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Lesson Component Standard(s) Number of Standard Kid Friendly Language Monday- Intro to Rome History 2C: Describe the foundation and development of key historical topics… including Rome (DOK 1-2). History 2D: Analyze the social, political, cultural, economic, and technological development within the topics listed in above in evidence outcome “c” (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 Lesson Plans Week of April 1st –April 5th Tuesday- Vocabulary Wednesday- Vocabulary History 2A: 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 2A: 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.68.7 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 digital texts. Thursday- Roman Republic Laws Friday- End of the Roman Republic Describe the history, interactions and contributions of various people and cultures that have lived in or migrated to the eastern hemisphere. Topics to include but not limited to world religions- Greek and Rome. Describe the history, interactions and contributions of various people and cultures that have lived in or migrated to the eastern hemisphere. Topics to include but not limited to world religionsGreek and Rome. 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 digital texts. Objective Teacher Centered Using action Verbs Bloom’s Hess Bell Marzano Students can describe cultural developments of Ancient Rome. Students can use vocabulary related to Ancient Rome to understand and explain the historical events and context of Ancient Roman history. Students can use vocabulary related to Ancient Rome to understand and explain the historical events and context of Ancient Roman history. Students can describe the structure of government under the Roman Republic. Learning Target: Student “I Can…” statement I can describe what the city of Ancient Rome was like using 5 pieces of information. I can correctly identify and use all Roman vocabulary words in context. I can describe the government structure of the Roman Republic. Questions Varied, high quality, DOK 2,3 that will be used Written prior to lesson What do we want to learn about Ancient Rome? What do we already know about Ancient Rome? What were the characteristics of the city of Rome? What I can use my background knowledge to determine examples for Ancient Roman vocabulary words. What words are important to understand when studying Ancient Rome? How can I determine examples for vocabulary words? What were Rome’s social What words are important to understand when studying Ancient Rome? How can I determine examples for vocabulary words? What were Rome’s social Why do you think the government had two consuls? What do you think made the patricians and plebeians different? How did a person become a 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. would a person living in Ancient Rome see? How do we know? 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: Write down as many things that you already know about ancient Rome. Write down what you want to learn about ancient Rome. Modeling: lecture notes, have students help with one slide, then students will take individual notes through the rest of the PowerPoint. PowerPoint: pictures of travels to Rome, pass around postcards. Video: 3D model of ancient Rome, clips from Gladiator depicting ancient Rome Assessments/Check for Mastery: Frequent Formative How will you know they know? What will you do if they do or don’t demonstrate mastery? Exit Ticket: Pretend that you live in Ancient Rome. Describe what you see around you. You can write a letter, a diary entry, or a song. Include at least 5 pieces of information from what you saw/learned about today. Advanced: Students can describe what Ancient Rome looked like using more than 5 details Proficient: 5 details Partially Proficient: 3-4 Unsatisfactory: 2 or less classes? What were important places in the Roman Empire? Why? What were important building projects in Rome? Who were important historical figures in Rome and why? Hook: When I hear the word “circus” I think of ______” Go over the types of entertainment found at a Roman Circus (chariot/horse races, commemorating people, reenacting battles, trained animal performances, jugglers and acrobats) and origins of circus. classes? What were important places in the Roman Empire? Why? What were important building projects in Rome? Who were important historical figures in Rome and why? Hook: If you lived in Ancient Rome, would you rather be a patrician, a plebeian, a consul, or a dictator? Explain why. Senator? Is this how Senators are appointed in the US? What was the Assemblies most important power? Model/review vocabulary book, expectation to finish all words today. Model: How to find website and create the chart on their paper. http://rome.mrdonn.org/sena te.html (see teacher copy of chart) Independent work: Students will finish vocabulary book work. Model/review: vocabulary books (word, definition, picture, example), review ways to find examples, Vocabulary assignment: go over directions and getting to it on assignment folder. We Do: complete first word with them Exit Ticket: multiple choice questions. You do: Students will complete the remaining words in their vocabulary books. Exit Ticket: I understand these words the most: I don’t understand these words: Advanced: Students complete the 4 columns in the vocabulary book for at least ¾ of the words. Proficient: Complete ½ Partially Proficient: Complete ¼ Unsatisfactory: Complete less than ¼ Completion of vocabulary book work and vocabulary assignment. Hook: Birth of the Republic Discovery Educaiton video. What makes this kind of government unique? Independent work: students will read the webpage, answers the questions, and follow the directions on the worksheet to complete the chart. Exit Ticket: Write 5 sentences about the Roman Republics Government. Completion of Roman Republic Government Chart. Varied Learning Abilities What are you doing to address the unique needs of students Students will have choice of exit ticket product. Lecture includes verbal and visual information. Key Vocabulary Terms Coliseum, Pantheon, catacombs: explain using picture examples Additional Information http://www.romereborn.virgi nia.edu/gallery-current.php http://www.youtube.com/wat ch?v=YfQTX_iF0N0 Lower level classes will complete 2-4 vocabulary words with me Read all vocabulary words out loud- have students practice saying words. Advanced classes: have students explain how to complete vocabulary book. Republic, patrician, plebeian, consul, dictator, Julius Caesar, Octavian, Tiber River, Gaul, province, aqueduct, Coliseum, Hadrian, Circus, messiah, mercenaries, inflation Students who finish will create posters of vocabulary words to put on walls. Lower levels will have matching/multiple choice assignment. Lower level students will be shown how to draw chart and we will go over answers to questions together. Advanced students will write 2 paragraphs about Roman Republic’s Government. Republic, patrician, plebeian, consul, dictator, Julius Caesar, Octavian, Tiber River, Gaul, province, aqueduct, Coliseum, Hadrian, Circus, messiah, mercenaries, inflation Consul, Senate, Assembly, Plebeian, Patrician, Citizen, Forum, Republic, Veto. Save PowerPoint to assignments folder, print list of words for students without computers Any work not finished in class is homework. Print vocabulary assignment copies. Students may complete chart at home as homework.