discussion and provide examples of how we pass stories
on today. Students will have a list of supplies they must buy and then with their
remaining money, students can purchase other Greek items that would be found in a
marketplace. Students will be asked questions along the way such as what they believe
Tori Klier
Mrs. Hickman Clymore Elementary School
Taught: March 1st 8:45-9:30
Approved: February 22

certain items say about ancient Greece, and how they are alike to what we have today in
America. Students will answer questions like this along with questions about
mathematical thinking that will be answered in class and small group discussion.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL


STANDARDS if required)
Math: 2.10 The student will
a) count and compare a collection of pennies, nickels, dimes, and quarters
whose total value is $2.00 or less; and
b) correctly use the cent symbol (¢), dollar symbol ($), and decimal point
(.).
Social Studies: 2.1 The student will explain how the contributions of
ancient China and Egypt have influenced the present world in terms of
architecture, inventions, the calendar, and written language.
2.3 The student will identify and compare changes in community life over
time in terms of buildings, jobs, transportation, and population.

3.1 The student will explain how the contributions of ancient Greece and
Rome have influenced the present world in terms of architecture,
government (direct and representative democracy), and sports.

** My CT wanted me to do a lesson on Greek culture to introduce


students to different ancient cultures and give them a jump start on third
grade curriculum since she taught third grade last year.

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
-Fake money
- post it notes or painters tape
-8 Plastic bags
-21 Pencils
-11 Red markers
-11 Black markers
-21 Paper cups
-21 Paper
-21 Greek vase outline print outs
- 5 Greek mythology stories
-5 Greek alphabet print outs
-olive oil
-greek yogurt
- feta
-honey
- 21 Dixie cups
- 21 tooth picks
-5 dress maker coupons
-5 cobbler coupons
Tori Klier
Mrs. Hickman Clymore Elementary School
Taught: March 1st 8:45-9:30
Approved: February 22

-5cloth coupons
- 5 fish coupons
-Hercules YouTube video: https://www.youtube.com/watch?v=Pa0lMzaljTk
Source: V. (2011, October 23). Retrieved February 25, 2017, from
https://www.youtube.com/watch?v=Pa0lMzaljTk
- map of Greece: http://www.infoplease.com/atlas/country/greece.html
Source: Greece. (2017). Retrieved February 25, 2017, from
http://www.infoplease.com/atlas/country/greece.html
- Greek culture video: https://www.youtube.com/watch?v=0xjmribtHvA
Source: B. (2011, December 03). Retrieved February 25, 2017, from
https://www.youtube.com/watch?v=0xjmribtHvA
Who will be responsible for securing each item?
I will secure most of the items, some of the paper items I will hope to print or copy at school, and
others will already be present in the classroom.

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
 Preparation of the learning environment (if required)
- The fake money will be in individual bags for the
students.
- All papers will be printed out and grouped to be passed
out.
- The items for sale will be placed on the back reading
table for students to come up and purchase in small
groups after completing their math work.
- The YouTube videos, definitions, and pictures will be up
on computer tabs on the smart board.
 Engage -Introduction of the lesson
1) I will begin the lesson by asking students to pretend with me that
we are going to go on a trip to Greece today.
2) I will ask the students if any of them have been to Greece before,
or been on an airplane before.
3) The students will then pretend with me that we are going on an
airplane and will buckle up and experience a take-off and
landing using a crowd pleaser rollercoaster method.
4) I will tell students that we have arrived in Greece and the first
thing that we have to do before leaving the airport is to learn a
little bit about the culture of Greece.
5) I will ask students if they know what the word culture means, if
no one can give an answer, I load the definition up and then
6) Students will then watch the Greek culture video
https://www.youtube.com/watch?v=0xjmribtHvA and the
Hercules YouTube video.
https://www.youtube.com/watch?v=Pa0lMzaljTk

7) I will ask the students what they saw in the video that could
describe Greek culture. I will draw their attention to the market
place, Greek gods, vases, temples, myths, coins.
Tori Klier
Mrs. Hickman Clymore Elementary School
Taught: March 1st 8:45-9:30
Approved: February 22

8) I will play the video again if needed and pause it to show


specific examples to the students.

9) At this time, I will ask the students if they think it would be


cool/fun/interesting to go back in time to ancient Greece. I hope
the students say yes.

10) At this point, I will ask all the students to stand up next to their
seats and tell them we have to go through the a time warp to get
to ancient Greece.

11) I will then demonstrate what students have to do to enter the time
warp: raise their hands high over their heads, stretching, and then
twirl around as they lower themselves to squat on the ground
then jump back up.

12) I will tell students they can only do this once however, otherwise
they will go too far back in time and we may lose them
forever…

13) I will then tell students that we made it to the ancient Greek
market place Agora and show them pictures of Agora on the
SmartBoard. I will explain to the students how Agora was a
market, but also a location to share many ideas. Philosophers
used to gather there to exchange ideas and debate. It was a social
event to go to the market and hear different ideas and stories as
well as purchase items. I will ask students if they can think of a
place where people go to spread and exchange ideas today.
 Implementation of the lesson (specific procedures and directions for teacher and
students)
14) I will then explain to the students the activity. I will tell them that
they are going to receive a bag of money to spend at the market place.
15) I will get volunteers to pass out the bags of money, while I ask
students if they think Greeks used the same money as us. We are using
American money to get practice working with our own currency.
16) I will then ask the students to count the amount of money in the bag
and then have the students tell me in choral what the total they each have
is.(4.15)
17) I will then ask them questions on what they could purchase with their
money. For example, I will take the feta cheese and say “if this feta
cheese was 25 cents could you purchase it?”, “If I had 23 cents could I
purchase it?” “If I wanted to buy this olive oil for 1 dollar and this honey
for 30 cents, could I purchase both?”.
18) I would then pass out their work sheets and do the first problem with
them.
19) While working on the math sheet, I will ask the students what they
believed each item on the sheet was used for by the ancient Greeks and
Tori Klier
Mrs. Hickman Clymore Elementary School
Taught: March 1st 8:45-9:30
Approved: February 22

develop a discussion about each. I will then explain to them that oil was
used for moisturizing many things, and cooking, honey was used as a
preservative and sweetener, fish were used as a good protein source and
the fact they have a lot of fish tells us that Greece is surrounded by the
ocean. (I will explain to them what a Peninsula is if needed and pull up a
map of Greece: http://www.infoplease.com/atlas/country/greece.html ) I
will tell them that vases were used as storage containers, but also to
celebrate and commemorate special events, and tell stories.
20) While students are finishing their worksheets, I will begin to explain
that next we are going to play with the market and buy supplies to make
our own Greek vases. I will tell them the prices of all the items and have
them written down next to the items as price tags.
21) I will explain that using their money, students must purchase first the
supplies they need to create their vases such as the black and red
markers, either paper outlined with a vase, or a cup, and then if they have
left over money after everyone has purchased their supplies, they may
come up and purchase materials to help them decorate their Greek vases
such as a print out of the Greek alphabet, books or print outs that tell
stories of Greek gods, and cobbler and dress maker coupons that will
allow them to design their own Greek outfits if they choose. The students
may also try feta cheese, olive oil, honey, and Greek yogurt which are
products of Greece. I will ask the students what they think honey and
olive oil could be used for and I will explain that besides cooking, both
are used as preservatives.
22) Students will come up in small groups to get their supplies and then
return to their seats to work on their vases. Students will get to see
unique aspects of Greek culture such as their food, their alphabet, and
they will have the opportunity to read about their religion.
23) While students work on their vases, I will pull up pictures of Greek
vases to show them examples on the smart board, but only after they
have started or seem to be having trouble getting started. Students will
become familiar with the purposes of Greek vases and how they were
used to share information. Students will begin to understand the social
aspects of the vases.
24) I will then call up the same small groups one at a time to buy
additional supplies from the market with their left over money. They
will be given a blank piece of paper to use to do the math and determine
what they can buy with their remaining money.
25) After most students have completed their vases, I will ask if anyone
would like to share their Greek vases with the class.

 Closure
26) I will then tell students that it is time to clean up and return not only to the
present year of 2017, but also to go back to America.
27) students will clean up and then return to their seats.
28) I will tell the kids now we have to go through the time warp backwards and
show the kids that now we are going to squat on the ground and rise up while
turning to go back to 2017.
Tori Klier
Mrs. Hickman Clymore Elementary School
Taught: March 1st 8:45-9:30
Approved: February 22

29) After returning back to the present day, I will tell the students we are getting
back on the plane and repeat the take off, and landing as we did at the beginning
of the lesson.
30) after returning to America, I will ask the students what similarities did they
see between the Greek market place of Agora and the grocery stores of America?
31) I will also ask them about how the Greeks passed along stories and if
America did anything like that, and how we pass on stories today.
32) I will then ask them if it was difficult for them to budge their money and plan
what they wanted to buy in addition to their necessary art supplies.
 Clean-up (if required)
- Ask students to collect the plastic bags that contained
money in them from each desk.
- Exit out of internet tabs.
- Put away markers, pencils, and other classroom supplies.
- Throw away or recycle remaining market supplies.
- Collect math papers for assessment.

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with
varied learning styles and abilities, English language proficiency, health, physical ability,
etc. How will you extend and enrich the learning of students who finish early? How will
you support the learning of children struggling with your objectives?

The main differentiation I will have to complete with this lesson is for disruptive
behaviors, and varied abilities with the Mathematic operations such as addition and
subtraction. For the disruptive behaviors, I will walk around the classroom to ensure that
every student is on task while completing the math worksheet, and will offer my help if it
seems that some students are becoming distracted or not understanding how to solve the
problems on the worksheet. For students who finish early, I will ask them to help those
around them as well as offer the opportunity for the students to get more supplies or
suggest adding details to their vases or math work sheet such as what is the different
between the two amounts. I could also ask them to explain their thinking or their vase to
me one-on-one when they finish early until others begin to finish. I think for disruptive
behaviors in the class, I have offered a lot of opportunities for movement and visuals that
should help to keep the students all engaged, but if they begin to have trouble, I can
always ask for their assistance passing out papers, finding pictures etc. The main aspects
of differentiation that will be implemented in this lesson are for student readiness. There
is a wide range of learning and skill levels in my class and to accommodate and make
sure that all students get the most out of the lesson, I will alter the process for each
student. If a child is having trouble with the math worksheet, I will ask them to begin by
estimating the amount of money and using that as a base to figure out the actual amounts
needed. If students are more advanced, I will offer them more challenging questions such
as: “If I had 4 dollars how many jars of honey could I buy?”, and “Why do you think the
Greeks had so many gods?” I can also encourage the advanced students to work
individually while other students are finishing or requiring help, and have them study the
Greek alphabet and find letters that are similar to our letters in English, or have the
students practice writing the Greek Letters so they could write something like their name
on their Greek Vase.
Tori Klier
Mrs. Hickman Clymore Elementary School
Taught: March 1st 8:45-9:30
Approved: February 22

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.

I could not have access to the YouTube video in which case, I will ask students to
take out their laptops to share and we will watch it and then discuss.

I could forget some of the supplies to purchase with their extra money in which case I
will quickly print things to represent the market items when I get to school.

Students could be unenthusiastic about the vase making in which case, I will encourage
them to get excited about making the vase their own because it will give them the
opportunity to show their creativity, their personality, a story that is important to them, or
a god they like.

Students could not want to complete the math worksheet in which case I will explain to
them that they need to complete the worksheet to determine not only how much money
they have and how much certain items cost, but also to plan out how much all the
supplies for the Greek vase art project cost and how much they will have left over. They
cannot complete their vase until the math portion is complete.

Students may not want to engage in discussion when linking the Greek market place to
American life and grocery stores here. In this case, I would create a game out of it. I
would divide the classroom up into teams or small groups and have them take 5 minutes,
kept track by a timer, to come up with as many similarities as possible. I would then have
one group read their list and any group that had that same commonality would check it
off so it is not repeated. This is similar to how the game Bogle is scored and played. This
will also encourage the students to listen to one another and be as creative as possible as
they do not want to repeat any connections.
Tori Klier
Mrs. Hickman Clymore Elementary School
Taught: March 1st 8:45-9:30
Approved: February 22

Lesson Implementation Reflection


As soon as possible after teaching your lesson, think about the experience. Use the
questions/prompts below to guide your thinking. Be thorough in your reflection and use specific
examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and
explain why you made them.

II. Based on the assessment you created, what can you conclude about your impact on student
learning? Did they learn? Who learned? What did they learn? What evidence can you offer
that your conclusions are valid?

III. Describe at least one way you could incorporate developmentally appropriate practice in a
better or more thorough way if you were to teach this lesson again.

IV. Based on the assessment data you collected, what would you do/teach next if you were the
classroom teacher?

V. As a result of planning and teaching this lesson, what have you learned or had reinforced
about young children as learners?

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced
about teaching?

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced
about yourself?