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Roman Unit Plan
Roman Unit Plan
Education Department
Dakota Graham
Unit Plan
Background Knowledge:
- 116 students
- dates: March 8th - April 28th ( will be continued after I leave by Mr. Link)
- background skills: map skills, reading comprehension, & writing skills etc.
Unit Plan:
- This unit fits into my curriculum because it follows the chronological order of the ancient civilizations. In addition, many of the concepts from
the last unit, ancient Greece, are carried over and used in this unit.
- The five lessons that start this unit out laydown the framework of Ancient Rome. Without these first five lessons, the students would not have
the proper background knowledge to understand the information learned toward the end of the unit.
1a. Brief description of the unit of study This unit is about Ancient Rome. This unit entails learning about all different aspects of the Roman
Empire. We will cover things from ancient Roman geography, Julius Caesar, the fall of Rome, etc.
2a. Concepts and Competencies for all students 2a. Concepts and competencies for all students
Concepts:
- how to use a map
- Roman government
- social classes
- Punic Wars
- Julius Caesar
- Christianity
- inventions
- how Rome ended
Competencies:
- Read and label a map properly.
- Identify different aspects of the ancient Roman government.
- Be able to differentiate between different social classes.
- Know key events of the wars.
Resources: - Describe one’s life.
SAS Portal: PA Core Curriculum Framework - Identify specific aspects of religions.
- Explain how certain inventions came about and evolved.
PA Alternate Eligible Content - Make connections between similar empires.
General Education Curriculum Unit Objectives Eligible Content:
- none
2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners
- map key - map key: list of symbols on a map that represent what is being labeled
- excavation - excavation: a process of digging up things in the ground / help to learn about the past
- goldbeaters - goldbeaters: a person who pounds gold into leaf shapes
- vendor - vendor: a person selling something
- domus - domus: type of town home in ancient Rome
- Colosseum - Colosseum: where Roman events were held
- irate - irate: angry
- corvus - corvus: moveable footbridge
Identify and describe/define prioritized vocabulary and ideas for students with instructional needs.
This vocabulary should include a subset of the key vocabulary that all students will learn in this
unit as well as foundational and high frequency core vocabulary that students will need to
understand in order to comprehend prioritized concepts.
Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
A ● When given a writing
assignment in the regular ● Student A will continue to ● Extended time to twice
education classroom, meet with the Transition allotted for activities and
student A will write their Coordinator to review and assessments.
sentences correctly by revise her transition plans. ● Repetition to acquire,
applying appropriate ● Student A will continue to master, and maintain taught
capitalization, punctuation, develop academic skills skills.
spelling of common words, related to reading ● Per teacher discretion,
and the taught rules of comprehension. provide Student A with the
grammar with at least an opportunity to take tests in a
85% accuracy as measured separate setting.
across the marking period.
B ● Given a real or simulated ● Student B will continue to ● Extra processing time when
situation dealing with peer develop age appropriate a directive has been given.
interactions, Student B will social skills. ● At Student B’s request,
identify appropriate social ● Student B will continue to breaks when needed to help
and coping skills, to make develop academic skills in maintain focus.
those interactions positive the area of writing. ● Extended time to complete
with 80% accuracy in 4 out work as agreed upon by
of 5 observed situations. learning support and regular
● Given a writing prompt, education teacher.
Student B will write five to
six sentences on a given
topic with a topic sentence,
detail sentences, and a
concluding sentence with
proper capitalization,
punctuation, and correct
spelling of common words
to score 85% or better as
measured across the
marking period.
LESSON #1
EDUCATION DEPARTMENT
LESSON PLAN Format
Standard - 7.3.7.A
Describe the human characteristics of places and regions using the following criteria:
● Population
● Culture
● Settlement
● Economic activities
● Political activities
BIG IDEAS:
- Characteristics of places and regions allow for a better understanding of the land to be comprehended.
- Details of places allow connections between physical and human characteristics to be made.
ESSENTIAL QUESTIONS:
- Why is the geography of ancient Italy important?
ELIGIBLE CONTENT:
- none
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
- The students are to finish the charts during this class period.
- After reading and the chart completion, the students will complete an exit ticket.
ACCOMMODATIONS/MODIFICATIONS:
- extra time
- one on one assistance
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative assessment measures for all levels
of differentiation.
- By having the students complete an exit ticket, I will be able to see what they took away from the lesson.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
- This lesson went rather well. I enjoyed seeing how the students used their own skills to label their maps. It was good for me to see where the
students struggled and what I needed to work on.
**MATERIALS**
LESSON #2
EDUCATION DEPARTMENT
Standard - 7.2.7.A
CC.8.5.6-8.G.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
BIG IDEAS:
- Locating places is essential for understanding geography.
ESSENTIAL QUESTIONS:
- WHy is knowing where places and regions are located on a map important?
- Why are characteristics or places important?
ELIGIBLE CONTENT:
- none
MATERIALS:
- pen/pencil
- papers
- instructions
- whiteboard
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?:
- The wrap up for this lesson is really the poem/song activity because that is what we ended with last week for the 90min periods.
- The next class will have a wrap up for the Pompeii assignment because we are playing catch-up.
ACCOMMODATIONS/MODIFICATIONS:
- one on one time
- extra time
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative assessment measures for all levels
of differentiation.
- By having the students create their own song or poem about the geographical features of Italy and the impact they had on Italy, I will be able to
see how much the students took away from the lesson.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
- I really enjoyed teaching this lesson! The students seemed to really like the lesson too. When I allow creativity and freedom in the classroom, I
notice that is when the grades are the best.
**MATERIALS**
Poem & Song Activity:
For this activity, I would like you to create a poem or write a song. Your poem or song should be about the features of Italy. You must include the following
1. A minimum of 5 of the features we read about (Tiber River, Mt. Vesuvius, Med Sea, etc.).
2. You must mention if the feature was a positive or negative for Italy.
Overview:
A deafening boom roars through Pompeii’s crowded marketplace. The ground shakes violently, throwing midday shoppers off balance and toppling stands of
fish and meat. People scream and point toward Mount Vesuvius, a massive volcano that rises above them.
Nearly 2,000 years ago, Pompeii was a bustling city located in what is now southern Italy. But in the summer of A.D. 79, the nearby Mount Vesuvius volcano
erupted. It spewed smoke and toxic gas 20 miles into the air, which soon spread to the town. Almost overnight, Pompeii—and many of its 10,000 residents—
vanished under a blanket of ash.
Pompeii was basically lost and forgotten until it was rediscovered in 1748. Thanks to excavations, which are still going on today, scientists have been able to
figure out almost exactly what happened on that terrible day.
After the volcano first erupted shortly after noon, the thick ash turned everything black—people couldn’t even see the sun. Some residents escaped the
city, while others took shelter in their homes. But the ash kept falling. Piles grew as deep as nine feet in some places, blocking doorways and caving in roofs.
Around midnight, the first of four searing-hot clouds of ash, rock, and toxic gas (also called surges) rushed down the volcano. Traveling toward Pompeii at
about 180 miles an hour, the surge scorched everything in its path. Around 7 a.m., nearly 19 hours after the initial eruption, the city was completely covered
in a deadly mix of ash and rock.
Visiting the ruins of Pompeii is like going back in time. The layers of ash actually helped preserve buildings, artwork, and even the forms of bodies as they
decomposed and left holes in the ash. All that allowed experts to fill in the details that might not have survived at many other Roman sites.
Based on what they uncovered, scientists believe that Pompeii was a prosperous town popular with wealthy vacationing Romans. Well-paved streets had high
sidewalks and stepping-stones to keep pedestrians out of the mud. To relax, people soaked in public baths, watched gladiators or chariot races at an
amphitheater, and enjoyed plays in two theaters. Pompeii may be ancient history, but scientists are pretty sure Mount Vesuvius is overdue for another
major explosion. Luckily the people living near the volcano today will likely receive evacuation warnings before it blows.
https://www.youtube.com/watch?v=dY_3ggKg0Bc
EDUCATION DEPARTMENT
Standard - 7.3.7.A
Describe the human characteristics of places and regions using the following criteria:
● Population
● Culture
● Settlement
● Economic activities
● Political activities
BIG IDEAS:
- Why is understanding what the way of life was in the past important?
- Human characteristics give us a better understanding of how people lived back then.
ESSENTIAL QUESTIONS:
- Why is it important to learn about how people lived in the past?
- How does learning about daily life help us understand how places have changed?
ELIGIBLE CONTENT:
- none
MATERIALS:
- pen/pencil
- whiteboard
- papers
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
- The students will complete a ticket out the door before leaving.
- The ticket will be about
ACCOMMODATIONS/MODIFICATIONS:
- one on one time
- extra time
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative assessment measures for all levels
of differentiation.
- By having the students complete a RAFT and exit ticket, I will be able to know what the students learned the most. When they write the RAFT,
I will be able to see how they take what we’ve learned and applied to writing a tour guide note as if they were really a guide.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
- This lessons as a reality check for me in the sense that I am still learning how to get used to the 45min periods. I feel as if I barely get anything
accomplished. What I did on the lesson plan went well, but I need to be more realistic in terms of what I get done in one period.
**MATERIALS**
After learning about ancient Roman daily life, it is time for you to become the expert tour guide! For this activity, you are to create a travel guide cover page. The
requirements are:
2. A big image on the front center representing ancient Rome daily life.
5. Draw & describe 1 main attraction that your visitors will see when touring.
Writing Portion:
On the back side of the paper will be the writing portion. Pretend you are a tour guide and giving me a tour of Ancient Rome. You must have the following:
LESSON #4
EDUCATION DEPARTMENT
Standard - 8.4.7.A
Summarize the social, political, cultural, and economic contributions of individuals and groups in world history.
BIG IDEAS:
- Sequential order of events allows us to see how things came to be overtime.
- Individuals and groups help to shape world history.
ESSENTIAL QUESTIONS:
- Why is learning about the sequence of events important to understanding history?
- How do contributions of individuals and groups help to shape outcomes of history?
ELIGIBLE CONTENT:
- none
MATERIALS:
- paper
- pencils
- white board
- computer
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?:
- Once they are finished the reading and questions, they will all individually answer a short essay question.
● This independent writing activity is for me to see what the students took away from the reading. Also, this allows me to see how students
work by themselves.
- After they complete the essay, they are to finish an exit ticket by themselves also.
ACCOMMODATIONS/MODIFICATIONS:
- extra time
- specific questions
- one on one assistance
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative assessment measures for all levels
of differentiation.
- By having the students complete an independent writing assignment and exit ticket, I will be able to see if the students truly understood what
they were learning in the lesson.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
- This lesson went really well! The reading and the guided questions really made the students think and apply what they were reading. I enjoyed
seeing how the students were able to read and elaborate on their answers. I was a bit hesitant about the small writing portion, but after
explaining what I was looking for, the students grasped the concepts.
**MATERIALS**
Directions: Please answer the following questions in your notebook. All answers must be written in sentence format.
Box #1:
Box #2:
1. What occurred in 509 BCE?
2. Describe a “republic” government.
3. What did the Senate do?
4. What were senators’ responsibilities?
Box #3:
Box #4:
Box #5:
1. What was the compromise that was made between the plebeians and patricians?
2. What was the most important power created? What does it mean?
3. How will the specific power that the plebeians gained impact them?
Box #6:
1. What 3 rights did the plebeians now possess? List them, (yes, they are listed in the paragraph)!
Box #7:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
____________________________________________________________________________________________
Exit Ticket:
________________________________________________________________________________________
LESSON #5
EDUCATION DEPARTMENT
Standard - 8.4.7.C
Differentiate how continuity and change have impacted world history.
BIG IDEAS:
- Understanding conflict and cooperation between groups of people helped to comprehend how the world was changed.
ESSENTIAL QUESTIONS:
- How/why did conflict impact history so much?
- How has continuity affected world history?
ELIGIBLE CONTENT:
- none
MATERIALS:
- pencils
- whiteboard
- papers
- worksheets
ACCOMMODATIONS/MODIFICATIONS:
- extra time
- one one one assistance
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative assessment measures for all levels
of differentiation.
- Having an exit ticket will allow the students to demonstrate what they have learned. I will be able to see how they pick what they think were the
most important events that lead up to the war.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
- This lesson was not as engaging as some of the other lessons. Learning is not always meant to be “fun.” This lesson was more reading and
applying based, so more thinking was required. It went well, but it was a bit “dry” for me to teach. Not every lesson is going to be great!
**MATERIALS**
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Event Importance
For this last part of class, I would like you to pick what you think were the 5 most important events that took place during the
war. With those 5 events….
Example:
2.
3. This event was important because without the Romans building their boats, they would not be able to fight on water.