October 7-11,2019

 

 
 

Monday:

Plan:  I can analyze how geography and culture influenced civilization in Rome.

-examine why  Rome’s geographic location was favorable and what life was like for early Romans.

Do:

ELA Connections- What is the Purpose of Student Government?

Discuss Viking Voice and pass out applications to students interested.

Students are introduced to the focus words and topic of the week

through a Reader’s Theater, and then they use textual evidence to

identify the characters’ perspectives.

Students complete a short assignment about fair decision making.

Starting with a Story pg. 428-429

The Geography of Ancient Rome- Lesson 1

Quizlet Vocabulary Introductions

Clip - Romulus and Remus - Ed Puzzle - iPads

authority • quality • class • republic • representative • citizen

 

Romulus, legend, Aeneas, Remus, republic ,peninsula

Patricians, plebeian,Senate ,consul, Cincinnatus

Formative Assessment: Reading Skill: Categorizing Diagram

RTI Extensions:

Use advanced organizers such as graphic organizers- Tier 1

Use summary and note taking- Tier 1

Small Group Instruction- Tier 2

Reading Skills Instruction- Mobymax RTI - Tier 3

 

Tuesday:

Plan:  I can explain how Rome’s republican government was organized.

Do: Foldable Republican Government , Reader’s Theater, Edmodo Lessons

Primary and secondary sources introduce students to the patricians

and plebeians of ancient Rome.

Students draw parallels between the Reader’s Theater characters from Session 1 to plebeians and patricians presented in a second Reader’s Theater.

Patricians, plebeian,Senate ,consul, Cincinnatus

Formative: Session 2 Notes

RTI Extensions:

Use advanced organizers such as graphic organizers- Tier 1

Use summary and note taking- Tier 1

Small Group Instruction- Tier 2

Reading Skills Instruction- Mobymax RTI - Tier 3

 

Wednesday:

Plan:  I can

RH.6-8.4 Determine the meaning of words and phrases as they are used in a

text, including vocabulary specific to domains related to history/social studies.

SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on one,

in groups, and teacher-led) with diverse partners on topics, texts, and

issues, building on others' ideas and expressing their own clearly.

L.6-8.6 Acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases.



 

Do: Students work in small groups to evaluate arguments for and against

the gladiator games of ancient Rome.

The session concludes with students composing an opening statement for the next day’s debate.

 

Formative Assessment: Opening Statements

Thursday:

Plan:  Students debate the question: Gladiators fight to the death in the

Colosseum for the entertainment of many. Should this continue?

Do:  Opening Statements and Evaluating Arguments

Friday:

Plan-

I can cite text evidence from current events articles.

I can participate in Socratic Seminar on our debate topic of the week.

Do-

Quizlet Live Review Session

Socrative Quiz - Test day

Writing Prompt- Roman Government