Kelly Judge

Lesson #2 for Unit Plan

School/Period:
6th Grade History / 45 Minutes
Course/Number:
EDA 523-90
Lesson Topics:
Alexander the Great- Persuasive Writing Lesson
Objective(s):
Summarize the ruling style of Alexander the Great through a series of discussion
questions and readings.
Compare and contrast the ruling of Alexander the Great to the ruling of previous
Macedonian leaders.
Common Core Standard:
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Vocabulary:
Alexander the Great: King of Macedonia; conquered Persia and Egypt and invaded India.
Macedonia: an ancient kingdom located north of Greece.
Agenda: 45 Minutes

Anticipatory Set: (10 Minutes)

-Write down homework: Essay due Thursday- Was Alexander the Great a villain or a
hero? Use evidence from your resume and reading to support your answers. Must be 2
paragraphs. Graphic Organizer for essay writing and pro/con list will be given to each
student for writing support.

-Complete Do Now on white boards individually and silently: List 5 characteristics that
makes someone a good leader. Can also complete this with a partner, while the partner
writes and the other student provides 3 suggestions. List of characteristics can be
provided on the board by teacher for help with spelling and ideas. (3 minutes)

-Share answers with the class. Ask students to explain in detail why he/she chose these
qualities within a leader. Ask students if these qualities make for poor or good moral
character. (6 minutes)

-Explain to class that we will be reading and reviewing about the leader Alexander the
Great. (1 Minute)

Lesson Procedures: (30 Minutes)

-Pass out readings to students about Alexander the Great. Reading font can be made
larger for students with visual impairments. Reading can also be made in a different font
for students with dyslexia. In addition, space to write down notes is provided on the
reading page already, but can be given more space to write if needed.

-Reading on Alexander the Great Reading Passage and Alexander the Greats Resume
together through a method of Choral Reading and echo reading. Choral Reading requires
the teacher and class read a passage aloud together, minimizing struggling readers'
public exposure. Echo reading involves students to "echo" back what the teacher reads,
mimicking her pacing and inflections. Popcorn reading can stigmatize a student that is a
struggling reader due to making their reading public. Teacher will stop to ask
comprehension questions every paragraph. (15 Minutes)

- Using Alexanders Resume and reading, students will list the good and bad things they
have learned about Alexander the Great. If students need more space, the graphic
organizer can be made with more space for writing thoughts. Sentence starters will also
be provided for students on their specific pages to assist in development of thoughts.
-Using the reading passage and resume on Alexander the Great, students will use textual
evidence to support their opinion if he was truly great or not. If students need more
space, the graphic organizer can be made with more space for writing thoughts.
Sentence starters will also be provided for students on their specific pages to assist in
development of thoughts. Students also can be provided to write fewer examples (2-3)
or can choose from a set of two examples to determine if a quality is good or bad.
-Students are provided the reminder that its not always the number of accomplishments
or things a person does that identify them, but sometimes its how important the
accomplishments are. Students are also reminded to think back to their leadership Do
Now characteristics to compare and contract Alexander the Great with these examples.
(15 Minutes)

Closure: (5 Minutes)
-Using their white boards, students will vote as a class if they believe Alexander the
Great is a great leader or a bad leader. They will write great or not great on their
boards. (1 Minute)
-Have students share these answers with a partner and why they made this decision. (2
Minutes)
-Students will share their partners answers with the class to further develop listening
and speaking skills. (3 Minutes)
Materials/Equipment:

-White Boards
-White Board Markers
-Reading Passage for Alexander the Great
-Alexander the Great Resume
-Graphic Organizer for Alexander the Great pros and cons list
-Homework Graphic Organizer for essay writing
Technology:

-ELMO to share work

-Timer
Anticipatory Set:

(10 Minutes)
-Write down homework: Essay due Thursday- Was Alexander the Great a villain or a
hero? Use evidence from your resume and reading to support your answers. Must be 2
paragraphs. Graphic Organizer for essay writing and pro/con list will be given to each
student for writing support.

-Complete Do Now on white boards individually and silently: List 5 characteristics that
makes someone a good leader. Can also complete this with a partner, while the partner
writes and the other student provides 3 suggestions. List of characteristics can be
provided on the board by teacher for help with spelling and ideas. (3 minutes)

-Share answers with the class. Ask students to explain in detail why he/she chose these
qualities within a leader. Ask students if these qualities make for poor or good moral
character. (6 minutes)

-Explain to class that we will be reading and reviewing about the leader Alexander the
Great. (1 Minute)
Closing/Check for Understanding:

(5 Minutes)
-Using their white boards, students will vote as a class if they believe Alexander the
Great is a great leader or a bad leader. They will write great or not great on their
boards. (1 Minute)
-Have students share these answers with a partner and why they made this decision. (2
Minutes)
-Students will share their partners answers with the class to further develop listening
and speaking skills. (3 Minutes)
Formative Summative Assessments Used:

-Do Now
-Exit Ticket Questions
-Whole group discussion
-White Board answers from discussions
-Graphic Organizers from reading passages
Homework:
Essay due Thursday: Was Alexander the Great a villain or a hero? Use evidence from
your resume and reading to support your answers. Must be 2 paragraphs. (Homework is
on PDF Files and uses graphic organizers for sentence starters and breaks up the writing
sections for students.)
Differentiation:
*Adaptations are highlighted
Reflection on Planning:
Planning this lesson is not difficult and / or time consuming. Students that have specific
needs should be kept in mind for planning this lesson. For example, if a student requires
larger print, the documents can be made bigger and bolder for him/her. Planning will be
required for students that have reading difficulties within fluency, phonics or
comprehension. Graphic organizers and whole group read aloud, along with different
types of whole group readings will be used to assist in reading difficulties. Writing is used
within this document for students to use the new vocabulary within each of graphic
organizer sections to ensure they have a deep meaning and understanding of positive
and negative characteristics of a leader.
Reflection on Instruction:
NA
Works Cited:
Connell, G. (March 4, 2015). Graphic organizers for opinion writing. Scholastic Teaching.
Retrieved on May 2, 2017 from: https://www.scholastic.com/teachers/blog-posts/genia-
connell/graphic-organizers-opinion-writing/
Harcourt Horizons (2003). Ancient Greece and Rome. Ancient Civilizations. Harcourt
Publishing. Orlando, Florida. Pages 280-372. Print.
 Summary of Alexander the Great

Alexander's father, King Philip II, was killed by a

courtier of his own court while King Philip II was marrying

his daughter to his brother-in-law. In fear that his

stepmother might claim the throne for her son, he claimed

himself king. Mysteriously, his stepmother and her son

died in the following week. He started out putting down revolts in his own country including

Sparta and Thebes. Then, he started out for his and his fathers life dream: Persia.

Alexander started off conquering the tribes near the Danube River. He then confronted

King Darius III at the battle of Granicus. The king fled the moment he saw Alexander coming

towards him. The next time Darius met with Alexander was at the Battle of Issus. Alexander,

with an army of 30,000 faced 100,000 Persians and He still prevailed. The next battles included

the Siege of Tyre and the final battle of Gaugamela in which Darius was killed by his own

commander.

His soldiers were very tired and homesick after more than 10 years of conquest.

Alexander agreed reluctantly and started back home. He had lost his friend and horse,

Bucephalus and many other friends as well. But Alexander never got back. He died in 323 B.C.

in the magnificent palace of King Nebuchadnezzar II.

 Resume
Alexander the Great
SIGNIFICANT ACCOMPLISHMENTS
Took the throne of Macedonia at age 20 upon fathers assassination (336 B.C.)
Military commander at age 16.
Invaded and conquered Asia Minor, Egypt, Mesopotamia, the Middle East, The Persian Empire, Afghanistan, Bactria, and invaded
India. Highly motivated. Seldom satisfied.

Always rode at the front of his army to truly lead his men

Refused to eat or drink until his men were taken care of first

OTHER ACCOMPLISHMENTS
Never lost a major battle
Campaigned for ten consecutive years and covered 10,000 miles
Founded dozens of cities
Destroyed Persepolis in Persia, but honored a dead Persian king wrapping him in his own garment

One of historys wealthiest individuals

Brought culture to millions of people but insisted that culture be Greek
Knew the names of 10,000 soldiers
Took few prisoners (killed many) due to the small size of his army
Referred to in the Holy Bible (Daniel 8:5-7)
Known to be extremely cruel to captured slaves in order to put down any thought of rebellion

Died under questionable circumstances in Babylonpossibly alcoholism

PERSONAL NOTES
Shared mens hardships; lived as soldier
Sometimes embarrassed his people by dressing in the clothing of defeated enemies
Often honoredrather than destroyedthe gods of other cultures
Killed a number of his closest advisors if they were suspected of plotting against him
Trained as a physician; treated innumerable soldiers
Disappointed his famous teacher because he was never satisfied or content with his accomplishments

Always deferred person medical treatment before others were tended

Promoted learning and culture across all the vast territory he conquered

EDUCATION
Teachers: Aristotle of Athens
Skills: Earned titles: King of Kings; Pharaoh; historys greatest general; physician

Hobbies: Weapons, horses, natural history, geography; military tactics

PERSONAL
Born: 356 B.C., Pella, Macedonia

Family: Three wives Parysatis (Persian princess), Stateira (oldest daughter of Persian King Darius III), and Roxane (Bactrian
princess)

Hero: Achilles; Homer

Alexander the Great Prompt Name ____________________
Period ___________

Using Alexanders Resume and reading, list the good and bad things you have learned about Alexander
the Great.

You are going to decide if he was truly great or not.

Remember, its not always the number of accomplishments or things a person does that identify them,
but sometimes its how important the accomplishments are.

Positive things about Alexander Negative things about Alexander

-----------------------------------------------------------------------------------------------------------
 Modified Resume

Alexander the Great

SIGNIFICANT ACCOMPLISHMENTS
Took the throne of Macedonia at age 20 upon fathers assassination (336 B.C.)
Military commander at age 16.
Invaded and conquered Asia Minor, Egypt, Mesopotamia, the Middle East, The Persian
Empire, Afghanistan, Bactria, and invaded India. Highly motivated. Seldom satisfied.

Always rode at the front of his army to truly lead his men

Refused to eat or drink until his men were taken care of first

OTHER ACCOMPLISHMENTS
Never lost a major battle
Campaigned for ten consecutive years and covered 10,000 miles
Founded dozens of cities
Destroyed Persepolis in Persia, but honored a dead Persian king wrapping him in his own
garment

One of historys wealthiest individuals

Brought culture to millions of people but insisted that culture be Greek
Knew the names of 10,000 soldiers
Took few prisoners (killed many) due to the small size of his army
Referred to in the Holy Bible (Daniel 8:5-7)
Known to be extremely cruel to captured slaves in order to put down any thought of
rebellion

Died under questionable circumstances in Babylonpossibly alcoholism

PERSONAL NOTES

Shared mens hardships; lived as soldier

Sometimes embarrassed his people by dressing in the clothing of defeated enemies
Often honoredrather than destroyedthe gods of other cultures
Killed a number of his closest advisors if they were suspected of plotting against him
Trained as a physician; treated innumerable soldiers
Disappointed his famous teacher because he was never satisfied or content with his
accomplishments

Always deferred person medical treatment before others were tended

Promoted learning and culture across all the vast territory he conquered

EDUCATION

Teachers: Aristotle of Athens

Skills: Earned titles: King of Kings; Pharaoh; historys greatest general; physician

Hobbies: Weapons, horses, natural history, geography; military tactics

PERSONAL
Born: 356 B.C., Pella, Macedonia

Family: Three wives Parysatis (Persian princess), Stateira (oldest daughter of Persian King
Darius III), and Roxane (Bactrian princess)

Hero: Achilles; Homer