1 Hook / Set
Show instruction on screen. Students should review Venn diagram from yesterday (or previously). They should also take out their history notes; they will use them during the lesson.
Students will also use this time to log in to Google Classroom.
2 Direct Instruction (Explaining Process)
Describe lesson objectives and activity.
“Yesterday, you practiced using a Venn diagram to compare and contrast characteristics. Today, we’re going to apply that same principle to Roman values. We’re going to explore the values of ancient Rome by comparing theirs to our own.”
“When you log into Google Classroom, you will find this new assignment. [I show assignment document through the doc camera.] The first part is for you to identify three values that you think were important to ancient Romans. When you scroll down on the assignment document, you will see a values word bank. You may use any of the values listed there, or you can come up with your own. Use the graphic organizer to list examples of Roman people, events, or legacies that lead you to believe that the Romans had this value. Use your notes to help you. We’ve been discussing these values throughout the unit, so I think that many of you already have an idea of what you want to write. If you don’t, raise your hand while people are working, and I will come and help.”
“The second part of the assignment is new. You are going to think about how our own values are similar to Rome’s, and you’re also going to think about how ours are different. I want everyone now to scroll down to the bottom of the assignment sheet. [I will rearrange the printout to show the Venn diagram.] You will use this new Venn diagram for this comparison. Fill it out just like you did yesterday, but today, instead of comparing two story characters, you are going to be comparing Roman society with ours.”
“This is due at the end of class. You are allowed to use all of your Rome notes, but it is independent work. It should be quiet enough for people to concentrate. If you have a question, please raise your hand, and I will come help you. Don’t worry – I know that you all want to discuss your thoughts, and we will definitely do that next week. For today, though, I want you to clarify your own ideas.”
“Some of you may finish before class ends. If you do, then please finish the “Rikki Tikki Tavi” plot analysis sheet from yesterday. Are there any other questions? If so, please raise your hand, and I will come by. Otherwise, go ahead and start.”
3 Independent Practice
Students work on their assignment. I walk around the classroom and offer help and/or feedback as needed.
“Okay, I need you to wrap up your work. Since Classroom automatically saves your document as you work, all you need to do is click on the blue “Turn In” button. Please make sure you do that now.”
“Keep your notes. I will have feedback for you on Tuesday, and then we will use your work from today to have a Socratic Seminar. If you did a thorough job today (which I think most of you did), then you have nothing new to prepare.”
Key Standards Supported
Reading History/Social Studies
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Analyze the relationship between a primary and secondary source on the same topic.
Reading Informational Text
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Write arguments to support claims with clear reasons and relevant evidence.