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Lesson Plans Week of April 8th –April 12th Tuesday- TAP Writing Wednesday-Military Campaign Lesson Component Monday- Emperor Obituary Project Standard(s) Number of Standard Kid Friendly Language History 2B: Determine and explain the historical context of key people, events, and ideas over time and include the examination of different perspectives from people involved (DOK 1-3) History 2B: Determine and explain the historical context of key people, events, and ideas over time and include the examination of different perspectives from people involved (DOK 1-3) CCSS.ELA-Literacy.RH.68.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions CCSS.ELA-Literacy.RH.68.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions CCSS.ELA-Literacy.RH.68.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Thursday- Military Campaign Friday- Roman Building History 2B: Determine and explain the historical context of key people, events, and ideas over time and include the examination of different perspectives from people involved (DOK 1-3) History 2B: Determine and explain the historical context of key people, events, and ideas over time and include the examination of different perspectives from people involved (DOK 1-3) History 2B: Determine and explain the historical context of key people, events, and ideas over time and include the examination of different perspectives from people involved (DOK 1-3) CCSS.ELA-Literacy.RH.68.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions CCSS.ELA-Literacy.RH.68.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions CCSS.ELA-Literacy.RH.68.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions CCSS.ELA-Literacy.RH.68.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH.68.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and CCSS.ELA-Literacy.RH.68.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Objective Teacher Centered Using action Verbs Bloom’s Hess Bell Marzano Students can explain the historical impact of famous Roman emperors on the Roman Empire. Students can interpret a primary document; finding the main idea and supporting details. Students can determine the historical context of the Roman Empire’s expansion. Students can describe the historical context of the Roman empire from the perspective of a Roman soldier. Student can find the key details about a Roman building or monument. Learning Target: Student “I Can…” statement I can explain the impact of various emperors on the Roman Empire. I can determine where and why the Roman Empire expanded. I can describe the life of a Roman soldier using 5 details. I can use online resources to find the key details of a Roman building or monument. Questions Varied, high quality, DOK 2,3 that will be used Written prior to lesson How did Roman emperors affect the Roman Empire? How do we determine if an emperor was good or bad? What are the key events in an emperor’s reign? What is an obituary? I can read a primary document, find 3 main ideas, draw an image to represent each idea, and write a paragraph about the article. What is the article mainly about? Who thinks they found Anthony and Cleopatra’s tomb? Where did the Roman empire expand to? Why? Why did Rome need to control other lands? If you were an emperor, where would you invade? What were some challenges of invading other lands? What was life like for Roman soldiers? Was being in the Roman army a good job to have? Why was the Roman army so important to the empire? What makes this building special? Who made this building? Why might some of the architects be unknown? Strategies/Activities: Hook to prior learning or Anticipatory Set: Modeling I Do, We Do, You Do Frequent check for progress toward Mastery Closure/Student Reflection Hook: video about 5 good emperors. Write obituary headline. If needed, allow students time to finish obituaries. Model taking notes from others obituary or research worksheet. Explain worksheet. Independent work: Students will complete worksheet, taking notes about 5 different emperors. If time: re-read your notes. Explain the life of an emperor to a partner. Exit ticket: Create obituary headlines for the 5 emperors you took notes on. Hook: Video of Anthony and Cleopatra Write what you think is happening in this video. Put kids into groups. UNSAT and PP in one group. P and AD in another. Get P/Ad kids going on their own. Project article for all students. Go over the vocab with PP/UN group. Do Pre-Reading strategy. Read entire passage outloud to students (stop for questions) and circle the who’s and underline the who did. Model: I do-First paragraph We do-Second paragraph You do-Third and Fourth paragraphs Hook: You are the emperor of a large empire. Would you rather have a time of peace or send your troops to invade lands with resources you need? Explain your choice. Model: Model worksheet directions. Read passage with PP/Unsat kids. Others can work independently. We do: Answer a few questions together. You do: Students will complete worksheet on their own. Exit Ticket: You are the Emperor of Rome. Explain to the Senate why you need provinces and which one you want to invade first and why. Hook: video about Roman army. Think/pair/share: what do you think it would be like to be in the Roman army? Hook: Video of Roman Coliseum http://www.youtube.com/wat ch?v=OOylD1KC6kc Model: worksheet directions. Show students website to use. We do: Students will find first few answers on worksheet. You do: Independent work. Model how to find assignment in teacher folder. Students will open and save assignment to their laptop. Model: Explain writing assignment. Have students brainstorm ideas. Have class start one together, but then they can choose their own. Independent work on writing assignment. Teacher will assign buildings. Students will use website to find information and complete chart for their building. If they have time they may start on their paragraph. Exit Ticket: Think/pair/share: would you want to join the Roman army? Why or why not? Closure: Student Feedback: What is one area you struggled to find, write this on the notecard as exit slip. Give your partner a suggestion Completion of worksheet Writing assignment: Advanced: uses 5 details Proficient: uses 4 details Partially Proficient: 3 details Unsatisfactory: 2 or fewer details Advanced: 6 chart sections filled out with complete explanation Prof: 4 chart sections filled out with complete explanations PP: 3 or less chart sections complete but with explanations Unsat: 3 or less sections complete and no explanations Draw an image to represent main idea in each passage. Identify the main details from each paragraph on IVF chart. Detail must be 2-3 words. Assessments/Check for Mastery: Frequent Formative How will you know they know? What will you do if they do or don’t demonstrate mastery? Advanced: 5 headlines that explain the life of the emperor Satisfactory: 4 headlines Partially Proficient: 2-3 Unsatisfactory: 1 or none Advanced: 3 Main Ideas, IVF, and 3 supporting details, Image Proficient: Main Ideas, IVF, Image PP: Main Idea, Image Unsat: Incorrect Main Idea/Image Completion of worksheet Advanced: Students can explain why Romans needed province and decide which one to invade based on which resources they think are the most important and explain in a well-developed paragraph. Proficient: Students can explain why Romans needed province and decide which one to invade Partially Proficient: Students can explain why Romans needed provinces. Unsatisfactory: Students can’t explain why Rome needed provinces. Varied Learning Abilities Lower levels can write 3 headlines. Groupings Grouping Variety of questions on worksheet, choice of assessment question Emperor, Empire, obituary Cemetery, cleft, radar, temple, tomb Empire, province Legion, army recruiter Lower levels will have teacher work one-on-one. Will be given longer to complete if necessary. Advanced may go on to the writing portion and will be asked to complete a PPT on their building on Monday. Arch, composition, style http://www.bbc.co.uk/school s/primaryhistory/romans/the _roman_army/ Website for students research: http://www.greatbuildings.co m/types/styles/roman.html What are you doing to address the unique needs of students Key Vocabulary Terms Unit: Republic, patrician, plebeian, consul, dictator, Julius Caesar, Octavian, Tiber River, Gaul, province, aqueduct, Coliseum, Hadrian, Circus, messiah, mercenaries, inflation Additional Information Video: http://www.youtube.com/wat ch?v=2X9ZpNQTXXg