Embedded Files
March 17, 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).
Expected Student Outcomes (Objective)
I am learning about the Roman Empire by:
1. Understanding the legacy and achievements of the roads, architecture, and government.
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.)
Starter Quiz: Students will work on their starter quiz that is based on their starters from last week taken from "This Day in History."
Direct Instruction (5 min.)
SDAIE: Direct Teach/Model: Legacy of Rome: Teacher will go over the directions to the assignment and answer questions prior to having the students complete their task. Teacher will explain that they will have 10 minutes per section to view a 3-4 minute video clip and complete their work. Students are to inform the teacher when they are done for expectations and document they did their own work.
Guided Practice (X min.)
SDAIE: Progress Monitoring: Legacy of Rome: Teacher will progress monitor whil students are working on their assignments. Will answer or clarify any questions may have.
Independent Practice (15 min.)
SDAIE: Video Clips/Cornell Notes/Talking to the Text/: Legacy of Rome: 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.
Complete any Rome work and turn it in by Saturday March 22, 2025.
Closure (5 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
May 3, 2023
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).
Expected Student Outcomes (Objective)
Students will be able to:
1. Describe & Explain the lasting contributions of Rome's aqueducts and arches.
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 based on "This Day in History" by reading a chunked section and placing the sentences in or of CLAIM, STATEMENT, EVIDENCE, and CONCLUSION.
Direct Instruction (5 min.)
SDAIE: 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 (X min.)
SDAIE: Progress Monitoring: Aqueducts and Arches: Teacher will progress monitor whil students are working on their assignments. Will answer or clarify any questions may have.
Independent Practice (10 min.)
SDAIE: 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: Rise and Fall of the Byzantine Empire due by Friday at 5 p.m.
Closure (5 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
April 10, 2024
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).
Expected Student Outcomes (Objective)
Today I am learning about the achievements of the Roman Empire by:
1. Identifying & Describing the importance of Rome's aqueducts, arches, and roads.
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 based on "This Day in History" by reading a chunked section and placing the sentences in or of CLAIM, STATEMENT, EVIDENCE, and CONCLUSION.
Direct Instruction (5 min.)
SDAIE: 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.)
SDAIE: 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.)
SDAIE: Video Clips/Cornell Notes/Talking to the Text: Aqueducts and Arches: Students will watch 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.
SDAIE: Video Clips/Focus Notes/Talking to the Text: Roman Roads Students will watch short video clips describing the importance of the Roman Roads and how they were built and how they worked. Students will complete a section of Focus Notes in which they will find evidence that could answer the three questions provided by the teacher.
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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