Teacher: Victoria Hilt Lesson Title and Grade Level



Download 20.75 Kb.
Date04.05.2016
Size20.75 Kb.
Teacher: Victoria Hilt

Lesson Title and Grade Level: Life of a Roman Teenager, Grade 6

Unit Theme: Ancient Roman Empire

Lesson Topic: Comparing the life of ancient Roman teenagers to current American teenagers.



Context for Learning



Learning Needs Category

Number of Students

Supports, Accommodations, Modifications, and/or Pertinent IEP Goals

(Student 1) Remedial Reader

1

Aid Pushes In

(Student 2) ESL

1

None, almost pushed out






Central Focus

Students will acquire knowledge about the culture, life, geography, religion, beliefs, traditions, and the overall way of life of ancient Romans as is rooted in the standard, Social Studies, World History, Standard 2. Not only will students just read this material but also they will uncover and represent it in unique ways. Through pulling information from segments of texts, online sources, and videos, the students will learn different strategies to find key facts and ideas that will be used not only in social studies but also in math, to find the operation they need to solve any equation, or in science to find out how to do an experiment.


Content Standards/Objectives


Goal: Students will compare and contrast the life of a teenager in ancient Rome to the life of a teenager in America today through an essay and answering of essential formative questions.

Objectives


Common Core Content Standard

Learning Objective

History, Standard 2, Key Idea 2- Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history to help organize the study of world cultures and civilizations.

Students will be able to interpret the TedEd video “A glimpse of teenage life in ancient Rome - Ray Laurence” and answer the resulting questions with 100% accuracy.

CCS.6.W.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Student will write a comparative essay that includes at least two similarities and 2 differences between ancient Roman teenagers and today’s American teenagers with 90% accuracy.





Vocabulary/Concepts/Language

Liberalium, subura, emperor, bullah, Republic, Forum of Augustus, baths, strigil, intinerant, outline, essay



Rationale


The purpose of this lesson is to relate one culture, Roman, to another, American, across time spans and convey the points found that are similar and different in an essay format. Since the students are currently experiencing the life of a teenager in American society today, students will easily access their knowledge of this concept, but they will be also showing their understanding of ancient Roman culture of teenagers at that time. When the students use of their recollections of their own experiences towards academia, they are utilizing Jean Piaget’s research of how children create knowledge based on their own experiences, which is known as constructivism. The students will demonstrate their comprehension of what the concept of compare and contrast is through their response to the essay prompt.

Essential Questions

(Formative Questions)

  • What was a common smell in early Roman mornings in AD 79?

  • The streets of ancient Rome were filled with itinerant traders. Describe why you imagine that kind of environment. How do you think the traders gained access to goods? If you were a trader, what would you sell?

  • In ancient Rome, what percentage of children died before reaching adulthood?

  • Coming of age was a major event in the life of a child in ancient Rome. Why do you think there was such an incredible ceremony to celebrate adulthood? What similar celebrations exist today?

  • Although he can join the military at 17, why is Lucius not trusted to do until he is 25 years old?

  • What are some major similarities and differences between ancient Roman culture and the culture of the average teenager today? Do you think you would have enjoyed life in ancient Rome?

  • At the baths, bathers participate in more-than-an-hour long event that includes all of the following except... a. baths in 3 different temperatures b. a body massage and an oiling c. a session of intense calisthenics d. their bodies scraped with a strigil

  • In hindsight, we know Lucius’ future. Which emperor will enact a reign of terror on Rome in Lucius’ adult life?





Assessments:

Type of assessment


Description of assessment

Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria - What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Formative

Students will answer the essential questions on white boards provided as a class discussion to show their gained knowledge from the anticipatory set video, “A glimpse of teenage life in ancient Rome - Ray Laurence”.

NONE

Students will demonstrate knowledge of the video through their answers to the questions on the white boards with 90% accuracy.

Formative


Students will outline their key points in response to the essay prompt of “Compare and Contrast the life of a teenager in ancient Rome to the life of a teenager in America today” stating two similarities and two differences.

Student 1 will only need to state two similarities and one difference or one similarity and two differences.

The outline shown to the teacher will contain two similarities and two differences with 100% accuracy, describing the similarities and differences between the life of a teenager in ancient Rome to the life of a teenager in America today.

Summative

Students will complete their essay utilizing all points formed on their outline to compare and contrast the lives of a teenager in ancient Rome to a teenager in America today.

Student 1 will only need to state two similarities and one difference or one similarity and two differences.

The essay will take on the format of introduction, body and conclusion while utilizing proper grammar, where the body will contain from four key points with supporting details. This will be completed with 90% accuracy.


Instructional Strategies and Learning Tasks


Procedure

Teacher will:

Students will:

Modifications (RTI/UDL Strategies)

Anticipatory Set

7 minutes



Teacher will play the TedEd video, “A glimpse of teenage life in ancient Rome - Ray Laurence,” that describes the life of a teenager in ancient Rome.

View and take notes of key facts on the TedEd video including facts on the lives of teenagers in ancient Rome and the environment.

None

Learning Tasks and Instructional Strategies

20 minutes



Teacher will ask the essential questions and prompt students for answers to observe the students comprehension of the video.

Respond to questions asked by the teacher by writing bullet points or the answer itself on a whiteboard to demonstrate their understanding.

None

Independent Practice/Exploration of Concepts

Three 50 minute sessions



The teacher will guide students through what an outline is and how to complete one. Teacher will then show how to transition from an outline to an essay.

Students will utilize their knowledge of American teenage culture and what they have learned from their textbook and the TedEd video about teenagers in ancient Rome to identify 2 similarities and 2 differences between the two cultures. They will list these in an outline format and then put the outline into an essay format.

Student 1 will only need to state 2 similarities and 1 difference or 1 similarity and 2 differences.

Closure

5 minutes



Teacher will ask each student to state where they are in the writing process and then ask if there are any remaining questions about the outline, essay, or anything else to do with the paper

Students will state their status in the writing process and ask any remaining questions about the assignment.

None


Instructional Resources, Materials and References: (Including all images used.):

  • TedEd video on main page of www.mshilt.weebly.com

  • Outline format worksheet

  • Whiteboard

  • Dry-erase markers

  • Dry-erase eraser

  • Loose-leaf paper

  • Pencil


Ormrod, J.E. (2011). Educational Psychology: Developing Learners (7th Edition). NY: Pearson/Merrill/ Prentice Hall.


Share with your friends:




The database is protected by copyright ©essaydocs.org 2020
send message

    Main page