Sixth Grade
2018-2019
Module 10: "Ancient Rome"
Pages 288-317
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World History, Holt McDougal, Houghton Mifflin Harcourt Publishing Company, 2012.
Essential Question: How did Rome become the dominant power in the Mediterranean region?
- What you will learn: In this chapter you will learn about the history of the Roman Republic and its growth from a small city into one of the most powerful civilizations of the ancient world.
- Section 1: Geography and the Rise of Rome
- The Big Idea: Rome's location and government helped it become a major power in the ancient world.
- Section 2: Government and Society
- The Big Idea: Rome's tripartite government and written laws helped create a stable society.
- Section 3: The Late Republic
- The Big Idea: The later period of the Roman Republic was marked by wars of expansion and political crises.
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
Download File
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
Download File
why.does.it.matter.12.7.17.docx
Download File
Editing Using COPS:
editing.using.cops.12.20.17.pdf
Download File
editing.using.cops.12.20.17.docx
Download File
COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
Download File
Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
New York State Social Studies Framework:
ss-framework-k-8.pdf | |
File Size: | 726 kb |
File Type: |
New York State Social Studies Field Guide:
nys-ss-field-guide.pdf | |
File Size: | 1072 kb |
File Type: |
New York State P-12
Common Core Learning Standards for English Language Arts & Literacy
Common Core Learning Standards for English Language Arts & Literacy
nysp12cclsela.pdf | |
File Size: | 718 kb |
File Type: |
Fifth and Sixth Grade Writing Rubric:
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RACE Graphic Organizer (including the extended version):
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RACE Rubric:
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"What does the text SAY?" Graphic Organizer:
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"What does the author MEAN?" Graphic Organizer:
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"Why does it MATTER?" Graphic Organizer:
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RESOURCES:
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Homework due Thursday, October 31, 2019: None
Classwork due Wednesday, October 30, 2019: Complete a word web based on what you already know about Ancient Rome.
Classwork due Wednesday, October 30, 2019: Complete a word web based on what you already know about Ancient Rome.
Homework due Tuesday, November 5, 2019: Use pages 328-333 to complete the "Rise of Rome" worksheet found below.
Classwork due Monday, November 4, 2019: Use pages 328-333 to complete the "Rise of Rome" worksheet found below. These questions will help you determine the main idea of the section.
Classwork due Monday, November 4, 2019: Use pages 328-333 to complete the "Rise of Rome" worksheet found below. These questions will help you determine the main idea of the section.
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Week of October 28, 2018
Early Romans: Lesson 1
- Homework Wednesday, October 31, 2018: Read pages 119-120 and answer the questions in the boxes for homework
Classwork Tuesday, October 30, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Romans” Magazine, Pencil
- Activate Prior Knowledge:
- Learning Target:
- Students will engage in different videos and texts to identify what the key characteristics and impacts of Ancient Rome were.
- How did Rome get settled?
- Who founded Ancient Rome?
- Who were some of the important leaders and people associated with Ancient Rome?
- What impacts does Ancient Rome still have on our world today?
- Students will identify several key factors of Ancient Rome
- Students will be able to describe what life in Ancient Rome was like
- Students will be able to distinguish some of the differences between life in Ancient Rome and life in the other ancient civilizations
- Personal Importance/Real Life Importance/Academic Importance:
- Do you still believe in any of Ancient Rome’s beliefs?
- What science, art, or technology is still noticeable in our world from Ancient Rome?
- How did the impacts of Ancient Roman culture influence later cultures?
- Miss Morris will begin class by handing out the new “Early Romans” magazine
- Students will have the opportunity to look through the packet and ask questions
- Miss Morris will address any questions that arise
- Miss Morris will explain that throughout the next few days, students will be learning about this next ancient civilizations
- Students will watch https://www.youtube.com/watch?v=BfB97tLf7Ns for the story of Romulus and Remus (the legend of how Rome was founded)
- Students will read though pages 1 and 2 together in think, pair, share, independent, and group style reading
- Miss Morris will address any questions that arise
- If there is time, students will have the chance to start their homework
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to explain life in Ancient Rome? Are students able to compare this culture with other cultures from around the world?
- Students will be assessed on their active participation throughout the class and their engagement with the lesson
- Students will be assigned to read pages 119-120 and answer the questions in the boxes for homework
Early Romans: Lesson 2
Classwork Wednesday, October 31, 2018
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Homework Thursday, November 1, 2018: None
Classwork Wednesday, October 31, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Romans” Magazine, Pencil
- Activate Prior Knowledge:
- Learning Target:
- Students will engage in different videos and texts to identify what the key characteristics and impacts of Ancient Rome were.
- How did Rome get settled?
- Who founded Ancient Rome?
- Who were some of the important leaders and people associated with Ancient Rome?
- What impacts does Ancient Rome still have on our world today?
- Students will identify several key factors of Ancient Rome
- Students will be able to describe what life in Ancient Rome was like
- Students will be able to distinguish some of the differences between life in Ancient Rome and life in the other ancient civilizations
- Personal Importance/Real Life Importance/Academic Importance:
- Do you still believe in any of Ancient Rome’s beliefs?
- What science, art, or technology is still noticeable in our world from Ancient Rome?
- How did the impacts of Ancient Roman culture influence later cultures?
- Students will read though pages 7 and 8 together in think, pair, share, independent, and group style reading
- Students will watch https://www.youtube.com/watch?v=vn3e37VWc0k discussing the Silk Road
- Students will be asked to compare the trading along the Silk Road to our “trade networks” today. How are they the same? How are they different?
- Students will watch https://www.youtube.com/watch?v=Yu94sFmNwMw to discuss how a Roman Road was made.
- Miss Morris will address any questions that arise
- Why was expansion so important to the Romans? Did we ever try to expand in our country? Compare these two ideas. How did we trade with ideas in our country? 13 Colonies, early settlements, etc.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to explain life in Ancient Rome? Are students able to compare this culture with other cultures from around the world?
- Students will be assessed on their active participation throughout the class and their engagement with the text
Early Romans: Lesson 3
Classwork Thursday, November 1, 2018
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Homework Friday, November 2, 2018: Read pages 128-129 and answer the box questions
Classwork Thursday, November 1, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Romans” Magazine, Pencil
- Activate Prior Knowledge:
- Learning Target:
- Students will engage in different videos and texts to identify what the key characteristics and impacts of Ancient Rome were.
- How did Rome get settled?
- Who founded Ancient Rome?
- Who were some of the important leaders and people associated with Ancient Rome?
- What impacts does Ancient Rome still have on our world today?
- Students will identify several key factors of Ancient Rome
- Students will be able to describe what life in Ancient Rome was like
- Students will be able to distinguish some of the differences between life in Ancient Rome and life in the other ancient civilizations
- Personal Importance/Real Life Importance/Academic Importance:
- Do you still believe in any of Ancient Rome’s beliefs?
- What science, art, or technology is still noticeable in our world from Ancient Rome?
- How did the impacts of Ancient Roman culture influence later cultures?
- Students will read through pages 9 and 10 together in various think, pair, share, independent, and group style reading
- This section discusses the Roman Army, their uniform, the training, and various weapons that they used
- Do we still have any of these things today?
- Have you ever fired a sling shot? This is a lot like the ballista that Romans used in battle tactics
- Our military todays uses some of the same techniques to fight some of their battles
- Miss Morris will address any questions that the students have
- Students will have the chance to begin their homework
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to explain life in Ancient Rome? Are students able to compare this culture with other cultures from around the world?
- Students will be assessed on their active participation throughout the class and their engagement with the text
- Read pages 128-129 and answer the box questions
Early Romans: Lesson 4
Classwork Monday, November 5, 2018
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Homework Tuesday, November 6, 2018: Read pages 134 -135 and answer the questions in the boxes. This will be an introduction into tomorrow’s lesson.
Classwork Monday, November 5, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Romans” Magazine, Pencil
- Activate Prior Knowledge:
- Learning Target:
- Students will engage in different videos and texts to identify what the key characteristics and impacts of Ancient Rome were.
- How did Rome get settled?
- Who founded Ancient Rome?
- Who were some of the important leaders and people associated with Ancient Rome?
- What impacts does Ancient Rome still have on our world today?
- What was life like in Ancient Rome?
- Students will identify several key factors of Ancient Rome
- Students will be able to describe what life in Ancient Rome was like
- Students will be able to distinguish some of the differences between life in Ancient Rome and life in the other ancient civilizations
- Personal Importance/Real Life Importance/Academic Importance:
- Do you still believe in any of Ancient Rome’s beliefs?
- What science, art, or technology is still noticeable in our world from Ancient Rome?
- How did the impacts of Ancient Roman culture influence later cultures?
- Today students will learn what life was like for the poor people in Ancient Rome
- Students will turn to pages 11 and 12 in their magazine
- We will read these pages in various think, pair, share, independent, and group style readings
- Students will watch https://www.youtube.com/watch?v=r3Yg4F8F6Oo to learn about the clothing and lifestyle of Ancient Roman children
- Students will be asked to think about and share how this clothing differs from theirs
- Students will also be asked how the toys of Ancient Rome are different or the same from the toys that they play with at home
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to explain life in Ancient Rome? Are students able to compare this culture with other cultures from around the world?
- Students will be assessed on their active participation throughout the class and their engagement with the text
- Read pages 134 -135 and answer the questions in the boxes. This will be an introduction into tomorrow’s lesson
Early Romans: Lesson 5
Classwork Tuesday, November 6, 2018
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
Concept Development:
Skills Development:
Guided Practice/Teaching Strategies and Accommodations:
Independent Practice:
- Homework Wednesday, November 7, 2018: Read pages 137-139 and answer all questions.
Classwork Tuesday, November 6, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Romans” Magazine, Pencil
- Activate Prior Knowledge:
- We have already learned about many ancient civilizations. Today, we will be starting to learn about Ancient Rome
- Have any of you ever heard of Ancient Rome before? Do any of you know where Rome is located?
- Have you heard of Italy?
- We will be learning about the history and impacts of Rome over the next week
- Learning Target:
- Students will engage in different videos and texts to identify what the key characteristics and impacts of Ancient Rome were.
Concept Development:
- How did Rome get settled?
- Who founded Ancient Rome?
- Who were some of the important leaders and people associated with Ancient Rome?
- What impacts does Ancient Rome still have on our world today?
- What was life like in Ancient Rome?
Skills Development:
- Students will identify several key factors of Ancient Rome
- Students will be able to describe what life in Ancient Rome was like
- Students will be able to distinguish some of the differences between life in Ancient Rome and life in the other ancient civilizations
- Personal Importance/Real Life Importance/Academic Importance:
- Do you still believe in any of Ancient Rome’s beliefs?
- What science, art, or technology is still noticeable in our world from Ancient Rome?
- How did the impacts of Ancient Roman culture influence later cultures?
Guided Practice/Teaching Strategies and Accommodations:
- Today students will learn about the religion, science, art, and architecture in Ancient Rome
- Students will also learn about Rome’s legacy on our world today
- Students will turn to pages 13,14, and 15 and we will discuss these pages in various think, pair, share, independent, and group reading styles
- Students will watch https://www.youtube.com/watch?v=q0aJbKwABMo for an overview of the Roman legacy
- How are some things in our society impacted by Ancient Rome?
- Students will have the opportunity to start their homework if there is time
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to explain life in Ancient Rome? Are students able to compare this culture with other cultures from around the world?
Independent Practice:
- Students will be assessed on their active participation throughout the class and their engagement with the text
- Read pages 137-139 and answer all questions.
Early Romans: Lesson 6
Classwork Wednesday, Thursday, and Friday, November 7, 8, 9, 2018
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
Concept Development:
Skills Development:
Guided Practice/Teaching Strategies and Accommodations:
- Homework Thursday and Friday, November 8 and 9, 2018: ABC Chart due on Friday at the end of class.
Classwork Wednesday, Thursday, and Friday, November 7, 8, 9, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Materials: “Early Romans” Magazine, Pencil
- Activate Prior Knowledge:
- Today, we will be starting to learn about Ancient Romeo
- Have any of you ever heard of Ancient Rome before? Do any of you know where Rome is located?
- Have you heard of Italy?We will be learning about the history and impacts of Rome over the next week
- Learning Target:
- Students will engage in different videos and texts to identify what the key characteristics and impacts of Ancient Rome were.
Concept Development:
- How did Rome get settled?
- Who founded Ancient Rome?
- Who were some of the important leaders and people associated with Ancient Rome?
- What impacts does Ancient Rome still have on our world today?
- What was life like in Ancient Rome?
Skills Development:
- Students will identify several key factors of Ancient Rome
- Students will be able to describe what life in Ancient Rome was like
- Students will be able to distinguish some of the differences between life in Ancient Rome and life in the other ancient civilizations
- Personal Importance/Real Life Importance/Academic Importance:
- Do you still believe in any of Ancient Rome’s beliefs?
- What science, art, or technology is still noticeable in our world from Ancient Rome?
- How did the impacts of Ancient Roman culture influence later cultures?
Guided Practice/Teaching Strategies and Accommodations:
- Miss Morris will introduce the ABC chart project to students
- Students will be expected to find an important word or phrase to fill in each letter of the alphabet (for example, A= Appenine Mountains, B= ballista, C= city planning, etc.)
- Students will have half of class on Wednesday to start looking for information and all of class on Thursday to work on this. They should take it home and finish it for homework if it is not done on Thursday in class.
- Students will be given ONE bonus point if they can find an X,Y, or Z because Miss Morris could not
- This will be created on a piece of computer paper
- Miss Morris will model what this could look like, but students have the freedom to design it however they would like, as long as A-W are included (Q, X,Y, and Z are extra credit)
- Students will compare their projects with a classmate on Friday and will have the chance to add to their list if they choose to/if time allows
- Students will also have the opportunity to present their project to the class if desired during the second half of class if time allows.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of the different people, places, and interesting facts about Ancient Greece?
- Are students able to explain life in Ancient Rome? Are students able to compare this culture with other cultures from around the world.
- Students will be assessed on their active participation throughout the class and their engagement with the text
- Students will be graded on the effort and accuracy of their ABC chart. Is it neat and organized? Is the information that you are finding from the magazine? Is the information accurate and important?
ABC Chart Directions
Example of Rome ABC Chart
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The following lessons are from previous years:
Quizlet:
Quizlet Flashcards: http://quizlet.com/17157021/flashcards
Quizlet: http://quizlet.com/11706618/holt-ancient-civilizations-chapter-10-the-roman-republic-flash-cards/
Homework due Tuesday: GRAPES organizer for p.294-299 (If not done in class), Ancient Rome Physical Map
Classwork, Monday:
Classwork, Monday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example: Show key land marks on power-point slide
- Question: “Who can tell me where ____ is located?”
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- “So when we look at certain landmarks, we know where they are located because of how famous they are. We know when we look at the Eiffel Tower it is located in Paris. It is one of the many things that the country of France is known for. Today we are going to be talking about the landmarks and geography of Italy. Specifically, ancient Rome.”
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Analyze à examine carefully, breaking into components to understand
- Critical attributes: Helps students to get good detail from the text
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) the photo on p.291 and p.295
- “What do we notice about the ruins in this photo? Why are they significant?” (p.291)
- “What can you tell me about the location of Italy?”
- Turn to page 295: “What type of map is this? Physical or Political? How do you know? What do political and physical maps show?”; “What can we infer about Italy based off its location? Why?” (p.295)
- Students will evaluate what they already know about the Roman Republic by filling out the GRAPES Organizer. They will put two facts in each column (you may work with a partner) and then they will use pgs.294 -299 to fill in the rest of the GRAPES organizer.
- Students will create a map of the Geography of Ancient Rome. They will do this by using their social studies textbook p.295 using the map of ancient Rome as a resource to help develop their maps.
- Students will analyze (examine carefully, breaking it into components to understand it) the photo on p.291 and p.295
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will explain how significant the importance of the location of Italy is by reading through pages 294-295 in the textbook as a class.
- The teacher will demonstrate how she wants the GRAPES organizer to be filled in.
- The teacher will also show an example of what the map of Ancient Rome should look like.
- By the end of the guided practice, students will be able to perform the steps individually.
- The teacher will explain how significant the importance of the location of Italy is by reading through pages 294-295 in the textbook as a class.
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Independent Practice:
- The students will complete the GRAPES organizer for HW if not finished in class.
- Ancient Rome Physical Map
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Homework due Wednesday: EXTENDED RACER Response in ESSAY form and picture of the geography or republic of Rome if not finished in class;
Classwork, Tuesday:
Classwork, Tuesday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first: In America we have a republic. Why is that?
- Question: “What is a republic?”
- Students will write their answers on white boards.
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Analyze
- Critical attributes: Helps students to gain a better understanding of the text.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) the text on pages 296-299 as a class. They will do this by reading the text together or separately to gather information about the Republic of Rome.
- Students will explain why Rome’s location and government helped it to become a major power in the ancient world. They will do this by answering the question: “How did Rome’s location and government become a major power in the ancient world?” in EXTENDED RACER format. Students will then put their EXTENDED RACER format into paragraph form. And provide an image that goes along with their EXTENDED response.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will explain why the government of Rome helped it to become a major power in the ancient world.
- The teacher will explain why the government of Rome helped it to become a major power in the ancient world.
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Independent Practice:
- The students will complete their EXTENDED RACER essay if not finished in class
Homework due Thursday: Roman Republic Section 2 Packet
Classwork, Wednesday:
Classwork, Wednesday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Government has changed over time. Name some types of government that you know of!
- Republic/representative, dictatorship
- How do you think these forms of government have affected society?
- Question: What type of government do we have in the United States? How do you know?
- Video???
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- Government has changed over time. Name some types of government that you know of!
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept Analyze: examine carefully, breaking it into components to understand it.
- Critical attributes: analyzation helps students to grasp a better understanding of the text and squeeze out all the key important information that is being represented.
- Examples: Ringing out a sponge
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) the text on pages 302-307 in the social studies textbook. Students will do this by participating in reading these pages out loud as a class. I will know students have read these pages by the completion of the section 2 Roman Republic packet.
- Students will describe the “Roman Government”, “Written Laws Keep Order”, “The Roman Forum”. Students will do this by participating with group members and reporting on the details of one of the given sections listed above.
- Students will complete the section two Roman Republic packet while the other students are reporting their information about their section that they are reporting on. I will know students have gathered the information needed when the students complete section two Roman Republic packet.
- Using the textbook and Roman Republic section two packet, students will be able to explain what a tripartite government is and each responsibility of each part of government. Students will do this by reading pages 302-303 in the textbook. Students will also do this by completing the Roman Republic Section 2 packet. I will know students have done this by completing the section 2 packet.
- Using the textbook and Roman Republic section two packet students will identify key vocabulary words in the text. They will do this by looking up the definition of the words using the textbook. I will know students have done this by completing section 2 of Roman Republic packet.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will explain how to analyze the two pages 302-307 in the social studies textbook.
- The teacher will explain how to fill out the section 2 Roman Republic packet.
- Gradually, students will begin to do the steps individually.
- By the end of the guided practice, students will be able to perform the steps individually.
- The teacher will explain how to analyze the two pages 302-307 in the social studies textbook.
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Independent Practice:
- The students will finish their Section 2 Roman Republic packet
Homework due Tuesday: (p.326-328): “What are the accomplishments of Rome?” Students will answer answer this question in paragraph form using the RACER format.
Classwork, Monday:
Classwork, Monday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Power can be good and bad
- Question:
- What is an example of good power?
- What is an example of “bad” power?
- The teacher will read, “Building Background” on page 308 in textbook and discuss with students.
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Analyze: (examine carefully, breaking it into components to understand it).
- Skill Development:
- Students will describe the late republic of Rome by following along the teacher’s PowerPoint and taking thorough notes in their social studies textbooks.
- Students will explain why the later period of the Roman Republic was marked by wars, expansion, and crisis (p.308).
- Students will identify who Spartacus is and why he made history in Ancient Rome. They will do this by reading a biography called, “Spartacus” and completing a follow up activity attached to the article.
- Students will describe the late republic of Rome by following along the teacher’s PowerPoint and taking thorough notes in their social studies textbooks.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will explain the importance of this Roman Period of the Late Republic by using a PowerPoint to explain the key concepts she would like students to take away.
- The teacher will explain the directions of the follow up activity of the “Spartacus” biography by showing examples of epitaphs and how students will create one for Spartacus.
- Gradually, students will begin to do the steps individually.
- By the end of the guided practice, students will be able to perform the steps individually.
- The teacher will explain the importance of this Roman Period of the Late Republic by using a PowerPoint to explain the key concepts she would like students to take away.
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Independent Practice:
- The students will finish their “Spartacus” biography activities.
- (p.326-328): “What are the accomplishments of Rome?” Students will answer answer this question in paragraph form using the RACER format.
Homework due Tuesday: NONE
Classwork, Monday:
Classwork, Monday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge
- Question: “How many feet are in one mile?”
- 5,280 ft in one mile
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- Question: “How many feet are in one mile?”
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Proportions: a number that is a part of the whole
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) p. 330-331 in their social studies textbooks.
- Students will read the article, “Roman Roads” to gather more information about how the roads were made.
- Students will explain how the map shows, “all roads lead to Rome”.
- Students will evaluate how many feet are in 50,000 miles of Roman Roads. They will do this by creating a proportion.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will demonstrate how to form a proportion on the smartboard. The teacher will start off with a simple proportion and then demonstrate how to set up a proportion to find out, “How many feet are in 50,000 miles of Roman Roads?”
- Gradually, students will begin to do the steps individually.
- By the end of the guided practice, students will be able to perform the steps individually.
- The teacher will demonstrate how to form a proportion on the smartboard. The teacher will start off with a simple proportion and then demonstrate how to set up a proportion to find out, “How many feet are in 50,000 miles of Roman Roads?”
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Independent Practice:
- The students will finish their proportion.
Homework Due : Write six facts that you can learn from the text features on pages 294-299 in our textbook.
Classwork, Monday,:
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today we will be using a new strategy called GRAPES to help us determine what we already know about the Roman Republic.
- The GRAPES format is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- Students will first determine what they know about Rome and fit their knowledge into one of each of the GRAPES categories. Then students will pair up and try to come up with a more complete picture of Rome. The goal is to have two or more facts written for each letter.
- The homework will be to look at the text features on pages 294 to 299 in the textbook and write down six pieces of information that you can get from the text features.
GRAPES PowerPoint:
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GRAPES PowerPoint:
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Homework Due Wednesday, : Read pages 298-299 and do a RACECE organizer for the reading check question on page 299, “What were the differences between plebeians and patricians?”
Classwork, Tuesday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today we will be continuing to work on using our GRAPES strategy to take notes. We will take notes as a class as we read through our text, putting any information we pull from the text into a GRAPES category.
- For homework, students will read pages 298-299 and do a RACECE organizer for the reading check question on page 299, “What were the differences between plebeians and patricians?” Use the writing prompts suggestions found above.
RACE Graphic Organizer (including the extended version):
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Homework Due Thursday, : Read pages 304-305 and do GRAPES notes. GRAPES notes involve pulling relevant facts out of the text as you read and putting it into one of the GRAPES categories (Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structure).
Classwork, Wednesday, :
Classwork, Wednesday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today in class, we will be learning and practicing a new learning strategy called a Freeze Scene.
- In a Freeze Scene, group members have to show a concept (in this case the three different segments of the Roman Republican government) by freezing in a position demonstrating your concept. This will appear as if you paused a movie or play at an important moment.
- We will plan our scenes today and perform them tomorrow.
- For homework, students will read pages 304-305 and do GRAPES notes. GRAPES notes involve pulling relevant facts out of the text as you read and putting it into one of the GRAPES categories (Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structure).
Homework Due Friday, : Read pages 306-307 and do GRAPES notes. GRAPES notes involve pulling relevant facts out of the text as you read and putting it into one of the GRAPES categories (Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structure).
Classwork, Thursday, :
Classwork, Thursday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today in class we will present our Freeze Scenes (see yesterday's entry).
- For homework, students will read pages 306-307 and do GRAPES notes. GRAPES notes involve pulling relevant facts out of the text as you read and putting it into one of the GRAPES categories (Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structure).
Homework Due Monday, : Read Section 3, pages 309-313 and do GRAPES notes. GRAPES notes involve pulling relevant facts out of the text as you read and putting it into one of the GRAPES categories (Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structure).
Classwork, Friday, :
Classwork, Friday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today in class we will be working on GRAPES notes in pairs on the pages we have for homework.
- For homework read Section 3, pages 309-313 and do GRAPES notes. GRAPES notes involve pulling relevant facts out of the text as you read and putting it into one of the GRAPES categories (Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structure).
Homework Due Tuesday, : Create Section 1 vocabulary cards, found on page 294. Students can write out the vocabulary on a sheet of paper if they do not have index cards.
Classwork, Monday, :
Classwork, Monday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today we will be creating timelines about the Roman Republic using the documents below.
- For homework, students will create vocabulary cards for Section 1, found on page 294. If students do not have index cards they can write out the vocabulary on a sheet of paper.
Timeline directions:
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Timeline directions:
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083Homework Due Wednesday, : Section 2 vocabulary cards found on page 302 the text book. Put the vocabulary term on one side of the card, and the definition on the other. If you do not have index cards you write out the vocabulary on paper. Begin studying for the test. See Study Guide below.
Classwork, Tuesday, :
Classwork, Tuesday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today we will be writing short biographies (4-5 paragraphs) on historical figures in the Roman Republic.
- Pairs and individuals will each have one historical figure to write about.
- We will share these bios at the end of class.
- For homework students will complete Section 2 vocabulary cards found on page 294 of the text book. Put the vocabulary term on one side of the card, and the definition on the other. If you do not have index cards you write out the vocabulary on paper.
The Roman Republic Study Guide:
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The Roman Republic Study Guide:
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Homework Due Thursday, : Section 3 vocabulary cards found on page 308 of the text book. Put the vocabulary term on one side of the card, and the definition on the other. If you do not have index cards you write out the vocabulary on paper. Study for the TEST ON FRIDAY.
Classwork, Wednesday, :
Classwork, Wednesday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today we will be creating a master list of the GRAPES notes we have been working in during this chapter.
- Students will have some brainstorming time to find information from the chapter that pertains to each letter of GRAPES (Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structure).
- Then we will compile a list as a class and Miss G will scribe students' information onto a master list on the SmartBoard, which students will copy down. A typed up version will also appear below after it is written in class.
- For homework students will complete Section 3 vocabulary cards found on page 308 of the text book. Put the vocabulary term on one side of the card, and the definition on the other. If you do not have index cards you write out the vocabulary on paper.
Class GRAPES:
class_grapes_notes.pdf | |
File Size: | 821 kb |
File Type: |
Homework Due Friday, : Section 3 vocabulary cards found on page 308 of the text book. Put the vocabulary term on one side of the card, and the definition on the other. If you do not have index cards you write out the vocabulary on paper. Study for the TEST ON FRIDAY.
Classwork, Thursday, :
Classwork, Thursday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today we will be playing Jeopardy to study for our test on Friday about the Roman Republic.
Homework Due Monday, : None.
Classwork, Friday, :
Classwork, Friday, :
- Today we will be taking a test on The Roman Republic.
IMPORTANT:
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Chapter 10 Study Guide: Fill out this study guide and use it to prepare for the test. This is for a grade.
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PowerPoint Study Guide: I HIGHLY recommend that this PowerPoint is utilized to study for the test.
chapter10.study.guide.powerpoint.pdf | |
File Size: | 2468 kb |
File Type: |
Homework Due : None.
Classwork, : Preview of Chapter 10: "The Roman Republic."
Classwork, : Preview of Chapter 10: "The Roman Republic."
- In groups, students will analyze the picture on pages288-289. Then pages 290-291.
- In groups, decide what these photos can tell us about Rome.
- Together in groups, students will fill out the Seed Discussion Organizer.
Homework Due Tuesday and Wednesday, : None.
Classwork, Monday and Tuesday, :
Classwork, Monday and Tuesday, :
- As a class, we will go over the Seed Discussion Organizer.
- We will review the meaning of standard heading or title and inferential heading or title.
- We will discuss whether or not the title "Geography and the Rise of Rome" is a standard heading or inferential. We will discuss the meaning of "Rise of Rome."
- We will analyze the photos and the text boxes together as a class.
- We will go over the NYS standard RI.6.2 and discuss ways to find the central idea.
- We will read and debate the "If YOU were there..." section in the introduction of the text.
- We will read the three sentences in the "Building Background" section and decide if one of those sentences might sum up the central idea well. Which sentence?
- We will read the section together as a class and decide if there are any other sentences or facts that can lead us to the central idea.
- We will begin to answer the central idea questions on the handout sheet. Questions may be answered on the sheet.
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Rome and Christianity
Homework due : Fall of the Roman Empire, Prezi.
Classwork Wednesday and sday, 201:
Homework due : Fall of the Roman Empire, Prezi.
Classwork Wednesday and sday, 201:
- Students will create a Prezi account.
https://prezi.com/profile/registration/?license_
- While using the iPads, students will create a Prezi that will answer the following question, "Why did the Roman Empire fall?"
- The answer to the question can be found in the social studies textbook on pages 339-343.
- Be sure to use images as well as text to explain the answer.
- Students should be prepared to present the Prezi to the class.
- The Prezi is due Friday, May 16, 2014.
Homework Due Thursday, : Complete the Central Idea Questions Sheet, textbook pages 296-297.
Classwork, Wednesday, :
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details. Review of central ideas and supporting details.
Students will:
Central Idea Questions Sheet, textbook pages 296-297
Classwork, Wednesday, :
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details. Review of central ideas and supporting details.
Students will:
- "find the central idea of a text and the details that help support it."
- Students will think about their favorite book or movie and will think about what they would say if they had to tell a friend what the movie or book is mostly about. This is called the "central idea."
- "A text's central idea is the most important point the writer is trying to make. Sometimes the central idea is directly stated, but more often it's not.
- Supporting details are facts, examples, reasons, or descriptions that expand on the central idea.
- Readers determine a text's central idea and supporting details so they can better understand the text's meaning. A central idea often needs to be figured out by analyzing the supporting details.
- Think of yourself as a detective describing a complex situation and finding clues to support your observations."
- Another metaphor of a central idea is the desk being the central idea and the legs of the desk being the supporting details.
- As a class, we will read the paragraphs on pages 294-295 in the social studies textbook. As we read we will ask ourselves the question, "What is the central idea of the paragraph? What details support this idea?" To determine the central idea of paragraph 5 (and then for paragraph 8) we will make a list of key details.
- Look at the first and last sentences of the paragraph to look for clues about the central idea. However, the central idea is not always found in the first and last sentence.
- Based on the key supporting details, we will identify and describe the central idea by deciding what the key supporting details have in common.
- "Remember: The central idea is the most important point. The key supporting details support the main idea (central idea) by telling you more about it. And, the main idea (central idea) is not always the first or last sentence of a paragraph."
- Students will read pages 296-297 in the social studies textbook and will answer the questions about the central idea on the answer sheet.
Central Idea Questions Sheet, textbook pages 296-297
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Homework Due Tuesday, : "Chapter 10, The Roman Republic" Section 1 and Section 2 Worksheet Packets.
Classwork, Monday, :
Classwork, Tuesday, :
Classwork, Monday, :
- Students will work on the packet in class and for homework.
- Students will use their textbooks to find the answers.
- Students will write their answers in the packet.
- This is for a grade.
Classwork, Tuesday, :
- Students will work on the packet in class and for homework.
- Students will use their textbooks to find the answers.
- Students will write their answers in the packet.
- This is for a grade.
Homework Due Friday, : Complete the Central Idea Questions Sheet, textbook pages 298-299.
Classwork, Thursday, :
Central Idea Questions Sheet, textbook pages 298-299
Classwork, Thursday, :
- As a class we will read about Remus and Romulus.
- RI.6.2 Determine a central idea of a text and how it is conveyed through particular details.
- As a class we will read pages 298-299.
- A central idea is the most important point that an author wants to make.
- We use the titles, headings, and first and last sentence of the paragraph to help us determine the central idea and supporting details.
- "Understanding the central idea of a text and being able to find supporting details will help you gain a better understanding of not just what the author is saying but why the author is saying it."
- Students will answer the questions on the answer sheet. DON'T FORGET THE QUESTION ON THE BACK SIDE OF THE SHEET!
Central Idea Questions Sheet, textbook pages 298-299
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Homework Due Monday,: Complete the Central Idea Questions Sheet, textbook pages 302-305.
Classwork, Friday, :
Classwork, Friday, :
- RI.6.2 Determine a central idea of a text and how it is conveyed through particular details.
- Students will read pages 302-305 in the social studies textbook and answer the questions on the answer sheet. DON'T FORGET THE QUESTION ON THE BACK SIDE OF THE SHEET!
Homework Due day, , 201: None.
Classwork, day, , 201:
CCLS RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details. Pages 3-4, Ready: New York CCLS.
Classwork, day, , 201:
CCLS RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details. Pages 3-4, Ready: New York CCLS.
- In partners, read paragraphs 1-4 on page 23. To determine the main idea, partners will make a list of three key details.
- Based on the key details, the partners will identify and describe the main idea by deciding what the key details have in common.
- "Remember: The main idea is the most important point. The key details support the main idea by telling you more about it. And, the main idea is not always the first or last sentence of a paragraph.
- ***AS STUDENTS ARE WRITING THEIR FINDINGS IN THEIR SOCIAL STUDIES NOTEBOOKS, STUDENTS WILL BE SURE TO BE WRITING IN COMPLETE SENTENCES RESTATING THE TASK!!!!!
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Homework Due Monday, : Students are expected to make revisions and additions to their Challenges of Firefighters Essay.
Classwork, Friday, : Revisions to the Challenges of Firefighters Essay.
Classwork, Friday, : Revisions to the Challenges of Firefighters Essay.
- Students were given back their Challenges of Firefighters Essay.
- Each student received extensive written individual feedback as to how they can specifically bring their writing to a higher level.
- We also had a class discussion about common ways that students can enhance their essays.
- Students also worked in pairs as they helped each other improve their writing.
- All students (with the exception of three students who received full credit for their essay) are encouraged to make revisions to their essays in order to improve their writing skills. Students who take the time will earn a higher grade accordingly.
- If students have misplaced their Challenges of Firefighters packet, the five articles can be downloaded from the files above.
Homework Due Monday, April 20, 2015: Revisions to the "Challenges of Firefighters" Essay. See the Social Studies page of this website for the five articles and more direction. There isn't any homework that is due on Tuesday, April 21, 2015.
Classwork, Monday, April 20, 2015: Begin Module 3A, Writing a Newspaper Article.
Homework Due Wednesday, :
Classwork, Tuesday,:
Homework Due Thursday, : None.
Classwork, Wednesday, :
Classwork, Monday, April 20, 2015: Begin Module 3A, Writing a Newspaper Article.
- Four volunteers will act out the skit on page 1 of the Student Workbook.
- As a class we will discuss the connection between the play and the book Dragonwings (by Laurence Yep) that they have just read.
- What is the mood of the skit? How do you know? What is the evidence? Which words reveal the mood? How do these words contribute to the mood? Underline the words in the skit that contribute to the mood.
- Students will begin a word bank with words that will add to the power of the newspaper article.
- What do the characters feel? Which words in the skit reveal how the characters feel? Underline the evidence.
- We will go through the Learning Targets on page 32 (the first page in the Student Workbook Packet). Students will put a star next to the targets that we want to focus on, a plus symbol next to the targets that we feel confident with, and a check next to the targets that we have completed before but can still use more work.
- We will discuss the writing task: Write an newspaper article that focuses on the question, "How did the 1906 San Francisco Earthquake and Fire affect the people of San Francisco?
- As a class, we will review the standards that we will focus on during this writing task (page 12 in the Student Workbook Packet).
- How do journalists get the quotes they need for their articles?
- What is an eyewitness account?
- Why are eyewitness accounts important in journalism? accurate, truthful, compelling
- What makes a powerful interview question?
- 1) precise: get the witness to tell you exactly what you need to know
- 2) open-ended question: not a "yes or no" answer
- 3) draw out emotions: gets the witness to describe how the experience made him/her feel
- Imagine that you are a journalist during the time of the 1906 earthquake and fire. Imagine that you could talk to one of the survivors. Begin thinking of the questions that you would ask your eyewitness.
Homework Due Wednesday, :
Classwork, Tuesday,:
- Students will analyze two quotes written on the SmartBoard (Lesson 2, page 6). Which is more compelling? Why?
- We will read an eyewitness account in a newspaper article about Hurricane Sandy. Which quotes are compelling? Why or why not? Why did the journalist choose these quotes.
- As we read the article, students will continue to add words to their word bank.
- We will go over page 12 of the Student Workbook Packet.
- We will go over the directions on pages 12 and 13.
- We will reread question number 1 on page 12. Students will write one-three interview questions in the space provided using the three steps in writing a powerful interview question found below.
- What makes a powerful interview question?
- 1) precise: get the witness to tell you exactly what you need to know
- 2) open-ended question: not a "yes or no" answer
- 3) draw out emotions: gets the witness to describe how the experience made him/her feel
- All students will share the questions they have written. As a class we will give suggestions to enhance students' questions.
- Students will read the article "Waking Up in a Nightmare" found on page 11 of the Student Workbook Packet. Is this article an eyewitness account?
- Students will follow the directions to part 2 on pages 12 and 13 and fill out the chart on page 13.
Homework Due Thursday, : None.
Classwork, Wednesday, :
- As in introduction to today's lesson, we will read the article "Waking Up in a Nightmare" found on page 11 of the Student Workbook Packet. Could this article be an eyewitness account? What details paint a picture of the destruction?
- Students will follow the directions to part 2 on pages 12 and 13 and fill out the chart on page 13.
- As a class we will read "One Boy's Experience."
- Students will fill out the chart on page 13 with facts and quotes from "One Boy's Experience."
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Homework Due Thursday, : Study Guides are due on Friday for a grade. Chapter 10 test is on Monday, May 4, 2015.
Classwork, Wednesday, :
Classwork, Wednesday, :
- Students will receive their study guide packets.
- Students will work on the packets in pairs.
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Homework Due Friday, : Complete the study guide. Due tomorrow for a grade.
Classwork, Thursday, :
Classwork, Thursday, :
- Students will watch two videos: one a BrainPop video and the other a Discovery Education video.
- As the students watch the video, students will fill out a t-chart listing the pros and cons of both videos.
- Students will explain why they think the videos are helpful in supporting the information we have learned in the chapter or why the video isn't as helpful.
Homework Due Monday, : Study for the test on Monday. Use the study guide to study for the test.
Classwork, Friday, :
Classwork, Friday, :
- Students will complete the study guide. We will go over the answers on the study guide.
Homework Due Monday, : Study for the test on Monday. Use the study guide to study for the test.
Classwork, Friday:
Classwork, Friday:
- Students will complete the study guide. We will go over the answers on the study guide.
Homework Due Tuesday, : Make corrections to the answers that you got wrong on the test. Corrections will not be accepted after second period.
Classwork, Monday, :
Classwork, Monday, :
- Students will take the Chapter 10 test.
Homework Due Wednesday, : None.
Classwork, Tuesday, :
Classwork, Tuesday, :
- We will go over the questions on the test.
- We will begin chapter 11.
"Chapter 10, The Roman Republic" Test: Tuesday, May 13, 201.
Students will be expected to use their social studies textbook for the test.
Homework: Week of April 2, 201
Chapter 10 Study Guide: Due day, , 201. Test day, , 201.
Students will be expected to use their social studies textbook for the test.
Homework: Week of April 2, 201
- Due Friday, May 2, 2014: PowerPoint Presentation. Be sure to email your presentation to Mrs. Looney. Be prepared to present your PowerPoint to the class on Friday, May 2.
- Homework Due Monday, May 5, 2014: "Chapter 10, The Roman Republic" Section 3 Worksheet Packet.
- Homework Due Thursday, May 8, 2014: Chapter 10 study guide. Guide may be completed in your notebook, on looseleaf, online, or in the packet. This is for a grade. See below.
- It is highly recommended that the chapter10.study.guide.powerpoint found above be utilized to study for the test. This resource is extremely valuable!
- "Chapter 10, The Roman Republic" Test: Tuesday, May 13.
Students will be expected to use their social studies textbook for the test.
Chapter 10 Study Guide: Due day, , 201. Test day, , 201.
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Homework due Wednesday, May 14, 201: Test corrections are due at 8:00 AM, Wednesday morning, in the homework folders. You MUST explain the corrections in order to gain back half of the points that were lost.
Chapter 10: PowerPoint Presentations: This project is not being assigned at this time.
PowerPoint Presentation. Be sure to email your presentation to Mrs. Looney. Be prepared to present your PowerPoint to the class on Friday, May 2.
the.roman.republic.project.docx | |
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the.roman.republic.project.pdf | |
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Due Tuesday, January 7, 2014: Homework: Finish reading and filling out the "Reading Closely for Details Checklist." Due tomorrow, Tuesday.
Classwork: Monday, January 6, 2014
PART 1 Objective: "Students learn what it means to read a text closely by attending to and analyzing textual details. Students analyze visual-based texts."
Activity 1: Introduction to Unit.
Classwork: Wednesday, January 8, 2014.
First, students will participate in a class discussion about the captions and the photos. Compare captions. What details have led the students to come up with the caption?
Activity 2: Reading Closely for Details.
Classwork: Thursday, January 9, 2014
Activity 3: Looking Closely for Details. "The purpose of the exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail, and an ability to communicate meaning to others."
Classwork: Monday, January 6, 2014
PART 1 Objective: "Students learn what it means to read a text closely by attending to and analyzing textual details. Students analyze visual-based texts."
Activity 1: Introduction to Unit.
- As a class, compare the process of "close reading" to the processes used by other experts (musicians, sports managers and coaches, outdoorsmen, scientists, detectives).
- We will link the above examples to questioning skills used by proficient readers.
- Discuss the Guiding Questions Handout. Students will put this handout in their binders.
- Preview the texts that we will read.
- Go over the Reading Closely Checklist.
- The documents can be found above or can be found on: Downloadable Resources Reading Closely CCSS Unit Grade 6: “The Wolf You Feed” – Zip File of All Documents
Classwork: Wednesday, January 8, 2014.
First, students will participate in a class discussion about the captions and the photos. Compare captions. What details have led the students to come up with the caption?
Activity 2: Reading Closely for Details.
- As we read Text #2, ask yourself the question, "What information or ideas does this text present?"
- Write the answer to the above question in your social studies notebook.
- Students will re-read the passage and will think about the following question as he/she reads the passage independently, "What words or phrases stand out to me as I read? Why do these words stand out?"
- Students will mark the details they notice as they read. Using a highlighter is encouraged.
- Students will paraphrase one of the details that they noticed.
Classwork: Thursday, January 9, 2014
Activity 3: Looking Closely for Details. "The purpose of the exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail, and an ability to communicate meaning to others."
- In small groups, examine the image. Answer the question, "What stands out to me as I examine this image?"
- While examining the image, record the details that are discovered. Record the details in your social studies notebook.
- Refer to the Guiding Questions Handout to help focus on details.
- What do you notice about the images and the questions that you had?
- Were your questions related to the text?
- In groups, students will list three key details that are essential for understanding something that is going on in one of the images.
- Each student will write a caption that summarizes what he/she believes the image to be about. Share with small group. Share with class.
- Compare captions. What details have led the students to come up with the caption?
- The documents can be found above or can be found on: Downloadable Resources Reading Closely CCSS Unit Grade 6: “The Wolf You Feed” – Zip File of All Documents
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Homework Due Friday, March 27, 2015: Complete the Questions Sheet for the article "The Braille System: The Language of Touch." These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points. Be sure to use the RACE Organizer. Be sure to give 2 quotes. Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Classwork, Thursday, March 26, 2015:
Classwork, Thursday, March 26, 2015:
- Complete the Questions Sheet for "The Braille System: The Language of Touch."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"The Braille System: The Language of Touch" article: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/TheBrailleSystem.pdf
"The Braille System: The Language of Touch" Questions Sheet:
Homework Due Wednesday, April 8, 2015: None.
Classwork, Tuesday, April 7, 2015:
Classwork, Tuesday, April 7, 2015:
- Complete the Questions Sheet for "Dear Mother Earth: An Earthly Advice Column."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"Dear Mother Earth: An Earthly Advice Column" article: http://www.patriciajmurphy.com/files/Aplsds0203.pdf
"Dear Mother Earth: An Earthly Advice Column" Questions Sheet:
Homework Due Thursday, Friday, and Monday, April 9, 10, and 13, 2015: "Challenges of a Firefighter" Essay is due on loose-leaf on Monday. Essays will be about three or four pages. Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline. Write the essay following the tasks below describing the challenges of being a firefighter.
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
"Challenges of Being a Firefighter" Essay:
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
- Students will read the five articles that are found in the “Firefighting” packet.
- Students will use all five articles to find historical information and up-to-date information about the challenges of being a firefighter from the past and in the present.
- Students will use the New York State rubric as a guide to bring their writing to a higher level.
- Students will use information, facts, and details, and quotes from all five articles found in the “Firefighter” packet in their essay.
- What are the challenges of being a firefighter? Use details from all five articles in the “Firefighter” packet to support your response.
- Our guest speaker will be Mrs. Farwell and a student junior firefighter.
- Students will add information from our interview with Mrs. Farwell to their essay.
- Several students have mentioned that they have people in their family that are firefighters. Students may interview a firefighter about the challenges that are faced. This information may be added to the essay for extra credit.
- Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline.
- In your response, be sure to:
- read all five articles in the “Firefighter” packet
- give examples of historical and present day challenges of being a firefighter using all five articles of the “Firefighter” packet
- write at least three or four pages
- use the rubric as you are writing this essay to be sure this is the best work you can do
- Be sure to EXPLAIN the importance of the quotes that you choose and EXPLAIN how the quotes relate to the question.
ARTICLES:
"An Interview with a Fire Investigator" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FireInvestigator.pdf
"Fighting Fire from Head to Toe" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FightingFireFromHeadToToe.pdf
"Fighting Through the Ages" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FirefightingThroughTheAges.pdf
"The Great Chicago Fire" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/TheGreatChicagoFire.pdf
"For Men Only? Not!" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/ForMenOnlyNOT.pdf
"Challenges of Being a Firefighter" Essay:
Homework Due Thursday, : Complete the Questions Sheet for the article "Seeing the Needs of Others: Guide-Dog Puppy Raisers." These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points. Be sure to use the RACE Organizer. Be sure to give 2 quotes. Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Classwork, Wednesday, :
Classwork, Wednesday, :
- Complete the Questions Sheet for "Seeing the Needs of Others: Guide-Dog Puppy Raisers."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"Seeing the Needs of Others: Guide-Dog Puppy Raisers" article: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/GuideDogPuppyRaisers.pdf
"Seeing the Needs of Others: Guide-Dog Puppy Raisers" Questions Sheet: