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Pre-assessment differentiation for 12YO Cultural Studies - Coggle Diagram
Pre-assessment differentiation for 12YO Cultural Studies
For the the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills.
The students will be broken down into 3 groups of four. They will create a Jeopardy style game from a template on PowerPoint. They will write the answers they got wrong and they can also add information they find from their own research on a PowerPoint. The class will play these together.
The student can choose between the activity for the high flyer group and the middling students.
The students will work on worksheets on bias and prioritizing sources then they will write two newspaper articles about the invasion of Athens by the Spartans during the Peloponnesian War. One will be from an Athenian newspaper and the other from a Spartan newspaper.
Pre-assessment activities
The students will be given a Frayer Models to check understanding of the lexis in the unit and will write out the definitions for words like oligarchy and phalanx.
They will play a version of two truths and a lie with two lies and a truth on facts about ancient Greece with YES/NO cards. For instance, a) the Peloponnesian War was a war fought between Athens and the Persians. 2) the Peloponnesian war was a war fought between Sparta and the Persians 3) The Peloponnesian war was a war fought between Athens and Sparta.
As a continuation of this activities students can do this activity at the end of the unit as heterogenous teams against each other.
The teacher will tape new lexis around the classroom and the students have to find the word and give a definition. Alternatively, the teacher can call out the definition and the students have to find the corresponding word.
The students will listen to the Mr. Nicky YouTube video song on ancient Greece then the will have a Q&A about the song.
They will have a Kahoot or Quizlet quiz on the information in the unit.
As a warmer to the unit the students will be shown photographs of famous Greeks such as Aristotle, gods, and architecture for example the acropolis.
The 5 students who answered most, including the most difficult, of the pre-assessment questions correctly.
The high flyers will reading two different sources of the same event. Then they will discuss the differences of the two accounts and complete worksheets of historical bias and prioritizing sources. Then the students will work on two newspaper articles about the invasion of Athens by the Spartans during the Peloponnesian War. One will be from an Athenian newspaper and the other from a Spartan newspaper
the 5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and are at different reading levels and 2 students who have little to no comprehension of the the topic and need to be tested further for special needs
The teacher will spend time with the slower students and will have them read passages at a lower grade as well as watching videos on YouTube Channels such as Kings and Generals on Ancient Greece and answer multiple choice questions on them.
The students will be given a choice of activities. They can create an acrostic poem with the letters G-R-E-E-C-E down the side. It should be relevant to Greece and contain specific details.
The other option is a timeline which can be reduced to fewer dates, more or less description of a historical date or even just the name of the event and a picture.
If lower-level reading materials cannot be found (unlikely with the internet) the teacher will rewrite the information.
Depending on the nature of the needs of the special needs students the teacher will find ways to help them but obviously it is important they have these issues diagnosed in order to understand how to support them.
At the end of these activities which will be going as the unit progress the students will have a multiple-choice quiz to see how much learning they have retained. The teacher will record the scores but they will not be summative but rather a way to keep track of the students’ progress.