Overview

Lesson Procedure

60-75 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction20 minutes
3. Guided Practice15 minutes
4. Independent Practice15-20 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Start with three sentences about one school day.

   Warm-Up Prompt

   "Read these three sentences. 'First we had a fire drill, then we went back to science, and after that we ate lunch.' 'The cafeteria is loud and crowded, but the library is quiet.' 'The bus broke down, so half the class missed the first bell.' Each sentence is organized in a different way. How? Which words show you?"

   Take answers, then name the idea. The way a text presents or organizes information is its text structure. The first sentence tells events in time order (sequentially), the second shows how two places are alike or different (comparatively), and the third shows a cause and its effect (causally): a cause is what makes something happen, and an effect is what happens as a result. Words such as "first," "but" and "so" are signal words: words that show how the ideas connect. Today students describe how a history text presents information, using a book about ancient Greece written for young readers in 1896.

2. Direct Instruction20 minutes

   Part 1: The sources. H. A. Guerber wrote The Story of the Greeks (1896), a history for young pupils. It is a secondary source: Guerber retold what ancient Greek writers, such as Herodotus and Plutarch, had written more than 2,000 years earlier. Sparta and Athens were two powerful Greek city-states, cities that governed themselves like small countries. Source 1 tells how Spartan children were raised. Gloss before reading: "staid" (an old spelling of stayed), "the state" (the government of Sparta), "public tables" (the dining halls where Spartan men ate their meals together, explained in the part left out) and "campaign" (a series of battles in a war).

   1The Spartan children staid under their father's roof and in their mother's care until they were seven years old. While in the nursery, they were taught all the beautiful old Greek legends, and listened with delight to the stories of the ancient heroes, and especially to the poems of Homer telling about the war of Troy and the adventures of Ulysses.

   2As soon as the children had reached seven years of age, they were given over to the care of the state, and allowed to visit their parents but seldom. The boys were put in charge of chosen men, who trained them to become strong and brave; while the girls were placed under some good and wise woman, who not only taught them all they needed to know to keep house well, but also trained them to be as strong and fearless as their brothers. All Spartan boys were allowed but one rough woolen garment, which served as their sole covering by night and by day, and was of the same material in summer as in winter.

   [...]

   3The girls and women never came to these public tables; but the boys were given a seat there as soon as they had learned their first and most important lesson, obedience.

   4When the boys came into the public dining hall for the first time, the oldest man present called them to him, and, pointing to the door, solemnly warned them that nothing said inside the walls was ever to be repeated without.

   [...]

   5When the boys had passed through the first course of training, they in turn became the teachers and leaders of the smaller lads, and thus served their country until they were old enough to go to war. When they left for their first campaign, all the people came out to see them off, and each mother gave her son his shield, saying,--

   6"Come back with it or on it."

   7By this she meant "Come home honorably, bearing your shield, thus showing that you have never thrown it away to save yourself by flight; or die so bravely that your companions will bring back your body resting on your shield, to give you a glorious burial."

   Source 2 comes from a later chapter. In 479 BC the Greeks defeated a huge Persian army at Plataea, and the Spartan commander Pausanias entered the tent of the Persian general Mardonius. Gloss: "booty" (goods taken from a defeated enemy), "wont" (used to) and "earthenware" (plain clay dishes). Helots were people enslaved by the Spartans.

   1These two victories finished the rout of the greatest army ever seen. Mardonius fled with the remnant of his host, leaving his tents, baggage, and slaves to the Greeks, who thus got much booty.

   2We are told that the Spartans, entering the Persian camp, were greatly amazed at the luxury of the tents. Pausanias stopped in the one that had been occupied by Mardonius, and bade the slaves prepare a meal such as they had been wont to lay before their master.

   3Then, calling his own Helots, he gave orders for his usual supper. When both meals were ready, they made the greatest contrast. The Persian tent was all decked with costly hangings, the table was spread with many kinds of rich food served in dishes of solid gold, and soft couches were spread for the guests.

   4The Spartan supper, on the contrary, was of the plainest description, and was served in ordinary earthenware. Pausanias called his officers and men, and, after pointing out the difference between the Spartan and the Persian style of living, he showed how much he liked plain food by eating his usual supper.

   Part 2: Three ways a text can present information. Put this table on the board and keep it up all period. Diagram 1 shows the same three structures as pictures.

   Three text structures named in RH.6-8.5

   Structure	What the text does	Signal words	Organizer
   Sequential (time order)	Tells events or steps in the order they happen	first, then, when, as soon as, until, after, at last	Timeline
   Comparative (compare and contrast)	Shows how two or more things are alike or different	but, while, both, like, unlike, on the contrary, instead of	T-chart
   Causal (cause and effect)	Shows why something happens and what it leads to	because, so, since, therefore, the reason ... was, in order that	Cause-and-effect chain

   • Sequentially: in time order (Source 1)

     How does Guerber present a Spartan boy's life in Source 1?

     Result: She presents it in time order, stage by stage. Children stay at home "until they were seven years old" (paragraph 1); "As soon as the children had reached seven years of age, they were given over to the care of the state" (paragraph 2); boys get a seat at the public tables "as soon as they had learned their first and most important lesson, obedience" (paragraph 3); "When the boys had passed through the first course of training," they teach the smaller lads, and at last they leave "for their first campaign" (paragraph 5). The time signal words carry the reader from age seven to the first war. A timeline fits this text (Diagram 2).

   • Comparatively: likenesses and differences (Source 2)

     How does Guerber present the two suppers in Source 2?

     Result: She presents them side by side to show how they differ. Paragraph 3 describes the Persian meal: "costly hangings," "many kinds of rich food served in dishes of solid gold," "soft couches." Paragraph 4 describes the Spartan meal "on the contrary": "of the plainest description" and "served in ordinary earthenware." The signal phrases "they made the greatest contrast" and "the difference between the Spartan and the Persian style of living" tell the reader to compare. A T-chart with a Persian column and a Spartan column fits.

   • Causally: causes and effects (Source 3)

     How does Guerber explain why Spartan boys were trained to steal?

     Result: She uses cause and effect, and she gives the effect first. Paragraph 1 states the custom, then the signal phrase "The reason for this queer custom was this" introduces the cause: armies had "no baggage wagons" and "no special officer to furnish food," so they had to live on what they found on the way. Paragraph 2 adds a second cause (people "hid not only their wealth, but also their food") and the result that would follow without the custom: soldiers "would often have suffered much from hunger." A chain of boxes and arrows fits.

   • Choosing the main structure when signals are mixed (Source 2)

     Source 2 begins with events in order (the victories, Mardonius flees, the Spartans enter the camp, "Then" Pausanias orders his supper). Is it sequential or comparative?

     Result: Ask what the passage mostly helps the reader understand. The events in paragraphs 1-3 only set the scene; most of the details describe the two meals, and the passage ends with Pausanias "pointing out the difference between the Spartan and the Persian style of living." So the main structure is comparative, and a short time sequence introduces it. Describe both: "Source 2 uses time order to set up a comparison." One signal word, such as "Then," does not decide the structure; the purpose of the whole passage does.

   Sentence frame for describing a structure: "In Source ___, the author presents information ___ (sequentially, comparatively or causally). Signal words such as ___ and ___ show this. This structure helps the reader see ___." Show Diagram 2 as a model of an organizer for Source 1.

3. Guided Practice15 minutes

   Source 3 is from Guerber's chapter on how Spartan boys were raised. Pairs work on paragraphs 3-6, about how the boys were taught to speak. They highlight time signal words in one color, comparison signals in a second and cause-and-effect signals in a third, then answer: How does this part of Source 3 present information? Draw the organizer that fits. Gloss: "Laconia" (the region around Sparta) and "oral examination" (a test answered out loud).

   1Strange to relate, the Spartans also trained their boys to steal. They praised them when they succeeded in doing so without being found out, and punished them only when caught in the act. The reason for this queer custom was this: the people were often engaged in war, and as they had no baggage wagons following their army, and no special officer to furnish food, they had to depend entirely upon the provisions they could get on their way.

   2Whenever an army came in sight, the people hid not only their wealth, but also their food; and, had not the Spartan soldiers been trained to steal, they would often have suffered much from hunger when they were at war.

   [...]

   3In order that the boys should be taught to behave well under all circumstances, they were never allowed to speak except when spoken to, and then their answers were expected to be as short and exact as possible.

   4This style of speaking, where much was said in few words, was so usual in the whole country of Laconia, that it is still known as the laconic style.

   5To train them in this mode of speech, the elders daily made the boys pass an oral examination, asking them any questions they could think of. The boys had to answer promptly, briefly, and carefully; and if they failed to do so, it was considered a great disgrace.

   6These daily questionings were meant to sharpen their wits, strengthen their memories, and teach them how to think and decide quickly and correctly.

   Teacher model for the pair work: Paragraphs 3-6 are causal. Each paragraph links a custom to a purpose or a result. "In order that the boys should be taught to behave well" (paragraph 3) gives the purpose of a rule: speak only when spoken to, and answer short and exact. Paragraph 4 gives a result that lasts to this day: the style was "so usual in the whole country of Laconia, that it is still known as the laconic style" (the pattern "so ... that" signals an effect). "To train them in this mode of speech" (paragraph 5) gives a purpose for the daily questions, and paragraph 6 names three more purposes: the questionings "were meant to sharpen their wits, strengthen their memories, and teach them how to think and decide quickly and correctly." Organizer: custom (short answers) leads to training (daily questions) leads to results (the laconic style; quick thinking). Point out that the whole of Source 3 is causal: paragraphs 1-2 give the reason for one custom and paragraphs 3-6 the purposes of another.

4. Independent Practice15-20 minutes

   Students read two more passages from Guerber, then answer the quiz, which uses both. As they read, they mark every signal word and write in the margin S (sequence), C (comparison) or CE (cause and effect). Source 4 tells how the Athenians rebuilt their city after the Persians burned it in 480 BC. Gloss: "Peloponnesus" (the large peninsula of southern Greece where Athenian families had taken refuge), "patron goddess" (Athena, the goddess believed to protect Athens), "omen" (a sign of what will happen), "pretext" (an excuse) and "Lacedaemonians" (another name for the Spartans). Source 5 comes from Guerber's chapter on the laws that Lycurgus, an early lawgiver, gave Sparta while he ruled for a young king. Gloss: "a yoke of oxen" (two oxen harnessed together).

   1In the mean while the Athenians, who had taken refuge on the Peloponnesus, had returned to their native city, where, alas! they found their houses and temples in ruins. The desolation was great; yet the people were so thankful to return, that they prepared to rebuild the town.

   2They were greatly encouraged in this purpose by an event which seemed to them a good omen. Near the temple of the patron goddess of Athens stood a sacred olive tree, supposed to have been created by her at the time when the city received her name.

   3This place had been burned by the invaders, and the returning Athenians sorrowfully gazed upon the blackened trunk of the sacred tree. Imagine their delight, therefore, when a new shoot suddenly sprang up from the ashes, and put forth leaves with marvelous speed.

   4The people all cried that the goddess had sent them this sign of her continued favor to encourage them to rebuild the city, and they worked with such energy that they were soon provided with new homes.

   5As soon as the Athenians had secured shelter for their families, they began to restore the mighty walls which had been the pride of their city. When the Spartans heard of this, they jealously objected, for they were afraid that Athens would become more powerful than Sparta.

   6Of course, they did not want to own that they were influenced by so mean a feeling as jealousy, so they tried to find a pretext to hinder the work. This was soon found, and Spartan messengers came and told the Athenians that they should not fortify the town, lest it should fall again into the hands of the enemy, and serve them as a stronghold.

   7Themistocles suspected the real cause of these objections, and made up his mind to use all his talents to help his fellow-citizens. He therefore secretly assembled the most able men, and told them to go on with the work as fast as possible, while he went to Sparta to talk over the matter with the Lacedaemonians.

   8When he arrived at Sparta, he artfully prolonged the discussions until the walls were built high enough to be defended. Of course, there was now nothing to be done; but the Spartans were very angry, and waited anxiously for an opportunity to punish the Athenians. This came after a time, as you will see in the following chapters.

   1Lycurgus hoped to make the Spartans a strong and good people. To hinder the kings from doing anything wrong, he had the people choose five men, called ephors, to watch over and to advise them.

   2Then, knowing that great wealth is not desirable, Lycurgus said that the Spartans should use only iron money. All the Spartan coins were therefore bars of iron, so heavy that a yoke of oxen and a strong cart were needed to carry a sum equal to one hundred dollars from one spot to another. Money was so bulky that it could neither be hidden nor stolen; and no one cared to make a fortune, since it required a large space to stow away even a small sum.

   3When Charilaus, the infant king, had grown up, Lycurgus prepared to go away. Before he left the town, he called all the citizens together, reminded them of all he had done to make them a great people, and ended by asking every man present to swear to obey the laws until he came back.

   4The Spartans were very grateful for all he had done for them, so they gladly took this oath, and Lycurgus left the place. Some time after, he came back to Greece; but, hearing that the Spartans were thriving under the rules he had laid down, he made up his mind never to visit Sparta again.

   5It was thus that the Spartans found themselves bound by solemn oath to obey Lycurgus' laws forever; and as long as they remembered this promise, they were a thriving and happy people.

5. Closure5-10 minutes

   Exit ticket: On an index card, choose Source 1, 2 or 3. Write one sentence that names how it presents information, quote two signal words or phrases that show the structure, and name the organizer you would draw for it.

   Teacher note on the sources and their language: Guerber wrote for children in 1896 and retold ancient stories as facts. Historians today are not sure that Lycurgus was a real person, ancient writers disagree about whether he created the ephors, and the "one hundred dollars" in Source 5 is Guerber's own 1896 comparison. Pausanias, called a king elsewhere in her book, was in fact the regent (he ruled for a young king) and commander of the Greeks at Plataea. The earthquake in Source 6 struck Sparta around 464 BC, and many of the Helots who rose up were Messenians, people the Spartans had conquered. The Helots were people enslaved by the Spartans; Guerber calls them "Helots, or slaves." Other old words: "queer" in Source 3 means strange, and "staid" is an old spelling of stayed. The hyphens and accent marks in names such as "Per'i-cles" are Guerber's: she divided each hard name into syllables at its first use to help with pronunciation. Source 1 and Source 3 leave out Guerber's paragraphs on harsh customs, such as leaving sickly babies to die and whipping boys to test their courage. None of the passages contains a slur.

   Homework passage. Source 6 comes from Guerber's chapter on Athens in the years after the Persian wars. Cimon and Pericles were two leaders of Athens. Gloss: "eloquent" (skilled at speaking) and "aristocrats" (members of rich, old families).

   1Cimon was not the only rich man in Athens, however; for Per'i-cles, another citizen, was even wealthier than he. As Pericles was shrewd, learned, and very eloquent, he soon gained much influence over his fellow-citizens.

   2While Cimon was generally seen in the company of men of his own class, and was hence considered the leader of the nobles or aristocrats, Pericles liked to talk with the poorer class, whom he could easily sway by his eloquent speeches, and who soon made him their idol.

   3Day by day the two parties became more distinct, and soon the Athenians sided either with Pericles or with Cimon in all important matters. The two leaders were at first very good friends, but little by little they drifted apart, and finally they became rivals.

   4About this time an earthquake brought great misfortunes upon Greece. The whole country shook and swayed, and the effects of the earthquake were so disastrous at Sparta that all the houses and temples were destroyed.

   5Many of the inhabitants were crushed under the falling stones and timbers, and there were only five houses left standing. The Spartans were in despair; and the Helots, or slaves, who had long been waiting for an opportunity to free themselves, fancied that the right time had come.

   6They quickly assembled, and decided to kill the Spartans while they were groping about among the ruined dwellings for the remains of their relatives and friends.

   7The plan would have succeeded had not the king, Ar-chi-da'mus, found it out. Without a moment's delay, he rallied all the able-bodied men, and sent a swift messenger to Athens for aid.

   8True to their military training, the Spartans dropped everything when the summons reached them; and the Helots came marching along, only to find their former masters drawn up in battle array, and as calm as if no misfortune had happened.

   9This unexpected resistance so frightened the Helots, that they hastily withdrew into Messenia. Here they easily persuaded the Messenians to join forces with them and declare war against the Spartans.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Which words at the start of Source 4, paragraph 1, tell the reader that the passage continues a story told in time order?

   A"alas!" B"In the mean while" C"The desolation was great" D"their native city"

2. Question 2 of 20 · Multiple Choice

   "As soon as the Athenians had secured shelter for their families, they began to restore the mighty walls" (Source 4, paragraph 5). What do the words "As soon as" show?

   AThe walls were finished before the houses were built BThe walls and the houses were alike in size CThe houses came first and the walls came next DThe houses were the reason the walls fell

3. Question 3 of 20 · Multiple Choice

   According to Source 4, paragraph 5, why did the Spartans object to the new walls?

   AThey were afraid Athens would become more powerful than Sparta BThey were afraid the Persians would capture the walls and use them CThey wanted the Athenians to rebuild their temples first DThey thought the goddess had sent a sign against the walls

4. Question 4 of 20 · Multiple Choice

   Which word in Source 4, paragraph 5, signals a cause?

   A"When" B"mighty" C"pride" D"for"

5. Question 5 of 20 · Multiple Choice

   How is the information in Source 4, paragraph 6, related to paragraph 5?

   AIt tells what happened many years after the events of paragraph 5 BIt sets the Spartans' stated reason against their real reason CIt compares the walls of Athens with the walls of Sparta DIt gives the effects of the walls once they were finished

6. Question 6 of 20 · Multiple Choice

   "He therefore secretly assembled the most able men" (Source 4, paragraph 7). What does "therefore" connect?

   AThemistocles suspected the real cause, so he acted to help the Athenians BThe Spartans were jealous, so they began building walls of their own CThe olive tree grew again, so the Athenians built new homes DThe walls were finished, so Themistocles went to Sparta

7. Question 7 of 20 · Multiple Choice

   Which list gives the events of Source 4, paragraphs 7-8, in the order Guerber tells them?

   AThemistocles went to Sparta; the walls were finished; he told the men to hurry; the Spartans agreed BThe Spartans were angry; Themistocles told the men to hurry; he went to Sparta; the walls were built CHe told the men to hurry; he went to Sparta; he dragged out the talks; the walls grew high enough DThe walls were built; Themistocles went to Sparta; the talks ended; the men were told to hurry

8. Question 8 of 20 · Multiple Choice

   Source 4 ends: "This came after a time, as you will see in the following chapters" (paragraph 8). What does this sentence do in the structure of the passage?

   AIt compares the Spartans with the Persians who had burned Athens BIt points ahead to a later effect of the Spartans' anger CIt gives the reason the Athenians built the walls DIt repeats the first event of the passage

9. Question 9 of 20 · Short Answer

   Draw or write a cause-and-effect chain with at least four links for Source 4, paragraphs 5-8, starting with the Athenians beginning their walls. Quote one signal word or phrase and give its paragraph.

   Show model answer

10. Question 10 of 20 · Short Answer

    Describe how Source 4 as a whole presents information. Name the main structure, name a second structure inside it, and quote one signal word for each with its paragraph.

    Show model answer

11. Question 11 of 20 · Multiple Choice

    "To hinder the kings from doing anything wrong, he had the people choose five men, called ephors, to watch over and to advise them" (Source 5, paragraph 1). How does this sentence present information?

    AIt tells two events in the order they happened BIt compares the ephors with the kings CIt describes what the ephors looked like DIt gives the purpose of a law and the law itself

12. Question 12 of 20 · Multiple Choice

    "All the Spartan coins were therefore bars of iron" (Source 5, paragraph 2). What does "therefore" connect?

    ALycurgus's rule of iron money, and the heavy iron bars that followed BThe size of a yoke of oxen, and the great weight of the Spartan coins CThe great wealth of the kings, and the poverty of the common people DThe oath the Spartans took, and the return of Lycurgus

13. Question 13 of 20 · Multiple Choice

    According to Source 5, paragraph 2, what were the effects of the heavy iron money?

    APeople hid their heavy money at home and stole from their neighbors BMoney could not be hidden or stolen, and no one wanted a fortune CThe kings grew richer, and the ephors grew poorer DSparta traded more with other cities than before

14. Question 14 of 20 · Multiple Choice

    Which word in Source 5, paragraph 2, introduces a reason: "no one cared to make a fortune, ___ it required a large space to stow away even a small sum"?

    A"since" B"and" C"Then" D"stow away"

15. Question 15 of 20 · Multiple Choice

    How does the structure change in Source 5, paragraphs 3-4?

    AIt switches to a comparison of the laws of Sparta and the laws of Athens BIt switches to a list of the coins used in Sparta CIt switches to time order, from Lycurgus's leaving to his last decision DIt switches to a description of the ephors' duties

16. Question 16 of 20 · Multiple Choice

    Which event comes last in Source 5, paragraphs 3-4?

    ALycurgus called all the citizens of Sparta together BThe Spartans took the oath CCharilaus grew up DLycurgus decided never to visit Sparta again

17. Question 17 of 20 · Multiple Choice

    "It was thus that the Spartans found themselves bound by solemn oath to obey Lycurgus' laws forever" (Source 5, paragraph 5). What does "It was thus that" signal?

    AA comparison between two oaths BThe first event in a new sequence CA result of the events told before it DA reason Lycurgus gave for making his laws

18. Question 18 of 20 · Short Answer

    Explain how Source 5, paragraphs 3-5, links a sequence of events to a result. Why were the Spartans bound to obey the laws "forever"? Quote the words from paragraphs 3 and 4 that together explain it.

    Show model answer

19. Question 19 of 20 · Multiple Choice

    Which statement describes how both Source 4 and Source 5 present information?

    ABoth tell a sequence of events and also explain causes and effects BBoth compare Athens and Sparta point by point from start to finish CBoth list facts with no order or connection between them DBoth give the effects first and the causes only at the end

20. Question 20 of 20 · Short Answer

    Describe how Source 5 presents information from paragraph 1 to paragraph 5. Name the structure of each part and quote one signal word or phrase for each.

    Show model answer

These standards connect to RH.6-8.5: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.