Académique Documents
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Culture Documents
Language Objectives:
Essential Question:
By the end of the lesson, students should be able to
answer:
The eruption of Mount Vesuvius is significant
because it provided a natural way for Ancient
Roman Culture to be preserved for thousands of
years. Pretend that a Volcano, like Vesuvius,
erupts and preserves your culture and society.
Thousands of years from now, archeologists find
your preserved society/culture. Predict what
artifacts they might find. What will they learn
about your culture based off their findings? How
would the findings reveal this?
Language Kills:
Viewing: Students will watch a Video about Mount
Vesuvius (Secondary Source). Students will also
Teacher will show a 2 minute video- August 24th This Day in History: Eruption of
Mount Vesuvius begins. http://www.history.com/this-day-in-history/eruption-ofmount-vesuvius-begins.
Students will quick-write one interesting fact or statement from the video and one
question they come up with. Students will think-pair-share either their interesting
fact or their question with a partner. Teacher will pick two students to share what their
partner said.
Teacher will then prompt the class: The video stated that the volcanic debris turned
the land into a time capsule preserving the city exactly the way it was in 79 A.D.
Can we make an inference about what it means to be turned into a time capsule?
Students use context clues to discuss and make inferences about what time capsule
means with their table groups. Students will share their ideas and describe what they
think it means.
Teacher prompts and guides them to the intended answer: A time capsule preserves
artifacts and objects of present time or culture so that they will be discovered in the
distant future. Archeologists discovered the ruins of Pompeii and Herculaneum, lets
see how Mount Vesuvius preserved their culture.
Instruction (I Do):
- Teacher will provide photographs (primary sources) including images of the town
ruins and of the plaster citizens of Pompeii. Teacher will emphasize that the images
are of the actual site and of preserved bodies and artifacts that are kept in museums
(primary sources).Teacher will say: You will have a project at the end of this
learning segment in which you will become experts on an aspect of Roman life so
take good notes on these artifacts. (End project)
- Teacher will give brief descriptions about the images to build and/or support student
background knowledge. For example, this image is of a thermopoliaa takeout
restaurant where people could buy bread, dried fish, cheese, wine and hot food to take
home.
- Students will be engaged by turning to their shoulder partners and sharing their ideas
and interpretations about the photos.
- Teacher will emphasize that these artifacts and architecture were perfectly preserved
due to the eruption. This is significant because it allowed archeologists and
anthropologists who study humans to learn about ancient people of Rome.
Guided Practice (We Do):
- Teacher will explain World Caf activity to students. There will be four posters
posted around the room. Students will rotate from poster to poster with a group and
discuss and answer the prompts on each poster. On the first poster, one person will
record the ideas from the group. When the students rotate the recorder will stay and
explain the ideas and then moves to their groups. A new recorder writes down
additional ideas from the prompt.
- Teacher will have students to remind the class how to interact and share their ideas
respectfully.
- Teacher will model how to respond to the prompts; Sentence starters and sentence
frames available for students who need additional support but all students are
Closure:
Teacher will ask the students that were designated recorders to share the ideas that the
class came up with for each poster. Class will have a brief discussion about the
responses. Students will express additional comments, connections and questions
during this time to build on their each others understanding.
Students will reflect on their learning by completing a 3-2-1 Summary in their
notebooks.
3 List three things you learned from our lesson (activities) today.
2 List two things you found interesting or surprising.
1 Write a question you still have or something you want to learn more about.
Students will briefly share with their shoulder partner one item form their lists. If time
permits, teacher will ask two or three students to share what their partner said.
Teacher will close with: Tomorrow we will be learning more in depth about some of the
aspects of culture and society of Ancient Rome.
Resources and Materials:
- Video resource: http://www.history.com/this-day-in-history/eruption-of-mountvesuvius-begins
- Slides with photographs (primary sources)
- Poster paper (4) with questions on them
- Markers
- 3-2-1 Handout (some students)
- Social Studies journals (all students)
These images would be shown on Power Point Slides with a no description. Students will make
interpretations.
When Vesuvius erupted on August 24 and 25, A.D. 79, some 2,600 inhabitants perished. A
plaster cast of a child found under a staircase.
Discovered with
the
body of a woman
fleeing down an
alley in Pompeii, this long
necklace, or
catena-with its 94 ivy leaves of
gold foil-is one of the finest pieces of jewelry found in the
region. The woman also carried two uncut gems and the family
silver.
This gold-and-silver statuette of mercury was with the body near the
citys harbor gate.
Olives and olive branches adorn this silver wine goblet, or kantharos, found inside a
home.
Images found:
http://www.smithsonianmag.com/history/resurrecting-pompeii-109163501/?all
List three things you learned from our lesson (activities) today.
Write a question you still have or something you want to learn more about.
Language Objectives:
Essential Question:
By the end of the lesson, students should be able
to answer:
Describe what cities, farms, and daily life
were like in the Roman Empire.
What similarities and differences exist in
home life and culture between the Ancient
Romans and present-day Americans?
(compare and contrast)
Language Kills:
Viewing: Students will have to analyze and
Teacher will have class quick-write in there journal where students interpret the:
who, what, where, when, why and how (students will have the option of making
and illustration to accompany their response). Students can refer to the excerpt when
they respond to the prompt; it will be posted on the board.
Prompt: Who is involved in this situation? What is happening? Where is this
taking place? When is it happening? Why is it important? How do you know?
The last question (how) requires students to justify and support their reasoning with
the text.
- Students will share their responses with their shoulder partners.
- Teacher have students share their ideas and ask student to build on each other
responses using sentence starters:
I agree with _______ because
I also think that
I would like to add to what ________ said
I disagree with what ________ said because
Instruction (I Do):
- In order to improve students reading comprehension of the textbook chapter, the
teacher will perform a chapter tour before students read the text.
- Teacher will engage students and guide them through this frontloading activity.
Students follow along on their text.
- Teacher will think aloud as she/he explores the text page by page. Teacher will point
out text features: title, headings, bold print, side bars, vocabulary, illustrations,
captions and maps.
This is an appropriate time to point out the new vocabulary. Teacher would
not define the words but simply draw attention to the vocabulary (text
feature).
- Teacher will explicitly state that students are not to read during the chapter tour.
- Teacher reads the headings using 1, 2, 3 Read with Me. Students all read the
headings aloud with the teacher.
- Teacher stops and asks students to make predictions about each section. Students
share with a partner. Teacher selects a few students to share their predictions with the
class.
During this time teacher will refer back to the bolded vocabulary on the page
and ask students to use the illustrations to make inferences about what the
words mean.
- Students analyze and interpret the images: What do you think these images
represent? Is the image a scene? If so, what is happening? Teacher will have a brief
discussion about each image in the chapter and ask student to share their inferences
with the class.
Guided Practice (We Do):
- Teacher will model how to read a passage with a partner by reading the first
paragraph of the chapter. Students may want to take turns reading paragraphs or they
may want to read simultaneously. Teacher will model both methods and tell students
with an interpreter within their group. Gate students (student #4 in each table) will be
the team leader and will be in charge of delegating student jobs.
Closure:
Table groups will briefly present their Storyboard Poster to the class. Class will engage in
discussion about the chapter sections. Students will express additional comments,
connections and questions during this time to build on their each others
understanding.
Students will reflect on their learning by completing a 20/20 reflection in their
notebooks.
In 20 words or less explain what most interested you about Ancient Roman life
and why.
In 20 words or more decide whether you would have liked to live in Ancient
Rome and why.
Students will briefly share with their shoulder partner one item form their lists. If time
permits, teacher will ask two or three students to share what their partner said.
Resources and Materials:
- Textbook Chapter Printouts (all students)
- Social Studies Journals (all students)
- Storyboard Graphic Organizer (table groups)
- Summary graphic Organizer (IEP students)
- Poster paper (table groups)
- Markers (table groups)
Its a hot day in 27 B.C., and this school day seems endless! All you
want to do is go outside and play, but you force yourself to work on
your math problem instead. Using a piece of pointed metal, you
scratch numbers in the wax that covers your writing tablet. When you
make a mistake, you rub the number out of the wax and start over.
Finally, you finish the problem, and your teacher says that you are
finished for the day. As you leave the classroom, you think about
children who are unable to go to school because their families are
poor. While they work hard learning their parents you learn new
ideas at school.
What is happening?
When is it happening?
Why is it important?
Summary:
Question:
Drawing
Language Objectives:
Essential Question:
By the end of the lesson, students should be able to:
Describe different aspects of the life and culture
of Ancient Rome and use evidence/support from
multiple sources.
Make connections between past and present
(Ancient Rome and modern Western
Civilization).
Language Kills:
Viewing: Students will look at photographs on
slides of a painting of depicting a gladiator
(secondary source) during the Zoom into History
Activity. Students will analyze and interpret
informational text and non-text content from
various sources they explore. Students evaluate
information they see and determine whether it is
useful to them.
Speaking: Students will participate in whole class
discussion. Students will share their predictions
students to tell her what she should click on: Okay, what do we want to take notes
on, gladiators, chariot races or theater? Students choose one for the teacher and then
they help her/him pick out what they want to write on the organizer.
After the teacher has modeled taking notes from text and website she will provide a
couple websites that the students can use. Students can look at other sources as well
and are welcomed to double-check the sources with the teacher.
Teacher is giving students a choice on how they will present their knowledge, proficiency
and expertise. Students have the option to produce a power point, poster, sketch/skit or an
imovie (video).
Closure:
- Teacher will have the class engage in a brief discussion reflecting on how they felt
doing research. Did they feel like they were becoming experts? Do they think
anthropologist might do the same things?
- Students will think-pair-share about these prompts and then share with the class.
-
Source # 1
Source # 3 (optional)
Source #2