Context
The ruby team is a group of 100 eighth grade students motivated to achieve high
academic goals. The expectations for this group are to exceed Minnesota State
Academic Standards in all educational disciplines. These students work well
together and treat each other with respect and kindness, for the most part. There
are typical middle school social issues with which to contend. However, the general
demeanor of the students is pleasant, energetic and enthusiastic.
Team Members:
Julie Trenerry
Communication Arts and Literature
Dan Scruggs
Social Studies
Michelle Wilson
Science
Diane Beiswanger
Mathematics
Student Demographics:
Caucasian
64
Learning Disabled
5
Asian
11
Physically Disabled
6
African American
10
Emotional/Behavior Disorders
3
Mixed Race
15
Free/Reduced Lunch
9
3. Team Norms:
I. Before We Begin
Although we do not believe it necessary to be in unison on all issues, it is our belief as a
team that it is important that we get to know each other as individual members. Toward
this end, we have each agreed at the outset of our work together, to complete the attached
survey and share our results as a group. By adding our individual scores for each
statement and then computing an average for our team, we will be prepared to discuss
how each team member’s response relates to the team average. It is our promise to each
other that each individual’s scoring and the support he or she offers for such scoring will
be treated with respect. By sharing our thoughts on teaching styles and educational
philosophies as we begin our collaboration, it is our hope to learn from each other and
grow together as a team.
II. Our Team Leader
A team leader will be elected from the team and serve for a period of one year. The team
leader will serve as a representative for our team at building-wide team meetings and as
the contact person for our team. The team leader will coordinate the time and place for
team meetings and at each meeting, facilitate the exchange of ideas, information and
concerns of all team members. The team leader should seek to motivate other team
members and maintain a positive team attitude. Should conflict arise within the team, or
concerns be raised concerning performance of any team member, it will be the team
leader’s job to direct discussion amongst team members which will lead to the fair
resolution, as determined by consensus of the team, of any conflicts or concerns.
III. Our Team Meetings
To ensure productive and efficient team meetings, all members agree to the following
team norms:
A. Preparation
1.
Team meetings of one hour in length will be held three times per week unless
otherwise agreed to by all members.
2. Following a call for input from all team members, the team leader will write
and distribute to each team member, a copy of an agenda for each team
meeting.
3. All team members will bring materials needed for the meeting as dictated by
the agenda and the team leader.
4. Although team meetings may include other issues as well, the agenda for each
team meeting will include at least the following three sections:
a. student celebrations, questions, or concerns,
b. curriculum issues, and
c. professional development – sharing, questions, or concerns
B. Meeting Protocol
1. During team meetings, each member will be called upon to contribute to issues
discussed.
2. The team leader will be responsible for keeping team members on task and on
topic per the meeting agenda.
3. Team members will rotate the duty of taking meeting notes and distributing a
copy of such notes to each member within two days following the meeting.
4. All team meetings will begin and end on time.
C. Analysis
1. As directed by the team leader, team members will gather facts or
information necessary to making informed team decisions and share their findings
with the team.
2. After a presentation of facts or information, discussion should allow each member
to express his or her opinion on the issue.
3. The consequences of “inaction” on any issue should be part of the team’s
discussion.
D. Action
1. As a group, team members should design a plan to address each issue that
is discussed at a team meeting.
2. Team members will reach consensus on a timetable for completion of the
plan and communication of progress on the plan.
E. Follow Through
1.
2.
An action plan will not be altered without consensus by the team.
Upon completion, the team will evaluate the results of all action plans.
Each member of the Ruby Team hereby agrees to abide by the team norms as set forth
above.
______________________________ _____________________________________
(signature)
(date)
(signature)
(date)
_________________________________ _____________________________________
(signature)
(date)
(signature)
(date)
MIDDLE SCHOOL TEAM INFORMATION OPINIONNAIRE GETTING TO KNOW YOUR TEAM
12345
1 equals greatest agreement, 5 equals least agreement
[ ] Each student should have teachers who know him well.
[ ] Guidance services should be available to all students.
[ ] Group guidance can be provided by the teacher with
direction of the counselors.
[ ] Activities such as athletics, dances, clubs,
fraternities and sororities should be available to
middle school students.
[ ] Co-curricular and exploratory activities - such as
instrumental music, choir, technology education, art,
drama should be available to determine, nurture and
expand student interests and aptitudes.
[ ] Remedial instruction should be available to assist
students in achieving objectives.
[ ] Reteaching is one the most important features of middle
school instruction.
[ ] All students will learn if given the necessary amount
of time and attention.
[ ] Physical education and intramurals are a critical
component of the middle school.
[ ] Teaching methods and materials must be continually
varied for the teacher to be effective with middle
school students.
[ ] Manipulative or tactile activities are effective with
middle school students.
[ ] Classroom misbehavior should not be tolerated.
[ ] Teachers can handle most discipline problems before the
problems get too large.
[ ] Parental involvement is essential for middle school
success.
[ ] Well-defined course outcomes should be available for
each core academic area.
[ ] The middle school program should be child-centered and
not subject centered.
[ ] Understanding young adolescent is key to the success of
middle school teachers.
[ ] Prominently displaying student work is beneficial to
all students.
[ ] Straight rows are the best way to seat pupils.
[ ] Students need to learn cooperation while at school.
[ ] A student who is late with an assignment is responsible
and should experience memorable consequences.
[ ] Students should be told once and than are responsible
to perform.
[ ] A student's personal problems should not be allowed to
affect his schooling.
[ ] Schools control the conditions that bring success to
students.
This survey is taken from the article “Middle School Teaching and Team Building, What
is Interdisciplinary Teaming?” http://www.angelfire.com/mo/drmtch/Number4.html
4. Parent Involvement/Communication Plan & Exemplars:
Reflection Journals: (submitted by Julie Trenerry)
As one component of our plan to communicate with parents and involve them in their
students’ learning, the Ruby Team intends to have students keep a weekly Reflection
Journal. Because we envision interdisciplinary teaching and learning, students will have
just one journal in which to record thoughts about their learning in each of their four core
classes. Each week, students will be asked to spend about five to ten minutes in each of
their classes to respond to journal prompts designed to encourage reflective thinking
about: what they have learned in that particular class that week, what they may still
question, and how their learning in that class connects with what they have learned in
other classes and with their own lives – now, in the past, and in the future. Teachers will
periodically review students’ Reflection Journals to check for understanding and use the
journal to write notes of encouragement and clarification as indicated by student
questions. At conference time, parents will be invited to read their students’ journals and
respond with encouraging notes and their own perspectives on student learning. In this
way, parents will have a deeper understanding of what their students’ learning process
looks like. Students will be asked to set up their Reflection Journals using the following
template:
Reflection Journal
Science: Tuesday, Feb. 2, 2010
Summary: This week in science, we have been learning about famous Greek
astronomers. We learned about some of the instruments they used to look at the stars.
Connections: The names of the constellations come from the stories told by the Greek
myths that we are learning about in Language Arts. I’ve seen some of the constellations
that we’ve been talking about, but I never knew before the stories behind their names.
I wonder: I know that there are three stars in a row that form a constellation called
“Orion’s Belt” but who was “Orion?”
My plan: Maybe I can do some research using our classroom collection’s books about
Greek myths to find out about Orion. If I can’t find anything there, I can do an internet
search to see what I can learn.
Language Arts: Wednesday, Feb. 3, 2010
Summary: This week in language arts, we have been learning about Mount Olympus and
the Greek gods and goddesses.
Connections: I had heard about Poseidon by watching “SpongeBob Squarepants”
cartoons, but I never knew that he was the Greek god of the sea! Now that cartoon makes
sense to me! Also, I was always confused about Neptune and Poseidon – I knew they
both had something to do with the ocean, but now I know that they are really just two
different names for the same guy – Poseidon is the Greek name and Neptune is the
Roman name!
I wonder: In looking at the Roman names for the gods and goddesses, I notice that there
are several names of planets – Mars, Mercury, and Venus. Are these planets named after
these gods and goddesses? There is even a god named “Vulcan!” Is this related to Mr.
Spock in Star Trek???
My plan: To answer my questions, I need to be prepared to ask about this when we go to
the planetarium tomorrow. Maybe I can look up some stuff about Vulcan in Edith
Hamilton’s book about mythology. Mrs. Trenerry told us that this book is the “bible” of
Greek mythology. If I can make a connection between the god Vulcan and Mr. Spock I
can use this in my research paper about how Greek heroes have influenced modern day
hero stories.
Weekly Newspaper
Exemplar-Dan Scruggs
The Ruby Reporter is a weekly newspaper designed to review the
information discussed during the week. The Ruby team believes it is important for
parents and students to know what is being discussed in our classrooms. The
newspaper is a student designed and managed project. A rotating group of four
students will produce and distribute the Ruby Reporter. The goal is to give every
student an opportunity to participate in this activity. The Reporter will serve as a
means of reflection for the students and a communication link for the parents.
Parent Involvement / Communication Plan
Submitted by Diane Beiswanger, Mathematics
Grade Sheet – Every other Friday, a grade-sheet similar to the attached will go home
with students to be reviewed with parents. Parents should talk to their students
about their progress, sign the sheet and return it to school the following Monday. It
there are questions for the teacher, contact should be made following the usual
procedure.
Class:
Student Name:
Math 8
John Smith
1st Qtr
pts poss %
Assignment:
Homework Wk 1
Homework Wk 2
Homework Wk 3
Homework Wk 4
Homework Wk 5
Homework Wk 6
Homework Wk 7
Homework Wk 8
Tests:
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
18
20
20
20
Grading:
3rd Qtr
pts poss %
16
19
20
20
80%
95%
19
20
47
45
50
50
50
50
90
140 93% 211
90%
80%
70%
60%
below
95%
100%
20
18
20
20
100%
90%
49
49
50
50
98%
98%
88
100
88%
84%
46
47
A
B
C
D
F
20
20
94%
90%
44
42
130
4th Qtr
pts poss %
90%
100%
Projects:
Radical Ratios
Its All Greek to Me
Total
2nd Qtr
pts poss %
100%
89%
79%
69%
60%
100
50
50
92%
94%
90%
240 88% 132
140 94% 224
240 93%
6. Team Statement
Mission Statement
The RUBY team fully believes in the promotion of a safe, supportive, and effective
learning environment which will help develop the social, academic, physical, and
emotional development of our students while encouraging them to stretch their minds to
their fullest potential.
Our Vision
To aid our mission, The RUBY team has developed an umbrella of guidelines to support
our students and staff.
Behavior
 Students and teachers are expected to behave in a respectful, safe, and positive
manner.
 Teachers will use the benefits of both extrinsic and intrinsic motivation to manage
appropriate and inappropriate behaviors.
 A class wide incentive program will be used. “Ruby awards” will be distributed to
students who have demonstrated actions that should be recognized.
 Students and teachers will always abide by the rules and procedures outlined in
our school handbook. If misconduct falls within the bounds of school wide or
district rules and procedures, actions will be followed according to school or
district policy.
 Students who have stepped out of the guidelines of appropriate behavior will be
given a “misjudgment” card. Misjudgment cards will have the students name,
teacher’s name, date, detailed description of the inappropriate behavior (in the
words of the student), and signature. Students will have one week to resolve the
misjudgment with the teacher. If the misjudgment is not resolved the student will
serve a detention.
 The teachers of the RUBY team understand the developmental tendencies of our
students. We will always base discipline on sound judgment and fairness. We
always have our student’s highest intentions in mind.
Academics
 Students are expected to do their assigned homework.
 Students are expected to participate in class discussions and projects.
 Students will be expected to have an active role in their curriculum; their ideas
and desires are always welcomed.
 The grading scale will be as follows: 100-90% A, 89-80 B, 79-70 C, 69-60 D, 590F
 Teachers will not schedule two tests on the same day.
 Teachers will not assign homework on the weekends. (long term projects not
included)
 Students will be assessed fairly, quickly, and within the bounds of their academic
achievement.

Missed assignments will be docked 10% for every day it is late. After 4 days, the
highest percent a student can receive for late work is 40%. All missed work can be
turned in and all missed work will receive points if turned in.
 Missed assignments due to excused absences:
-Students will be given 2 days to turn in missed assignments for every 1 day of
excused absence.
Spirit
 Students will be challenged to perform their best and reach their fullest
potential.
 A school environment is provided that is responsive to the strengths and
weaknesses of each student.
 Teachers employ a broad range of differentiated learning experiences that are
relevant, challenging, integrative, and exploratory.
 Authentic and traditional evaluation techniques are employed that provide
evidence of each child’s learning progress and determine future learning
needs.
 Parental support and involvement is vital and encouraged.
 School-wide and district–wide activities that support the academic, social, and
emotional development of young adolescents will be an integral part of our
learning.
Classroom Management Blueprint: Language Arts: (Julie Trenerry)
Before the bell rings, students may sharpen pencils, get a drink, visit the restroom,
discuss missed assignments with homework buddies, or quietly visit with friends. When
the bell rings, students will be expected to take their seats and come to attention. No
students will be allowed to leave the classroom once class has begun, except in
emergency situations. Students will sit in their assigned seats, which will be arranged in
groups of four to accommodate frequent small group work. As a class, students may earn
the privilege of sitting where they choose on Fridays should the behavior of the class as a
whole indicate that such a privilege has been earned. Once a month, students’ assigned
seats will be changed.
Our plan for the next week, including all assignments, will be posted in class and on our
class website every Friday. All due dates are firm. Should a student miss school for
illness or family emergency, two make-up days will be allowed to complete missed work
as per Ruby Team policy. Ruby Team policy regarding late assignments will apply.
Extra credit opportunities will be available on occasion throughout the school year.
Each student in this class will be required to have two pocket folders – one yellow folder
and one green folder. The yellow folder is for ongoing projects, or unfinished work
(remember - “yellow” - “under construction”). The green folder is for finished work
(remember - “green” - “good to go”). Students will keep ongoing work in their yellow
folders and put finished work (which is ready to hand in) in their green folders. Once
corrected, work will be returned to students’ green folders and collected there for
conference time.
Each student will have an assignment buddy. Assignment buddies should exchange
phone numbers so that they can call each other if either person has questions or concerns
about our work for this class. If your buddy is absent, it will be your responsibility to use
the last five minutes of class to write down the assignment and gather any handouts for
your absent buddy. Please place these assignment notes and materials in the front of your
buddy’s yellow folder. Students are responsible for handing in missed work.
For daily reading assignments, each student will be given two “free passes” to be used at
the student’s discretion. To use your “free pass,” simply place it on the right, upper
corner of your desk. If I see your pass card on your desk, I will know not to call on you
that day during our discussion time. At the end of class, I will collect your pass. Any
day when I do not see your pass card, it is fair to expect that you have read our
assignment and that you will be prepared to respond should I ask you a question about
our reading. If you should choose not to use your pass cards, they may be turned in at the
end of the year for five extra credit points for each card.
Class will be dismissed by the teacher – not by the bell. Please be respectful of your
teacher and your fellow students in following this rule. As in any Ruby Team class, our
classroom will follow the behavior expectations and consequences set forth by our
team. The grading scale for this class will also follow our Ruby Team guidelines.
Classroom Management Blueprint
Mr. Scruggs
It is my goal to build a community of learners, so the rules, procedures, and
consequences must be the strong foundation in which we will build our community
Communication-Keeping an open line of communication between my student’s
home and school is important. An interactive web-site with access to their children’s
grades, assignments, and upcoming events will be a crucial aspect to my
communication procedure. For any student who is falling behind or I am concerned
about, I will send a detailed report of progress and concerns directly to the home
through the postal service.
Rules- The rules of the classroom must be the cornerstone of a strong foundation. To
ensure the rules are followed, I want to give my students some ownership. I will have
a model like the one below and we as a class will decide what rules go on the lines.
The idea is that we need to have some basic rules to build our classroom; it is my
student’s job to set the tone within the classroom. By allowing them to take part in the
process, it is not just MY rules they are breaking, but OUR rules.
COME PREPARE
R
E
S
P
E
C
T
O
T
H
E
R
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F OLLOW DIRECTIONS
Classroom Procedures- Procedures are defined as “the sequence of actions or
instructions to be followed in solving a problem or accomplishing a task.”
The procedures established by Mr. Scruggs have been established so that
every student will be given the opportunity to accomplish the end task: to be
a productive member in a community of learners. These procedures are not to
be confused with our rules. Procedures are always open for revision but are
not open for creative interpretation. The following procedures will allow for
the greatest opportunity for every student to learn in a safe, efficient, and
effective environment.
Classroom Procedures
Entering Class




Enter the room quietly and have a seat immediately.
Please place all required materials on your desk. Being prepared is a foundation
rule and is expected from every student.
Every day there will be a fun fact question displayed on the SMART board. Feel
free to quietly discuss this question with your fellow students.
When the bell rings, all students will be quiet and wait for Mr. Scruggs to ask for
your opinion on the fun fact.
When I Need Your Attention

I expect our class to be interactive and lively, but when I need the entire class’s
attention, I will do one of the following two things.
1. Turn the lights off and on.
2. Raise my hand until the entire class is silent and paying attention.
Labeling Your Work

I will expect the following procedure for labeling your work
1. In the upper left corner, write your first and last name
2. Under you name, write the date
3. Under the date write the assignment (every assignment will have a specific
title)
Example: Mr. Scruggs
2-2-10
Civil War 2
Getting My Attention/Contributing to Class


If you need to get my attention, please raise your hand. Do not wave it back and
forth, jump up and down, or draw unneeded attention to yourself. Please wait until
called upon to begin talking.
If I am working at my desk and do not see your hand raise, please quietly walk
over to me and ask your question.
Leaving Your Seat


Generally staying in your seat is required. I will let you know when it is
appropriate to leave your seat for reasons other than sharpening you pencil or
getting a tissue.
If you need to sharpen your pencil, feel free to do so. If you need a tissue please
feel free to do so. Leaving your seat to sharpen your pencil or getting a tissue
should not be an issue. It is appropriate to do these things when you need to do so
and it is not disruptive. If it becomes a problem for any one person, we will revise
their personal procedure.
Handing In Work



Finished assignments will be placed in the blue basket on the due date.
Late assignments will be placed in the yellow basket. Late assignments will have
a yellow late slip attached to it with a staple. The slip will be filled out
accordingly.
Please place all assignments in the proper baskets. DO NOT place assignments on
my desk or any other place that is should not be.
Corrected Work

All corrected work will be handed directly back to the students.
Absent Work


Students handing in work due to an absence will place their work in the yellow
folder and will have a yellow slip attached to it. Fill the yellow slip out
accordingly.
“Absent Work” will follow the Ruby team grading procedure and make up
procedure. For a review of this procedure, refer to the Ruby team procedures that
are displayed in on the bulletin board in the back of the classroom.
Keeping Track Of Your Work

Every student will keep a homework/assignment log. This log will help every
student keep track of what and when assignments are due, how many points the
student received on any given assignment, and how many overall points were
possible for the assignment.
Bathroom/Water Breaks


If a student needs to use the bathroom or get a drink of water, they will need to
sign out on the bathroom/water sign out sheet. Only one student will be allowed
to leave at a time.
Being allowed to leave the classroom for any reason is a privilege and not be
abused. If for any reason I feel the privilege is being abused, the student will have
brief conference with me and we will revise his/her bathroom/water break
procedure.
End of Class
 When there is three minutes remaining in the class, you will be told it is time to
fill out a reflection sheet and put away your materials.
 Every student will be given a refection sheet with the numbers 1 through 4 on it.
The student will circle the number that best describes their personal feelings on
the class period. (4 being a very positive learning experience and 1 being a poor
learning experience.) A few lines for comments will be available for comments.
 After filling out your reflection sheets and putting away your materials, you can
feel free to talk quietly with your classmates and wait for the bell to ring. Please
stay seated.
 When it is time to leave the classroom, please deposit your reflection sheets in the
black basket and leave class quietly.
Miscellaneous
 All the procedures outlined in the Ruby team guide will be followed and adhered
to.
 All school rules and procedures will be met and adhered to.
Consequences
Consequences for actions that fall outside the bounds of rules and procedures will be
handled on a case by case basis. Students can be assured that consequences will be fall
within the guidelines of the Ruby team and school policy. Misjudgment slips are
designed so that students can resolve inappropriate behavior on a personal level rather
than a broad set of guidelines. Mr. Scruggs has a four step procedure when dealing with
inappropriate behavior.
1. A verbal warning
2. A brief meeting with me after class/communication with parents
3. The student will be given a misjudgment slip/communication with parents
4. Detention served with me/communication with parents
5. Trip to the principal/ communication with parents
Anything I do, I do with my students highest intentions in mind. I plan every lesson with
the goal of giving my students skills to be knowledgeable and productive citizens. I too
was an 8th grade student and I understand the challenges my students face every day. I
want my students to know that I care about them and I want them to succeed in whatever
they choose to do.
Classroom Management Plan
Beiswanger
Submitted by Diane
Beginning of class
Each class session will begin with the Daily Challenge. Students will be expected to
come to class prepared to work. They are expected to begin working on the Daily
Challenge as soon as they arrive. When the bell rings for class to begin, everyone
should already be in their seat working. Students will be encouraged to arrive early
to class to get as much time as they can to do the Daily Challenge because when the
bell rings, class will begin. If students are able to complete their Daily challenge in
the time allotted, they have the opportunity to earn extra credit on it. I will teach
this procedure to the students during the first days of school. We may have to
return to the hallway and reenter the room to practice it properly. As the students
master this procedure, I will loosen up on the requirements, allowing them to
collaborate on their daily Challenge assignment.
Handing in papers
The process for handing in papers will be the same for homework, Daily Challenge
and tests. Students will hand papers forward to the front of the class. Then they
will pass them to their left to be collected by the student sitting in the front left desk.
This student will quietly place the papers in the appropriately labeled basket near
my desk. I will teach this procedure to the students during the first days of school.
We will practice it properly with every paper we turn in. We may have to practice it
with blank sheets of paper until we master the procedure.
Group work transitions
Because we will be participating in group work most days, we will have a procedure
for rearranging our desks to form ‘tables’. Students in the ‘odd’ rows (rows 1, 3 and
5) will turn their desk directly around to face the students in the even rows. Then
columns A and B and columns C and D will slide together to form tables of four.
When we want to work in groups of six, columns A and B and columns C and D will
rotate their desks a quarter turn to face each other. Rows one, two and three will
slide together to form tables of six. Rows four, five and six will do the same. We will
practice these procedures in the first days of school.
Signals for quiet
When the class is working with me and I want their attention, I will use a raised
hand to signal for quiet. If we are working in groups and they are not likely to see
me, I will use one ping of a department store bell to alert them to the need for
attention. We will practice these procedures during the first days of school.
Manners
Manners will be of utmost importance in my classroom. Requests will begin with,
“Will you please…,” or “May I please…” Everyone will be expected to use, “Yes,
please,” and “No, thank you.” We will also focus on remorse and forgiveness for
offending others. “I’m sorry,” and “I forgive you,” will be the practiced procedure for
this. Courtesy seems to be at its lowest point in middle school and high school. My
students will not forget their manners.
Visitors
Middle school is the beginnings of teen-age apathy. It is a time when parents and
family become “un-cool”. I will insist my students show courtesy to their family
members when they visit our classroom. If a student has a parent, sibling or other
relative come visit, they will be expected to get up from their seat and greet them
with hug, handshake or high-five. Courtesy is critical.
7. Advisory Plan:
The Ruby Team’s advisory plan envisions a thirty-minute per day advisory period for all
Ruby Team students. Each week, one day will be devoted to organizational planning,
one day will be devoted to techniques for managing stress, one day will be reserved for
reading/study time, one day will be devoted to some sort of “self-less” activity
(community service), and one day will be devoted to games and other team-building
activities.
One Week Advisory Plan (submitted by Julie Trenerry)
Monday
Organization:
Short lesson on how
to devise a “tickler”
system to keep
yourself on track
with a long-term
project When planning for
successful and
timely completion
of any long-term
project, it is helpful
to make note on
one’s calendar, not
only of the ultimate
due date for the
project, but to also
consider (and make
note of on one’s
calendar), a series
of short-term goals
that will prod (or
“tickle”) yourself
along with your
work.
Example: Book
report due in 3
weeks – divide
tasks necessary to
complete project
and assign yourself
internal due dates write on personal
calendar
Tuesday
Managing Stress:
Local yoga
instructor visits
class and leads
session on yoga
relaxation
techniques
Wednesday
Reading/Study:
Students may use
this time to read
a book of their
choice, study, or
obtain homework
help
Thursday
“Self-less
Activity:”
Students have
volunteered to
prepare lunch for
the 8th grade
teachers on an
up-coming
conference night;
they will be
meeting today to
plan the menu
and divide the
food preparation
tasks
Friday
Games:
Students and
teacher will play
the card game,
PIT in groups of
six and seven;
four games will
be set up and two
group members
will rotate
clockwise and
two members
will rotate
counterclockwise at the
end of three
rounds so that in
thirty minutes
time, students
will have a
chance to play
with a variety of
team members
Monday
Checkbook activity
This activity is designed
to help students manage
a checking account and
write checks.
 Students will be
given a fictitious
monthly
paycheck
 Students will be
presented with
fictitious checks
and will practice
how to write out
a check.
 Students will
write out their
fictitious checks
for amounts they
feel appropriate
for monthly bills
they might have
in their future.
 Students will
record their
debits and credits
in the checkbook
Advisory Project
Mr. Scruggs
Tuesday
Wednesday
Stress relief items Orphan boxes
The idea behind
As a part of
this activity is to
the community
present students
service/selfless
will various ways
act, students
to relieve stress.
will be
gathering
 Students
items to put
will be
into shoe
presented
boxes which
with
will be sent to
various
orphans.
items that
will help
them
 Students will
relieve
organize a
stress. (i.e.
community
Chinese
service project
stress balls,
revolving
squish balls,
around finding
cartoons/jok
items to be
e books,
sent to
bendeez)
orphanages
around the
world.
Weekly Advisory Plan
Thursday
Free
reading/Study
This activity will
give students a
chance to read or
catch up on
homework.
 Students
will bring
any reading
material
and read for
the period
or bring
homework
that they
wish to do.
Friday
Bring a game
day
Social time is
important to
this age group.
Any
opportunity to
provide a safe
social setting
will benefit the
students.
 Students
will
bring
board
games
from
home.
The
students
will
organize
into
groups
and play
their
chosen
game.
Submitted by: Diane Beiswanger, Mathematics
Monday
Skills Day
We will work on
time
management
and
organization
skills. We will
look at breaking
tasks down into
manageable
tasks. We will
learn about
prioritizing
those tasks. We
will discuss
various
strategies for
executing tasks
to meet
deadlines.
Tuesday
Self Awareness
Day
We will do a
lesson on stress
relief. We will
explore various
types of deep
breathing to
enable
relaxation. We
will look at
other activities
like
visualization
and virtual
vacations to aid
in relaxation.
Wednesday
Study Day.
Thursday
Service Day
Friday
Game Day
We will patrol
the hallways
and eating areas
looking for
improperly
placed
recyclable
items. Wearing
rubber gloves
for safety, we
will scour trash
cans and refuse
areas looking to
collect
misplaced
recyclable
materials and
dispose of them
properly.
We will engage
in several large
group games
like “Frogger”
and “Heads-up
Seven-up”. The
intent is to
stimulate social
interaction
among the
students.
It’s All
Greek
To Me!
2. Identify Desired Student Outcomes Linked to Individual Discipline Standards
Language Arts (Julie Trenerry)
MN Academic Standards
Grade 8 –
I. Reading and Literature
D. Literature
The student will actively engage in the reading process and read, understand, respond to, analyze,
interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts.
II. Writing
A. Types of Writing
The student will create informative, expressive and persuasive writing.
B. Elements of Composition
The student will engage in a writing process with attention to context, organization, focus,
quality of ideas and a purpose.
D. Research
The student will locate and use information in reference materials.
III. Speaking, Listening, and Viewing
C. Media Literacy
The student will critically analyze information found in electronic and print media, and will use
a variety of these sources to learn about a topic and represent ideas.
Skills to Pre-teach:
Library research skills, interviewing skills (setting a goal for the interview, drafting effective questions,
procedures and logistics of conducting an interview), and note-taking skills will be pre-taught.
I.
MN Academic Standards-Social Studies (Dan Scruggs)
U.S. History
C. Colonization and Conflict, 1607-1780’s
The Student will demonstrate knowledge of the colonies and the factors that shaped
colonial North American
1. Students will explain and understand the political , religious, social, and economic
events and conditions that led to the colonization of America
II.
U.S. History
H. World Wars and the Emergence of the Modern America, 1900-1930’s
The student will demonstrate knowledge of the political, geographic, cultural, social and
economic facing shaping the modern United States.
Identify Desired Student Outcomes Linked to Individual Discipline Standards
Submitted by Diane Beiswanger, Mathematics
Standard Addressed: MN K-12 Academic Standards in Mathematics 8.3.1
Solve problems involving right triangles using the Pythagorean Theorem and its converse.
Immersion Activities
Preteaching- Required skills that will need to be taught before the immersion activities are:
 Interviewing-It is necessary for my students to understand how to interview, why interviewing
is a valuable tool, and have the ability to ask good interview questions
 Internet searches- Internet searches can be a vital part to a good research report. Students will
need to know what topics to search and how to retrieve the best results from their searches.
 Vocabulary- Knowing the meaning to specific words is important to understanding the
concepts and topics. I will need to evaluate what vocabulary students know and what
vocabulary will need to be taught.
 Proper use of the media center will need to be taught to my students. (i.e.-using the card
catalogue, finding books/checking out books, and computer usage.)
 Note taking-Whether taking notes from watching a DVD or during an internet search, it is
valuable for students to know meaningful ways to take notes.
 Peer conferencing- A valuable tool used to help students with forming and defining a good
research question.
3. Design Phase I – Immersion Activities & Posing a Question
Immersion Activity (brief description) – Language Arts (Julie Trenerry)
Students will watch the “Hero’s Adventure” portion of the Joseph Campbell/Bill Moyers interviews
from the PBS documentary series, The Power of Myth. Students will also watch the bonus feature,
“Interview with George Lucas” from another PBS documentary, The Mythology of Star Wars. Ideas
suggested in these videos and through student discussion of these videos will spark students to begin
thinking about how the “hero’s adventure” theme, which is first introduced in ancient myths (including
ancient Greek myths) are replicated in some of our most beloved stories of modern times (Star Wars,
Harry Potter, Lord of the Rings, etc).
3. Design Phase I – Immersion Activities & Posing a Question
b. Immersion Activities
Students will be taking a field trip to the State Capital. The students will be taking a tour of the State
Capital and will sit in on a legislative session. As a class, we will be reviewing the previous and
upcoming legislative issues. The class will then be conducting interviews with members of the
Minnesota House of Representatives. The students will be broken up into groups of 3 and each group
will come prepared with 10 questions to ask their Representative. The idea behind this activity is to
spark interest in the origins of our modern political system.
(http://www.house.leg.state.mn.us/)
(Dan Scruggs – Social Studies)
Immersion Activities
Submitted by: Diane Beiswanger, Mathematics
Walking tour
My math students will immerse themselves in the architecture around the city. We will go on a
walking tour of the area, taking note of the architectural designs that are created using geometric
shapes. We will discuss how geometry is both aesthetically pleasing and structurally functional.
Design Phase II – Developing a Search Plan
Criteria for Read, Watch, Ask and Do
It is required to use a total of eight (8) sources for this project. The following list is the minimum
requirements for each type of source.
Read: book, magazines, newspapers and reference material (print and Internet)
Minimum:
1
Watch: videos, television, movies and DVDs
Minimum:
1
Ask/: interviews and surveys
Minimum:
1
Do: experiment, computer simulation and field trips
Minimum:
1
Criterion
Meaningful
Problem
Research
Resources
Solution
DO
Dark
Research Report: Criteria for I-Search Questions
Dim
Clear
Scenic
Topic is clear. Topic is clear. Topic is clear. Topic is clear.
Question is
Question is
Question is
Question is
not
clear
clear,
clear,
formulated
personally
personally
significant,
significant
and
and
answerable
answerable.
Far reaching
statement and
significant to
society
Used at least
Used at least
Used 8
Uses 8
2 sources
4 sources
sources. Does
sources.
not include 1
Includes 1
read, 1 watch, read, 1 watch,
1 ask, and 1
1 ask, and 1
do.
do.
Doesn’t apply Not realistic Applies to the Applies to the
to the
but applies to
problem.
problem.
problem
the problem
Involves self- Involves self
solution.
and others in
solution.
Teacher
Comments
Gathering Information – DO
Examples: computer simulation, field trip, experiment, game
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________
ASK
Gathering Information – ASK
Examples: interview, questions, survey, network
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________
WATCH
Gathering Information – WATCH
Examples: video; television show; DVD; slides; filmstrip
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________
READ
Gathering Information – READ
Examples: fiction; non-fiction; newspaper; magazine;
pamphlet; encyclopedia; internet information
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__________________________________
Design Phase III – Meaning Making Activities
Each of us will hold student-teacher conferences with our student groups at various times in the
process. It is important to ensure students are on track with their tasks and allow them the
opportunity to ask individual questions. Scheduled conferences will be held during the
formulation of the question, the I- search process and extraction of relevant information.
Opportunities for impromptu conferences will be available periodically on project work days.
Students will extract relevant information using some of the following tools:




Timelines
Flowchart
Venn Diagram
Mind Map
(exemplar by Dan Scruggs)
(exemplar by Michelle Wilson)
(exemplar by Julie Trenerry)
(exemplar by Diane Beiswanger)
6. Design Phase III-Meaning Making Activities
c. Timeline exemplar-Dan Scruggs
Chronology and sequence is an important aspect in any curriculum. Timelines are effective tools in
helping students understand concepts of order. By having students make a timeline it can add personal
connections to the material. Historical order can help bring the material out of the abstract and into a
physical reality.
Timeline of Democracy-Ancient Greece
Populations ruled
by kings in
monarchies
2000 BC
Greek citystates develop
750 BC
Athens debates building the
Parthenon in the Assembly
447 BC
5. Design Phase III – Meaning –Making Activities
Venn diagram (submitted by Julie Trenerry – Language Arts)
As students explore ways in which the culture of ancient Greece has influenced our modern society, a
Venn diagram would be a useful “information-organizing” tool. In the area of Language Arts, for
example, a Venn diagram might be used to compare the elements of the “hero’s adventure” found in a
Greek myth with the elements of the “hero’s adventure” found in a well-known modern day story. An
example of how a Venn diagram might be used to compare the “hero’s adventure” found in the Greek
myth of “Jason and the Golden Fleece” and the story of “The Wizard of Oz” is set forth on the
following page.
Submitted by: Diane Beiswanger
Geometry Mind Map (Key)
Using what you know about geometry, create a 3-deep mind map of real-life applications and uses.
Buildings
Structure
Lines
Angles
Geometry
Circles
Sequences
Windows
Triangles
Bridges
Prices
I-Search Paper Rubric
2
3
Criterion
1
My search
question
X2
No
connection to
theme
Related with
little
connection
My search
plan/process
X2
No evidence
Little
evidence of
steps were
followed
What I
learned
X2
Little
connection,
integration,
conclusions
Some
connection,
integration,
conclusions
Significance
and growth
X2
Little
significance
Some
significance
Content
X3
Information
has little or
nothing to do
with the main
topic.
Information
clearly relates
to the main
topic. No
details and/or
examples are
given.
Form
X1
No intro,
conclusion
Has and intro
and
conclusion
Mechanics
X1
More than 4
errors
Made 3-4
errors
Good
opening/Strong
lead
4
Clearly stated
and clearly
related to
theme
Some evidence
Clear
of steps were
evidence the
followed
search steps
were followed
in your
process
Good
Clear
connection,
connection,
integration,
integration,
under 3
and 3-4
conclusions
conclusions
Good
Clearly shows
significance
how content
is personally
significant
Information
Information
clearly relates clearly relates
to the main
to the main
topic. It
topic. It
provides some
includes
supporting
several
details and/or
supporting
examples.
details and/or
examples.
Good intro,
Strong
conclusion.
introduction
and flow
and
conclusion,
cohesive flow
Made 1-2
Made no
errors
errors in
grammar,
punctuation,
or spelling.
Work is
neatly done
Student
Score
References
X1
Some sources
are not
accurately
documented.
All sources
(information
and graphics)
are accurately
documented,
but many are
not in the
desired
format.
All sources
(information
and graphics)
are accurately
documented,
but a few are
not in the
desired format.
All sources
(information
and graphics)
are accurately
documented
in the desired
format.
Criterion
1
Exhibition Project – Rubric
2
3
4
Completeness
X2
Some
information is
irrelevant or
incomplete
Significantly
relevant
information is
missing
Most
information is
relevant and
complete
All
information is
relevant and
complete
Creativity
X1
Lacks
imagination
and originality
Very creative
and original
ideas
Exceeds
expectations
Oral
Presentation
X2
Presented
material
Displays some
creativity,
originality,
and
imagination
Material was
presented with
some signs of
style and
affect
Good
presentation
with style,
affect, and
enthusiasm
Media
X2
Used 1 form
of media
Used 2 forms
of media
Used 3 forms
of media in a
meaningful
way
Shows
passion,
enthusiasm,
and distinct
use of
language
Used at least 4
different forms
of media in a
meaningful
way
Made 3-4
errors
Made 1-2
errors
Convention & Made more
than 4 errors
Mechanics
X1
Made no
errors in
grammar,
punctuation,
or spelling.
Work is neatly
done
Student Score
Graphic Organizer – bulleted list of Language Arts part of unit (Julie Trenerry)
1. Initial immersion activity –
Students watch and discuss: Joseph Campbell and The Power of Myth with Bill Moyers.
Episode 1 – “The Hero’s Adventure” and bonus feature – “Interview with George Lucas” (from
The Mythology of Star Wars. Films for the Humanities & Sciences 1999). Mystic Fire Video,
Inc. 2001.
(what is a “myth?”; what is the purpose of a myth?; characteristics of a “hero”/”heroine”; what
are elements of the “hero’s adventure?”; comparison of ancient Greek and modern day
heroes/heroines)
2. Over the next two weeks, students will learn about ancient Greek myths (both divine and
human) by watching videos, visiting websites, reading books, discussing in small groups, and
writing about what they have learned.
(topics covered will include the following:
a. creation myths;
b. the gods and goddesses of Mt. Olympus;
c. other divine/human interaction myths including but not limited to the stories of Minerva
and Arachne, Echo and Narcissus, Ceres and Proserpina, Atllanta and Hippomenes, Cupid and
Psyche, and King Midas; and
c. a series of hero myths including but not limited to the following: Prometheus and the gift
of fire; Perseus and the Medusa; Hercules; Theseus, Jason and the Golden Fleece; Oedipus;
Antigone; and the story of the Odyssey by Homer)
3. From a selection of modern day books and films, students will choose a modern day hero story
to read, analyze and compare to a Greek myth/hero story
(Greek myths may include any of those previously studied; modern story choices may include:
the Harry Potter series; the Lord of the Rings series; the Chronicles of Narnia series; the Star
Wars series; the Indiana Jones series, the Star Trek movies or another book or movie depicting
the hero’s adventure (suggested by the student and approved by the teacher)
4. As students are working on their comparison projects, short lessons will be taught on such
topics as:
a. words that come from Greek mythology,
b. advertising symbols that come from Greek mythology,
c. the 2010 Winter Olympics and it’s ancient Greek connections,
d. Students will also be introduced to popular young adult fiction books that have a mythology
theme. Examples may include:


The Lightening Thief by Rick Riordan (Waterville, ME: Thorndike Press 2006)
and the “soon to be released” movie of the same name;
Quicksilver by Stephanie Spinner, (New York: Knopf 2005) and

the novel Waiting for Odysseus by Clemence McLaren (New York:Atheneum
Books for Young Readers 2000)
5. The unit will culminate with having students write their own life’s “hero story” incorporating the
characteristics and themes about which we have learned during the course of our studies.
4. Design Phase II – Developing a Search Plan
Mini-Search (Julie Trenerry – Language Arts)
A mini-search of materials related to Greek mythology and its connections to modern day stories of a hero’s
journey include the following materials and resources:
READ
Campbell, Joseph. The Hero With a Thousand Faces. Princeton: Princeton University Press, 1949.
Campbell, Joseph. The Power of Myth. New York: Doubleday, 1988.
Gibson, Michael. Gods, Men & Monsters from the Greek Myths. New York: Peter Bedrick Books, 1977.
Green, Roger Lancelyn. Heroes of Greece and Troy. New York: Hanry Z. Walck, Inc., 1961.
Green, Roger Lancelyn. Tales of the Greek Heroes Retold from the Ancient Authors. London and New York: Pengu
2002.
Hamilton, Edith. Mythology. New York: New American Library, 1940.
Low, Alice. Greek Gods and Heroes. New York: Macmillan Pub. Co.; London: Collier Macmillan Publishers, 1985
McLaren, Clemence. Waiting for Odysseus. New York: Atheneum Books for Young Readers, 2000.
Nardo, Don. Greek and Roman Mythology. San Diego: Lucent Books, 1998.
Odyssey Online: Greece! Gods, Goddesses & Heroes.
http://www.carlos.emory.edu/ODYSSEY/GREECE/welcome.html
Osborne, Mary Pope. Favorite Greek Myths. New York: Scholastic Inc., 1989.
Riordan, Rick. The Lightening Thief. Waterville, ME: Thorndike Press, 2006.
Sherman, Josepha. Once Upon a Galaxy. Little Rock: August House Publishers, Inc., 1994.
Shone, Rob. Greek Myths. New York: Rosen Pub. Group, 2006.
Spinner, Stephanie. Quicksilver. New York: Knopf, 2005.
Switzer, Ellen. Gods, Heroes and Monsters. New York: Atheneum Books for Young Readers, 1988.
WATCH
The Odyssey. Los Angeles: Hallmark Home Entertainment, 1997. Film – VHS.
Jim Henson’s The Storyteller. Greek Myths. Culver City: Columbia Tristar Home Entertainment, 2004. Film – DVD
Jason and the Argonauts. S.I. Hallmark Home Entertainment, 2000. Film – DVD.
The Mythology of Star Wars. New York: Films for the Humanities & Sciences ,1999. Film, VHS.
The Power of Myth. Mystic Fire Video, Inc., 2001. Film – DVD.
ASK
Dr. Christopher Nappa
Dept. Chair – Department of Classical & Near Eastern Studies
University of Minnesota
245 Nicholson Hall
216 Pillsbury Dr. SE
Minneapolis, MN 55455
612-625-5353
Dr. Clara S. Hardy
Chair of Classical Languages
Carleton College
Northfield, MN
507-222-7538
Dr. Anne H. Groton
Professor of Classics/Director of Ancient Studies and Medieval Studies
Old Main 32D
1520 St. Olaf Ave.
Northfield, MN 55057
507-786-3387
DO
(lecture) Tsakirgis, Barbara. To Honor the Gods: Greek Domestic Religion. Pilsbury Auditorium, Minneapolis
Institute of Arts, Minneapolis, MN. March 4, 2010. Lecture.
(Dr. Tsakirgis is an Associate Professor of Classics and Art History from Vanderbilt University, Nashville, TN)
(exhibit) Gods, Myths and Mortals: Discover Ancient Greece – ongoing. Children’s Museum of Manhattan, New
York, NY.
(websites) Encyclopedia of Greek Gods, Spirits, Monsters. http://www.theol.com/Encyc_A.html
Skidmore, Joel. Mythweb. Fleet Gazelle, 1993-2010. http://www.mythweb.com/index.html
Parada, Carlos. Greek Mythology Link. http://homepage.mac.com/cprarada/GML/
Stewart, Michael. Greek Mythology. Messagenet Communications Research, 1996-2005.
http://messagenetcommresearh.com/myths/ (look for Fun Fact Quiz 4.0 within this site)
3. Design Phase I – Immersion Activities & Posing a Question
Immersion Activity
Unit Theme: The influence of ancient Greek culture on modern society
Grade Level: Eighth Grade
Content Area: Language Arts
Teacher: Julie Trenerry
Title: The influence of Greek mythology on modern day hero stories
Immersion Activity: Students will watch the video (DVD)
Joseph Campbell and The Power of Myth with Bill Moyers. Episode 1 – “The Hero’s Adventure” and
bonus feature – “Interview with George Lucas” from The Mythology of Star Wars. Mystic Fire Video,
Inc. 2001.
Immersion Activity Lesson Design
The Learners: The eighth graders are a mixture of thirteen and fourteen year olds. Students seem to
learn best when they can see the relevance of what they are learning and clear connections to their
personal interests and everyday lives as young teenagers. Thus, it will be important to hook their
interest from the beginning in order to have their full attention during direct instruction time. The
many Star Wars references in the video will draw students into the activity, and the opportunity to
work in small groups to discuss and process what they’ve learned will encourage students to become
actively engaged in the material.
Purpose/Goals/Objectives: Because eighth graders are entering a transition time between childhood
and adulthood, they are beginning to ask questions about their own identities, values and futures.
They, thus, find themselves on the cusp of beginning their own “hero adventure” stories. By appealing
to students’ keen interest in the hero stories of their own generation (upon which they may pattern their
own search for meaning), it is my hope that students will be drawn to the ancient myths, which have
provided a framework for hero stories throughout the ages.
Standard and benchmark: LANGUAGE ARTS, I. READING AND LITERATURE,
D. Literature. The student will actively engage in the reading process and read, understand,
respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and
nonfiction texts.
1. Read a variety of high quality, traditional, classical and contemporary
literary
works specific to America, as well as significant works from other countries.
8. Identify and understand recurring themes across literary works, citing evidence from
texts.
10. Compare and evaluate recurring themes across literary works and historic eras.
Objectives:

After group discussion before and after watching a video, by answering questions on his/her
“note-taking” form, the student will identify the recurring “hero” themes found in Greek myths
and modern day stories with 100% accuracy.

After group discussion before and after watching a video, the student will complete a Venn
diagram to compare the “hero” themes found in Greek myths to the “hero” themes found in
modern day stories with 100% accuracy.
Materials Needed:
 DVD - Joseph Campbell and The Power of Myth with Bill Moyers. Episode 1 – “The Hero’s
Adventure” and bonus feature – “Interview with George Lucas” from The Mythology of Star
Wars. Mystic Fire Video, Inc. 2001.
 Popcorn for students to eat during video (provided by Kiwanis Club)
 “Admission ticket - note taking” form for each student; tickets will be numbered and be one of
four colors (blue, green, purple, or pink)
 Four writing charts on easels, each one labeled with a blue, green, purple, or pink circle and
equipped with a matching blue, green, purple, or pink marker.
 A timer to keep track of the allotted time for small group discussion
 Venn – diagram form for each student
Instruction:
1. As students enter the classroom, they will receive an “admission ticket - note-taking” form.
There will be an equal number of blue, green, purple, and pink “admission tickets” and students will be
asked to sit as a group with other students holding the same color form and next to the writing chart
with the circle and marker that matches the color of their “ticket.”
2. I will begin the activity by giving student groups ten minutes to discuss within their groups
and then write down on their charts and personal note-taking forms, a response to the following
questions:
a. “What is a myth?”
b. “What is the purpose of a myth?”
c. “What is one ancient Greek myth you know? In three sentences, tell the plot of the story
told in this myth.”
Within each group, the student with the lowest number on his/her form will be the group’s recorder –
the one responsible for writing the group’s response to each question on the group’s chart. Within
each group, the student with the highest number on his/her form will be the group’s reporter – the one
responsible for reading what the group has written when called on by the teacher.
3. I will set the timer for ten minutes and allow the groups to discuss and write. Each student
should write his/her group’s response on his/her own note-taking form. At the end of the time allotted,
each group’s reporter will read the answers that his/her group came up with for each question.
4. Next, I will give each group ten minutes to discuss within their groups and then write down
on their charts and personal note-taking forms, a response to the following questions:
a. What makes a literary character (a character in a book, story or film) a “hero”
or “heroine?” ”What kinds of acts must a character perform to be a “hero?”
b. Name a modern day literary character (a character in a book, story or film)
who is a “hero” or “heroine” and tell what this character did that made him/her
a “hero” or “heroine.
Within each group, from among the members who have not yet written or reported for the group, the
youngest member will write the group’s answers on the chart and the oldest member will read the
answers that his/her group came up with for each question when called upon to do so.
5. Again, I will set the timer for ten minutes and allow the groups to discuss and write. As
before, each student should write his/her group’s response on his/her own note-taking form. At the end
of the time allotted, each group’s reporter will read the answers that his/her group came up with for
each question.
6. At this point, I will pass out a bag of popcorn to each student to eat during the video
presentation. To keep students engaged, the “note- taking” form will outline the main points of the
video message, but contain blanks that students will be expected to fill in as they watch and listen.
7. When the video is over, I will ask student groups to exchange markers so that each group
has a different color. Then I will ask the groups to spend ten minutes discussing and adding to their
original answers. This will tell me (and the students themselves) what they have learned. I will also
ask each group to pick one of the ancient Greek myths discussed in the video (Prometheus, Odyssesus,
Theseus, Jason, Hercules) and tell what the character in this myth did that made him a hero.
8. Once again, I will set the timer for ten minutes. Those who may not yet have written or
reported for their group will be called upon to do so. Again, individuals will record additional answers
on the bottom of their personal “note-taking” forms. As before, the reporter for each group will read
the additional answers his/her group has come up with at the end of the time allotted.
Evaluation:
1. Using the information presented by his/her own group or information presented by another
group, at the end of our class, each student will complete a Venn diagram, which compares a Greek
myth hero story and a modern day hero story. Each side of the Venn diagram will answer the
following three questions:
 “Who is the hero/heroine in the story?”
 “In three sentences, outline the plot of the story.”
 “What does the story’s hero/heroine do that makes him/her a hero/heroine?”
This will be used to evaluate each student’s ability to identify, understand and compare the recurring
hero theme.
2. At the end of our class, all personal note-taking forms will be handed in and graded to
evaluate each student’s participation within his/her group and attentive listening during the video.
3. The charted answers that each group drafted will be saved and added to our bulletin board
display, which will be used as the basis for future work in our unit.
4. Design Phase II – Developing a Search Plan
i.
Mini Search – Dan Scruggs / Social Studies
Read
 Ancient Greek Democracy: Readings and Sources (Interpreting Ancient History)
 ANCIENT GREECE
A Political, Social, and Cultural History
 Origins of Democracy in Ancient Greece
 The Athenian Revolution:
Essays on Ancient Greek Democracy and Political Theory
 www.historyforkids.org/learn/government/democracy.htm
 www.ancient-greece.us/democracy.html
 www.crystalinks.com/greekslavery.html
 Slavery in Ancient Greece and Rome
 historylink102.com/greece3/slavery.htm
 Economy And Society In Classical Greece
Watch
 Economy And Economics Of Ancient Greece
 Ancient Greece: The Peak of Athenian Democracy
 Athens: Dawn of Democracy
 A Brief Outline of Athenian Democracy
 Ancient History: The Greek City-State and Democracy
 COMING OF AGE IN ANCIENT GREECE
 300
 Troy
 Winter Olympics
Ask






Do



Online Q&A with professors from various Universities
Go to Greek Orthodox Church-interview
Interview your local Congressman
Interview a shipping captain from Duluth
Online Survey
Classroom/school survey
Make a timeline
Interactive Games on Ancient Greece
Go to Duluth






Make a collage
Watch a State Senate session
Create a PowerPoint project
Draw a political cartoon
Sample some Greek cuisine
Find Greek products
3. Design Phase I – Immersion Activities & Posing a Question
i. Field Trip to the State Capital Building – Dan Scruggs
Objective – By viewing a legislation session and interviewing a State Representative, the students will
generate a wide range of ideas on how the United States government works and what has led the
country to democracy.
Materials – The actual materials will be broken up into three categories; Physical needs for the field
trip, student responsibilities, and miscellaneous materials
Physical Needs
 Charter bus and Driver
 6 chaperones
 Box Lunches
 Signed permission slips
 Alert staff of the planned field trip
 List of students
 Guide for the tour
 Contact information for students and Representatives
Student Responsibilities

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Money for desired extras
Group notebook
Paper
Pencil/Pen
Required interview materials (i.e. Video recorder, taper recorder, camera)
Journal log
Appropriate attire


Miscellaneous Materials
DVD “Athens: Dawn of Democracy”
Frost /Nixon interview
Instruction – This immersion activity will take place over the span of one week. The climax will be
the field trip to the State Capital where the students will tour the capital, sit in on a legislative session,
and interview a State Representative. The 4 days leading up to the field trip will be a time for
preparation.




Monday
Students will be randomly broken up into groups of three.
The teacher will elicit prior knowledge by asking the detailed questions outline in section 3c.
The teacher will describe the immersion activity and hand out a detailed explanation of the
assignment.
Students will be given time to collaborate with their group members and begin to discuss the
project.
Tuesday


Students will watch the DVD “Athens: Dawn of Democracy”
Group time to discuss possible interview questions.
Wednesday




Students will watch the actual Frost /Nixon interview and will discuss proper interview
techniques and questions.
Students will meet with their group members and pose some questions.
The teacher will write a list of good and bad interview questions.
Students will meet with other groups and share their questions with each other. Peer review of
questions.
Thursday



Teacher will meet with each group and finalize interview questions.
Teacher will review the itinerary for the field trip and discuss proper attire, conduct, and
procedures.
Friday
Field trip to State Capital Building.
Evaluation- Students will be presenting their interview questions/answers and developing an impact
statement. The format for the presentation will be as follows.



The presentation will be approximately 5 minutes in length.
The impact statement will include an answer to the question. “What we learned from this
experience is…”
The presentation will include at least one quote from their Representative.
3. Design Phase I – Immersion Activities & Posing a Question
c. Taping Students Prior Knowledge
Asking questions about specific prior knowledge will be the key to understanding what students know
about the formation of our country and how it ties into Ancient Greece. Some good topics and
questions to discuss before our field trip will be:
1. Has anyone been to Washington D.C.?
a. What did you see in D.C.?
b. Why a monument to ___________ built?
2. Has anyone been to the State Capital Building?
a. What do they do in the Capital Building?
b. Do we have a Congress and a Senate in our state?
c. Has anyone seen a Representative at a parade?
3. Where did we get the idea for democracy?
a. Why would the Greeks have a need for democracy?
b. Has democracy ever been challenged in the United States?
c. What are some similarities between the Ancient Greeks and the early colonists?
4. Why is it important for everyone to have a chance to vote?
a. Has everyone always been able to vote?
b. Why or why not?
c. When were (slaves, women, immigrants) allowed to vote?
d. Was everyone in Ancient Greece allowed to vote?
5. What would you like to know about democracy and its foundation?
d. Processing and Refection During/After
Having asked the students what they would like to know about democracy, I will have the students
reflect on some of their questions by having them respond to the following questions:
 Something interesting I learned is…
 I learned this from…
 This made me think about…
 I would like to learn more about…
 I found this to be the most challenging part…
The students will answer these questions in a logbook that will be used during the immersion activity.
e. Providing Feedback as They Pose a Question
To provide proper feedback for my students as they search for a question, I will use a variety of
different tools.
 The students will have peer counseling to discuss possible topics.
 I will provide a list of questions that are too broad or too narrow.
 I will put the students in groups to discuss their ideas
 I will meet one on one to evaluate and help guide them to a proper search questions
 We will go to the computer lab to conduct Internet searches on various topics and find how
many resources are available.
 As students come up with appropriate questions they will be posted for everyone to see.
MN Academic Standards
I. U.S.
HISTORY
C.
Colonization
and Conflict,
1607-1780s
The student will
demonstrate
knowledge of the
colonies and the
factors that
shaped colonial
North America.
I. U.S.
HISTORY
H. World
Wars and
the
Emergence
of Modern
America,
1900-1930s
The student will
demonstrate
knowledge of the
political,
geographical,
cultural, social,
and economic
forces shaping
the modern
United States.
1. Students will explain and
understand the political, religious,
social, and economic events and
conditions that led to the colonization
of America.
2. Students will compare and contrast
life within the colonies and their
geographical areas, including New
England, Mid-Atlantic, and Southern
colonies, and analyze their impact.
3. Students will identify the
differences and tensions between the
English colonies and American Indian
tribes.
4. Students will understand the
significance of enslaved Africans and
their descendants in the economic and
social life of colonies.
1. Students will know and understand
the reasons for the Spanish-American
War and its resulting impact.
2. Students will know and understand
the United States' actions in the
Pacific, and resulting international
reactions.
3. Students will identify and
understand the struggles and
contributions of African American
leaders of this period, including W.E.B.
DuBois and Booker T. Washington,
and compare their ideas.
Title:
Topic:
It’s All Greek to Me
Geometry of the Greeks
Subject:
Grade: 8
Mathematics
Designer: D Beiswanger
_
_
Stage 1 - Desired Results
Standards Addressed: MN K-12 Academic Standards in Mathematics 8.3.1
Solve problems involving right triangles using the Pythagorean Theorem and its converse.
Benchmarks:
8.3.1.1 - Use the Pythagorean Theorem to solve problems involving right triangles.
8.3.1.2 - Determine the distance between two points on a horizontal or vertical line in a coordinate system. Use
the Pythagorean Theorem to find the distance between any two points in a coordinate system.
8.3.1.3 - Informally justify the Pythagorean Theorem by using measurements, diagrams and computer software.
Understandings:
Essential Questions:
Students will understand….
Pythagorean Theorem involves relationships.
Geometry is significantly influenced by the Greeks.
What is the source of our geometric theory?
How is geometry used in the real world?
How can geometry help us solve problems?
Students will know….
How to express geometric relationships.
How to use geometry to solve real world problems.
Students will be able to…
Solve real-world problems using geometric theory.
Question the geometry in their world.
Stage 2 – Assessment Evidence
Performance Task
The learner will complete an I-search on a topic related to the influence of the Greeks on modern
geometry, create an exhibit of choice and a paper expressing the knowledge gained from the Isearch. The learner will present their finds and exhibit to an appropriate audience.
Key Criteria
- Questions must be original and have authentic application to the real world.
- Relevant information must be extracted and organized in a meaningful way.
- The appropriate number and type of sources must me used.
- Work must be neat and without grammatical error.
Other Evidence:
- Daily Assignments - observation checklist of key geometric concepts
- Informal hand signals and homework checks
- Graphic Organizer – Geometry Web of real-life observations from Immersion Activity
- Vocabulary Quest
- Unit Test
Stage 3 – Learning Plan
Learning Activities
- Immersion Activity will whet the appetite of the students to question the Greek influences on
geometry.
- Current Content Assessment will determine existing content understanding.
- Vocabulary Quest will introduce pertinent vocabulary for the unit.
- Learning content will be sequenced to develop understanding.
- I-Search performance task will accomplish the following:
- Student selected, real-world, application or question
- Exhibit of the learners choice (may include use of graphic technology to create)
- Oral presentation of the student’s choice.
- Written documentation in the form of an I-Search paper.
Mini Search
The learner will explore an area of Greek influence on modern geometry or
mathematics. The following is a partial list of available resources.
Read:
"Ancient Greece Mathematics Timeline." Hellenica, Information about Greece and
Cyprus, Michael Lahanas. N.p., n.d. Web. 9 Feb. 2010.
<http://www.mlahanas.de/Greeks/TLMathematics.htm>.
"Ancient Greek Mathematics - Crystalinks." Crystalinks Metaphysical and Science
Website. N.p., n.d. Web. 9 Feb. 2010.
<http://www.crystalinks.com/greekmath.html>.
"Ancient Greek Mathematics - History for Kids!." Kidipede - History and Science for
Kids - Homework Help for Middle School. N.p., n.d. Web. 9 Feb. 2010.
<http://www.historyforkids.org/learn/greeks/science/math/>.
Blatner, David. The Joy of Pi. New York: Walker &Amp; Company, 1999. Print.
Bradley, Michael J.. Birth of Mathematics: Ancient Times to 1300 (Pioneers in
Mathmatics). United States of America: Chelsea House Publications, 2006. Print.
Heath, Thomas. A History Of Greek Mathematics V2: From Aristarchus To Diophantus
(1921). New York: Kessinger Publishing, Llc, 2008. Print.
Maor, Eli. The Pythagorean Theorem: A 4,000-Year History. Princeton: Princeton
University Press, 2007. Print.
"Mathematics in Ancient Greece, Rome, and Egypt: ancient, egypt, greece,
mathematics, rome, school, social, studies | Glogster." ibrennan's Profile | Glogster.
N.p., n.d. Web. 9 Feb. 2010. <http://ibrennan.glogster.com/glog-7435-9206/>.
Netz, Reviel, and William Noel. The Archimedes Codex: How a Medieval Prayer Book Is
Revealing the True Genius of Antiquity's Greatest Scientist. New York and Washington
D.C.: Da Capo Press, 2009. Print.
Rudman, Peter Strom. How Mathematics Happened: The First 50,000 Years. Buffalo,
NY: Prometheus Books, 2007. Print.
Sangalli, Arturo. Pythagoras' Revenge: A Mathematical Mystery. Princeton: Princeton
University Press, 2009. Print.
Watch:
"YouTube Ancient Greek Math Song!. “YouTube - Broadcast Yourself. . N.p., n.d.
Web. 9 Feb. 2010. <http://www.youtube.com/watch?v=zAGBJdj6qQ4>.
“YouTube - Watch Video on Pythagorean Theorem Word Problems - Math Help."
“YouTube - Broadcast Yourself.
. N.p., n.d. Web. 9 Feb. 2010.
<http://www.youtube.com/watch?v=hN7FG15lIh4&NR=1&feature=fvwp>.
Ask:
Prof. Greg N. Frederickson
Department of Computer Science, Purdue University
Do:
Ancient Greek Mathematics Exhibition
Minnesota Science Museum
February 1 – April 30
GeoGebra computer simulation
http://www.geogebra.org/cms/
Immersion Activity – Lesson Plan – Walking with the Gods
Walking tour of the downtown area – submitted by Diane Beiswanger, Mathematics
Objective:
The objective of this immersion activity is to develop students’ curiosity for
geometry through exploration of the world around them. The Greeks made
significant contributions to the science of geometry. By exploring physical
structures in the downtown area, it is hoped the students will take an interest in the
influences of geometry in their every day life.
Materials:



Bus transportation to take the class downtown.
Sketch pads
Cameras
Instruction:







Prepare students in the classroom for the procedural expectations of the
walking tour.
o Buddy system
o Safety rules
o Schedule
o Responsibility
Load students on the bus for the trip downtown.
Discuss the concepts of geometry which will be explored on the tour.
o Lines
o Angles
o Shapes
o Symmetry
o Sequencing
Instruct students to look for these things in the buildings, signs, displays, etc.
as they walk around the downtown area.
Discuss the Greek origins of many geometric concepts. Inclued references to
mythology.
Suggest taking photographs or sketching pictures to help remember what
they saw. This information will be used in completing the Mind Map and
formulating their question.
Discuss on the return trip to school, the prevalence and value of the many
geometric concepts encountered while Walking with the Gods.
Evaluation:
Evaluation for this immersion activity will be the Geometry Mind Map. After
Walking with the Gods, students should use what they have experienced to create a
three-deep mind map of real-life applications and uses of geometric concepts. This
is an informal evaluation and will be used to aid in developing their question and
making meaning of the immersion activity.