Embedded Files
March 12, 2025
Correlation to State Content Standards
7.1.1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).
Expected Student Outcomes (Objective)
Today I am learning about the Fall of Rome by:
1. Understanding the collapse of society within the empire.
2. Identifying Diocletian's plan to prevent the fall of the Roman Empire.
3. Explaining how Constantine gained power and why he legalized Christianity.
Common Core Literacy Standard
RH 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.
RH 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.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Daily Journals: Students will work on their starter Quiz based on last weeks "This day in History" starters.
Direct Instruction (10 min.)
ELD Strategy: Direct Teach/Video Clips: Diocletian's Plan: Teacher will introduce the assignment. Students will watch a video clip dicussing the Diocletian's plan. Teacher will advice students that as they watch the video clip they will get a visual cue when the answer to questions will be coming up.
***For period 6 finish the Bread and Circus realia***
Guided Practice (10 min.)
ELD Strategy: TPS/Sentence Stem: Diocletian's Plan: Before the video clip is played, teacher will work with students to write down their sentence stem to the questions. After the video clip as been played, teacher will go over and clarify in mini lecture Diocletian's plan to prevent the Roman Empire from falling down.
Independent Practice (20 min.)
ELD Strategy: Sentence Stem/Video Based Questions: Diocletian's Plan for Rome: Students will watch a short video that demonstrates Diocletian's plan for Rome since it is not in the textbook. Students will answer two Video Based Questions (VBQ) that will be discussed with their partner.
ELD Strategy: Whisper Read/Annotate/Sentence Stem/Video Clip/Chunked Reading/TPS: Battle of Milvian Bridge: Students will read three chunked passages and answer three different essential questions. Students will annotate the answer to the essential question in the passage before answering it. After they annotate, teacher will show a short video clip that visually demonstrates what they read in the chunked passages. Studens will work on this independently and submit their answers before the 12 minutes are up so teacher can check their work
Homework.
EdPuzzle: Fall of Rome due by Friday at 5 p.m.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
April 5, 2025
Correlation to State Content Standards
7.1.1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).
Expected Student Outcomes (Objective)
Today I am learning about the Fall of Rome by:
1. Identifying Diocletian's plan to prevent the fall of the Roman Empire.
2. Explaining how Constantine gained power and his plans for Christianity.
3. Identifying reasons for the Fall of Rome.
Common Core Literacy Standard
RH 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.
RH 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.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Daily Journals: Students will work on their starter Quiz based on last weeks "This day in History" starters.
Direct Instruction (5 min.)
ELD Strategy: Direct Teach/Video Clips: Diocletian's Plan: Teacher will introduce the assignment. Students will watch a video clip dicussing the Diocletian's plan. Teacher will advice students that as they watch the video clip they will get a visual cue when the answer to questions will be coming up.
Guided Practice (10 min.)
ELD Strategy: TPS/Sentence Stem: Diocletian's Plan: Before the video clip is played, teacher will work with students to write down their sentence stem to the questions. After the video clip as been played, teacher will go over and clarify in mini lecture Diocletian's plan to prevent the Roman Empire from falling down.
Independent Practice (25 min.)
ELD Strategy: Sentence Stem/Video Based Questions: Diocletian's Plan for Rome: Students will watch a short video that demonstrates Diocletian's plan for Rome since it is not in the textbook. Students will answer two Video Based Questions (VBQ) that will be discussed with their partner.
ELD Strategy: Whisper Read/Annotate/Sentence Stem/Video Clip/Chunked Reading/TPS: Battle of Milvian Bridge: Students will read three chunked passages and answer three different essential questions. Students will annotate the answer to the essential question in the passage before answering it. After they annotate, teacher will show a short video clip that visually demonstrates what they read in the chunked passages.
ELD Strategy: Whisper Read/VIP/Graphic Organizer: Fall of the Rome: Students will read page 42 in their TCI textbook and identify examples of how issues in Rome's economy, society, government, and borders caused the empire to fall. Each category has a number to notify students how many examples should be taken for each category.
Homework.
EdPuzzle: due by Friday at 5 p.m.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
April 6, 2025
Correlation to State Content Standards
7.1.1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).
Expected Student Outcomes (Objective)
Today I am learning about Rome by:
1. Identifying reasons for the Fall of Rome.
2. Understanding the lasting contributions of Roman Empire.
Common Core Literacy Standard
RH 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.
RH 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.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Daily Journals: Students will take their Starter Quiz based on last weeks starters.
Direct Instruction (5 min.)
ELD Strategy: Direct Teach/Model: Aqueducts and Arches: Teacher will go over the directions to the assignment and answer questions prior to having the students complete their task. Teacher will prompt students with the question "When you think of Rome what do you think of?" and take answers from student. Then teacher will show a video clip showcasing the current city of Rome and all of its ancient ruins will talking over the video.
Guided Practice (10 min.)
ELD Strategy: TPS: Fall of Rome: Teacher will go over the answer and provide further clarification about the four reasons mentioned in the textbook for the fall of Rome. Students will make corrections to their evidence graphic organizer.
ELD Strategy: Progress Monitoring: Aqueducts and Arches: Teacher will progress monitor while students are working on their assignments. Will answer or clarify any questions may have.
Independent Practice (25 min.)
ELD Strategy: Whisper Read/VIP/Graphic Organizer: Fall of the Rome: Students will read page 42 in their TCI textbook and identify examples of how issues in Rome's economy, society, government, and borders caused the empire to fall. Each category has a number to notify students how many examples should be taken for each category.
ELD Strategy: Video Clips/Cornell Notes/Talking to the Text: Aqueducts and Arches: Students will watch a four short video clips describing the importance of the Roman Aqueducts and how they were built and how they worked. Students will complete a section of Cornell Notes that goes along with the videos by using their "hints" (talk to the text) clues to ensure they comprehend what they are watching.
Homework.
EdPuzzle: due by Friday at 5 p.m.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
April 5, 2025
Correlation to State Content Standards
7.1.1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).
Expected Student Outcomes (Objective)
Today I am learning about the Fall of Rome by:
1. Identifying Diocletian's plan to prevent the fall of the Roman Empire.
2. Explaining how Constantine gained power and why he legalized Christianity.
3. Identifying reasons for the Fall of Rome.
Common Core Literacy Standard
RH 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.
RH 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.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Daily Journals: Students will work on their starter Quiz based on last weeks "This day in History" starters.
Direct Instruction (5 min.)
ELD Strategy: Direct Teach/Video Clips: Diocletian's Plan: Teacher will introduce the assignment. Students will watch a video clip dicussing the Diocletian's plan. Teacher will advice students that as they watch the video clip they will get a visual cue when the answer to questions will be coming up.
Guided Practice (10 min.)
ELD Strategy: TPS/Sentence Stem: Diocletian's Plan: Before the video clip is played, teacher will work with students to write down their sentence stem to the questions. After the video clip as been played, teacher will go over and clarify in mini lecture Diocletian's plan to prevent the Roman Empire from falling down.
Independent Practice (25 min.)
ELD Strategy: Sentence Stem/Video Based Questions: Diocletian's Plan for Rome: Students will watch a short video that demonstrates Diocletian's plan for Rome since it is not in the textbook. Students will answer two Video Based Questions (VBQ) that will be discussed with their partner.
ELD Strategy: Whisper Read/Annotate/Sentence Stem/Video Clip/Chunked Reading/TPS: Battle of Milvian Bridge: Students will read three chunked passages and answer three different essential questions. Students will annotate the answer to the essential question in the passage before answering it. After they annotate, teacher will show a short video clip that visually demonstrates what they read in the chunked passages.
ELD Strategy: Whisper Read/VIP/Graphic Organizer: Fall of the Rome: Students will read page 42 in their TCI textbook and identify examples of how issues in Rome's economy, society, government, and borders caused the empire to fall. Each category has a number to notify students how many examples should be taken for each category.
Homework.
EdPuzzle: due by Friday at 5 p.m.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
April 5, 2025
Correlation to State Content Standards
7.1.1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).
Expected Student Outcomes (Objective)
Today I am learning about the Fall of Rome by:
1. Identifying Diocletian's plan to prevent the fall of the Roman Empire.
2. Explaining how Constantine gained power and his plans for Christianity.
3. Identifying reasons for the Fall of Rome.
Common Core Literacy Standard
RH 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.
RH 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.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Daily Journals: Students will work on their starter Quiz based on last weeks "This day in History" starters.
Direct Instruction (5 min.)
ELD Strategy: Direct Teach/Video Clips: Diocletian's Plan: Teacher will introduce the assignment. Students will watch a video clip dicussing the Diocletian's plan. Teacher will advice students that as they watch the video clip they will get a visual cue when the answer to questions will be coming up.
Guided Practice (10 min.)
ELD Strategy: TPS/Sentence Stem: Diocletian's Plan: Before the video clip is played, teacher will work with students to write down their sentence stem to the questions. After the video clip as been played, teacher will go over and clarify in mini lecture Diocletian's plan to prevent the Roman Empire from falling down.
Independent Practice (25 min.)
ELD Strategy: Sentence Stem/Video Based Questions: Diocletian's Plan for Rome: Students will watch a short video that demonstrates Diocletian's plan for Rome since it is not in the textbook. Students will answer two Video Based Questions (VBQ) that will be discussed with their partner.
ELD Strategy: Whisper Read/Annotate/Sentence Stem/Video Clip/Chunked Reading/TPS: Battle of Milvian Bridge: Students will read three chunked passages and answer three different essential questions. Students will annotate the answer to the essential question in the passage before answering it. After they annotate, teacher will show a short video clip that visually demonstrates what they read in the chunked passages.
ELD Strategy: Whisper Read/VIP/Graphic Organizer: Fall of the Rome: Students will read page 42 in their TCI textbook and identify examples of how issues in Rome's economy, society, government, and borders caused the empire to fall. Each category has a number to notify students how many examples should be taken for each category.
Homework.
EdPuzzle: due by Friday at 5 p.m.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
April 6, 2025
Correlation to State Content Standards
7.1.1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).
Expected Student Outcomes (Objective)
Today I am learning about Rome by:
1. Identifying reasons for the Fall of Rome.
2. Understanding the lasting contributions of Roman Empire.
Common Core Literacy Standard
RH 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.
RH 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.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Daily Journals: Students will take their Starter Quiz based on last weeks starters.
Direct Instruction (5 min.)
ELD Strategy: Direct Teach/Model: Aqueducts and Arches: Teacher will go over the directions to the assignment and answer questions prior to having the students complete their task. Teacher will prompt students with the question "When you think of Rome what do you think of?" and take answers from student. Then teacher will show a video clip showcasing the current city of Rome and all of its ancient ruins will talking over the video.
Guided Practice (10 min.)
ELD Strategy: TPS: Fall of Rome: Teacher will go over the answer and provide further clarification about the four reasons mentioned in the textbook for the fall of Rome. Students will make corrections to their evidence graphic organizer.
ELD Strategy: Progress Monitoring: Aqueducts and Arches: Teacher will progress monitor while students are working on their assignments. Will answer or clarify any questions may have.
Independent Practice (25 min.)
ELD Strategy: Whisper Read/VIP/Graphic Organizer: Fall of the Rome: Students will read page 42 in their TCI textbook and identify examples of how issues in Rome's economy, society, government, and borders caused the empire to fall. Each category has a number to notify students how many examples should be taken for each category.
ELD Strategy: Video Clips/Cornell Notes/Talking to the Text: Aqueducts and Arches: Students will watch a four short video clips describing the importance of the Roman Aqueducts and how they were built and how they worked. Students will complete a section of Cornell Notes that goes along with the videos by using their "hints" (talk to the text) clues to ensure they comprehend what they are watching.
Homework.
EdPuzzle: due by Friday at 5 p.m.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
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