clil unit for 1ºeso - ancient greec -lesson plan and worksheets

Lesson Plan and Worksheet- Ancient Greece

Arantxa Abellán, Violeta Gherman & Noemí Rocamora

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Lesson Plan

Session 1 - What was the ancient Greece like? Lesson objectives: To learn Ancient Greece location, geography, religion, architecture and daily life.

Warm up activity. The teacher will ask students what they know about Ancient Greece.

Exercise 1 Reading and Listening Activity. The teacher will give every student a worksheet to do exercise 1. The teacher will play a powtoon presentation about ancient Greece, where it is explained where ancient Greece was settled, the climate, the regions and Ancient Greece major cities. https://www.powtoon.com/online-presentation/bjFwCdpY0Nd/?mode=movie#/

Exercise 2. Guess who is who The teacher will introduce Ancient Greece religion and six Gods and Goddesses to the students The teacher will divide the class in 6 groups and will give each group a piece of paper with the information of each God or Goddesse. One student of each group will read in front of the class and the other groups will guess who is who.

Exercise 3 - Architecture The teacher will play a video with some questions about the different Greek orders in Architecture. The students will answer the questions while watching the video. https://www.educanon.com/delivery/209242/413965/ancient-greece-architecture

Exercise 4 – Daily Life – Reading The teacher will give to the student a description of men, women, boys, girls and slaves in Ancient Greece. Then the teacher will divide the class in groups. The students in groups will answer the following questions in order to understand how was live in Ancient Greece depending on who you are.

1. Would you like to live in ancient Greece? 2. Name two positive and two negative things about being a man, a woman, a

boy, a girl and a slave in Ancient Greece. 3. Which are the most striking facts to you?

Exercise 5- The Greek Alphabet The teacher will give a short introduction about the Greek Alphabet and show the students the Greek Alphabet letters. Then, the students will write their names using this alphabet.

Session 2 - ATHENS and SPARTA Lesson objectives: To learn about the two concepts of cities in Ancient Greece;

Starter: 5 minutes Students will identify and name cities on the map of Ancient Greece – they will have 1 minute to identify and write as many cities as possible; • The teacher will ask the location of several Greek cities; • The teacher will tell students that Greeks were very good at performing art like

for example theatre, so during the lesson they will have to perform as well.



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Vocabulary: • North, East, South, West; • is located; • The neighbours are; • Comparative adjectives: bigger, smaller; • T perform;

Main activity: 40 minutes

1. work in groups: Sparta and Athens: 20 minutes • The teacher divides the class into two big groups and tells students

that they will find out important facts about two major cities in Ancient Greece, Sparta and Athens. The groups will be called Spartans and Athenians.

• Each group will have to do a research about one of the cities, using the information about their city on the worksheets given by the teacher. When they finish reading the worksheets, they will have to gather together the important information and then they will have to perform in front of the class in order to let the other group know how was the life in their city.

• Students will also have to prepare a set of 10 questions related with their presentation for the other group to answer.

Vocabulary and structures:

• Past Tense of regular verbs; • Comparative adjectives; • Citizen; • Democracy; • Council; • Vote; • Law; • King; • Soldier; • Battle; • Slave; • Numbers; •

2. performing: 10 minutes • Each group has 5 minutes to perform in front of the others,

showing how it was like to be a citizen in their city; 3. identifying the characteristics: 10 minutes

• Students will answer the set of questions prepared by their colleagues;

Plenary: 5 minutes • Quizz: students will have to put the sentences on the IWB in the

correct column: Athens or Sparta; Resources:

-IWB; -Internet; -worksheets or if ICT room available, students can find the information on http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/sparta/ http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/athens/



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Exercise 1: Map of Greece - locate cities; (worksheet) Exercise 2: Athens and Sparta -reading: (online activity) http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/sparta/ http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/athens/

- write 10 questions about the text- using kahoot; Exercise 3: Performing - speaking; Exercise 4: Quizz - Athens and Sparta;

Session 3: THEATRE

In this Session, after entering to the class in order and being ready to start, the teacher projects a short video about the topic which students will find fun; and it will also be helpful for the following tasks. The title of this short video is The battle of the Greek tragedies from Melanie Sirof. And it only takes about five minutes. After that, the teacher gives the students a sheet of paper with some activities they must follow. After watching the video, students have to read some short texts (about 5 minutes) which will be helpful for them since interesting data about the topic of Theatre is given to them. In addition, it will help them with the task of playing a videogame called “The Greek Theatre 2,350 years ago!” (about 10 minutes). The following activity consists in representing a theatrical play: tragedies and comedies (about 30 minutes). This activity is done in four different groups: two groups are going to focus on creating a tragedy and the other two ones are going to be focus on creating a comedy. Some examples and guidelines are given to them in a sheet of paper. After that, they have to represent it in front of the class. And everyone is going to vote according to their beliefs related to the content of the dialogue and the dramatization. They have to wear the masks and typical clothes, which would have been told to them in the first session.



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Lesson 1:Welcome to the Ancient Greece!

Exercise 1. -Work in Pairs. Watch the PowToon presentation and answer the following questions

https://www.powtoon.com/online-presentation/bjFwCdpY0Nd/?mode=movie#/

� Geography • Where was the Ancient Greece located?

Located in _________________ along the coast of the _____________ Sea.

• Where did the Greeks settle?

The Greeks settled in _________________ region.

• Ancient Greece is one of the most ____________areas in Europe. o Wonderful o Mountainous o Destroyed

• Seas

o Which seas surrounded Ancient Greece?

The ________ sea, The ________ Sea, The Sea of _______ and The ______________sea.

� Climate

o What was the climate like? • Mild summers and very cold winters. • Cold summers and cold winters. • Hot summers and mild winters. • Hot summers and hot winters.

• Regions

The mountains and seas of Ancient Greece formed several natural regions, can you name the regions?

• ______________

o _____________ is sometimes broken up into three major regions including Thessaly, Epirus, and Macedonia. Mount Olympus is located in ____________. Islands - Major groupings of the Greek islands include the Cyclades Islands, the Dodecannese, and the Northern Aegean Islands.



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• ______________

o _____________ is a large peninsula located at the southern tip of the Greek mainland. It is almost an island and only connects to the main land by a small strip of land called the Isthmus of Corinth.

o _____________was home to several major Greek city-states including Sparta, Corinth, and Argos.

• _____________

o Just north of the Peloponnese is __________. Home to the famous region of Attica and the city-state of Athens.

Major Cities

Ancient Greece major cities.... :

• Spoke different languages and had different cultures. • Spoke the same language but with different cultures.

• Spoke the same language and had similar cultures.

Match the different cities with their description.

DELPHI - CORINTH - OLYMPIA - ATH ENS - SPARTA - KNOSSOS

• ___________

This city was one of the holiest places in ancient Greece. People travelled from all over the country to visit a famous priestess called the Pythia.

It was also home to the Pythian Games which included acting, painting and dancing events, as well as athletics.

• __________

Around 400BC, this city was one of the largest and most important cities in ancient Greece. Located right at thecentre of Greece, so was in a good place for trade.

• ___________

Home of the ancient Olympic Games. Every 4 years, athletes came from all over Greece to compete in running, wrestling, boxing, jumping, throwing and horse racing.

The Olympic Games were also a religious festival dedicated to the god Zeus.

Visitors stared in wonder at the huge gold and ivory statue of him inside the Temple of Zeus. There was also the Great Altar of Zeus, where 100 oxen were sacrificed in his honour every year.



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• ____________

Between 500BC and 400BC, this city was the most important city in the world. Many of ancient Greece's greatest thinkers, artists and writers lived here. At the centre of the city there is a rocky hill called the Acropolis. This was the site of the city’s most important temples. The largest temple was called the Parthenon. Inside there was a stunning gold and ivory statue of the goddess of the city, Athena.

In this city there was also the world's first democracy created. Instead of being ruled by a king, the citizens would meet to decide how the city should be run. However, not everyone got a say - women, slaves and foreigners were not allowed to vote.

• __________

The citizens were very serious soldiers and they spent their entire lives training for battle.

The city was ruled by two kings, who were supposed to be descendants of Heracles. One king might stay at home, while the other was away fighting battles. The most famous king was Leonidas. He led 300 soldiers against the Persian army at the Battle of Thermopylae.

• __________

This city was the oldest city in Greece, located on the island of Crete and was the centre of the Minoan civilisation.

At the heart of the city was the Palace. This vast building had over 1,000 rooms, some decorated with beautiful paintings of dolphins and bulls.

Legend has it that this city was also home to a man-eating bull, called the Minotaur, which roamed the palace labyrinth.

Exercise 2. -Religion

Religion was one of the most important things to the ancient Greeks. Greeks believed that religion will improve their lives. The Ancient Greeks believed in different Gods and Goddesses. The people believed that the Gods and Goddesses controlled everything in the world. So, it was very important for ancient Greeks to please the Gods and Goddesses, if they do, happy Gods and goddesses will help them. To show their Gods and Goddesses how important they are, citizens built temples in towns and cities. But this temples there were not places to pray, temples were homes for God and Goddesses statues were cared by the priest. Priests were considered very important people in the community as they were the only ones who could talk to Gods and Goddesses. Although there were Temples and public shrines in different places around the city, there were also special places in ancient Greeks homes where pray to the gods and to leave them presents.



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Work in groups - Here you are the most important Gods and Goddesses for Ancient Greeks. Listen to your classmates and try to find out who is who.

Architecture. Watch the following video and answer the questions while watching it.

Hades did not live on Mount Olympus with the other gods. He ruled the kingdom of the

dead, known as the Underworld. People made sacrifices to him if they wanted something terrible

to happen to their enemy. His brothers were Zeus and Poseidon.

Hera was queen of the gods and the wife of Zeus.

She was the goddess of marriage and women. Hera's sacred animals were the peacock, cuckoo,

lion and cow.

Aphrodite was the most beautiful goddess. She had a magical golden belt that made people

fall in love with her. Aphrodite's sacred animals were the dove and swan. She was one of Zeus's

children and was married to Herphaestus, the god of blacksmiths.

Zeus was the king of the gods. He threw thunderbolts to punish anyone who disobeyed

him. Zeus had many children, including Apollo, Artemis, Athena, Aphrodite and Ares.

Athena was the goddess of wisdom and war. The people of Athens named their city after her

and a huge statue of Athena once stood inside the Parthenon.

Poseidon was the god of the sea. He was known for carrying a trident, a large three-pronged

fork, and could send storms and earthquakes to shake the land. His brothers were Zeus and

Hades.

Hades

Poseidon

Aphrodite

Hera

Zeus

Athena

Lesson Plan

Arantxa Abellá

https://www.educanon.com/delivery/209242/413965/ancient

Daily lif e–Families

Men:

Ancient Greece was a man's world. Men werein charge of the family and the home. A womancould not even leave the house without her husband's permission.

In wealthy homes, men were served food and entertained by slaves, while the women and children ate in another room.

Men would have to go out and earn a living. They could work in the army, politics, construction and trade, but most Greek men worked on farms growing and harvesting crops.



https://www.educanon.com/delivery/209242/413965/ancient-greece-architecture

Ancient Greece was a man's world. Men were in charge of the family and the home. A woman could not even leave the house without her

In wealthy homes, men were served food and entertained by slaves, while the women and

ldren ate in another room.

Men would have to go out and earn a living. They could work in the army, politics, construction and trade, but most Greek men worked on farms growing and harvesting crops.

Women:

Most Greek women didn't have

Married women had to stay at home. They spent their time spinning thread and weaving cloth. They also looked after the children and prepared food.

Rich women were only allowed to leave the house if they were accompanied by a slave or a male companion. Only poor women went out alone. They went shopping, fetched water and did the family washing in a stream.

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Most Greek women didn't have a lot of freedom.

Married women had to stay at home. They spent their time spinning thread and weaving cloth. They also looked after the children and prepared

Rich women were only allowed to leave the house if they were accompanied by a slave or a

ale companion. Only poor women went out alone. They went shopping, fetched water and did the family washing in a stream.

Lesson Plan

Arantxa Abellá

Work in groups. After reading the description slaves of the Ancient Greece, answer the following questions:

1. Would you like to live in ancient Greece?

Girls:

Most girls were between 13 and 16 years old when they married. Often their fathers chose husbands for them.

A girl's husband was usually older than she was, sometimes in his 30s. The day before she married, a girl sacrificed her toys to the goddess Artemis, to show she was now a grownup. Girls might have played with small pottery figures and dolls made of rags.

Girls didn't go to school. They were taught housework and cooking at home by their mothers.

Slaves:

Owning slaves was considered a normal thing in ancient Greece, but only rich people could afford them.

Slaves could be men or women. Male slaves worked as gardeners and took care of the horses. Women workednannies, cooks and cleaners.

Slaves who lived with rich families were treated well, so didn’t run away. But slaves who worked on farms, down mines or on trading ships were often treated badly.



After reading the description of typical men, women, boys, girls and slaves of the Ancient Greece, answer the following questions:

Would you like to live in ancient Greece?

Boys:

Many Greek parents wanted to have a son because they could look after them in old age.

Boys went to school at age seven. But teachers cost poor boys didn't get much of an education.

Most boys had to work hard as farmers, sailors, fishermen and craft workers. Children played with balls made from tiedrags or a blown-up pig's bladder. The anklegoats were used in a game called 'knucklebones'.

Most girls were between 13 and 16 years old when they married. Often their fathers chose husbands for them.

girl's husband was usually older than she was, sometimes in his 30s. The day before she married, a girl sacrificed her toys to the goddess Artemis, to show she was now a grown-up. Girls might have played with small pottery figures and

Girls didn't go to school. They were taught housework and cooking at home by their mothers.

Owning slaves was considered a normal thing in ancient Greece, but only rich people could afford them.

Slaves could be men or women. Male slaves worked as gardeners and took care of the horses. Women worked as

Slaves who lived with rich families were treated well, so didn’t run away. But slaves who worked on farms, down mines or on trading ships were often treated badly.

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of typical men, women, boys, girls and

Many Greek parents wanted to have a son because they could

Boys went to school at age seven. But teachers cost money, so poor boys didn't get much of an education.

Most boys had to work hard as farmers, sailors, fishermen and craft workers. Children played with balls made from tied-up

up pig's bladder. The ankle-bones of sheep or a game called 'knucklebones'.



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2. Name two positive and two negative things about being a man, a woman, a boy, a girl and a slave in Ancient Greece.

3. Which are the most striking facts to you?

Greek alphabet (Classical Attic pronunciation)

The greek alphabet is over 2500 years old, and still used nowadays. The Ancient Greeks took the idea of their alphabet from the Phoenicians. As the Greeks traded with the Phoenicians, the Greeks saw the Phoenicians using a writing language, so, the Greeks realized of the usefulness of the writing language, therefore they created their own alphabet.

The Greek alphabet is the first one to include vowels, and it was used to write fables, myths, legends, etc..

Now, write your name with the Greek Alphabet.



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Lesson 2: Major cities in Ancient Greece –

Athens and Sparta

Exercise 1:Map of Ancient Greece

� Look at the following map and using the information learnt in the previous lesson, identify as

many cities as possible.

� You must say where on map are the cities of Athens and Sparta.

Sparta is located in ________________.

Athens is located in ______________ .



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Exercise 2: Discovering Athens and Sparta

� In groups, read the information about your city.

GROUP 1: Athenians

� Go to the following webpage and read the information about Athens;

http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/athens/

� Now that you know more about your city, prepare a short presentation performing

and showing your colleagues how the life was in Athens;

� Prepare a quiz with 10 questions for the other group about Athens using the

application kahoot!;https://getkahoot.com

Exercise 2: Discovering Athens and Sparta

� In groups, read the information about your city

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GROUP 2: Spartans

� Go to the following webpage and read the information about Sparta;

http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/sparta/

� Now that you know more about your city, prepare a short presentation performing

and showing your colleagues how the life was in Sparta;

� Prepare a quiz with 10 questions for the other group about Sparta using the

application kahoot!; https://getkahoot.com

Exercise 3: Put the key words into the correct place.

ATHENS and SPARTA

-

government;

-military;

-language;

-treatment of children;

-slavery;

-citizenship;

-women´srights;

Similarities Differences

Lesson 3: Theatre

1. Watch the video:

https://www.youtube.com/watch?v=BjLrMxO4cys

2. Now, after watching the video, you are going to read some short texts which will be

helpful for the following tasks.

http://www.bbc.co.uk/schoo

minutes).

Greek theatre

Most Greek cities had a theatre. It was in the open air,

and was usually a bowl-shaped arena on a hillside. Some

theatres were very big, with room for more than 15,000

people in the audience.

All the actors were men or boys. Dancers and singers,

called the chorus, performed on a flat area called the

orchestra. Over time, solo actors also took part, and a

raised stage became part of the theatre. The actors

changed costumes in a hut called the "skene". Painting

the walls of the hut made the first scenery.

The plays were comedies (funny, often poking fun at

rulers) or tragedies (sad and serious, with a lesson about

right and wrong).

3. Now that you have learnt more about the Ancient Greece Theatre, you are going to

play a videogame: “The Greek Theatre 2,350 years ago!”

http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/arts_and_theatre/#

minutes)

Lesson 3: Theatre

Watch the video: The battle of the Greek tragedies from Melanie Sirof.

https://www.youtube.com/watch?v=BjLrMxO4cys(5:06 minutes)

Now, after watching the video, you are going to read some short texts which will be

helpful for the following tasks.

http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/arts_and_theatre/

Most Greek cities had a theatre. It was in the open air,

shaped arena on a hillside. Some

theatres were very big, with room for more than 15,000

All the actors were men or boys. Dancers and singers,

called the chorus, performed on a flat area called the

orchestra. Over time, solo actors also took part, and a

raised stage became part of the theatre. The actors

called the "skene". Painting

the walls of the hut made the first scenery.

(funny, often poking fun at

(sad and serious, with a lesson about

What were Greek plays like?

Greek actors wore masks, made from stiffened

linen, with holes for eyes and mouth. Actors also

wore wigs. They wore thick

make them look taller, and padded costumes to

make them look fatter or stronger. The masks

showed the audience what kind of character an

actor was playing (sad, angry or f

masks had two sides, so the actor could turn

them round to suit the mood for each scene.

The best actors and play writers were awarded

prizes - a bit like the Hollywood Oscars and

BAFTAs today. The most famous writers of plays

were Aeschylus, Sophocles

for tragedy and Aristophanes

that you have learnt more about the Ancient Greece Theatre, you are going to


http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/arts_and_theatre/#

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from Melanie Sirof.

Now, after watching the video, you are going to read some short texts which will be

ls/primaryhistory/ancient_greeks/arts_and_theatre/(5

What were Greek plays like?

Greek actors wore masks, made from stiffened

holes for eyes and mouth. Actors also

wore wigs. They wore thick-soled shoes too, to

make them look taller, and padded costumes to

make them look fatter or stronger. The masks

showed the audience what kind of character an

actor was playing (sad, angry or funny). Some

masks had two sides, so the actor could turn

them round to suit the mood for each scene.

The best actors and play writers were awarded

a bit like the Hollywood Oscars and

BAFTAs today. The most famous writers of plays

Sophocles and Euripides

Aristophanesfor comedy.

that you have learnt more about the Ancient Greece Theatre, you are going to


http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/arts_and_theatre/# (10

Theatrical play

1.

http://www.ehowenespan

tragedia

2.

clothing. You can find some ideas on

Pinterest or in different web pages.

3. In groups, create a short dialogue for the theatrical part you are going to play in front

of the class (comedy or tragedy, depending on each group).

Typical Structure of a Tragedy

1. Prologue: A monologue or dialogue preceding the entry of the chorus, which presents the tragedy's topic.

2. Parode (Entrance Ode):short-long) marching rhythm (four feet per line). Generally, they remain on stage throughout the remainder of the play. Although they wear masks, their dancing is expressive, as conveyed by the hands, arms and body.

Typically the parode and other chorder several times:

1. Strophê (Turn):the altar).

2. Antistrophê (Counteropposite direction. T

3. Epode (After-strophe and antistrophe, and is chanted by the chorus standing still. The epode is often omitted, so there may be a series of strwithout intervening epodes.

3. Episode: There are severalinteract with the chorus. They are, at least in part, sung or chanted. Speeches and dialogue are typically iambic hexameter: sanapests are also common. In lyric passages the meters are treated flexibly. Each episode is terminated by a

4. Stasimon (Stationary Song):react to the preceding episode.

5. Exode (Exit Ode): The exit song of the chorus after the last episode.

Theatrical play

1. Bring your own masks (make them at home).

http://www.ehowenespanol.com/mascaras-comedia

tragedia-como_1818/

2. Bring your typical Greek

clothing. You can find some ideas on

Pinterest or in different web pages.

In groups, create a short dialogue for the theatrical part you are going to play in front

y or tragedy, depending on each group).

Typical Structure of a Tragedy

A monologue or dialogue preceding the entry of the chorus, which presents the tragedy's topic. Parode (Entrance Ode): The entry chant of the chorus, often in an anapestic

long) marching rhythm (four feet per line). Generally, they remain on stage throughout the remainder of the play. Although they wear masks, their dancing is expressive, as conveyed by the hands, arms and body.

Typically the parode and other choral odes involve the following parts, repeated in

Strophê (Turn): A stanza in which the chorus moves in one direction (toward

Antistrophê (Counter-Turn): The following stanza, in which it moves in the opposite direction. The antistrophe is in the same meter as the strophe.

-Song): The epode is in a different, but related, meter to the strophe and antistrophe, and is chanted by the chorus standing still. The epode is often omitted, so there may be a series of strophe-antistrophe pairs without intervening epodes. There are several episodes (typically 3-5) in which one or two actors

interact with the chorus. They are, at least in part, sung or chanted. Speeches and dialogue are typically iambic hexameter: six iambs (short-long) per line, but rhythmic anapests are also common. In lyric passages the meters are treated flexibly. Each episode is terminated by a stasimon: Stasimon (Stationary Song): A choral ode in which the chorus may comment on or

preceding episode. The exit song of the chorus after the last episode.

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Bring your own masks (make them at home).

comedia-

In groups, create a short dialogue for the theatrical part you are going to play in front

The entry chant of the chorus, often in an anapestic (short-long) marching rhythm (four feet per line). Generally, they remain on stage

throughout the remainder of the play. Although they wear masks, their dancing is

oral odes involve the following parts, repeated in

A stanza in which the chorus moves in one direction (toward

The following stanza, in which it moves in the he antistrophe is in the same meter as the strophe. The epode is in a different, but related, meter to the

strophe and antistrophe, and is chanted by the chorus standing still. The antistrophe pairs

5) in which one or two actors interact with the chorus. They are, at least in part, sung or chanted. Speeches and

long) per line, but rhythmic anapests are also common. In lyric passages the meters are treated flexibly. Each

A choral ode in which the chorus may comment on or

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Typical Structure of a Comedy

Aristophanic comedies have a more elaborate structure than the

typical tragedy. The chorus is also larger: 24 (as opposed to 12-15).

1. Prologue: As in tragedies.

2. Parode (Entrance Ode): As in tragedies, but the chorus takes up a position either for

or against the hero.

3. Agôn (Contest): Two speakers debate the issue (typically with eight feet per line),

and the first speaker loses. Choralsongsmayoccurtowardstheend.

4. Parabasis (Coming Forward): After the other characters have left the stage, the

chorus members remove their masks and step out of character to address the

audience.

First the chorus leader chants in anapests (eight per line) about some important, topical issue, typically ending with a breathless tongue twister.

Next the chorus sings, and there are typically four parts to the choral performance:

1. Ode: Sung by one half of the chorus and addressed to a god.

2. Epirrhema (Afterword): A satyric or advisory chant (eight trochees [long-

short] per line) on contemporary issues by the leader of that half-chorus.

3. Antode (Answering Ode): An answering song by the other half of the chorus

in the same meter as the ode.

4. Antepirrhema (Answering Afterword) An answering chant by the leader of

the second half-chorus, which leads back to the comedy.

5. Episode: As in tragedies, but primarily elaborating on the outcome of the agon.

6. Exode (Exit Song): As in tragedy, but with a mood of celebration and possibly with a

riotous revel (cômos), joyous marriage, or both.

Source: https://web.eecs.utk.edu/~mclennan/Classes/US210/Greek-play.html#tragedy

4. Now, you have to play the short theatrical part in front of the class. Meanwhile, the

rest of the class will be assessing it. There are four groups in total (two comedies and

two tragedies in total). All the members of the group must participate.

ASSESSMENT (0-10) Comedies Tragedies

Group 1 Dialogue:

Dramatization:

Dialogue:

Dramatization:

Group 2 Dialogue:

Dramatization:

Dialogue:

Dramatization:

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Bibliography: Webs

• http://www.omniglot.com/writing/greek.htm

• https://www.khanacademy.org/humanities/ancient-art-civilizations/greek-

art/beginners-guide-greece/a/ancient-greece-an-introduction

• http://oliviagenn.weebly.com/a-day-in-the-life-of-an-ancient-greek.html

• http://www.bbc.co.uk/guides/zc8yb9q#z8f6hyc

• http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/athens/

• https://getkahoot.com

• http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/sparta/

• http://www.ehowenespanol.com/mascaras-comedia-tragedia-como_1818/

• https://web.eecs.utk.edu/~mclennan/Classes/US210/Greek-play.html#tragedy

• https://www.youtube.com/watch?v=BjLrMxO4cys

• http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/arts_and_theatre/

• http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/arts_and_theatre/#

Images

• https://history100slavery.files.wordpress.com/2010/09/slaves.jpg

• http://www.buzzle.com/images/history/greek-women/greek-girl.jpg

• http://www.angelfire.com/hi5/interactive_learning/Greek_Warfare/school.jpg

• http://images.fineartamerica.com/images-medium-large/1-women-of-ancient-greece-

granger.jpg

• http://www.bishopgreschuk.ecsd.net/WebFiles/Grade6/Ancient%20Greece%20Web%

20Quest/Web%20Quest1_files/image009.jpg

• https://31.media.tumblr.com/c4f28ba05f5496d6715113fecd89fc48/tumblr_inline_ne

elh65jZO1t2oexy.png

clil unit for 1ºeso - ancient greec -lesson plan and worksheets

Documents